ENVIRONMENTAL
ANTHROPOLOGY
FIELD SCHOOL
Edmonds Community College - Spring 2012
Instructors:
Title:
Name:
Office:
Office Hours:
Chair, Dept. of Anthropology
Thomas W. Murphy, Ph.D.
ALD 208
MW 9:30 – 11:35 AM
Office Telephone:
Cell Phone:
Email:
Class meets:
425-640-1076
425-478-5567
tmurphy@edcc.edu
8:00 am at either MLT 220
or in the parking lot west of
Snoqualmie Hall
Student Engagement Specialist
Erin Ryan
LYN 230
T 3:30 – 5:00 PM in MLT 220
Th 4:00 – 6:00 PM in MLT 220
425-640-1125
erin.ryan@edcc.edu
Courses:
Anth 201 - 203 AA
Anth 201 – 203 AL
MLT 220/Field
MLT 220/Field
8:00 am – 5:00 pm
8:00 am – 5:00 pm
Fri.
Fri.
2 cr.
3 cr.
Course Content:
The Learn and Serve Environmental Anthropology Field (LEAF) School consists of
a sequence of courses in Human Ecological Stewardship and Archaeology Field and
Lab Methods. In these courses you apply traditional ecological knowledge and modern
science to help solve contemporary problems. We partner with tribes, governments, nonprofits and businesses to help make our community more sustainable through wildlife
monitoring, habitat restoration and environmental mentorship.
The LEAF School employs the methodology of service-learning as a form of participant
observation in order to introduce you to the study of relationships between people
and ecosystems. Hands-on environmental service in the community is combined with
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lectures, field trips, note-taking, and reflection activities to provide a holistic learning
environment that engages all senses.
Participant observation is the primary method of investigation in cultural anthropology
and frequently applied in bioanthropology as well. Anthropologists, as participants, join
a group of people in the activities of their everyday life. As observers, anthropologists
pay attention to the details of life and record their observations in field notes. These
observations form the data that we use to document natural and cultural phenomena and
to test hypotheses about human, plant and animal interactions.
“Service-learning combines service objectives with learning objectives with the intent
that the activity changes both the recipient and the provider of the service. This is
accomplished by combining service tasks with structured opportunities that link the task
to self-reflection, self-discovery, and the acquisition and comprehension of values, skills,
and knowledge content” (www.servicelearning.org).
Students in the human ecology sequence enroll for 5 credits in Anth 201, 202 or 203. All
returning students in 202 & 203 serve as mentors and team leaders on various projects.
All the students in the human ecology sequence meet and serve together but some
assignments vary.
The LEAF School projects vary by season and community needs but typically consist
of working with community partners to maintain ethnobotanical gardens; restore habitat
for salmon and other species; survey beaches; assist with salmon reproduction; monitor
and evaluate restoration projects; support environmental education; survey people,
plants and animals; mentor youth; update trail guides; maintain hiking trails; track and
document wildlife movements, and more! Throughout these service experiences you will
be introduced to government, tribal, businesses and non-profit organizations and their
staff. You will learn how the non-profit, education, business, and government sectors
can work together to address social and environmental problems. You will develop and
employ note taking and observation skills to help make you a better participant observer.
Course Descriptions & Learning Objectives:
Anth 201: Human Ecology I
Apply traditional ecological knowledge and modern science to contemporary problems.
Partner with tribes, governments, non-profits and businesses to make our community
more sustainable through wildlife tracking, habitat restoration and environmental
stewardship (was ANTHR 101).
Upon successful completion of Human Ecology I students will be able to:
1. Conduct participant observation and service-learning activities with tribes,
government agencies and/or non-profit organizations. [ACT]
2. Explain the value of participant observation and service-learning as research tools
in anthropology and the social sciences. [COMMUNICATE]
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Describe and discuss the significance of relationships between human social
systems and the ecosystems in which they participate. [REASON]
Identify common native and invasive plants of Western Washington and describe
their cultural uses. [ACT]
Identify common species of animals in Western Washington and recognize their
tracks and signs. [ACT]
Outline the steps of the scientific method [REASON].
Participate directly in collaborative field-based activities employing scientific
approaches to ecological stewardship. [ACT]
Explain the theory of evolution and its impact on humans and their ecosystems.
