Native Environmental Science Program Handbook

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1 Native Environmental Science Program Handbook (Spring 2010 Revised Version) A Guide to the AAS-NES and BS-NES Degree Programs At Northwest Indian College

2 Table of Contents Table of Contents... 1 Introduction... 2 What is Native Environmental Science?... 2 How to Use This Handbook... 2 Native Environmental Science Degree Programs at Northwest Indian College... 3 Associate of Arts & Sciences in Native Environmental Science... 3 Bachelor of Science in Native Environmental Science Overview... 4 The Two Options within the BS-NES Program... 4 Environmental Science Option (ESO)... 4 Interdisciplinary Concentration Option (ICO)... 4 Key Elements of the BS-NES degree programs Information Pertaining to Both Options... 5 a. Advising of BS-NES Students... 5 b. Taking Courses at Other Institutions... 6 c. Internships... 6 d. Learning Contracts... 6 Learning Contracts for Existing Courses Required in the BS-NES... 6 Learning Contracts for Individualized Learning in the BS-NES... 7 e. Individualized Learning... 7 Brief Summary of Individualized Learning Requirements... 7 Individualized Learning Course Numbers... 8 Individualized Learning Course Levels... 8 How to Get Started Setting Up Individualized Learning Contracts... 8 Instructions for the Development of Individualized Learning Contracts... 9 Evaluation Methodology and Criteria for Individualized Learning...11 Responsibilities...11 Some Questions Related to Developing Your Individualized Learning Contracts...12 f. Thesis Project...13 Thesis Project Guidelines...13 The Thesis Project in the Environmental Science Option...15 The Thesis Project in the Interdisciplinary Concentration Option...15 g. Graduation Requirements, Procedures and Policies Information Pertaining Specifically to Each Option within the BS-NES...18 ENVIRONMENTAL SCIENCE OPTION...18 INTERDISCIPLINARY CONCENTRATION OPTION...21 List of Steps for Students Pursuing the Interdisciplinary Concentration Option...24 Designing an Interdisciplinary Concentration...25 Native Environmental Science Concentration Seminar (NESC 305)...25 The Concentration Proposal...26 a. Concentration Title...26 b. The Rationale...27 c. Selection of Courses...27 d. Individualized Learning and the Concentration Proposal...28 Service Learning in the Interdisciplinary Concentration Option...28 Changing Courses, Individualized Learning or Other Elements Within the Concentration...28 Filing the Concentration Proposal...29 The Concentration Committee...29 Concentration Committee Roles and Responsibilities...29 Changing Concentration Committee Membership...30 APPENDIX 1: Forms...33 Thesis Project Proposal and Agreement Form...34 Title of Thesis Project...34 Description of Thesis Project...34 Individualized Learning Contract Form for the BS-NES...35 Interdisciplinary Concentration Agreement and Final Approval for Graduation Form...39 PART 1: Interdisciplinary Concentration Agreement...39 PART 2: Final Approval for Graduation

3 Introduction What is Native Environmental Science? Native environmental science is the study of environmental science from a Native perspective. Environmental science involves ecology, the study of how plants, animals, and other living things interact with each other and the physical elements. Environmental science is also concerned with human effects on other living organisms and natural environments, such as pollution, loss of habitat, and climate change. Environmental scientists work for tribal, federal, state, and municipal natural resource agencies, educational institutions, nonprofit institutions, and in the private sector. They are involved in research, monitoring environmental conditions, regulating activities that have potential to harm the environment, managing environmental and natural resource programs, educating the public about environmental issues, and many other activities. People with a background in environmental sciences may also go on to pursue careers in law, government, environmental policy, or regional planning. Native American perspectives bring a greater depth of understanding of the natural world and environmental issues to the study of environmental science. A common element of the philosophy and world view of many Native American tribes is a great respect for nature, and an understanding of people as a part of nature. Through living in close association with the natural world, Native American cultures have gained valuable knowledge and understanding of natural processes and the characteristics of plants and animals. The Native Environmental Science programs at Northwest Indian College give you an education in the environmental sciences, while including and honoring Native American knowledge and perspectives. Northwest Indian College offers two degrees in Native Environmental Science: a twoyear associate of arts and sciences degree that satisfies the Direct Transfer Agreement (DTA) requirements (see page 51 of the NWIC Catalog), and a four-year baccalaureate degree with two distinct options or tracks. How to Use This Handbook For information about the AAS in Native Environmental Science, see page 3. For a general overview of the BS in Native Environmental Science including two options, see pages 4. For more detailed information about the BS-NES programs, first read the general section that applies to both options beginning on page 4, and then refer to the next sections which have information specific to each option. The section with information specific to the Environmental Science Option (ESO) begins on page 17, and the section with information specific to the Interdisciplinary Concentration Option (ICO) begins on page 20. 2

