Native Environmental Science Program Handbookblogs.nwic.edu/briansblog/files/2010/12/NES-Program...Native Environmental Science Program Handbook (Spring 2010 Revised Version) A Guide

Native Environmental

Science Program

Handbook (Spring 2010 Revised Version)

A Guide to the AAS-NES and BS-NES Degree Programs

At Northwest Indian College

2009-2010

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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 ............................................................................... 4

1. 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 ............................................................................... 5 2. 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 ...................................................................16 3. 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 ............................................................................................41

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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 two-

year associate of arts and sciences degree that satisfies the Direct Transfer Agreement

(DTA) requirements (see page 51 of the 2009-2011 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.

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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 120 4

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

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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.

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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 7-13.

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 13-15.

2. 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

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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 (392-4321) 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

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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.

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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.

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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

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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.

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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.

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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 2009-2011 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?

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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

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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

15

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.

16

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.

17

Diagrammatic Overview of Steps for Students Pursuing the BS-NES

Showing Both Tracks

18

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 51-52 of the 2009-2011 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


TOTAL PREREQUISITE COURSE REQUIREMENTS SPECIFIC TO THIS DEGREE 40

TOTAL PREREQUISITE REQUIREMENTS (Including other DTA requirements) 90

19

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


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:


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 300-499 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 180

20

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 101 - English Composition I 5 BIOL 104 – Biology/Natural History of Puget Sound 5 ENGL 102 - English Composition II 5

NASD 105A - Seminar I 1 NASD 105B - Seminar II 1 NASD 105C - Seminar III 1

HMDV 110 - Introduction to Successful Learning 4 NASD 110 - Introduction to Native American Studies 3 GEOL 101 - Introduction to Geology 5

Math appropriate to placement test 5 MATH 102 - College Algebra 5 BIOL 101 - Introduction to Biology 5

TOTAL CREDITS 15 14 16

SUMMER QUARTER

YEAR 2


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 111 - Pre-Contact Native American History 2 SPCH 105 - Introduction to Personal Communications 4 MATH 107 - Elementary Statistics I 5

CHEM 111 - Inorganic Chemistry 5 CHEM 112 - Organic Chemistry 5 CHEM 113 - Biochemistry 5

CMPS 101 - Introduction to Computers 3 BIOL 202 - Plant Biology 5 BIOL 203 - Animal Biology 5

BIOL 201 - Cell Biology 5


SUMMER QUARTER

YEAR 3


POLS 225 - History of Federal Indian Policy 5 NESC 301 - Ecology 1st People 3 POLS 319 - Beginning of Time 5

HIST 112 - Post-Contact Native American History 3 MATH 210 - Biostatistics 5 BIOL 310 - Ecology 5

NESC 393A - NES Seminar III 1 NESC 393B - NES Seminar III 1 NESC 393C - NES Seminar III 1

NESC 310 - Native Science 5 ELECTIVE 5 ELECTIVE 3

TOTAL CREDITS 14 14

SUMMER QUARTER: NESC 497 – Internships in NES 5

YEAR 4


NESC 493A- NES Seminar IV 1 NESC 493B - NES Seminar IV 1 NESC 493C- NES Seminar IV 1

ENVS 430 - Aquatic Ecology 5 NESC 499A - NES Thesis Project 5 NESC 499B - NES Thesis Project 5

ELECTIVE 5 ELECTIVE 5 ENVS 440 - Ecology of Salish Sea 5

ELECTIVE 3 ELECTIVE 1-4 ELECTIVE 1-4

TOTAL CREDITS 14 12-

15

12-

15

SUMMER QUARTER

21

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 300-499 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


TOTAL PREREQUISITE COURSE REQUIREMENTS 25

TOTAL PREREQUISITE REQUIREMENTS (Including other DTA requirements) 90

22

NATIVE ENVIRONMENTAL SCIENCE CORE REQUIREMENTS – These

courses must be taken at Northwest Indian College 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

INTERDISCIPLINARY CONCENTRATION REQUIREMENTS (Minimum 26

credits must be 300-499) NESC 305 Native Environmental Science Concentration Seminar (taken the 1st or 2nd quarter in

concentration) 5

Electives: Existing courses taken within concentration 30 Individualized learning courses within concentration 21

Individualized learning courses focus on key areas of inquiry contained in the concentration, such as: relevant work

experience, travel study projects, service learning, field school, and volunteer projects. At least 5 credits will be a

service learning project.