[REASON]
Identify government agencies, non-profit organizations, business and industry
involved in sustainable development. [ACT]
Maintain field notes that record, describe and/or quantify human interventions in
local ecosystems. [COMMUNICATE]
Reflect orally and in writing on the value of service as a means of making a
difference in a community. [COMMUNICATE]
Distinguish between sustainable and unsustainable human-ecosystem interactions.
[REASON]
Identify the crucial role of culture in the sustainability of human-ecosystem
interactions. [REASON]
Anth 202: Human Ecology II
Apply traditional ecological knowledge and modern science to contemporary problems.
Partner with tribes, governments, non-profits and businesses to make our community
more sustainable through wildlife tracking, habitat restoration and environmental
mentorship (was ANTHR 102).Prerequisite: ANTH 201 (was ANTHR 101).
Upon successful completion of Human Ecology II students will be able to do each of the
above items plus:
1. Share an indigenous narrative, news story, poem or other reading material
conveying traditional ecological knowledge. [COMMUNICATE]
2. Lead a reflection activity inviting other students to connect their service with their
learning. [COMMUNICATE]
3. Lead a team of students through a term-long stewardship project culminating in
an essay and oral presentation. [COMMUNICATE]
4. Serve as a peer advocate/mentor to other students new to ecological stewardship.
[ACT]
Anth 203: Human Ecology III
Apply traditional ecological knowledge and modern science to contemporary problems.
Partner with tribes, governments, non-profits and businesses to make our community
more sustainable through wild life tracking, habitat restoration and environmental
mentorship (was ANTHR 103).Prerequisite: ANTH 202 (was ANTHR 102).
Upon successful completion of Human Ecology III students will be able to do each of the
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above items plus:
1. Lead training sessions of other students new to ecological stewardship [ACT]
An honors designation for any of these courses is available for those interested in
pursuing it. For more information on honors see the link indicated. http://www.edcc.edu/
honors/
Meeting Times and Locations:
The class meets from 8 am – 5:00 pm on Fridays. Most activities will take place at
community-based field sites but some meetings will begin on campus in MLT 220. We
provide vans for transportation to and from the field sites. We do our best to ensure your
return at about 5:00 pm but traffic is variable and as a result we may return early on some
days and late on others.
At least a day in advance of each service project you will receive a field guide for each
site’s activities. The field guide will be posted in Blackboard or distributed in class.
The field guide will include vanpool departure times, learning objectives for each field
project, appropriate attire, information about our community partners, pre-field exercises,
map and directions to the site, and additional instructions and resources as needed.
Attendance in class and the field is vital to the success of a service-learning experience.
In the event that you cannot avoid being absent or tardy you must notify the instructors. If
your conflict occurs the morning of a class then you should contact the instructors via cell
phone (425-478-5567). You will be given the opportunity to make-up any missed hours
of class through participant observation in out of class service and learning opportunities.
Failure to make up absences will result in the loss of points toward your course grade. If
you are late and miss a vanpool it is your responsibility to get to and from the field sites
on your own. You will also lose points for tardiness.
Each student is responsible for a minimum of nineteen hours of documented service
outside of class. You must participate in a sustainability field trip and a minimum of two
camera check visits as part of these hours. An attached list of sponsored projects from
the Center for Service-Learning will provide a variety of options to choose from for the
out of class service hours. Your field notes serve as your documentation of the service
hours. Be sure to include start and end times for each field note entry. Documented
hours beyond the requirement will count as extra credit and can include any of the
sponsored projects or other events announced in Blackboard. Time spent at your sit spot
and government meeting should be documented in your field notes but does not count
towards the ten hours of out of class activities.
You can sign up to receive email or text notifications of college closures or delayed
openings due to weather or other emergencies at http://www.schoolreport.org/. You can
also call the college’s switchboard at 425.640.1459. In the event of a college closure
check Blackboard for instructions on how to make up the missed class, lab or activity.
Required Texts and Resources:
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Copies of selected reading materials will be available via Blackboard. In addition to these
materials you are required to purchase the following items. They are available in the
college store.
● Heidi Bohan, People of Cascadia: Pacific Northwest Native American History
(Heidi Bohan, 2009).
● Jim Pojar and Andy MacKinnon, Plants of the Pacific Northwest Coast
(Redmond, WA: Lone Pine Publishing, 1994).
● David Moskowitz, Wildlife of the Pacific Northwest: Tracking and Identifying
Mammals, Birds, Reptiles, Amphibians and Invertebrates (Portland, OR: Timber
Press, 2010).
