3-credit module: A module is a rigorous academic study of a selected area of interest. Module classes meet each Sunday class during the quarter, 9 a.m.-12:30 p.m. Students should choose a module according to their individual career or academic needs. Attendance at the sunday classes is the only way to get the benefit of the 3 credit modules.

4 credit total arranged with your site faculty (Raul)

Evaluation:

To earn full credit (4) faculty assess students in the following areas:

Preparation for and participation in each Sunday class session. Preparation includes having completed required readings and assignments with accompanying notes for seminaring. Participation includes all class activities and seminaring. Attendance at Sunday classes is not optional.

Timely completion and quality of all written assignments (See Inference Essays Rubric OR Written Project Rubric).

Student demonstration of new learning. Their Virtual participation in the program Web Crossing site. Self-evaluations should reference the 5 Fociand the Expectations of a Respect student

EVERYDAY LEGAL ISSUES IN INDIAN COUNTRY
LGST 213
Marilou Rickert

Using the text The Rights of Indians and Tribes, students will study the legal issues that routinely confront Indians on their reservations and in their communities, including child welfare, treaty rights, criminal and civil jurisdiction, civil rights & Sovereign Immunity.  This module will help students understand the issues, restrictions, and frustrations that tribal governmental officials and employees must deal with.

Outline:

10/6: Indian Child Welfare
Read:  The Rights of Indians and Tribes, Chapters II & XVII, & Appendix E

10/27 Treaty Rights
Read:  The Rights of Indians and Tribes, Chapters IV, XI & XII

11/17 Criminal and Civil Jurisdiction
Read:  The Rights of Indians and Tribes, Chapters VIII & IX, & Appendices B, C & D

12/8 Civil Rights and Sovereign Immunity
Read:  The Rights of Indians and Tribes, Chapters XIII, XIV & XVIII, & Appendix A

Minimum: 8 students     Maximum: 20 student
 

INSTRUCTOR’S BIO:
Marilou Rickert received her J.D. degree from the University of Washington School of Law and is a member of the Washington State Bar.  She has been employed as the Legal Assistant for the Skokomish Indian Tribe for the past four years, where one of her most important responsibilities is drafting, revising, and updating the tribe’s codes and ordinances.  Before working for the tribe, Marilou practiced law for seven years in Seattle and Arlington, Washington.  She clerked for King County Superior Court Judge James McCutcheon after graduating from law school and was herself a candidate for Superior Court Judge in King County in 1996.  Marilou received her B.A. in English from the George Washington University in Washington, D.C. and her Ph.D. in English Literature from the University of Colorado.  She taught writing, English Literature, and women studies at colleges and universities in Colorado and Maryland.

STATISTICS: THE PROCESS AND METHODOLOGY
Math 107
Phil 188/288 (Introduction to Logic)
Allen Standing Bear Jenkins

Each student will develop a 'sense' of statistical process, be able to read and think critically using statistical information, and to become a more informed consumer of information.  Emphasis will be on understanding and gaining an appreciation for practical applications of statistics, rather than memorization of formulas and theory.

Minimum: 5 students Maximum: 15 students

MATTERS CLOSE TO THE HEART:
NATIVE WOMEN, THE PEN, AND THE POWER OF VOICE
ENGL 237 A-C
Frances Rains

"A nation is not defeated until the hearts of its women are on the ground."
Traditional Cheyenne saying

Native women have always had importance and place within Native societies.  However, much of what is written about Native societies, especially historical, has emphasized the Native men (e.g., Red Jacket, Corn Planter, John Ross, Tecumseh, Chief Logan, Black Hawk, Crazy Horse, Geronimo, Chief Joseph, to name just a few).  Native women’s voices were rarely documented. Their lives, or the issues they deemed important, were often made invisible.  It is not that Native women did not speak, but that the recorders were often non-Indian males who often were not privy to Native women’s groups/clans/societies.  So, when Native women began to use the pen, they used this pen to give voice to matters close to their hearts as Native women, as survivors, and as active participants in the struggle for justice.

This mod is a humble effort to begin to look at a few of such Native women, past and present.  Here we will learn about some of their lives, and what matters they wrote about, or are writing about, that were, and are….close to their heart.  We will consider how there may be Native women in our own class, or in our families, or communities who may also be active participants in the struggle for justice and how we might use the pen to document, or bring more awareness to the matters these Native women hold close to their hearts.  Reading/reflections, active discussions, library and grounded research, and a final project will allow us to learn about, and connect with, some of these inspiring Native women.

Minimum :  5 students    Maximum: 15 students

LANGUAGE OF OPPRESSION & LEADERSHIP
EDUC 203
Cliff Keeline
Gary Peterson

Students will study material intended to be a foundation for understanding  oppression and the language of oppression . Pedagogy of the Oppressed by Paulo Freire is the text for this module.  Commonly used words, prejudice, discrimination, oppression, and "ism" will be examined to insure that students understand the words in the same way.   The concept of "a river of culture" chronology will be introduced in relation to Native American history in the Northwest beginning in 1828 and forward to 2001.  What was happening to Indian people in the area during significant historic events?

Minimum: 5 Maximum:25

Instructor Bio:
Cliff Keeline received is Bachelor of Arts degree in 2002.  He is a graduate of the Reservation Based program.  He spent part of his summer traveling in South America.
Cliff is committed to helping others achieve their educational goals and sets a wonderful example of persistence and survivorship.  Cliff is a Vietnam Veteran.