TOTAL DEGREE REQIREMENTS 180

23

Sample course sequence fulfilling the requirements for the degree BS in Native Environmental Science, Interdisciplinary Concentration

YEAR 1


ENGL 101 - English Composition I 5 CMPS 101 - Introduction to Computers 3 ENGL 102 - English Composition II 5

HMDV 110 - Introduction to Successful Learning 4 MATH 102 - College Algebra 5 BIOL 104 – Biology/Natural History of Pgt Snd 5

HIST 111 - Pre-Contact Native American History 2 NASD 110 - Introduction to Native American Studies 3 Humanities Requirement-NASD 5

Humanities Requirements 4 DTA Elective 4


SUMMER QUARTER

YEAR 2


HIST 112 - Post-Contact Native American History 2 SPCH 105 - Intro to Personal Communications 4 POLS 225 - History of Federal Indian Policy 5

Other Environmental Science Prerequisites 5 Other Environmental Science Prerequisites 5 Other Environmental Science Prerequisites 5

Humanities Requirements 4 Humanities Requirements 3 DTA Electives (NASD) 1

DTA Elective (NASD) 4 Humanities Requirements 3 Humanities Requirements 3


SUMMER QUARTER

YEAR 3


NESC 393A - NES Seminar III 1 NESC 301 - Ecology 1st People 3 POLS 319 - Beginning of Time 5

NESC 310 - Native Science 5 NESC 393B - NES Seminar III 1 NESC 393C - NES Seminar III 1

NESC 305 – Concentration Seminar 5 Interdisciplinary Concentration credits (300 level) 5 Interdisciplinary Concentration credits (300 level) 5

Interdisciplinary Concentration credits 4 Individualized Studies Services Learning 5 Interdisciplinary Concentration credits (300 level) 5


SUMMER QUARTER: NESC 497 – Internships in NES 5

YEAR 4


NESC 493A- NES Seminar IV 1 NESC 493B - NES Seminar IV 1 NESC 493C- NES Seminar IV 1

Interdisciplinary Concentration credits (300&400 level) 4 NESC 499A - NES Thesis Project 5 NESC 499B - NES Thesis Project 5

Interdisciplinary Concentration credits (400 level) 5 Interdisciplinary Concentration credits (400 level) 5 Interdisciplinary Concentration credits (400 level) 3

Individualized Studies 5 Individualized studies within concentration 5 Individualized Studies within Concentration 4

TOTAL CREDITS 15 1 6 13

SUMMER QUARTER

List of Steps for Students Pursuing the Interdisciplinary

Concentration Option

The following list of steps complements the previous diagrammatic overview of steps

in the BS-NES degree program with emphasis on the Interdisciplinary Concentration

and including additional details.

1) If necessary, complete all Native Environmental Science prerequisite courses

(e.g., if not in Direct Transfer Agreement or if Associate of Arts and Sciences in

Native Environmental Science [AAS-NES] degree requirements have not been

completed).

2) If necessary, declare of Bachelor of Science in Native Environmental Science as

your program of study with the intention of pursuing the Interdisciplinary

Concentration Option.

3) Select NES Faculty Advisor after having attended 45 credits of coursework. The

Faculty Advisor will also serve as Chair of the Concentration Committee.

4) It is suggested that ICO students enroll in NESC 303, Native Environmental

Science Concentration Interdisciplinary Seminar prior to enrolling in NESC 305,

Native Environmental Science Concentration Seminar. (This should be done at

least five quarters before graduation.)

5) Enroll in NESC 305, Native Environmental Science Concentration Seminar.

During this quarter, choose members of the Concentration Committee in

consultation with the Chair and develop a Concentration proposal. This should be

done at least four quarters before graduation.

6) The Concentration proposal must be approved and signed by the Concentration

Committee members.

7) Submit signed approved Concentration proposal to the Registrar's office for credit

review. Registrar, after review, approves, signs and files the official proposal in

the student's master file. Student and Committee Chair receive copies of

proposal. Any changes made to proposal's credits/courses must by approved by

the Committee Chair and the registrar. Updated versions of the Proposal must be

approved, at least by the Chair in the case of minor changes and by the full

Committee in the case of major changes, and filed at the Office of the Registrar.