● Michael Behrens, Ed., Puget Sound’s Wildside: A Natural History of Puget
Sound’s Marine Environment (Gig Harbor, WA: Harbor Wild Watch, 2009).
● “Rite in the Rain”: All-Weather Writing Note Book.
Students enrolled in Anth 202 and 203 are required to purchase the following additional
textbooks.
● Jon Beckman, et al., Safe Passages: Highways, Wildlife and Habitat Connectivity
(Washington DC: Island Press, 2010).
● Vi Hilbert, ed. & trans. Haboo: Native American Stories from Puget Sound
(Seattle: University of Washington Press, 1985).
Our field projects necessitate that you come prepared and dressed appropriately for class
activities. You should come dressed in layers. Shoes or boots should be appropriate to the
day’s activities. Consult field guides for details on appropriate attire. If you do not come
to class dressed appropriately you may be sent home and required to make up the time.
You should bring the following items to class with you each day.
● Lunch with appropriate reusable dishes and utensils.
● Reusable water container.
● Field notes and all the assigned field guides
● Gloves appropriate for day’s activities.
● Insulated coat and pants.
● Waterproof coat and pants (for rainy days).
● Boots or sturdy shoes
● Hat
● Three-ring binder with pockets for holding field manual and packets.
● Global Positioning System (GPS) receiver (optional).
● Binoculars (optional).
● Digital camera (optional).
● Additional items or attire as noted in field guides.
This is a Blackboard-Enhanced course.
● Successful completion of student responsibilities in the class requires access to
Blackboard via an Internet browser. You are expected to log into the Blackboard
classroom at least twice per week to download or link to reading assignments,
lecture, and field supplements.
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Toll-free technical support (24/7) 1-866-886-4854
Online support (924/7) at http://blackboard.edcc.edu (Click Help button located
on the top of the page)
Learning Opportunities for Students of All Abilities:
We are committed to making this course a meaningful learning experience for students of
all abilities. If you require an accommodation for a disability, please contact Services for
Students with Disabilities at MLT 159, 425-640-1320, ssdmail@edcc.edu and notify the
instructors of needs for your success in the class.
Evaluation:
Your participation points in this class will be assigned based upon your professionalism
and work ethic in the vans, in class and on projects with community partners in or outside
of class. All students must read and adhere to the list of “Student Rights, Freedoms and
Responsibilities” on the college website. Failure to adhere to these guidelines may have a
negative impact on your participation points in this class.
http://www.edcc.edu/stulife/government/student_discipline.php
No smoking is allowed during service projects or presentations by faculty, staff and/or
community partners. It is only permitted during lunch or other formal breaks and must
take place at least 25 feet away from other class members.
Your grade in Anth 201 - 203 will be based upon the following assessments.
● Wildlife Camera Term Project (6 Steps @ 50 pts. ea.):
300 pts.
○ Step #1: Camera checks & data sheets
○ Step #2: Data entry into spreadsheets
○ Step #3: Project report (written)
○ Step #4: Project poster presentation
○ Step #5: Oral Presentation with slide show
○ Step #6: Final website incorporating project report,
○
poster & slide show.
● Final Exam:
200 pts.
● Quiz:
100 pts.
● Attendance (100 hours @ 1 pt. ea.):
100 pts.
● Daily Field Notes:
100 pts.
● Participation (Worksheets, Work Ethic, Etc.):
100 pts.
● Sit spot field notes (5 @ 10 pts. ea.):
50 pts.
● Food Field Trip Summary:
50 pts.
Total
1,000 pts.
An additional thirty points of extra credit may be earned by participating in activities
beyond those required for attendance. To earn extra credit you must document and reflect
upon your service in your field notes.
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Your final grade will be based upon the accumulation of points using the table below.