4 Native Environmental Science Degree Programs at Northwest Indian College Associate of Arts & Sciences in Native Environmental Science The Associate of Arts and Sciences degree in Native Environmental Science (AAS-NES) provides a foundation in the sciences, Native American studies, and general education courses, as preparation for continuing toward the BS in Native Environmental Science program. The AAS-NES degree program satisfies the direct transfer degree requirements, and may be used to transfer to a bachelors' degree program at another college or university. Students completing the AAS in Native Environmental Science will be prepared to continue in the BS in Native Environmental Science degree program at the junior level with all prerequisites met. NORTHWEST INDIAN COLLEGE REQUIREMENTS CMPS 101 Introduction to Computers, or above 3 HMDV 110 Introduction to Successful Learning 4 NASD 105A-C Northwest Indian College Seminar (1 credit per quarter for 3 quarters) 3 TOTAL NORTHWEST INDIAN COLLEGE REQUIREMENTS 10 GENERAL EDUCATION REQUIREMENTS ENGL 101 English Composition I 5 ENGL 102 English Composition II 5 SPCH 105 Introduction to Interpersonal Communications OR SPCH MATH 102 College Algebra, or Math 107 (meets Quantitative Skills requirement) 5 Natural Science NASD Requirement: BIOL 104 or ENVS 201 (NS,NASD) 5 Humanities Distribution (At least 5 credits must be coded NASD) 15 Social Sciences Distribution (5 credits met in core) 10 Natural Sciences Distribution (all credits met in core) 0 Native American Studies (20 credits met in core) 0 Electives 8 TOTAL GENERAL EDUCATION REQUIREMENTS 57 CORE NATIVE ENVIRONMENTAL SCIENCE REQUIREMENTS BIOL 101 Introduction to Biology or BIOL 100, 111, 130, or 201* (NSL) 5 CHEM 111 Inorganic Chemistry, or CHEM 121 (NSL) 5 GEOL 101 Introduction to Geology or GEOL 111 (NSL) 5 NESC 293A-C Native Environmental Science Seminar II (1 credit per quarter for 3 quarters) 3 POLS 225 History of Federal Indian Policy (SS, NASD) 5 TOTAL CORE NATIVE ENVIRONMENTAL SCIENCE REQUIREMENTS 23 Students wanting to pursue the Environmental Science option in the Bachelor of Science in Native Environmental Science program are encouraged to complete the following courses as part of elective choices: CHEM 113 Biochemistry (NSL) 5 Both MATH 107 Elementary Statistics I and MATH 102 College Algebra (QS) 5 BIOL 202 Plant Biology (NSL) 5 BIOL 203 Animal Biology (NSL) 5 TOTAL DEGREE REQUIREMENTS 90 3

5 Bachelor of Science in Native Environmental Science 1. Overview The Bachelor of Science in Native Environmental Science (BS-NES) Program is intended to meet the critical need for Native American environmental scientists and Tribal leaders who are well grounded in both culture and science. The BS-NES was designed with considerable input from Pacific Northwest Tribal elders, leaders, environmental managers, educators and students. This program is focused on the environmental sciences, with a basis in Native American culture, traditional ecological knowledge and western science. The strength of the program lies in its commitment to Tribal communities, hands-on learning, opportunities for internships, and connection with Tribal leaders and scientists. The Two Options within the BS-NES Program Students have the opportunity to choose one of two options within the BS-NES program, the Environmental Science Option or the Interdisciplinary Concentration Option. It is recommended that students consult with advisors and faculty and attend orientations before choosing between these two options. Environmental Science Option (ESO) The Environmental Science Option is intended for students interested in pursuing careers in the fields of biology or environmental science using both Western science and Native knowledge and ways of knowing. This track includes more required biology and environmental science courses than the Interdisciplinary Concentration Option, so students can be assured they are receiving a good preparation for a career or graduate studies in the environmental sciences. The Environmental Science Option requires completion of 90 credits of prerequisites, 34 credits of Native Environmental Science Core Requirements, 35 credits of required courses, and 21 elective credits. Students within the option complete an internship as well as a thesis project. Interdisciplinary Concentration Option (ICO) The Interdisciplinary Concentration Option allows students flexibility in designing a program that meets their own academic, professional and personal goals within the framework of the Bachelor of Science in Native Environmental Science degree program. Students also design a thesis project under the guidance of a Concentration Committee. The Interdisciplinary Concentration Option requires completion of 90 credits of prerequisites, 34 credits of Native Environmental Science Core Requirements, 5 credits of required courses, 30 credits of elective courses that already exist at NWIC or approved courses at Western Washington University or another college or university, plus 21 credits of individualized learning courses developed within the student s concentration following the Native Environmental Sciences individualized learning course guidelines. 4

