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The Raven

June 27th, 2016 | Posted by in Graduate M.Ed. Program

By Hannah Newell, graduate student in the Institute’s 15th cohort.

When you hear the word raven, what first comes to mind? Do the words deceptive, persistent, clever, noisy or disruptive come to mind? Most often, this is how people have culturally thought of the raven.

Through the early works of Edgar Allen Poe, parts of society have learned to fear the death bringing raven who “Quoth, nevermore” to his dead love Eleanor. What people don’t always know is that the story goes deeper into history. Early cultures around the world have encountered the raven through hunting practices or even at their homes. Hunters from Greenland have been recorded using ravens as a beacon for finding herds of caribou as they were associated with flying in circles around the herds. Similarly, the Han of the Yukon in Canada went to the length of mimicking their calls in order to attract bears to hunting areas. This learned behavior of the bear acts as an example of cultural knowledge being passed on through the generations of bears, creating a new learned relationship between the bear, the raven and the hunter. The raven, being the one who finds the carcass, the bear who strives for the same carcass by following the raven call, and the hunter who uses the desire of the bear to hunt it for their own needs. Ravens use the exchange of knowledge from generation to generation to transfer understandings of humans, feeding sites and potential threats to either their own brood or to roosting mates.

The relationship between humans and ravens have not always been one of admiration, but as we step into the next generation with science and field biology as a priority in many cultures around the world, the desire to learn about ravens and their complicated social dynamics has grown. When humans begin to learn about their complexity, the raven becomes more interesting  and desirable to understand, perpetuating the line of knowledge.

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C15

An Open Letter to the 16th Cohort

June 24th, 2016 | Posted by in Graduate M.Ed. Program

If you are new to or unfamiliar with the North Cascades Institute, there are a few bits of jargon that need to be explained:

  • Western Washington University has a graduate residency program where students spend their first year at the Institute (often shorted to NCI). They then finish their degree at the University.
  • Early summer is the transition time where the older cohort spends the summer working through Leadership Tracks, while the younger cohort arrives to the mountains for the first time together.
  • The current older cohort is the 15th, and the younger 16th. Often this is shortened to C15 and C16.

Even if you are not a part of C16, this letter is a great opportunity to learn about C15, Leadership Tracks and the residency as a whole. On to the letter!

 

Dear C16,

Welcome to the North Cascades ecoregion! If you have lived here your whole life or if this is your first time here, you are going to get to know more about the life in these mountains than you ever thought possible. Between hiking, tracking, teaching and paddling, in just a year this place will feel like home.

» Continue reading An Open Letter to the 16th Cohort

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VOCALIZE: A Natural and Cultural History Project

June 20th, 2016 | Posted by in Graduate M.Ed. Program

By Emily Ford, graduate student in the Institute’s 15th cohort.

“VOCALIZE” attempts to share the Natural and Cultural History of the Loon through multiple ways of knowing. This project blends Indigenous Education and Scientific Study through the following list of topics, in order to create an ecological and social learning platform for all: Etymology, Art, History, Biography, Archeology, Astronomy, Taxonomy, Phylogeny, Poetry, Geology, Mapping, Natural History, Anthropology, Biology, American Literature, Conservation Studies, Storytelling, Indigenous Education and Pedagogy, and Place-Based Learning.

The multidisciplinary nature of Natural History allows both cultural and scientific knowing to be shared and valued. The Common Loon (Gavia immer), is not only the focus in this project, but also provides a lens to investigate Environmental and Social Justice, especially as it pertains to North America’s Native First Peoples. The Loon’s hauntingly visceral “call of the wild” has spoken to humans throughout the centuries, and offers a vessel for silenced cultural perspectives to come to light.

Within the project booklet, you will learn about the appearance, habits, and vocalizations of the charismatic Common Loon. Dive beneath the water, and you will also experience the emotions, voices, stories, and values held by the Loon. As we observe and interpret the Loon’s being, we must also recognize the human context of engaging with nature. “VOCALIZE” serves as an example and call to action for all readers to be open minded, aware, and inclusive of diverse human experience and beliefs. It demonstrates the importance of listening to and valuing every voice, including the voice of the Earth, as we come to realize our interrelations.

For example, I examine the word “vocalize,” often used to describe the loon’s various calls. In English, “Vocalize” means to articulate, or to sing vowel sounds, and comes from the root ‘call out’, or ‘cry.’ I pair this with the many Ojibwe definitions, in order to value their language and roots of their words. This serves as an example of how language is a form of power, and it is important to present more than just one perspective. I also use this word to reiterate the layered metaphors of indigenous oppression throughout the project. A loon’s call in the night comes out of the silence, and echoes with a wounded mournfulness, yet stands strong in people’s memory of wilderness and beauty. Paired with these concepts, I also include scientific studies of the four loon calls and their adaptive uses for communication.

Similarly, I investigate the bird’s many names. Loon’s scientific name is Gavia immer, from Scandinavian roots. In Ojibwe, “Loon” and “brave” are the same word: “Maang.” I then share the creation story of the loon, from astronomy, to Indigenous creation stories, to evolution and archeology.  