950 - 1001 = 4.0
860 - 869 = 3.1
770 - 779 = 2.2
680 - 689 = 1.3
940 - 949 = 3.9
850 - 859 = 3.0
760 - 769 = 2.1
670 - 679 = 1.2
930 - 939 = 3.8
840 - 849 = 2.9
750 - 759 = 2.0
660 - 669 = 1.1
920 - 929 = 3.7
830 - 839 = 2.8
740 - 749 = 1.9
650 - 659 = 1.0
910 - 919 = 3.6
820 - 829 = 2.7
730 - 739 = 1.8
640 - 649 = 0.9
900 - 909 = 3.5
810 - 819 = 2.6
720 - 729 = 1.7
630 - 639 = 0.8
890 - 899 = 3.4
800 - 809 = 2.5
710 - 719 = 1.6
620 - 629 = 0.7
880 - 889 = 3.3
790 - 799 = 2.4
700 - 709 = 1.5
0 - 619 = 0.0
870 - 879 = 3.2
780 - 789 = 2.3
690 - 699 = 1.4
Community Partners & Service Outside of Class
A class of this caliber would not be possible without the support of our community
partners and funding from Washington Campus Compact, Retention Project, Students
in Service, AmeriCorps and the National Oceanic and Atmospheric Administration
(NOAA). Each student has also contributed directly to the costs of transportation, support
and supplies through additional fees associated with this class.
Optional service outside of class can include service events announced in class, included
on the Sponsored Projects list, posted in Blackboard or organized by the community
partners listed on our website: http://www.edcc.edu/leaf/communitypartners.php. To earn
credit you must include a full description of the project activities in your field notes.
Schedule:
The schedule below indicates due dates for assignments, a schedule of activities, and
associated readings. Readings and assignments are to be completed prior to coming
to class on the day assigned. Readings in italics are recommended for students in 201,
required for students in 202 & 203. Penalty for late submissions of assignments is 10%
per day.
Week Date
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Activities/Partners (Locations)
Assignments
1
2
4/6
4/13
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8:00 am: Daybreak (MLT 220)
8:15 am: Introductions
8:30 am: Discussion of syllabus
9:30 am: Break
9:45 am: Coyotes, Cars & Cameras
10:45 am: Wildlife Tracking Activity
12:00 pm: Lunch
12:30 pm: Rotation #1 of 5 Activities
at Stolja Ali Ethnobotanical Garden
in Gold Park (Wildlife Camera
Installation, Transect Data Collection,
Field Note Taking, Ethnobotanical
Scavenger Hunt, Native Species
Planting & Identification)
1:15 pm: Rotation #2
2:00 pm: Rotation #3
2:45 pm: Break
3:00 pm: Rotation #4
3:45 pm: Rotation #5
4:30 pm: Reflection Activity
5:00 pm: Return to campus
8:00 am: Daybreak
8:15 am: Data Entry Training for
Wildlife Term Project
9:30 am: Break
9:45 am: Depart for Klein Farm
in Arlington for salmon habitat
restoration with the Stillaguamish
Tribe of Indians
10:30 am: Rotation #1 of 3
(Salmon habitat restoration, plant
identification and animal track and sign
identification)
12:00 pm: Lunch
12:30 pm: Rotation #2
2:00 pm: Rotation #3
3:00 pm: Break
3:15 pm: Reflection
5:00 pm: Return to campus
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Daybreak & Reflection:
Thomas Murphy
Daybreak & Reflection:
Erin Ryan
Sit spot #1 due
Moskowitz, pp. 13 – 58
Pojar, pp. 11 – 27
Behrens, pp. 3 – 10
Wildlife Passage in
Snohomish County (in
Blackboard)
Beckmann, pp. 1 - 16.
3
4/20
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5
4/27
5/4
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8:00 am: Depart for Manning Property
on Cougar Mountain for Native Plant
Salvage with Snohomish Tribe of
Indians
9:00 am: Daybreak Activity with
Pamela Bond from Snohomish Tribe of
Indians
9:30 am: Rotation #1 of 3 (Tribal
Teachings about Plants and Animals,
Landscape Interpretation, Plant
Salvage)
10:30 am: Break
10:45 am: Rotation #2
11:45 pm: Lunch
12:15 pm: Rotation #3
1:00 pm: Break
1:15 pm: Depart for Stolja Ali
Ethnobotanical Garden at Gold Park
2:15 pm: Overview of Earth Day
3:00 pm: Team Leader Training –
Choose of 1 of 3 (Invasive Species
Removal, Installation of Salvaged
Plants, Trail Building Techniques)
4:30 pm: Reflection
5:00 pm: Return to campus
8:00 am: Daybreak (near vans)
8:15 am: Depart for Snoqualmie
9:00 am: Traditional Ecological
Knowledge Garden Maintenance
with Snoqualmie Tribe of Indians
(Snoqualmie)
12:00: Lunch
12:30: Carving shed activity
2:00: Quiz #2
3:30 Reflection
5:00: Return to campus
Building Community Day – No Class
Volunteers are needed at the Powwow
to help the Native American Student
Association all weekend. This will
count as an out of class activity. Most
volunteers are needed during the day
on Friday and on Sunday afternoon.