6 Key Elements of the BS-NES degree programs Internships As a student in either track of the BS-NES degree program, you will complete an internship. The internship is a work experience (paid or volunteer), where you will learn hands-on about an area of environmental science related to your professional interests. Internships are described in more detail on page 6. Learning Contracts There are two situations where you may enter into a Learning Contract course. First, Learning Contract courses may be offered when a course in the NWIC catalog is not available at a particular extended campus site or during the quarter when the student needs to take it. Second, Learning Contracts are used to implement Individualized Learning Courses, described below. Learning Contracts are described in more detail on pages 6-7. Individualized Studies Courses When you participate in an Individualized Studies course, you work with a faculty member, professional, or expert in a subject area to design your own learning experience. Individualized learning can take many forms, including academic study, relevant work experience, travel study projects, community service activities and other internships, volunteer work, and so on. Students in the ESO track can take up to 10 credits of Individualized learning courses, whereas students in the ICO track take a minimum of 21 elective credits of individualized learning courses. Individualized learning is described in more detail on pages Thesis Project As a student in the BS-NES programs, you will engage in a thesis project during the last two quarters of your senior year. The thesis project is implemented during enrollment in two courses, NESC 499A and NESC 499B. Planning for the thesis project ideally should begin in consultation with your faculty advisor in your second or third year, prior to enrollment in NESC 499A and 499B. In the thesis project, you bring together what you have learned in your studies to create a product. The thesis project could take many forms, including a research project, a major paper, delivering a series of lectures or presentations, or developing and teaching a course. The Thesis Project is described in more detail on pages Information Pertaining to Both Options a. Advising of BS-NES Students For the first 45 credits of enrollment, Northwest Indian College students are advised by advisors in the Student Services Office. After this first year of coursework, students are placed with a faculty advisor in their field of study (the Faculty Advisor). For students 5

7 who choose the BS-NES Interdisciplinary Concentration Option, the Faculty Advisor is also the chair of the student s Concentration Committee. This committee plays an important secondary role in advising (for more detail, see page 27). The duties of the advisors include: 1) Performing regular quarterly advising (including signing enrollment forms), 2) Providing guidance regarding Internship in Native Environmental Science project(s) (and supervisor[s]), and 3) Providing guidance regarding the Thesis Project proposal. b. Taking Courses at Other Institutions Students who take courses elsewhere for credit in a Northwest Indian College program of study should be aware of the following: NWIC students wishing to take courses at other institutions (e.g., Western Washington University) should consult with their academic advisor(s) regarding whether such courses will apply to their NWIC program of study. Students who plan to pursue the Interdisciplinary Concentration Option in the BS-NES program are required to include all non-nwic courses in their Concentration proposals (completed as part of NESC 305). NWIC students wishing to take courses at other institutions should contact the instructor(s) for such courses to help ensure that they may reserve a seat in the class, get registered and enrolled in time, and resolve any financial aid questions that may emerge. Students wishing to transfer credits into an NES program of study should consult with the Northwest Indian College Catalog and their academic advisors to help ensure they may receive those transfer credits. c. Internships At least one internship is required in the BS-NES: NESC 497, Internship in Native Environmental Science (for 5 credits). This may consist of an internship opportunity offered at Northwest Indian College or elsewhere. Students' faculty advisors must approve of NESC 497 projects and supervisors. The internship process is described in the Science Internship Handbook. Additional details are available from the NWIC Science Internship Coordinator Brian Compton ( ) upon request. d. Learning Contracts Learning contracts are documents used in some instructional circumstances at Northwest Indian College. The two situations in which a BS-NES student will use them are detailed below. Learning Contracts for Existing Courses Required in the BS-NES Learning Contract courses can be offered when an existing course in a specific area of interest is not available (e.g., if BIOL 202 is not listed in the annual course schedule at the time a student needs that course, or if an extended campus instructional site-based student needs such a course when it is not offered in any other modality available to that student). Learning contracts are prepared with participation of a student, a faculty 6

8 member, and the staff of the Individualized Studies department at NWIC. When a student registers for these courses, that student is entering into an individual contract with the instructor where the instruction may be offered using various modalities. Learning Contract courses can be print-based or may include on-line discussion groups and assignments, meetings with the faculty member, weekly teleconferences, projects to be completed, or videotapes. Learning Contracts for Individualized Learning in the BS-NES Learning contracts also are required for individualized studies at NWIC. For additional details of how they are used with individualized learning, refer to the "Individualized Learning" section below. e. Individualized Learning "Individualized learning" is a term used to refer to situations where students pursue academic work not represented in currently existing courses at NWIC, through the use of learning contracts. Individualized learning allows students to pursue their own academic interests, and gives them the opportunity to work closely with faculty or other professionals and experts in a subject area. Individualized learning may include academic study, relevant work experience, travel study projects, community service activities and other internships, volunteer work, and so on. Brief Summary of Individualized Learning Requirements 1) A maximum of 10 elective credits may be taken through individualized learning for credit in the Environmental Science Option, and a minimum of 21 elective credits of individualized learning may be taken through individualized learning in the Interdisciplinary Concentration Option. 2) At least 5 credits of individualized learning coursework that include service learning are required in the Interdisciplinary Concentration Option. 3) An Individualized Learning Contract Form is required for each Individualized Learning Course. The contract is developed by you and your Individualized Learning Instructor, and reviewed and approved by your Faculty Advisor. The Learning Contract Form is signed by the student, the Individualized Learning Instructor, the Faculty Advisor, and the Dean of Academics and Distance Learning. 4) Departmental codes and course numbers are to be assigned based on details presented in the Individualized Learning Contract Form. 5) Approximately three (3) hours of work per week are required throughout the quarter for each individualized learning credit assigned. 6) Individualized Learning Contracts must be completed, approved and processed by the first week of the quarter in which the individualized learning will take place. 7