My poetry is scattered throughout the booklet to reinforce the subject topics and include my own reflections and voice. This poem follows the investigation of our naming of the loon and its vocalizations, as well as a discussion of layered metaphors about the power and oppression of language use. Accompanying the poem is art by Ojibwe artist Jackson Beardy who fought as an activist, educator, and artist, for the rights of Canada’s First Peoples and the revitalization of woodland cultures.

» Continue reading VOCALIZE: A Natural and Cultural History Project

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Skinning for Science: A Bobcat Casestudy

June 16th, 2016 | Posted by in Graduate M.Ed. Program

By Holli Watne, graduate student in the Institute’s 15th cohort.

On Jan 5th, 2016 the residents of the Blue House (our Marblemount property) discovered a dead bobcat in the garage.

The cause of death was unknown, but no evidence of trauma was found. The carcass was quickly moved to the biological specimens freezer in the North Cascades Institute’s lab, where it has served as a great teaching tool for hundreds of Mountain School participants this year.

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Holding up a bobcat

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Bobcat found under bicycles in barn.

But for an item as popular as the bobcat, the freezer is not a very sustainable solution. It is bad for the specimen to be constantly moved in and out of the freezer. Also, it takes up a lot of space – and there’s not much to spare in the freezer.

» Continue reading Skinning for Science: A Bobcat Casestudy

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An exploration into science and art

June 13th, 2016 | Posted by in Graduate M.Ed. Program

By Holli Watne, graduate student in the Institute’s 15th Cohort.

I have a deep love for entomology and artistic exploration. Until recently, I viewed these two pleasures as mutually explicit. My perception changed when I was introduced to the work of Hubert Duprat. He has been working with Trichoptera (one of my favorite orders of insects) since the 1980’s, getting them to build beautiful structures out of precious materials. (For more information of Mr. Duprat’s work, please read this article.)

Trichoptera, commonly known as caddisflies, can be found in all biogeographical regions, except the Antarctic, in (larvae) or near (adult) a large range of aquatic habitats. There are about 1,400 species of Trichoptera in North America, 230 of which have been identified in Washington State. The majority of species have aquatic larvae that build cases out of silk and various natural materials. These cases aid in streamlining substrate-attachment and protection against predators.

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Trichoptera, or caddisfly, larva. Drawn by Holli Watne.

In my undergrad studies at Western Washington University, I remember my entomology professor telling me that entomologists that specialize in Trichoptera can frequently identify the species just by looking at a case. This is because each case-building species has characteristic ways of building their cases.  Using Duprat’s work as an inspiration, I started a simple study to see if larvae would build cases that are structurally similar to their native cases when provided with a choice of unfamiliar building materials.

Being a poor grad student, it wasn’t really an option for me to use such fine materials as Duprat uses in his work. Instead, I introduced the caddisflies to various beads and different sizes of glitter:

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» Continue reading An exploration into science and art

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Springing into Learning: Graduate Spring Natural History Retreat

June 9th, 2016 | Posted by in Adventures

At the Institute, the graduate students of the 15th cohort (C15) have been hard at work this past year teaching Mountain School, assisting in adult programs and visiting non-profits, all while finishing assignments and trying to find some sleep! Every season though, the graduate students leave all that behind to learn from experts in the field and be fully immersed into the wilderness of the North Cascades. Last fall we worked with beavers and hawks. In the winter we dived into snow ecology and wolverines. Just last week, we ventured out on our last natural history retreat where we tracked our natural neighbors, captured native bees and kept up with all of the birds!

Tracking

Our first stop was with author, photographer and educator David Moskowitz. Since the fall we as a cohort had been using his book Wildlife of the Pacific Northwest as our go-to guide on all things tracking. Having a class with the man himself was an experience all its own.

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Using some of our newly acquired tracking skills.

» Continue reading Springing into Learning: Graduate Spring Natural History Retreat

With trap builder Bergen Patterson

Ecosystem Engineers: A beaver curriculum

June 6th, 2016 | Posted by in Graduate M.Ed. Program

By Hannah Newell, graduate student in the Institute’s 15th cohort.

A person’s perspective on the beaver is malleable. Some believe they are pests that need to be eradicated while others look deeply into their connection to the ecosystem and how they help shape our environment through their lifestyle.

Two North Cascades Institute Graduate students partnered with the Methow Beaver Project to create a curriculum to serve the Independent Learning Center in a few ways. One being the need for a biology class for their ninth to twelfth grade students and two, the desire to inform these students about the place that they live in and the beaver’s role in that place.

With four field trips planned over the course of four weeks, students were introduced to beavers at the Winthrop Hatchery, explored nearby wetlands to research macroinvertebrates and watershed development, and concluded their experience at the Twip Town hall where they conducted a mock town hall to view stakeholder opinions on the matter of the presence of beavers in the area.

» Continue reading Ecosystem Engineers: A beaver curriculum