8) Complete required courses, individualized learning, NESC 497, Internship in

Native Environmental Science and NESC 499 A-B, Thesis Project.

9) Your final ICO program of study must be approved by your full Concentration

Committee. (This should be done in the last quarter before graduation.)

25

10) File final approved Concentration proposal, complete with the title, listing of all

approved coursework and all required signatures, with the Registrar along with

your graduation application. This should be done in the last quarter before

graduation.

11) Apply for graduation with the Registrar. The Registrar's Office will perform a

review of overall NWIC credit requirements, NES prerequisites, NES core

requirements, coursework listed in your Concentration proposal and completion

of the Thesis Project along with any other information pertinent to graduation.

12) Degree is conferred. The Registrar will confer you the degree when all

requirements listed on the last program planning form are completed. For students

completing concentrations, the Thesis Project, approved and signed by all

Concentration Committee members, is due no later than the last day of the final

quarter prior to graduation.

Designing an Interdisciplinary Concentration The Interdisciplinary Concentration is developed during the student’s enrollment in

NESC 305. The student develops their concentration with guidance from the NESC 303

and NESC 305 instructors, and in consultation with their Faculty Advisor/Concentration

Committee Chair.

There are several ways to approach the Interdisciplinary Concentration. Some students

may integrate fields normally represented by two or more disciplines. For example, a

student interested in the relationship between Environmental Science and traditional

Native approaches to ecological restoration might use the investigation and analysis of

restoration examples, both current and historical, to integrate those interests.

The student, in consultation with their Faculty Advisor, chooses the specific courses and

other learning opportunities that comprise the Interdisciplinary Concentration. The plan is

then presented to the student’s committee for discussion and approval. These courses and

other learning opportunities, once approved by your committee, are then set as your

Native Environmental Science graduation requirements. Changes are possible but require

written justification and approval of the committee.

Native Environmental Science Concentration Seminar (NESC 305)

In this seminar, students are guided in developing their Concentration Proposal

(described below). Before the student enrolls in this class, the student must complete 1)

all the requirements of the Direct Transfer Agreement which is usually satisfied in an

Associates of Arts and Sciences degree, and 2) all Native Environmental Science course

prerequisites.

During the quarter enrolled in NESC 305, the student pursuing the Interdisciplinary

Concentration Option selects a Concentration Committee and chair. For students who are

26

uncertain as to whether they wish to ultimately pursue the Interdisciplinary Concentration

Option, or who may change their mind at some point after choosing the Interdisciplinary

Concentration Option, they may take the concentration seminar and apply it for credit as

an elective within the Environmental Science Option.

The Concentration Proposal The Concentration Proposal is a plan of study that articulates your educational goals, the

intent of the concentration, its intellectual framework, and a list of proposed courses and

other activities. Interdisciplinary Concentration proposals should include opportunities

for you to pursue your scholarly interests through a variety of means, including formal

coursework, individualized learning, and applied work in your chosen fields.

You develop the concentration proposal in consultation with your Concentration

Committee, which is made up of faculty and others, during the quarter you register for

the Native Environmental Science Concentration Seminar (NESC 305). Because

students may have some difficulty in matching learning experiences with goals, we

encourage you to register for the concentration seminar early in the process. Students

must have their concentration proposals completed and approved a minimum of

three [3] quarters before graduation.

The concentration proposal includes the following: 1) a written rationale, 2) a list of

proposed coursework, including proposed individualized learning courses, and 3) a

signature page for Concentration Committee members. A Concentration Proposal Form

is provided to students enrolled in NESC 305, Native Environmental Science

Concentration Seminar.

a. Concentration Title

The selection of the concentration title is an important decision, which should be

carefully considered. Your preliminary selection of a concentration title may be

modified during your course of study, but the final concentration title will appear on

your final transcript and diploma, and it is likely to be read and interpreted by

"outsiders" such as prospective employers, graduate school admissions officers, etc.

