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Fall Course Offerings for Educators in Rural Alaska by Ray Barnhardt : Just as the new school year brings new learning opportunities to students, so too does it bring new learning opportunities for teachers and those seeking to become teachers. This fall, rural teachers and aspiring teachers will have a variety of distance education courses to choose from as they seek ways to upgrade their skills, renew their teaching license, pursue graduate studies or meet the state's Alaska Studies and Multicultural Education requirements. All Alaska teachers holding a provisional teaching license are required to complete a three-credit course in Alaska Studies and a three-credit course in Multicultural Education within the first two years of teaching to qualify for a standard Type A certificate. Following is a list of some of the courses available through the Center for Distance Education that may be of interest to rural educators. Alaska Studies: ANTH 242, Native Cultures of Alaska; GEOG 302, Geography of Alaska; HIST 115, Alaska, Land and Its People; HIST 461, History of Alaska. Multicultural Education: ANS 461, Native Ways of Knowing; ED 610, Education and Cultural Processes; CCS/ED 611, Culture, Cognition and Knowledge Acquisition; ED 616, Education and Socio-Economic Change; ED 631, Small School Curriculum Design; ED 660, Educational Administration in Cultural Perspective. Cross-Cultural Studies: CCS 601, Documenting Indigenous Knowledge Systems; CCS 608, Indigenous Knowledge Systems. Enrollment in the above courses may be arranged through the nearest UAF rural campus or by contacting the Center for Distance Education at 474-5353 or racde@uaf.edu or by going to the CDE web site at http://www.dist-ed.uaf.edu/. Those rural residents who are interested in pursuing a program to earn a teaching credential should contact the rural education faculty member at the nearest rural campus or the Rural Educator Preparation Partnership office at 543-4500. Teacher education programs and courses are available for students with or without a baccalaureate degree. Anyone interested in pursuing a graduate degree by distance education should contact the Center for Cross-Cultural Studies at 474-1902 or ffrjb@uaf.edu. In addition to the above courses offered through the UAF campuses, the following distance education courses are available through the Alaska Staff Development Network under arrangements with Alaska Pacific University: "Alaska Alive" (which meets the state Alaska Studies requirement) and "Creating Culturally Responsive Schools: A Standards-based Approach" (which meets the state Multicultural Education requirement.) A new multicultural education course aimed at administrators is also available through ASDN. Information regarding enrollment in these courses may be obtained from the Alaska Staff Development Network at 364-3801 or asdn@ptialaska.net or at the ASDN web site at: http://www.asdn.schoolzone.net/asdn/. Welcome to the first school year of the new millennium.

Keyword(s): Volume 5, Issue 4

Fall Course Offerings for Educators in Rural Alaska by Ray Barnhardt : Just as the new school year brings learning opportunities to students, so too does it bring new learning opportunities for teachers and those seeking to become teachers. This fall rural teachers and aspiring teachers will have a variety of distance education courses to choose from as they seek ways to upgrade their skills, renew their teaching license, pursue graduate studies or meet the state's Alaska Studies and Multicultural Education requirements. All Alaskan teachers holding a provisional teaching license are required to complete a three-credit course in Alaska Studies and a three-credit course in Multicultural Education within the first two years of teaching to qualify for a standard Type A certificate. Following is a list of some of the courses available through the Center for Distance Education that may be of interest to rural educators: Alaska Studies ANTH 242, Native Cultures of Alaska GEOG 302, Geography of Alaska HIST 115, Alaska, Land and Its People HIST 461, History of Alaska. Cross-Cultural Studies CCS 601, Documenting Indigenous Knowledge Systems CCS 608, Indigenous Knowledge Systems. Enrollment in the above courses may be arranged through the nearest UAF rural campus or by contacting the Center for Distance Education at 907-474-5353 or distance@uaf.edu, or by going to the CDE web site at http://www.dist-ed.uaf.edu. Those rural residents who are interested in pursuing a program to earn a teaching credential or a B.A. should contact the rural education faculty member at the nearest rural campus or the Rural Educator Preparation Partnership office at 907-474-5589. Teacher education programs and courses are available for students with or without a baccalaureate degree. Anyone interested in pursuing a graduate degree by distance education should contact the Center for Cross-Cultural Studies at 907-474-1902 or ffrjb@uaf.edu. Welcome to the 2001-02 school year!