Contact lisa.quirk@edcc.edu to
schedule shifts.
Daybreak & Reflection:
Pamela Bond
● Site visit #1 for wildlife
camera term project
● Bohan, pp. 1 – 33
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Daybreak & Reflection:
Damien Douglas
Data entry completion
due for site visit #1 on
wildlife camera project
Sit spot #2 due
Bohan, pp. 34 – 69
Beckmann, pp. 17 – 49.
Bohan, pp. 70 – 103
Site visit #2 for wildlife
camera term project
● Beckmann, pp. 51 – 74.
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5/11
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5/18
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8:00 am: Daybreak
8:15 am: Data Entry Review for
Wildlife Project
9:30 am: Break
9:45 am: Depart for Jetty Island in
Everett
10:15 am: Boat transport with City of
Everett to Jetty
11:00 am: Rotation #1 of 3 (Natural
History Tour with Kraig Hansen
from City of Everett, Microplastics
Sampling, Wildlife Tracking Survey)
12:00: Lunch
12:30: Rotation #2
1:30 pm: Rotation #3
2:30 pm: Break
3:00 pm: Reflection
3:30 pm: Boat Transport back to
mainland
5:00: Return to campus
8:00 am: Depart for Medicine House
on the Swinomish Reservation in La
Conner for an ethnobotanical project
with the Snohomish, Tulalip and
Swinomish Tribes
9:30 am: Daybreak Activity with
Johnny Moses
10:00 am: Break
10:15 am: Rotation #1 of 3 (Cedar
Bark Harvest, Teachings with Johnny
Moses, Stinging Nettle Harvest)
11:45 am: Lunch
12:15 pm: Rotation #2
1:45 pm: Rotation #3
3:15 pm: Reflection
5:00 pm: Return to campus
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Daybreak & Reflection:
Gema Ebanks
Sit spot #3 due
Data entry completion
due for site visit #2 on
wildlife camera project
Behrens, pp. 13 - 73
Beckmann, pp. 75 – 96.
Daybreak & Reflection:
Gabriella Golzarian
● Bohan, pp. 104 – 163
● Site visit #3 for wildlife
camera term project
● Beckmann, pp. 127 –
154 & 173 – 187.
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8
5/25
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6/1
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6/8
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8:00 am: Daybreak (at Community
Garden)
8:15 am: Rotation #1 of 3 (Community
Garden Planting Project, Computer
Lab, Poster and Slide Show
Preparation)
10:15 am: Break
10:30 am: Rotation #2
12:30 pm: Lunch
1:00 pm: Rotation #3
3:00 pm: Draft Poster and Slide Show
Presentations
5:00 pm: End of Class
8:00 am: Daybreak (MLT 220)
8:15 am: Polishing Slide Show
Presentations
10:20 am: Break
10:40 am: Poster Setup
11:00 am: Poster Presentations (Team
members will rotate for lunch breaks)
1:00 pm: Break
1:30 pm: Final Wildlife Term Project
Presentations (MTL 220)
4:00 pm: Reflection (MLT 220)
5:00 pm: End of Class
8:00 am: Daybreak (MLT 220)
8:15 am: Individual Portion of Final
Exam
9:15 am: Break
9:30 am: Depart for Bob Heirman
Wildlife Area
11:00 am: Final Exam (collective field
portion)
12:00 pm: Lunch Break
12:30 pm: Resume Final Exam
(collective field portion)
2:00 pm: Discussion of answers on
final field exam
3:30 pm: Break (finish field notes)
3:45 pm: Reflection
4:15 pm: Depart for campus
5:00 pm: Return to campus
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Daybreak & Reflection:
Mahria Jordan
Sit spot #4 due
Written Term Project
Report Due
Poster Due (Revision
during class)
Draft Oral Presentation
with Slide Show Due
Daybreak & Reflection:
Erin Ryan
● Poster Presentation
● Final Oral Presentation
with Slide Show Due
● Beckmann, pp. 323 –
333
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Daybreak & Reflection:
Tom Murphy
Sit spot #5 due
Field notes due
Final Exam
Final Web Site Due
with Revised Poster,
Report and Slide Show