The title should reflect the fields of interdisciplinary study and at the same time convey

the particular focus of the concentrated study. Avoid over-generalization,

overspecialization, using words or phrases common to traditional majors and lengthy

titles. Choose a title that you can live with some time after graduation. Note that the

title you identify as you develop your Concentration Proposal in NESC 305 may be

modified at a later date prior to graduation, if necessary and appropriate.

Consult with your committee members on your title. Concentration titles, because they

are student-designed, are reviewed and approved by your committee. Committee

members evaluate titles primarily in terms of clarity and meaning and non-duplication

of majors or professions already available at other schools, colleges or universities.

27

An additional consideration regarding concentration titles is the fact that the Jenzabar

computer system used at NWIC has an upper length limit for concentration titles of 25

characters, including spaces.

b. The Rationale

The heart of the concentration proposal is the rationale. Basically it is a statement of

intent that establishes the intellectual framework for your entire concentration program

and as such should offer a reasonably systematic description of what you intend to do.

Even though your will produce your concentration proposal before you do the bulk of

your work it describes, it should represent conclusions drawn from consultations with

your Faculty Advisor, your committee, faculty, others from outside the college (e.g.

elders, Tribal leaders, family) and from considerable independent thought on your part.

The rationale must include a clear account of how the various areas of the

Interdisciplinary Concentration are to be related, the methods that will be used to

integrate them, and the scheme that will guide the selection of courses, individualized

learning, and other learning experiences. The rationale must clearly describe how the

concentration proposal's scope is within the environmental science fields, whether

Native or Western. During the Native Environmental Science Concentration Seminar

(NESC 305), the instructor(s), Faculty Advisor, and committee will assist in giving

direction and coherence to your plan.

The work of writing the rationale normally takes place in the concentration seminar.

Plan to write a number of drafts of the rationale. This may take an entire quarter, or

perhaps longer in some cases.3 In fact, it is necessary that the concentration proposal

develops over time in order for you to gather the best available advice, explore and

research possibilities, think and re-think ideas, and develop the conceptual vocabulary

that best describes your interdisciplinary intentions.

c. Selection of Courses

A concentration proposal must list the courses that apply to the concentration. These may

include courses already completed, courses in progress, and those that you intend to take.

The course list may include more than the required number, with the understanding that

courses listed as optional may be selected at the discretion of the student. It is required

that your concentration will include a minimum of 30 credits with a "Satisfactory," "C" or

better grade taken at NWIC or approved courses at Western Washington University or

another college or university. You may use courses taken before entering the NES

program. However, these courses must be approved by your Concentration Committee

Chair in order to be included.

3 In cases where the concentration proposal may not be completed within a single quarter, it is

recommended that the student work with the instructor(s) in accordance with NWIC grading policy and to

develop an Incomplete Agreement.

28

d. Individualized Learning and the Concentration Proposal

The concentration proposal must describe the minimum of 21 credits of individualized

learning developed within the student's concentration and described in Individualized

Learning Contracts. An Individualized Learning Contract Form is provided in the Forms

section of this handbook and is discussed in detail below.

Your Concentration Committee must approve the general description and learning

outcomes as well as the number of credits and other details regarding all individualized

learning to be used within the concentration proposal. Once all the individualized

learning elements are developed, students can proceed with preparation of the

Individualized Learning Contract Form with each instructor whom they plan to work

with. A student may make substantial changes and additions to an individualized learning

contract, such as changing the number of credits, only with approval and signatures of

your Concentration Committee and the Registrar.

Service Learning in the Interdisciplinary Concentration Option At least 5 credits of individualized learning coursework that include service learning are

required in the Interdisciplinary Concentration Option. A current "working" definition

applied by the NWIC Center for Service Learning is as follows: Indigenous Service

Learning (ISL) is the practice of utilizing Western service learning models, relating it to

Indigenous knowledge and applying this model as a framework with the intent to

progress the well being of Indigenous communities. Please check with the Center for

Service Learning for additional details.

Changing Courses, Individualized Learning or Other Elements

Within the Concentration If the chair determines that the changes to the concentration are significant, the chair will

require the student to seek approval of the other committee members in writing, and may

ask the student to write an addendum to the narrative portion of the Concentration

Proposal.

Other details regarding possible changes to a student's concentration are presented below:

1) Where a student has clearly indicated on the approved course list that courses are

optional, they may be deleted or substituted without approval by the

Concentration Committee Chair and other members.