21ST CENTURY COMPUTER TECHNOLOGY
CMPS 155 or CMPS 188/189
Mark Ferguson

The student will be able to integrate technology and communication as it pertains to the business world.  Students will use the following texts: Word 2000 Module 1 Learning Guide and Windows XP Module 1 Academic Student Guide
* Part-1 the student will learn computer basics using Windows XX
* Part-2 the student will learn the basics of electronic communication by mastering composing E-Mail and sending attachments and computer file management.
* Part-3 the student will learn the basics of using Microsoft Word 2000.  The student will learn how to use MS Word as it pertains to report writing, letters, and hot to prepare a self-evaluation.

Goals:
* To develop and demonstrate leadership skills
* To show new and exciting ways of how to improve writing skills integrating technology.
* To develop new skills related to today’s ever growing technology.
 

Minimum: 5 students Maximum: 15 students

Instructor Bio:
Mark Ferguson graduated, with a Bachelor of Arts degree, from the Reservation based program in 2001.  He has since taught computer science at the Muckleshoot Tribe and is currently teaching in the Tacoma school district.  From the time he entered the program Mark was very clear that he wanted to teach.  He is in many ways realizing his goals.

INTERNATIONAL TRAVEL AND NEWSLETTER PUBLICATION
JOUR 113
Raul Nakasone

This module will be a student led module that will focus on preparation for, expectations of, and reporting on international travel.  The work will result in a newsletter that will relate the experiences, impressions, and analysis of students who have traveled internationally and will help those who plan to travel internationally.  Students will continue shaping their leadership skills and become leaders for the world indigenous community and through this module and will organize the next group that will visit Peru next summer (including faculty).  The group will continue the work started to organize their exchange program "Village to Village."
-Students will have the opportunity to learn/participate in the Fall in a virtual seminar (seminar in the Internet) presented via Martha's organization ECIE on how   indigenous communities like the Ashaninkas, are using Electronic Communications Tools (ECT) to defend/protect their cultures.
- Students will have an opportunity in the Winter quarter to help ECIE create a virtual world indigenous community forum inviting indigenous nations from all over the world to discuss topics around the use of ECT. The group could be in charge of inviting the NW tribal representatives or perhaps the national tribal representatives.
- Give this group authority to guide/advise the new group traveling to Peru next summer and study more about indigenous communities from the Andes and the Peruvian coast and other indigenous communities in the Americas.

Minimum: 5 students Maximum: 20 students

CONTENT & ACTIVITIES FOR TEACHING ABOUT INDIANS OF WASHINGTON STATE K-6 HISTORY, SOCIAL STUDIES, AND ART
EDU 188/189
Yvonne Peterson
This study of the history and culture of the Indians of Washington State will increase students' knowledge of Indian heritage, a knowledge base of Tribal History, of human nature, and an understanding of themselves.  Students will select a discipline and focus their work to devise appropriate activities for the study of Indian people in Washington State.
Minimum: 5 students Maximum: 20 students

THE ART OF COASTAL REGALIA
NASD 137
Michelle Aguilar-Wells

Students will study the traditional and changing dress of the tribes of the coast and the Puget Sound region.  Students will adapt, design and make regalia as wearable art.  Students will use the book Robes of Power: Totem Poles on Cloth as the primary text.  The class will include research and family interviews.

Prerequisites:  Minimal sewing skills and access to a sewing machine (or may sew entirely by hand).
Costs:  Students will be expected to buy their own fabric, needles, thread, buttons, scissors, and other items.

Minimum: 5 students      Maximum 15 students

INDIANS AND THE STATE LEGISLATIVE SYSTEM
PTAD 220
Randy Scott

Study topics will primarily be the Washington State legislative process (how it really works), the roles of lobbyists, agencies, the media, constituencies and Tribes.  Secondarily, study will include the state/tribal relationship and how to develop a basic inter-governmental relationship. The primary text will be, Sine Die: A Guide to the Washington State Legislative Process, 1997, by Edward D. Seeberger.

Each student will identify and work on a tribal/state issue and do a three  to four page plan or strategy on how to better the relationship as it relates to their issue.  This may be accomplished by working in groups of two or three students.  Students should desire to better understand effective written and oral persuasion aimed at decision-makers and understanding successful political advocacy.

Minimum: 5 students     Maximum: 20 students

Instructors Bio:
Rand Scott is a Haida?Gitxsan Native.  He has lived in the greater Puget Sound area most of his adult life.  His is currently a contract lobbyist working in Olympia.  He has been doing legislative and government relations type work since 1981.  He has represented the City of Seattle, Washington State Association of Counties an employee.  Since starting ACCESS and doing contract lobby work he has concentrated on representing tribal governments and has worked for the Quinault Nation, Colville Confederated Tribes, Puyallup Tribe, and Lummi Nation.  He also has contracted with local units of government such as Spokane County, King county, City of Seattle and Sound Transit.  His desire is to share his knowledge and experience of public policy development and some of the intricacies of working in Olympia.

Credit breakdown for fall quarter:

3-credit module: A module is a rigorous academic study of a selected area of interest. Module classes meet each Sunday class during the quarter, 9 a.m.-12:30 p.m. Students should choose a module according to their individual career or academic needs. Attendance at the sunday classes is the only way to get the benefit of the 3 credit modules.

4 credit total arranged with your site faculty (Raul)

Evaluation:

To earn full credit (4) faculty assess students in the following areas:

Preparation for and participation in each Sunday class session. Preparation includes having completed required readings and assignments with accompanying notes for seminaring. Participation includes all class activities and seminaring. Attendance at Sunday classes is not optional.

Timely completion and quality of all written assignments (See Inference Essays Rubric OR Written Project Rubric).

Student demonstration of new learning. Their Virtual participation in the program Web Crossing site. Self-evaluations should reference the 5 Fociand the Expectations of a Respect student