9 7) The student must register for the desired course on a paper enrollment form with LC as the section code, including the signature of the Instructor of Record. Individualized Learning Course Numbers Course numbers 189, 289, 389, and 489 are reserved for individualized studies and are available for use with all departmental codes as needed (e.g., BIOL, BUAD, CHEM, etc.). They typically follow the naming convention of "Individualized Studies in (topic or discipline to be specified)." The particular departmental codes and course numbers that will be applied will be developed as appropriate to the proposed individualized learning. For example, a student's individualized learning consisting of 300-level work involving aspects of Native Environmental Science consistent with five (5) credits may be assigned the following designation: NESC 389, Individualized Studies in Native Environmental Science (5 credits). Individualized Learning Course Levels Course levels: Group or individual individualized learning may be taken as NESC (or other departmental code) 189, 289, 389, or 489 (Individualized Studies in [topic or discipline to be specified]), depending on the student's background or abilities and the nature of the study. 189 and 289 Individualized studies at this level are exploratory, and can be used to venture into fields in which you have not yet developed any expertise. 389 Individualized studies at this level assume some prior learning in the field, and a growing comfort with the vocabulary of the discipline. The proposal should include a clear statement of the critical perspectives you will bring to the activity. "Keeping a journal" is not usually sufficient demonstration of learning for this level of individualized learning, although a journal may be a source of data to be mined, along with other data, for thoughtful reflection, interpretation, analysis, and integration. 489 Individualized studies at this level assume significant prior learning in the field and facility with the vocabulary of the discipline. In addition to the guidelines for 300- level Individualized studies, a proposal at this level should indicate how you will bring multiple perspectives to your study, which may include the critical contexts in which the activity takes place, e.g. contested issues in scholarly literature or political controversies in the community. How to Get Started Setting Up Individualized Learning Contracts Within the BS-NES, students may work with a faculty member and others to define their individualized learning using an Individualized Learning Contract Form, and enroll in an "individualized studies" course. 8

10 Careful consideration should be given as to whom to approach for your individualized learning. Your Faculty Advisor will be helpful in this process, and must approve your individualized learning contract instructor. Have a discussion with your Faculty Advisor about who the instructor might be before approaching the potential instructor. When you first meet with a faculty member or other person whom you hope will serve as the instructor for your individualized learning contract, you should bring a preliminary draft of your Individualized Learning Contract that will provide the information that will allow that person to decide whether he or she is qualified and willing to work with you. After your instructor has agreed to work with you, both of you will work to prepare the Individualized Learning Contract. This work should occur during the quarter before the one in which you plan to participate in your individualized learning. A completed final Individualized Learning Contract Form must be submitted for the instructor's signature by the end of this planning quarter. For students pursuing the Interdisciplinary Concentration Option, individualized learning contracts ideally should be completed by the end of the quarter in which students complete NESC 305, Native Environmental Science Concentration Seminar, since those students may be enrolling in individualized learning experiences in the following quarter. This includes the selection of appropriate departmental codes, course numbers, associated number of credits, and the development of relevant learning outcomes along with other details as required in the Individualized Learning Contract Form. Instructions for the Development of Individualized Learning Contracts Following are instructions for the development, submission and approval of an Individualized Learning Contract. Required Information: The Individualized Learning Contract must contain the following information. Please work with your individualized learning instructor on the development of this document. The final version must be attached to the Individualized Learning Contract Form for signatures and finally submission to your Faculty Advisor. Student's Name Date Individualized learning Title Description Please present a concise statement (one paragraph) of what you plan to do, what expectations and objectives these plans are intended to fulfill, and what problems, major issues, or fundamental questions you expect to encounter in pursuit of your study. This should be developed in collaboration with your instructor. If you are pursuing an Interdisciplinary Concentration, this individualized learning should have been included in your proposal. The Individualized Learning Contract must include a description of how the individualized learning relates to the overall goals of your program of study, critical 9

11 perspectives you are bringing to the individualized learning, a schedule for the individualized learning, and the level and number of credits that you will earn. Background Describe your background, knowledge, preparation, or abilities you possess that will help you in undertaking this project: include books read, courses taken, and experiences outside of school. If you have no background in the topic area, then state this. Learning Outcomes In this section, provide a list of objectives, and describe your learning goals associated with each objective. Some issues to consider when writing this section include: What questions do you wish the individualized learning to address? What problems, issues, and complexities do you expect to confront? If there is any controversy concerning this area or approach to the study, how do you expect to address such controversy? What problems(s) do you intend to explore? What questions will guide this exploration? Can you describe your present position regarding these problems and questions? Learning Activities In this section, describe the learning activities associated with each objective or learning goal listed in the previous section. Demonstration of Learning The individualized learning must involve a demonstration of the learning accomplished, to be made available to the instructor and, if desired, to a larger audience in some concrete, accessible form. This might include a critical or analytical paper, a work of art or creative writing, a scientific report with analysis of experimental data and conclusions, a presentation, or other products approved by the instructor. This demonstration will serve as one basis for your evaluation. In this section, describe: Your plan to keep track of and demonstrate your learning. Your plan for reporting progress to your instructor. Any products you plan to produce (report, research paper, presentation, etc.) How the learning will be evaluated, including the criteria that will be used to evaluate the work. Time Schedule In this section, provide a timeline of when you will accomplish the learning activities during the quarter, or key events you are planning during the quarter. Bibliography/Resources In this section, describe sources and resources you intend to use for your individualized learning. Include a bibliography, a list of faculty and other knowledgeable or skilled people at NWIC and elsewhere you plan to consult, and list any other institutions and agencies you may use as resources (e.g. Western Washington University Library). If you need help making contacts or locating resources, consult with your instructor. 10