2) The Concentration Committee Chair must approve any other changes to the

course list or individualized learning, including substitutions or deletions. The

chair should distribute a copy of these changes to the rest of the committee

members. If the committee members disagree with the chair's decision, they

should contact the Concentration Committee Chair to discuss within a week.

29

Filing the Concentration Proposal When the rationale has been written, the concentration committee established, the courses

selected, the individualized learning defined and the Thesis Project Proposal and

Agreement completed, you must then get the signed approval of your concentration

committee members, and submit to the Dean of Academics and Distance Learning for

review. Following review and signed approval of the proposal by the Dean, the proposal

will be forwarded to the Registrar for review. If the Dean or the Registrar identify any

issues with the proposal needing correction, the proposal may be returned to the

Concentration Committee Chair, who will facilitate any needed revisions. The final

approved proposal is filed in the Office of the Registrar, and a copy in the Office of the

Science Director. THIS MUST BE DONE AT LEAST THREE (3) QUARTERS PRIOR

TO GRADUATION, when at least 36 course credits remain to be completed.

The Concentration Committee Consult with your Faculty Advisor in determining the membership of the Concentration

Committee. The committee will consist of at least three members, including the

Faculty Advisor who also serves as Concentration Committee Chair. While the

Concentration Committee Chair must be a faculty member or administrator associated

with the BS-NES program, the other committee members may include other NWIC

faculty or experts in areas of your concentration from outside of NWIC. Selection of

the committee members shall follow procedures as included in this handbook and as

presented in NESC 305, Native Environmental Science Concentration Seminar.

The members of the committee serve as advisors at all stages of the concentration process

and should be consulted as often as you find it necessary or desirable or as required by

the committee. This includes the concentration proposal development stage as well as

during the period you are taking courses and engaging in other learning opportunities.

Eventually the concentration committee must approve and evaluate your work. Because

of the important functions served by this committee, we urge you to consult several

faculty members before deciding whom to ask to serve on your committee.

Concentration Committee Roles and Responsibilities

Students who choose the Interdisciplinary Concentration Option select a minimum of

three committee members with representation from the disciplines included in the

concentration proposal.4 The Concentration Committee Chair must be an NWIC NES

faculty member and also serves as the primary academic mentor and advisor for that

student, meeting quarterly with the student for advising purposes and to sign the student's

registration forms. The other two members may be selected from outside of the college

with expertise in the disciplines in the concentration. The Concentration Committee shall

meet as necessary, but the student also has responsibility to individually meet with each

committee member as necessary. All the members of a student's concentration

committee must have expertise in the subject area as indicated in the student's

4 Where advisable or necessary, a committee may consist of more than three members, although the typical

concentration committee will consist of three members.

30

concentration proposal. They should also expect to be available to meet with the

student and other committee members when necessary. The Dean of Academics and

Distance Learning must approve the specific rationale for the selection of committee

members.

The responsibilities of the Concentration Committee Chair include assistance in the

development and approval of the concentration proposal, advisement on progress in the

concentration, review and approval of any proposed changes in the concentration, and

review and approval of the Thesis Project Proposal and Agreement. Typically the

concentration Chair reviews a number of drafts of the Concentration Proposal before the

student submits these documents to other committee members. The Chair is also

responsible for assisting students in negotiations when there are differences or

disagreements between committee members. The chair should understand that this is a

commitment that may last for a minimum of three quarters or a longer period of time

required until a student's graduation.

Other committee members are responsible for providing feedback on the Concentration

Proposal as well as approving and evaluating the Thesis Project. As part of this process,

the committee members will assist the student in identifying the important themes,

knowledge and concepts from the disciplines included in the student's proposed

interdisciplinary study. They help students identify courses, internships, individualized

learning topics, or other experiences that will help support the student's work in their

disciplines. The committee members also review and approve the student's proposal for a

Thesis Project. They are also responsible for signing the Interdisciplinary Concentration

Agreement and Final Approval for Graduation Form at the time of the approval of the

Concentration Proposal.

Additionally, Concentration Committee members (including non-NWIC personnel)

must adhere (where applicable) to the Northwest Indian College Code of Ethics for

Employees (as contained in the NWIC Personnel Policy Manual), especially Principles

9, 10, and 11 where committee members are considered to be "instructors."