Keyword(s): Volume 6, Issue 4

Fall Course Offerings for Educators in Rural Alaska by Ray Barnhardt : Just as the new school year brings new learning opportunities to students, it also bring new learning opportunities for teachers and those seeking to become teachers. This fall rural teachers and aspiring teachers will have a variety of distance education courses to choose from as they seek ways to upgrade their skills, renew their teaching license, pursue graduate studies or meet the state's Alaska Studies and Multicultural Education requirements. All Alaskan teachers holding a provisional teaching license are required to complete a three-credit course in Alaska Studies and a three-credit course in Multicultural Education within the first two years of teaching to qualify for a standard Type A certificate. Following is a list of some of the courses available through the Center for Distance Education that may be of interest to rural educators. Alaska Studies: ANTH 242, Native Cultures of Alaska; GEOG 302, Geography of Alaska; HIST 115, Alaska, Land and Its People; HIST 461, History of Alaska. Multicultural Education: CCS/ED 610, Education and Cultural Processes; CCS/ED 611, Culture, Cognition and Knowledge Acquisition; ED 616, Education and Socio-Economic Change; ED 631, Small School Curriculum Design; ED 660, Educational Administration in Cultural Perspective. Cross-Cultural Studies: CCS 601, Documenting Indigenous Knowledge Systems; CCS 608, Indigenous Knowledge Systems. Enrollment in the above courses may be arranged through the nearest UAF rural campus or by contacting the Center for Distance Education at 474-5353 or distance@uaf.edu or by going to the CDE web site at http://www.dist-ed.uaf.edu. Those rural residents who are interested in pursuing a program to earn a teaching credential or a B.A. should contact the rural education faculty member at the nearest rural campus, or the Rural Educator Preparation Partnership office at 474-5589. Teacher education programs and courses are available for students with or without a baccalaureate degree. Anyone interested in pursuing a graduate degree by distance education should contact the Center for Cross-Cultural Studies at 474-1902 or ffrjb@uaf.edu. Welcome to the 2002-2003 school year!

Keyword(s): Volume 7, Issue 4

Fall Course Offerings for Teachers in Rural Alaska by Ray Barnhardt : Just as the new school year brings new learning opportunities to students, so too does it bring new learning opportunities for teachers and those seeking to become teachers. This fall rural teachers and aspiring teachers will have a variety of distance education courses to choose from as they seek ways to upgrade their skills, renew their teaching license, pursue graduate studies or meet the state's Alaska Studies and Multicultural Education requirements. All Alaskan teachers holding a provisional teaching license are required to complete a three-credit course in Alaska Studies and a three-credit course in Multicultural Education within the first two years of teaching to qualify for a standard Type A certificate. The following is a list of some of the courses available through the Center for Distance Education that may be of interest to rural educators. Alaska Studies ANTH 242, Native Cultures of Alaska; GEOG 302, Geography of Alaska; HIST 115, Alaska, Land and Its People; HIST 461, History of Alaska. Multicultural Education ANS 461, Native Ways of Knowing; ED 610, Education and Cultural Processes; CCS/ED 611, Culture, Cognition and Knowledge Acquisition; ED 616, Education and Socio-Economic Change; ED 631, Small School Curriculum Design; ED 660, Educational Administration in Cultural Perspective. Cross-Cultural Studies CCS 601, Documenting Indigenous Knowledge Systems; CCS 608, Indigenous Knowledge Systems. Enrollment in the above courses may be arranged through the nearest UAF rural campus, or by contacting the Center for Distance Education (CDE) at (907) 474-5353, email racde@uaf.edu, or by going to the CDE web site at http://www.disted.uaf.edu. Those rural residents who are interested in pursuing a program to earn a teaching credential should contact the rural education faculty member at the nearest rural campus, or the Rural Educator Preparation Partnership office at (907) 543-4500. Teacher education programs and courses are available for students with or without a baccalaureate degree. Anyone interested in pursuing a graduate degree by distance education should contact the Center for Cross-Cultural Studies at (907) 474-1902 or email ffrjb@uaf.edu. In addition to the above courses offered through the UAF campuses, the following distance education courses are available through the Alaska Staff Development Network (ASDN) under arrangements with Alaska Pacific University: Alaska Alive (which meets the state Alaska Studies requirement) and Creating Culturally Responsive Schools: A Standards-based Approach (which meets the state multicultural education requirement.) A new multicultural education course aimed at administrators is also under development by ASDN. Information regarding enrollment in these courses can be obtained from the Alaska Staff Development Network at (907) 364-3801, email asdn@ptialaska.net, or at the ASDN web site at http://www.asdn.schoolzone.net/asdn. Welcome to the last school year of the 20th century and the first of the new millennium.