12 Signatures The final Individualized Learning Contract must be signed and dated by both the instructor and the student. Individualized Learning Contract Implementation and Student Registration in Associated Individualized Studies Course After you and your individualized learning instructor have completed the Individualized Learning Contract Form you must obtain the necessary signatures, including that of your Faculty Advisor. Your Faculty Advisor must then initiate the course implementation for the individualized learning based on the individualized learning contract. 1 Once these steps are completed, the student may be registered in the appropriate course. Your Faculty Advisor must sign on the line listing the X89 individualized learning course. 2 Evaluation Methodology and Criteria for Individualized Learning Self Evaluation Upon finishing the project, you will complete a written evaluation of it for your instructor. Consult with your instructor about details of the evaluation prior to completing the end of course evaluation. This should include evaluation of the extent to which the intentions stated in the original proposal were realized, the issues addressed and the important questions answered. In your self evaluation, assess developments undertaken during the course of the study according to their educational value. Discuss the meaning and the value of what was learned. If your objectives changed during this study, describe what triggered the change. Give an account of the major questions, problems, ideas and personal insight that were encountered. Describe what books, resources or people you found most useful. Describe problems, personal or academic, that you encountered, and how they might be avoided the next time around. Describe implications this experience might have for your future plans. Instructor Evaluation Upon receipt of your demonstration of learning and your evaluation, the instructor will assess your learning through it, and determine and assign a grade. Responsibilities 1 Implementation is the formal process of entering the item into the Jenzabar computer system and requires completion of a course implementation form from Enrollment Services to include the departmental code, course number, section code, number of credits, etc. associated with the individualized learning (e.g., NESC 389, Individualized Studies in Native Environmental Science). All such courses may be temporarily identified as "LCON X89" until the associated learning contract is received and processed within the Registrar's Office along with the associated course implementation form. Note that the name of the course will change from "Individualized studies " to your particular course title when the course is implemented. 2 Those individuals serving in the capacities of Faculty Advisor or Concentration Committee Chair must be identified within Enrollment Services for registration purposes. 11

13 Student In the Individualized Learning Contract Form you will find a list of requirements for individualized learning. Each of these elements should be relevant to your study; if not, you should be able to say why a category is inapplicable or what may fill its role in your particular instance. You should work with your individualized learning instructor in the quarter prior to starting your individualized learning. The completed Individualized Learning Contracts should be given to your individualized learning instructor before the end of that prior quarter for approval and signature. Your Faculty Advisor must then sign this by the end of the first week of the quarter in which you intend to earn credit. Individualized Learning Instructor The Individualized Learning Instructor shares responsibility for the quality of the content of the Individualized Learning Contract with the student. The instructor is expected to advise the student prior to and during formulation of the Individualized Learning Contract Form. After approval of the individualized learning contract, the instructor is responsible for on-going advisement as needed, for evaluation of the completed individualized learning, and other duties of an instructor of record (including grade submission). In Individualized Learning courses, a non-faculty instructor may team-teach with a faculty instructor of record. Some Questions Related to Developing Your Individualized Learning Contracts Here are some questions to help you and your Faculty Advisor, instructors or others (e.g., your Concentration Committee members) determine the legitimacy and parameters of your individualized learning contracts: 1) Does this planned individualized learning fit with your program of study? This parameter may make a difference when faculty members must decide if they can take on an additional student. 2) Is it worth college credit? Many topics or experiences may be appropriate for individualized learning, if the relevance to intellectual development, reflection, and the student s concentration are clearly articulated as part of the individualized learning contract. 3) Are you seeking credit for work or an experience you have already completed? If so, the work or experience must be evaluated in accordance with Northwest Indian College's guidelines regarding credit for prior learning experiences (see page 23 of the Northwest Indian College Catalog). 4) Is it worth the amount of credit requested? Approximately three [3] hours of work per week are required throughout the quarter for each credit assigned. 5) How many other individualized learning credits are you taking this quarter and why do you want to do this individualized learning now? 12

