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Title
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Discussion of Native American Studies specialty area from institutional self-study report, 1979
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Date
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1979
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extracted text
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:1 ~ ~-~~
~~[t~~~4i.
During 1979, Lynn
Ratterso~s
1171 /1()
class
anthropological, archaeo-
logical and artistic/symbolic source material.
Patterson collaborates with Bob
Barnard who teaches photography and other audio and visual skills and collaborates
with
~rchaeologist
Mus em.
J
Derek Valley and historian Dane Nieaudri from the State Capitol
.collaboration with the Museum is viewed as an\ important on-going component
of this type program.
Acritical component is also
the utilizatio;n of community
resource people.
Traditional areas of stydy incoprorated in these programs (as referenced by student
.
. pereeptions in their self-evaluations) include: a. rcheology, anthropology, education,
political science, history, sociology, ethnography, art, photography, television production, writing, museology, civil rights,
political geography, law, psychology,
cultural awareness, social organization and culture, communitation, urban and rural
planning, social searvicds, human daevelopment, historical preservation and restoration.
Man' .y of the students who enter the programs in this - area are oldeT:, more mature
students (median age 30+) who have specific skills and
development in selected areas.
As such,
abilitie~
and want additional
they oftea enter the programs with a high
degree of expertise that has never been formally recognized.
Within the format of
the programs, this exp . .ertise is given a public platform and further competencies are.
added.
This is ex;
Evergreen's Native
~mplified
in the career placement of the students.
American graduates are attending graduate schools, holding leader-
ship positions in their tribal governments, and working in a variety of settings which
support the dsevelopment of Indian communities.
American Studies Specialty
(14 out of 92).
uates.
Are~,
Since the beginning of the Native
15% of the graduates have gone on to graduate studies
The tribal chair of
Western Washington tribes are Evergreen grad-
The philosophy bf NAS that this program area shou· help to develop a workable
relationship between the student, the college
an
d
the connnunity is. evident in the
-5involvement of 67% of the NA graduates in NA employment or felated concerns.
graduates return to work with their people.
Besides tribal
gover~ent
Our
and admiai-
stration of programs, Evergreen NAS graduates are employed in a rich variety of
positions.
These include. radio announcer (1), newpaper editor (1), museum curators
(2), artists (4), archeologist (1), international lecourer (1), published writer(1),
state fisheries (1), consultant (1), and security (1).
High areas of employment
are social service agencies (13), medical (4), and education both · .public shhool
and college (5).
Two graduates are selp-employed.
Only 4% of the total 92 graduate
are still looking for employment.
Of the seven graduates from the Cultures of the Northwest class, three are in
graduate school, two work with musemms, one is in social service work and the other
is in Central America.
Student satisfaction in the .programs is reflected in the consistently high enrollment and retention rate of the student · :participants.
•
Separat~
Reality and Symbol-
ization have both been the highest enrolled classes (averaging 114 and 1; 19 respectively) at the college.
grams
The retention rate has averaged 93% within these two pro-
over the past two years.
The national average of those college-entering
Indian students who go on to graduate is only 4% compared to the NAS average of ·
22%.
Direct quotes from student evaluations are also reflective of student satis-
faction.
(see Appendix
).
The ethnic distribution within the two :programs A Separate Reality and Symbolization
demonstrates the varied audience reached by these programs.
A Se2arate Reality
Nat. Amer.
White
Black
Asian
Other
94% (66)
Symbolization
~ (~; {Cf1)
NAT. Amer.
.
/"1
I I 1 •·
/ - I •i \
:
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20%(30)
0,1
-:;~ ·z.
;s- ~~ (J~)
Whit e
Blac!i
'l. -:··· , . ~
29% (44)
c\
I ( '
7% (10)
J--~~
{to)
OTHER
(. . "t
'.
(
,,\
'l
Who is the area serving?
During the 1977-78 academic year there were three offerings under the Native
American Studies specialty area - A Separate Reality, a coordinated program of
individualized study; Cultures of the Pacific Northwest, a group . contract;
and Exploring Native American Art:Southwest, a group contract. The following
breakdowns demonstrate the populations served by this specialty area during that
year:
A Separate Reality
The major coordinated studies program offered ' during the 1977-78 academic year,
A Separate Reality, enrolled 147 different students over the course of the year •
• 35 of the students enrolled were graduating seniors. Students who spent
the.ir final quarters at Evergreen in the Separate Reality program· represented
the following racial/ethnic groups:
Nat. Amer.
12
White
Black
12
9
Asian
Span.
2
2
65 of the students (44%), including those seniors above, had third year
standing or better when they entered the program. That is, .they were in
their junior or senior year and had 25 or more TESC units.
• 33 of the students (22%) had second year
program (13-24 Evergreen units).
, \I J
i
I
~
s~anding
when they entered the
49 of the students (33 %) were in their first year at Evergreen. Fourteen
of the 49 students were enrolled part-time as special students and included
many tribal elders from local communities.
Cultures of the Pacific Northwest
1
j.
f
l
The group contract, Cultures of the Pacific Northwest, offered during the 1977-78
year enrolled 16 different students. In addition, Lynn Patterson carried individual
contracts in related areas of Northwest Coast studies.
• 6 of the students enrolled in Cultures (37%) had third or fourth year
standing when they entered the contract •
• 4 of the students (25%) had second year standing.
6 of the students (37%) were in their first year at Evergreen.
