UAA Initiatives

Resources—Alaska Native Ways Of Teaching And Learning Faculty Intensive

- Stop Talking:  Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education
This book, co-authored by Aleut educator and faculty intensive co-designer Ilarion (Larry) Merculieff and project director Libby Roderick, describes the project and contains a multitude of reflections on Native ways of teaching and learning and difficult dialogues between Native peoples and academic communities. 

- Enduring Legacies Case Studies – Evergreen College
The Enduring Legacies Native Cases Project aims to develop teaching resources and culturally relevant curriculum in the form of case studies on key issues in Indian country. Key topics have been identified by Native leaders through a delphi process of brainstorming and prioritizing key issues affecting Native Americans.  Cases currently exist in the following disciplines:  Art , Biology, Business, Chemistry, Economics, Education, Environmental Studies, Ethics, Geology, Health, History, Management, Native American Studies, Natural Resources, Political Science, Public Administration, Social Work, Sociology, Women’s Studies

- Culturally Targeted Online Course Redesigns for English Composition and Research Writing:  A Case Study From the Enduring Legacies Case Study project
The Enduring Legacies Reservation-Based Project, now in its third year, supports Native American college students of a number of Pacific Northwest tribes.  This paper addresses the pedagogical and e-learning strategies applied to the culturally sensitive curricular redesigns for English Composition 1 and 2 (which involve essay writing and research writing respectively).  These are foundational and required courses for a number of degree programs and certificates. The curricular redesigns for both courses address issues of cultural sensitivity, learner focus, and strategy, and apply concepts of universal design for more effective learning for a wide range of learners. With the redesigns now in place for a year for the EC1 course and one quarter for EC2, some early findings have emerged as well. 

- Ford Foundation Alaska Native Teaching and Learning Course Portfolios

- “Do Alaska Native People Get Free Medical Care?”
(now “Alaska Native Issues and Cultures”)

- 2008/9 Books of the Year: “Alaska Native Peoples: A Call to Understanding”

- Alaska Native Knowledge Network
to join listserv: .(JavaScript must be enabled to view this email address)
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UAA Podcasts of Community Forums, Lectures, Debates
on Alaska Native Issues

(search archives for the sessions listed below)

- September 18, 2008
Dr. Ron Eglash: Complexity in Indigenous Knowledge

- January 14, 2009
The Future of Alaska Native Corporations

- February 4, 2009
Overcoming the Effects of Colonialism

- March 4, 2009
The Future of Subsistence

-April 8, 2009
The Future of Alaska Native Education

- February 6, 2009
Willie Hensley Memoir:  50 Miles from Tomorrow

- February 23, 2009
Byron Mallot: Alaska and Alaska Natives: the Next 50 Years

- March 19, 2009
CAFE Public Policy Debate and Discussion:
“Should the state devote resources to sustain rural Alaska villages?”
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Curriculum

- Alaska Native Cultural Charter School

- Culturally Responsive Science Curriculum

- UAF Cultural Studies Center: Indigenous Higher Education Indigenous Institutes

- Culturally-Based Curriculum Resources – Alaska Rural Systemic Initiative
The underlying purpose of the Alaska Rural Systemic Initiative has been to implement a set of initiatives to systematically document the indigenous knowledge systems of Alaska Native people and develop pedagogical practices and school curricula that appropriately incorporate indigenous knowledge and ways of knowing into the formal education system.  The central systemic reform focus of the AKRSI strategy has been the fostering of connectivity and complementarity between two functionally interdependent but historically disconnected and alienated complex systems — the indigenous knowledge systems rooted in the Native cultures that inhabit rural Alaska, and the formal education systems that have been imported to serve the educational needs of rural Native communities.  Within each of these evolving systems is a rich body of complementary scientific and mathematical knowledge and skills that, if properly explicated and leveraged, can serve to strengthen the quality of educational experiences and improve the academic performance of students throughout rural Alaska.

- Self-Assessment for Cultural Standards in Practice

- Videos on Alaska Native Subsistence Way of Life
Many curricular resources, videos, and other materials.

- Cup’ik Curriculum by John Pingayak, with introduction
Part of the UAA Institute of Social and Economic Research (ISER) and UA Native Studies Curriculum Project

- Alaska Native Perspectives on Earth and Climate

- Alaska Native Science and Math Education
Resources to help make the teaching of science and math meaningful to Alaska Native students.

- Math and Science Activities using Indigenous Science and Mathematics
Dr. Ron Eglash: “Complexity in Indigenous Knowledge.” Indigenous knowledge is often associated with simple tasks—counting to 100 or making a box—but such stereotypes ignore the rich conceptual and material structures that have resulted from the co-evolution of native cultures and their environment. African fractals, Native American cybernetics, and indigenous nanotechnology are just some of the complex hybrids that emerge when we open up the space for more sophisticated models.
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More About Alaska Native Ways of Teaching and Learning Faculty Intensive

Background
The Design
Online Teaching Portfolios
Assessment

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