14 6) Have you done work in this area before? This question can help you and your faculty member, instructor or others determine the appropriate level for the individualized learning (200, 300 or 400-level). See next page for more detail. 7) Why have you chosen a particular person to be the instructor for this individualized learning? The instructor must have knowledge in the topic. 8) Have you thought carefully about how this person can help? Are there other people who have greater expertise in this area of study? f. Thesis Project Both tracks of the BS-NES require completion of NESC 499A-B, Native Environmental Science Thesis Project, which consists of five credits per quarter during the final two quarters of a student's degree program. The Thesis Project is the student s culminating experience in the BS-NES and will represent an identifiable extension of the student s program, regardless of which track a student chooses to pursue. The intention of the thesis project is for students to demonstrate accomplishment at a high level within their chosen area of study. Thesis Project Guidelines Students in both tracks of the BS-NES will work closely with primary faculty advisors on their Thesis Projects (for ESO students, the NES Faculty Advisor, and for ISO students, the Concentration Committee Chair). These faculty advisors are the main contacts and instructors of record for students' thesis projects, but students may also have other experts involved in guiding their thesis project work. Checklist of Basic Requirements of all Thesis Projects (regardless of track or topic): 1. In the quarter prior to enrollment in NESC 499A, Thesis Project (first quarter), the following should be completed: a. Preliminary draft of Thesis Project Proposal and Agreement Form with Instructor of Record or other project mentors identified b. Preliminary Implementation Plan for the student's Thesis Project 2. By the end of the quarter in which the student is enrolled in NESC 499A (Thesis Project, first quarter), the following should be completed: a. Approved Thesis Project Proposal and Agreement, including final Implementation Plan and preliminary results of research, etc. to date (including a practical work plan of how the project will be done as well as how it relates to the learning outcomes for NESC 499A-B, including other unique learning outcomes to be defined by the student and faculty advisor) b. Assessment (student self assessment, student course assessment, and others if required) 3. By the end of the quarter in which the student is enrolled in NESC 499B (Thesis Project, second quarter), the following should be completed: a. Final oral presentation to the campus or Tribal community 13

15 b. Thesis products provided to the Science Director for archiving and future reference c. Final reflective self-assessment 4. Other Requirements The Theses Project should also involve: a. An inquiry-, research- or problem-solving basis, using Native and Western science methods of inquiry, b. Relationship to the meaning of "sense of place" (with respect to a geographical, cultural and environmental location), c. Relationship to the meaning of "to be a people" (with respect to community and culture), d. Clear service or benefit to the community (to be identified), and e. Final element(s) represent(s) a synthesis logically leading from all the prior work and being holistic in nature There are a number of possible forms a Thesis Project may take, such as the following examples: 1) A major paper Such a paper could elaborate the ideas set out in the program of study and demonstrate how the methods and concerns of one discipline have been used to explore subjects of inquiry in another. For example, a student may combine economics with environmental sciences. That student might develop a firm grasp of how our economic system affects the environment and how environmental legislation is often at odds with economic planning. In the Thesis Project it might give examples of the inter-relationship between economic and environmental planning, to explore contemporary thinking about economic and environmental priorities, and to compare economic strategies with the issues of environmental quality. Such a paper also could deal with one issue of central importance to the program of study. The advantage here is that it allows the student to bring the knowledge gained in a variety of studies to bear on a single topic of interest. Examples here include "Makah Whaling and its Environmental and Cultural Implications" an extensive paper that narrows a program of study to an area of special and personal concern. 2) A research project - Such a project would use skills and methods gained in the program of study. One possibility is a study of "Historic and Contemporary Water Quality Dynamics in Bellingham Bay," e.g., for a student focusing on water resources. The study might use methods from Native studies, chemistry, biology, geography, history and resource management knowledge gained in the coursework of the program of study. The thesis project would not focus on central theoretical issues as in a major paper, but on research the student conducted in the field. 3) A portfolio of a student's work Such a portfolio should demonstrate what you learned and serve as a cohesive statement of your intellectual and creative development. Some of the portfolio will be done solely for the Thesis Project, and you should include examples of the most advanced quality of your work. The 14

16 portfolio must be accompanied by a critical discussion of the work. Examples might include a computer model related to environmental dynamics, an invention helpful in environmental monitoring, a stream restoration project, and a cataloged collection of plants of cultural significance. The purpose of the critical discussion is to describe how your creative endeavor is informed by your understanding of the culture that surrounds it. 4) A series of demonstrations or lectures This must be accompanied with a critical discussion and paper of the work in some larger social or intellectual context. Examples may include a set of videotapes, lectures, workshops, events or training related to environmental science and the program of study. 5) Teaching a course You may teach a special topics course (numbered 188, 288, 388 or 488) to fulfill your thesis project requirement. The course is offered under the supervision of an NWIC faculty member who is the instructor of record. This approach is especially valuable if teaching is one of your goals. It not only offers a chance to test the strength and clarity of your ideas, but also is necessarily concerned with the practical problem of helping others learn those ideas. Whether you provide the primary instruction or co-teach with others, this approach requires that you select the subject matter, articulate course outcomes, design a reading list, describe the content and approach, and a describe the method of evaluation for the participants. The faculty member supervising instruction of the course must approve the course. 6) Service learning An important part of the NES program is contributing to Tribal communities. Additionally, students may choose to make service learning a central theme of their Thesis Project. This must be accompanied with a paper analyzing the social and intellectual issues involved. The Thesis Project in the Environmental Science Option In the Environmental Science Option, the specific focus of the project is determined in consultation with the student's Faculty Advisor, who also serves as the student's main contact and instructor of record for the thesis project. The Thesis Project in the Interdisciplinary Concentration Option In the Interdisciplinary Concentration Option, the specific focus of the project is determined in consultation with the student's Faculty Advisor/Concentration Committee Chair, who serves as the student's main contact and instructor of record for the thesis project, and with the Concentration Committee. 15