Native American Art:Southwest
I
"!·
.;a
The group contract, Native American Art: Southwest offered during the 1977-78
year enrolled 13 different students. In addition, Hary Francis Nelson carried
individual contracts in related areas of Native American Art.
3 of the students (23%) had third or fourth year standing when they
entered the program.
2 of the students (13%) had seond year standing.
8 of the students (62%) were in their first year at Evergreen.
What
TTffEM-o t ><: .....·-· -· --
-- - - - --
~- ---'-- -- ---· --
is fue retention rate for the programs in this area?'
1
A Separate Reality
Of the 147 different students who participated in A Separate Reality during the
1977-78 academic year,
• 78 of the students (53%) were enrolled for the full- F,W,s, . - academic
year •
• 10 of the students (8%) were enrolled fo~ two quarters - F,W - only. Of
the 10 who left the program at the end of Winter Quarter, 7 graduated
and 3 took· a leave of absence •
• -6 of the students (4%) were enrolled for Fall Quarter only. Of those,
3 graduated, 2 went on leave, and on.e went to another program.
At the
beginni~g
of Winter Quarter, 24 new students entered the program:
18 of the students (12%) entered the program in the Winter and stayed for
the W,S, quarters •
• 6 of the students (4%), were enrolled for Winter Quarter
only~
Of those,
2 graduated, 2 went on leave and 2 went to another academic program.
At the beginning of Spring Quarter, 29 new students entered the program:
• 29 of the students (19%) entered the program for the first time in the
Spring Quarter. Of these, 9 were special students entolled part time.
In summary, of the 147 students who participated in A Separate Reality, 22 left (14%)
the program before the end of the year; 12 of the 22 left because -they were
graduating seniors; 7 left to take a leave of absence from college; and 3 went to
another academic program.
.,
Fall
Winter
Spring
New Entering
Students
96
24
29
Leave End of
Quarter
6
16
Total Quarter
Enrollment
Percent Increase
Over Previous
Quarter
96
114
127
11%
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What
is
~~retention
-· ··-
----· - -·· - - -
rate for the programs in this area?;'
A Separate Reality
Of the 147 different students who participated in A Separate Reality during the
1977-78 academic year,
• 78 of the students (53%) were enrolled for the full - F,W,S, - academic
year •
• 10 of the students (8%) were enrolled for two quarters - F,W - only. Of
the 10 who left the program at the end of Winter Quarter, 7 graduated
and 3 took· a leave of absence •
• 6 of the students (4%) were enrolled for Fall Quarter only. Of those,
3 graduated, 2 went on leave, and one went to another program.
At the
beginni~g
of Winter Quarter, 24 new students entered the program:
• 18 of the students (12%) enter-ed the
the W,S, quarters •
progr~m
in the Winter and stayed for
• 6 of the students (4J), were enrolled for Winter Quarter only~ Of those,
2 graduated, 2 went on leave and 2 went to another academic program.
At the beginning of Spring Quarter, 29 new students entered the program:
• 29 of the students (19%) entered the program for the first time in the
Spring Quarter. Of these, 9 were special students entolled part time.
In summary, of the 147 students who participated in A Separate Reality, 22 left (14%)
the program before the end of the year; 12 of the 22 left because ·they were
graduating seniors; 7 left to take a leave of absence from college; and 3 went to
another academic program.
Fall
Winter
Spring
New Entering
Students
96
24
29
Leave End of
Quarter
6
16
Total Quarter
Enrollment
Percent Increase
Over Previous
Quarter
96
114
19%
127
11%
2.
In looking at t~e data on students served by this advadced interdisciplinary
specialty area, it is worth noting that fewer than ,50% of the students served
in this area hav~ third or fourth year standing when-they enter the ·programs.
However, in discussing this with sp~cialty area faculty, the consensus has been
that many of the students who are not in advan~ed academic years are older students
who bring to the programs a wealt;_..h of experie.ric·e ,. an~ - high motivation to learn.
There has been no problem with i'ilcluding them in thes.e advanced specialty area
Programs to date.
During the 1978-79 academic year, there were two offerings under the Native
American S:udies Specialty are,a - Symbolization, the Emerging Individual, a
coordinated 'p rogram of individ'u alized study; and Uses of the Past, a large
group contract.· The following breakdotrms demonstrate the population~ served by
this special~r area during the Fall and Winter quarters of the current year:.
Symbolization:
The Emerging . Individual
During the Fall, and winter quarters only of the Symbolization progra_m, the
program enrolled +23 different student~ •
• 34 of the students (28%) enrolled have or will graduate during this
academic year, representing the following racial/ethnic groups~
Nat. Amer.
White
Black
Asian
14
10
1
9
51 of the students (41%), includin~ those seniors above, had third year
standing or better when~they entered the program. That is, they had 25 or
more Evergreen units.
21 of the students (18%) had second year standing when they entered the
program•
• 51 of the students (41%) had first year standing or were special students,
not
y~t
formally admitted to the college.
The Uses cf the" Past
t .
A Separate Reality F,W,S 1977 - 78
Faculty - Mary Hillaire
David Whitener, Lovern King
Maxine Mimms, Elizabeth Diffendal
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Symbd .zation F,W,S 1978- 79 • ,..
Faculty - Mary Hillaire
David Whitener, Lovern King
Maxine Mimms, Elizabeth Diffendal
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1973-86_NAS_8D38_02_24