Changing Concentration Committee Membership

Changes to the membership of a student's concentration committee may be requested or

required for various reasons. Possible reasons for changing committee membership may

include:

1. The absence of a committee chair or other member resulting in the inability of

that person to participate properly on the committee.

2. A change in focus of the student, requiring a committee membership that includes

one or more different subject area experts.

3. Changing a committee member or chair because of disagreement or other

personal issues with the student or other committee members where the student

may find that they are no longer able to work with that committee member.

4. Failure of a committee member or chair to follow the Northwest Indian College

Code of Ethics for Employees (as detailed elsewhere in this handbook).

31

Processes for Addressing Requests to Change Committee Membership 1. If a student initiates a request to remove or change the committee chair or other

member, the…

a. Student shall petition the Dean of Academics and Distance Learning for

approval (including presentation of a written rational as per Worksheet 6

presented in NESC 305, including the reasons for the change and the

reasons for selecting the replacement, including their relevant

qualifications), and the…

b. Dean of Academics and Distance Learning shall make a decision to either

approve or reject the request.

2. If the chair initiates a request to remove or change a committee member, the

chair shall work with the student to discuss the concerns.

a. If the student agrees with the chair, the student shall petition the Dean of

Academics and Distance Learning as indicated above in Step #1 above.

b. If the student does not agree with the chair, the chair shall contact the

Dean of Academics and Distance Learning, who shall request information

from the student regarding why the committee members should not be

removed and then proceed accordingly to approve or reject the request.

3. If a member of the committee other than the chair initiates a request to remove

or change the chair, the committee member shall contact the Dean of Academics

and Distance Learning, who will then contact the student to discuss the concerns.

4. If a member of the committee other than the chair initiates a request to remove

or change another committee member other than the chair, that committee

member shall contact the Chair, whose responsibility shall include an attempt to

mediate with the committee members without student involvement.

a. If the mediation is…

i. Successful, then no further steps are required.

ii. Unsuccessful, and the chair agrees with the request for removal,

then the chair shall seek the student's opinion. If the student…

1. Agrees with the Chair, then the student shall initiate the

request for change as indicated under Step #1 above.

2. Disagrees with the Chair, then the Chair shall initiate the

request for change as indicated under Step #2 above.

Resignation of Committee Members If a committee member other than the chair wishes to discontinue participation on the

committee, that person should inform both the student and the chair, who shall work with

the remaining committee members to select a suitable replacement.

If the chair wishes to discontinue participation on the committee, that person should

inform both the student and the other committee members, who shall work together to

select a suitable replacement.

Other Requirements in the Event of Committee Membership Changes

32

Once any changes to a committee's membership are approved, the new member or chair

shall sign and date the student's concentration proposal.

33

APPENDIX 1: Forms

The following pages include the forms required by students pursuing one or the other

track of the BS-NES.

Thesis Project Proposal and Agreement Form

Title of Thesis Project

Description of Thesis Project

.

We the undersigned believe that the proposed project has good potential to fulfill the requirements for a thesis

project within the BS in Native Environmental Science program. Furthermore, we believe it is a right-sized

project that can be accomplished in the necessary time frame.

________________________________________________________________________

Faculty Advisor

________________________________________________________________________

Concentration Committee Member (if applicable)

________________________________________________________________________

Concentration Committee Member (if applicable)

35

Individualized Learning Contract Form for the BS-NES

(For use in the Bachelor of Science in Native Environmental Science.)

Student Name Date

____________________________________________________________ ________________________

Address BS-NES Track (check one)

Environmental Science Option _____

Interdisciplinary Concentration Option _____

Telephone No. City, State and Zip Code

Cellular/Alternative Telephone No. Expected Degree Program/Graduation Date

COURSE INFORMATION

Course Title

Course Department Code and Number Section Number of Credits _____ Quarter _____________

(typically from 2-5 credits)

S/U Grading _____ or Letter Grading _____

(Please check one.)

Beginning Date ______________________________

Completion Date _____________________________

Instructor Instructor's Telephone No.

Instructor's Address

DESCRIPTION OF INDIVIDUALIZED LEARNING

BACKGROUND

36

LEARNING OUTCOMES

(What are you going to learn?)