17 g. Graduation Requirements, Procedures and Policies General graduation requirements are described in the Northwest Indian College Catalog. Additional details pertaining to the BS-NES include the following: Students must fulfill the following requirements to receive a BS-NES degree from Northwest Indian College: Complete with a passing grade all course requirements as specified for the BS- NES program in accordance with this document and other NWIC guidelines. For students seeking the Interdisciplinary Concentration Option, complete all parts of the Interdisciplinary Concentration Agreement and Final Approval for Graduation Form. Apply for graduation. Have degree conferred by the Registrar. Students have the following responsibilities in successfully completing a BS in Native Environmental Science degree from Northwest Indian College: Knowledge and understanding of College policies. Ensuring that all necessary course and program requirements have been met. Application for graduation. 16

18 Diagrammatic Overview of Steps for Students Pursuing the BS-NES Showing Both Tracks 17

19 3. Information Pertaining Specifically to Each Option within the BS-NES ENVIRONMENTAL SCIENCE OPTION The Environmental Science Option (ESO) is intended for students interested in pursuing careers in the fields of biology or environmental science using the tools of both Western science and Native knowledge and ways of knowing. The more extensive requirements in the ESO for chemistry and biology courses ensures students are well prepared for further studies or careers in the environmental sciences. Students completing this option may also be interested in pursuing graduate studies in environmental science. The Environmental Science option requires completion of 90 credits of prerequisites, 34 credits of Native Environmental Science Core Requirements, 35 credits of required Environmental Science Option courses, and 21 elective credits. The prerequisites, core Native Environmental Science Core Requirements, and Environmental Science Option requirements are shown below. To see one possible sequence of courses by quarter that would fulfill the degree requirements, see page 19. Students are not required to take their courses in this specific sequence. PREREQUISITE REQUIREMENTS Students are expected to complete the AAS in Native Environmental Science degree or a program satisfying the Direct Transfer Agreement (DTA) requirements, totaling 90 credits, as the foundation for junior standing in Native Environmental Science. The DTA requirements are described on pages of the Northwest Indian College Catalog. Prerequisite coursework must include the following courses or their equivalents: Course Number Course Title Credits BIOL 101 Introduction to Biology, or BIOL 100 or 130 (NSL) 5 CHEM 111 Inorganic Chemistry, or CHEM 121 (NSL) 5 CHEM 112 Organic Chemistry (NSL) 5 CHEM 113 Biochemistry (NSL) 5 GEOL 101 Introduction to Geology, or 111 (101 suggested for environmental science option) (NSL) 5 MATH 102 College Algebra (QS) 5 MATH 107 Elementary Statistics I (QS) 5 POLS 225 History of Federal Indian Policy (SS, NASD) 5 TOTAL PREREQUISITE COURSE REQUIREMENTS SPECIFIC TO THIS DEGREE 40 TOTAL PREREQUISITE REQUIREMENTS (Including other DTA requirements) 90 18

20 NATIVE ENVIRONMENTAL SCIENCE CORE REQUIREMENTS These courses must be taken at Northwest Indian College Course Number Course Title Credits NESC 301 The Ecology of the First People 3 NESC 310 Native Science 5 NESC 393A-C Native Environmental Science Seminar III (1 credit per quarter for 3 quarters) 3 NESC 493A-C Native Environmental Science Seminar IV (1 credit per quarter for 3 quarters) 3 NESC 497 Internship in Native Environmental Science 5 NESC 499A-B Native Environmental Science Thesis Project (5 credits per qtr. final 2 quarters at NWIC) 10 POLS 319 From the Beginning of Time: Native American Fishing Rights 5 TOTAL NATIVE ENVIRONMENTAL SCIENCE CORE REQUIREMENTS 34 ENVIRONMENTAL SCIENCE OPTION REQUIRED COURSES Course Number Course Title Credits BIOL 201 Cell Biology 5 BIOL 202 Plant Biology 5 BIOL 203 Animal Biology 5 BIOL 310 Ecology 5 MATH 210 Biostatistics 5 A combination of two of the three following courses: Course Number Course Title Credits ENVS 430 Aquatic Ecology, OR 5 each ENVS 440 Ecology of the Salish Sea, OR ENVS 481 Ecophysiology TOTAL ENVIRONMENTAL SCIENCE REQUIRED COURSES 35 ELECTIVES 21 Choose electives from BIOL, BUAD, CHEM, CMPS, COMH, ECON, ENVS, GEOG, GEOL, MATH, NASD, NESC, PHYS or POLS departments. A minimum of 11 credits must be at the level. A maximum of 10 elective credits may be taken through individualized learning coursework (courses numbered 189, 289, 389, or 489) following the Native Environmental Sciences individualized course guidelines. TOTAL DEGREE REQUIREMENTS