Keyword(s): Volume 4, Issue 4

Feature: Challenges in Alaska Native Education Today by Rachel Craig : The following is a presentation given by Rachel Craig to the Alaska Native Education Council, October 16, 1995 Ladies and Gentlemen: Thank you for inviting me to speak to you today. It is a real honor to stand before an assemblage such as yourselves-a group that is involved in molding the lives of our children through education, a group expected to set wise priorities and do the right thing in the face of dwindling available monetary resources. We fondly look back on the days of our grandparents and great grandparents, and time and distance make their time seem an idyllic life. In some ways it was; but every generation has their challenges. Theirs was physical survival. Always gathering and hunting for food for themselves and their dogs to amass enough storage to last them another year to sustain life. They taught and lived the subsistence way of life which was their sole way of living. They had no other options. They celebrated their good fortunes with feasts and dancing, sharing the good times and helping to temper the bad. The inventive mind of mankind has given our generation new technologies to make our day-to-day life easier with more leisure time to pursue our interests. If that's all it was, we'd really have it made. But our challenges in life are varied and have drastically increased since our great-grandparents' days. Alcohol and drugs and the abuse of them is prevalent in our society, influencing the making of sound judgments. Child and sexual abuse of minors fill the court calendars-children that we adults are responsible to protect and raise to upstanding adulthood. Very young adolescents are having children that they don't quite know how to raise, adding more responsibilities to the grandparents, not to mention the psychological burden placed on these children. Better jobs require training and education and stick-to-it-iveness, and the percentage of our own people in positions of responsibility and trust seem nil or absent. I know we were blessed with just as much intelligence as any other people, and I think it is worth examining what we are doing today. Let me direct your attention to our federal and state governments. The federal debt is much larger than some of us can count to. In trying to address solving that issue, many familiar programs are being questioned, downsized, or not funded. The state revenues are dwindling, following falling prices of crude oil. In order to keep some of our own regional projects viable, we in the NANA region have had to get innovative with our own fund raising efforts because funding from the state legislature is no longer reliable. The economic belt is getting tighter and tighter all around. Let me tell you a little of what we are doing in the NANA region. We are by no means perfect, but we are trying to do something about our problems together. We have a program in our region that addresses the one-sided education system. All of the studies in our schools were of the Western culture as they are in most of our State. In order to balance the curriculum and to send a message to our youth that our own culture is OK, that to identify with us older generations is honorable, we have done several things. We developed curriculum and are teaching our language and culture in the schools. I don't know that it has helped the Native language fluency of the students, but at least it is there. We have also instituted five Inupiaq Days during the school year-in September, October, January, February, and April. Our Inupiaq experts are all volunteers from the community. This program is so good for our youth; they are so proud to have their grandmothers and grandfathers teaching in the classroom. After Inupiaq Day, the students have more pride in themselves, their family, and their community. There is less truancy and vandalism, and the grades go up. Our elders are so proud to volunteer their knowledge and pass it on to the youth. They love the elementary grades because the students are so open and interested. The elders will respond, as they say, whatever good thing the younger generation wants to know of us we are duty-bound to teach them. These Inupiaq Days are then fortified with a camp experience of a week in the summer. We did not get funding for this camp from the state last year, so our coordinators held biathlons and sock hops to make enough money to buy T-shirts that our children love to wear. All the instructors at the camp are elders and they volunteer their time and skills, from the camp director on down. I love their commitment! Organizations and businesses donate what they could in response to solicitations. Children from ages seven through high school are given the privilege to experience summer camp at Camp Sivunniugvik along the Northern delta of the Kobuk River, and we are now requesting payment of a camp fee from the parents to help defray expenses. For families who cannot pay the camp fee, we seek donations from the local businesses. The Upper Kobuk people have also established Camp llisagvik for the Upper Kobuk villages. This will free up more space for the other children at Camp Sivu. We share our camping manual with the Upper Kobuk people so they could be thinking about all the personnel who will work at the camp and also about the topics that will be taught to the youth. The Kotzebue Elders Council is also working with our local IRA to establish a coastal camp where seal hunting and food preservation and preparation will be taught to young people who never had an opportunity to learn these skills because their parents had to work in town. We are also sponsoring a skin-sewing class once a week this year for the benefit of the community and our elder women are the instructors. We also will offer to teach fishnet making and mending. Even some of our elders say that that is one skill that they would