ILC data: learning objectives, activities, outcomes (for faculty evaluation and credit award). Each learning objective must include one question. Each learning activity should clearly describe how the learning objective will be studied – who, what, where, when, how. The learning outcomes are deliverables – what will be produced by the student, and evaluated by faculty, to demonstrate learning about the question posed in the learning objective.
Description
Alex Poz will be exploring the Oregon Cascades asking questions and testing hypothesis about the flora of the region and their relationship to the native people, the Santiam Kalapuya. His location is an environmental education center in the Opal Creek Wilderness, an area that closely resembles the Cascadia region as it was before European colonization. This location is perfect to work hands on with the plants to achieve an intimate understanding of how they can be used by humans. Alex Poz will prepare wild plants into foods, drinks and medicines. “Plants of the Pacific Northwest Coast” By Jim Pojar and Andy Mackinnon will provide the shoulders for his work to stand on by providing reliable identification and a basic description of ethnobotanical uses of some plants. Alex Poz will combine research and his own observations of tastes, sights, and smells, into posts on his photoblog.
| Learning Objectives | Activities that will help me to attain this objective | What my sponsor will evaluate |
|---|---|---|
| Explore the living and eating patterns of the Native People in the Opal Creek Watershed, the Santiam Kalapuya People.
What tools and techniques did the Native People use to live? Was it a hunting and gathering lifestyle or agricultural or both? Which plants and animals were most important to their lives? |
I will prepare foods, drinks, and medicines from wild harvests.
I will learn to identify important plants to the Kalapuya culture using “Plants of the Pacific Northwest Coast” By Jim Pojar and Andy Mackinnon. I will write profiles of native plants to post on my blog along with pictures. |
I will create and maintain a photo blog |
Evaluation of Work
The student will complete all assignments as described on the SOS: Commodification Processes and Alternatives syllabus (or negotiate alternatives in writing with faculty). SOS in-program ILC project requirements include weekly documentation on the Project pages of the SOS program website, which have already been template for you and become available automatically when you register. Specific requirements for in-program ILC documentation on the SOS website includes student posting of: 1) a faculty approved in-program ILC form by the end of week 2; 2) a weekly project post; 3) weekly maintenance of the log template (e.g., 10 credit ILC project = 30 hours); 4) bibliography; 5) image gallery; 6) map. Whenever possible, the student will provide the faculty with a field supervisor, subcontractor, or mentor’s descriptive assessment of in-program ILC work completed with their guidance, expertise, or supervision by week 10. The student will complete comprehensive mid-quarter and final narrative self-evaluations and submit them to faculty prior to mid-quarter and final end of quarter student-faculty conferences. For the final blog post on Project websites, each student will post, and when possible present in class on Tuesday of week 10, a 10-minute PowerPoint Presentation of 10-15 slides with text that demonstrates the highlights of the student’s in-program ILC Project and website. Enrollment in the spring SOS wordpress website is automatically linked with student registration through Registration and Records following the online faculty provision of signature override.
Faculty Support
Progress towards learning goals will be monitored through the photo blog. Uploads to the blog will be made on a weekly basis.
Student and sponsor will meet at the end of the quarter for an evaluation meeting. Due to the remoteness of the student’s location, a mid quarter meeting cannot be guaranteed but efforts will be made to come to the Evergreen campus and share their learning.