21 Sample course sequence fulfilling the requirements for the degree BS in Native Environmental Science, Environmental Science Option YEAR 1 FALL CLASSES CR WINTER CLASSES CR SPRING CLASSES CR ENGL English Composition I 5 BIOL 104 Biology/Natural History of Puget Sound 5 ENGL English Composition II 5 NASD 105A - Seminar I 1 NASD 105B - Seminar II 1 NASD 105C - Seminar III 1 HMDV Introduction to Successful Learning 4 NASD Introduction to Native American Studies 3 GEOL Introduction to Geology 5 Math appropriate to placement test 5 MATH College Algebra 5 BIOL Introduction to Biology 5 TOTAL CREDITS SUMMER QUARTER YEAR 2 FALL CLASSES CR WINTER CLASSES CR SPRING CLASSES CR NESC 293A- Native Environmental Science Seminar II 1 NESC 293B - Native Environmental Science Seminar II 1 NESC 293C - Native Environmental Science Seminar II 1 HIST Pre-Contact Native American History 2 SPCH Introduction to Personal Communications 4 MATH Elementary Statistics I 5 CHEM Inorganic Chemistry 5 CHEM Organic Chemistry 5 CHEM Biochemistry 5 CMPS Introduction to Computers 3 BIOL Plant Biology 5 BIOL Animal Biology 5 BIOL Cell Biology 5 TOTAL CREDITS SUMMER QUARTER YEAR 3 FALL CLASSES CR WINTER CLASSES CR SPRING CLASSES CR POLS History of Federal Indian Policy 5 NESC Ecology 1 st People 3 POLS Beginning of Time 5 HIST Post-Contact Native American History 3 MATH Biostatistics 5 BIOL Ecology 5 NESC 393A - NES Seminar III 1 NESC 393B - NES Seminar III 1 NESC 393C - NES Seminar III 1 NESC Native Science 5 ELECTIVE 5 ELECTIVE 3 TOTAL CREDITS SUMMER QUARTER: NESC 497 Internships in NES 5 YEAR 4 FALL CLASSES CR WINTER CLASSES CR SPRING CLASSES CR NESC 493A- NES Seminar IV 1 NESC 493B - NES Seminar IV 1 NESC 493C- NES Seminar IV 1 ENVS Aquatic Ecology 5 NESC 499A - NES Thesis Project 5 NESC 499B - NES Thesis Project 5 ELECTIVE 5 ELECTIVE 5 ENVS Ecology of Salish Sea 5 ELECTIVE 3 ELECTIVE 1-4 ELECTIVE 1-4 TOTAL CREDITS SUMMER QUARTER 20

22 INTERDISCIPLINARY CONCENTRATION OPTION The Interdisciplinary Concentration Option (ICO) allows students flexibility in designing a program that meets their own academic, professional and personal goals within the framework of the Native Environmental Science degree. Students design a concentration under the guidance of a Concentration Committee. This option requires students to take significant responsibility for the concentration s design and development. There are four main elements within the Interdisciplinary Concentration Option: (1) the Concentration Proposal, (2) the coursework (including the individualized learning), (3) a required internship and (4) the Thesis Project. You must complete all four parts in order to graduate with the BS-NES with an Interdisciplinary Concentration. The ICO requires completion of 90 credits of prerequisites, 34 credits of Native Environmental Science Core requirements, 5 credits of required ICO courses, 30 credits of elective courses that already exist at NWIC or approved courses at Western Washington University or another college or university, plus 21 credits of individualized courses developed within the student s concentration following the Native Environmental Sciences individualized learning course guidelines. At least 26 credits of the ICO courses, which include NESC 305, must be at the level. The prerequisites, core Native Environmental Science Core Requirements, and Interdisciplinary Concentration Option requirements are shown below. To see one possible sequence of courses by quarter that would fulfill the degree requirements, see page 21. PREREQUISITE REQUIREMENTS Students are expected to complete the AAS in Native Environmental Science degree or a program satisfying the Direct Transfer Agreement (DTA) requirements at NWIC or another college or university totaling 90 credits with the following courses or their equivalents as the foundation for junior standing in Native Environmental Science: BIOL 101 Introduction to Biology, or BIOL 100, 130, or 201 (NSL) 5 CHEM 111 Inorganic Chemistry, or CHEM 121 (NSL) 5 GEOL 101 Introduction to Geology, or GEOL 111 (NSL) 5 MATH 102 College Algebra, or Math 107 (QS) 5 POLS 225 History of Federal Indian Policy (SS, NASD) 5 TOTAL PREREQUISITE COURSE REQUIREMENTS 25 TOTAL PREREQUISITE REQUIREMENTS (Including other DTA requirements) 90 21

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