like to learn, too. I would also like us to respond to the need of our middle generation to learn the nuances of the culture and have some place to go at least one night a month. But we feel that the middle generation has to make a commitment if that's what they want. The elders will respond, as they say, whatever good thing the younger generation wants to know of us we are duty-bound to teach them. This economic squeeze has caused our regional organizations to cooperate more closely and pool their resources and do what they have to do in their realm of influence and responsibility. This means the NANA Regional Corporation, Maniilaq Association, the Northwest Arctic Borough, and the School District all work together. It's really great to see our bosses cooperating and those of us who do the actual work don't have to tread the floors hesitantly or lightly when we are on their premises. We feel more confident because we see our bosses working with each other and we are enjoying working with each other, too, pooling our skills together and sharing our outside contacts. Maybe that's the Native way. We never stop caring or loving. We always expect the best. We give the best. When we find that the youth are listening to us and are doing the right thing, it is worth it. It makes us so proud we wonder why other people can't see our wings. Many times the community expects the school to teach everything, including our Native language and culture, to the students. I personally think that the school needs to reinforce these subjects in school because our students feel anything taught in school is culturally accepted. But those subjects are best taught by the parents and the community if they still know how. We have all experienced the attack of our language and culture by well-meaning teachers in our growing up years. Some regions almost lost the language and really do need help. In our region, I feel that the only way that the language will stay with the people is for the community to become involved. Those who know the language must speak it publicly, make it an accepted cultural practice. I know how difficult it is to raise a child when the parents of the child's peers have not made a commitment to do otherwise. It is easier for our children to bow to group peer pressure. We are so lenient with the TV programs that our children watch that we don't take them to church or weekday religious classes like our grandparents did with their children. For us, group teaching is strong. Then the other children know the expectations of the parent generation upon their children. There is nothing as strong as peer pressure. I think parents know this. In my observation of each succeeding generation, there is a marked influence toward the westernization of each succeeding generation. Western civilization is swallowing us up, and more so our grandchildren. Those generations that have not benefited from the wise and continuous counseling of their grandparent generations are preoccupied with the here and now. They want expediency. They have not learned to care about tomorrow, or next week, or next month, or next year, and much less about their connections with the eternities. I think they are ignorant about individual sacrifices for the benefit of the group and want their individual benefits right now because that's what they are being taught in school. I think our educators need to bone up on the philosophies of their Native heritage so they can teach about the contrasting cultures. Neither is bad, but they are markedly different. Teach correct principles and let the individual learn to think and make his own choices as he matures. Then he will be responsible for his choices. Today, I am supposed to be talking about the Wisdom of the Elders, Power of the Parents and Strength of the Students. If the elders or parents don't exert their prerogatives early and strongly, we will have raised a generation of spoiled children. In the western culture, you let your children go when they are eighteen or twenty-one. My son is thirty and occasionally I still have to exert my influence over him to do the right thing in the strongest possible ways. Maybe that's the Native way. We never stop caring or loving. We always expect the best. We give the best. When we find that the youth are listening to us and are doing the right thing, it is worth it. It makes us so proud we wonder why other people can't see our wings. My title in the Northwest Arctic Borough is the Inupiat Ilitqusiat Coordinator. As some of you know, Inupiat is our collective name for ourselves as Native people in North and Northwest Alaska. Ilitqusiat has to do with our spirit-that power which motivates us. Some mistake the program to mean that we are trying to get them back to using the old Inupiaq technologies and clothing. If that's what they want to do, more power to them. There's nothing wrong with learning to use them. But when you learn the spirit of our forefathers, you have to learn the philosophy-why they tell us not to make fun of others, why they help the helpless, why they share, why they don't boast about animals, why they live the way they do, why the mothers make sure we know our family trees, etc. It is the spiritual part of you that becomes the daily lifetime habit of your attitude toward others and the environment around you. Thank you for asking me to speak to you today. May God bless you and yours as you strive to do your best. Rachel Craig is the Inupiat Ilitqusiat coordinator for the Northwest Arctic Borough in Kotzebue, Alaska. In that position, she is centrally involved with the culture and language of the Inupiat in her region. She was president of the Kotzebue Elders' Council for the past five years and vice president and secretary for the NANA Regional Elders' Council. She currently is president of the Inuit Elders' International Conference within the international body of the Inuit Circumpolar Conference.