LEARNING ACTIVITIES

(How are you going to learn it?)

37

EVALUATION METHODOLOGY

(How will you demonstrate learning?)

EVALUATION CRITERIA

(What criteria will be used to evaluate your learning?)

TIME SCHEDULE

INSTRUCTOR COMMENTS/NEGOTIATED REVISIONS

38

BIBLIOGRAPHY/RESOURCES

Please supply the proposed bibliography that will be used, including books, audiotapes, and films. Submit

additional pages if necessary, including reference to additional resources that may not be applicable to your

bibliography.

APPROVALS

The signatures below indicate that these individuals have read this contract, approved it as an appropriate

academic experience, and understand that this is a binding contract.

____________________________________________________________ _____________________

Student Signature Date

____________________________________________________________ _____________________

Instructor Signature Date

____________________________________________________________ _____________________

Faculty Advisor Signature Date

____________________________________________________________ _____________________

Dean of Academics and Distance Learning Signature Date

39

Interdisciplinary Concentration Agreement and Final Approval for Graduation Form

(For use in the BS-NES Interdisciplinary Concentration Option.)

Part 1 of this form includes the details regarding a student's Interdisciplinary

Concentration, which the student and that student's Concentration Committee agree to

and approve. Part 2 includes the information related to final approval of the student's

Interdisciplinary Concentration prior to graduation.

__________________________________________________ ____________________

Student Name Student Number

________________________________________________________________________

Date Concentration Proposal Filed (must be at least three quarters before graduation)

Title of Interdisciplinary Concentration:

________________________________________________________________________

(This title will be considered to be a preliminary title, with the possibility that it may be

modified if necessary during the student's course of study.)

PART 1: Interdisciplinary Concentration Agreement

Instructions: Attach the following: Concentration Proposal, including these elements that

support your concentration:

1) Description

2) Rationale

3) Concentration Committee members

4) Coursework

5) Individualized learning, including service learning

6) Where appropriate, the NWIC, and all other organizations and accredited

institutions associated with your Concentration Proposal

40

The student must obtain the following required signatures and file this form and the

associated materials with the Registrar's Office:

NOTE: The student's Concentration Committee Chair must approve any changes in this

agreement, and may or may not seek approval of other Concentration Committee

members regarding those changes.

__________________________________________________ ____________________


__________________________________________________ ____________________

Concentration Committee Chair Date

__________________________________________________ ____________________

Concentration Committee Member Date

__________________________________________________ ____________________


__________________________________________________ ____________________


__________________________________________________ ____________________

Dean of Academics and Distance Learning Date

41

PART 2: Final Approval for Graduation

(For use in the BS-NES Interdisciplinary Concentration Option.)

(This section is to be completed during the quarter that the student plans to graduate.)

__________________________________________________ ____________________

Student Name Student Number

________________________________________________________________________

Anticipated Graduation Date

Final Title of Interdisciplinary Concentration:

________________________________________________________________________

(This title will appear on your degree and transcript.)

Final Approval Checklist:

1) Required courses completed with passing grades?

(with minimum of 30 credits with "satisfactory," "C" or better grade in NWIC or

approved courses taken elsewhere, and listed below)

2) Required internship successfully completed?

3) Thesis Project completed (and attached)?

4) All required signatures obtained?

5) All materials filed with Registrar's Office?

6) Number of non-NWIC credits:

List all coursework and individualized learning by course number and title, and include

the associated number of credits and grading method.

Course Number and Title Number of Credits Grade

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

42

Course Number and Title Number of Credits Grade

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

_______________________________________________ _______________ _____

Approval Signatures:

The signatures below indicate that these individuals have reviewed this document and

attachments and have approved the named student's Interdisciplinary Concentration as

complete.

__________________________________________________ ____________________


__________________________________________________ ____________________

Faculty Advisor/Concentration Committee Chair Date

__________________________________________________ ____________________


__________________________________________________ ____________________


__________________________________________________ ____________________


__________________________________________________ ____________________

Dean of Academics and Distance Learning Date

Documents

Native Environmental Science Program Handbookblogs.nwic.edu/briansblog/files/2010/12/NES-Program...Native Environmental Science Program Handbook (Spring 2010 Revised Version) A Guide