Keyword(s): Volume 1, Issue 1

Fellowships Awarded by Beth Leonard : by Beth Leonard, TCC The Denaqenage' Career Ladder Program, a grant-funded partnership between the University of Alaska Fairbanks (UAF), Alaska Native Language Center, the Interior Athabascan Tribal College (IATC) and the Gateway and Lake and Peninsula School Districts, is pleased to announce that the following participants have been awarded competitive fellowships for the 2003-2004 academic year: _ Lily Larose Luke, Tanacross _ Michelle Ravenmoon, Dena'ina _ Shauna Sagmoen, Dena'ina _ Amy VanHatten, Koyukon _ Verna Wagner, Tanacross In order to be eligible for a fellowship, candidates must be accepted into the Denaqenage' Career Ladder Program and enrolled in a UAF M.Ed. or B.A. program with a major focus on Athabascan language study and teaching. Preference is given to students studying or intending to study Tanacross, Upper Tanana or Dena'ina. However, consideration is given to applicants studying other Alaska Athabascan languages as well. Applications for the 2004-2005 competition will be sent out in March, 2004. If you have any questions about the fellowship application process or would like to be included on our application mailing list, please call Beth Leonard, IATC Language Coordinator at 1-800-478-6822, ext.3287 or e-mail bleonard@tananachiefs.org.

Keyword(s): Volume 8, Issue 5

Fourth Annual ANSES State Science Fair by Alan Dick : The fourth annual ANSES State Science Fair, hosted by AKRSI, was held at Camp Carlquist on the weekend of January 31 to February 2. Projects arrived from every corner of the state and a total of 21 competed intensely for the right to move on to AISES Nationals. On Saturday, before Sunday's ANSES State Fair, students and chaperones scurried around Anchorage and Eagle River in the second year of the "Junkyard Wars of Science Fairs." At 9 A.M. teams of participants were given maps, $50, the set of rules and an assignment: plan and carry out a science project having to do with "campfires." The excitement level was high and by 6 P.M., eight teams had poster boards and a completed experiment ready for the judges. This lighthearted event gave the students a chance to interact with the judges and each other before the big event on Sunday. It also forced them to utilize science skills, map skills, team building skills and ingenuity in developing a project in less than nine hours. Students also had to spend time at the Alaska Native Heritage Center. Two of the ANSES State Fair projects have been nominated for an International Science Fair in Beijing, China. There is no assurance that they will go, but students worked in schools until midnight preparing their projects for consideration. It represents an opportunity of a lifetime for the young people involved. AKRSI folks are holding their breath, hoping we can send students to carry our model of relevant, village-based science projects to other nations. The ANSES State Science Fair participants and winners were honored in the noon luncheon at the Native Educators Conference banquet in the Sheraton Hotel on Monday, February 3. Several of the winners were interviewed by Channel 2 News. The broadcast that evening was inspiring. The Imaginarium played an important part in the operation this year. Students handled reptiles and participated in liquid nitrogen experiments while other projects were being judged. There wasn't an idle moment the whole weekend. Staff watched genuine friendships being made and strengthened, personal transformation taking place and science becoming a deeper part of young peoples' lives. To observe the process makes the hundreds of hours of preparation worthwhile. The Imaginarium folks will likely oversee the operation next year as AKRSI intentionally fades out, but the event will continue to create an arena where the students are the show and science the theme. Staff watched genuine friendships being made and strengthened, personal transformation taking place and science becoming a deeper part of young peoples' lives.

Keyword(s): Volume 8, Issue 2

Funds for Professional Development Available from SMCNWS : The Science and Math Consortium for Northwest Schools has $45,000 available to provide partial funding for Alaskan projects that represent part of a sustained, systemic effort to improve math and science education will provide high-quality training for teachers and other educators include strong follow-up, dissemination and evaluation components and are in line with state and local standards for math and science. Applications must be submitted by teams of two or more educators and are due on February 3, 1997. If you have not received application materials, and are interested in applying, please contact Stephanie Hoag at 463-4829 or 463-3446 (fax). SMCNWS can also assist with planning, coordination, follow-up and evaluation of professional development activities. Note: As of publication date of this newsetter, funding is available for the Spring semester only.

Keyword(s): Volume 2, Issue 1

Future Alaska Native Educators by Cathy Rexford : by Cathy Rexford, North Slope Borough School District According to the Alaska Department of Education and Early Development, as of the 2001-2002 school year, 459 of the 8,206 public school teachers are Alaska Native or American Indian. As indigenous societies that once maintained total control over the education of our youth, we find that our lack of professional presence in our contemporary education system creates a situation of loss. If we as Native people are to truly regain control of our education, it is necessary to infuse young Native professionals into our schools. Encouragement must be given to our young people to become certified teachers, administrators and linguists. Our need for teachers is great and should therefore be a priority in our Native education agenda. We need to invest not only our finances, but also our time and effort into getting our own people teaching in our schools. The Future Alaska Native Educator (FANE) listserv currently includes 37 students and is growing each week. What started out as a mission to increase youth involvement in the many Alaska Native education gatherings, transformed into the organization of young Alaska Native educators. The intent of this statewide FANE electronic network, is to provide a forum to exchange information, advertise education events and issues and link these students to educators and education entities across Alaska. I compiled this list of Alaska Native college students majoring in education, after sending out several e-mail requests across the state. I present the Sharing Our Pathways audience with an opportunity to provide these young people your professional and traditional mentorship. This is an excellent opportunity for young Alaska Natives who are on their way to becoming educators and it is also a good opportunity for us to include the ingenuity and the ideas from these young educators in our planning and strategizing. Their fresh perspective may just be the solution we are looking for to move our education agenda forward. These are the students who are preparing to assume responsibility to continue our work as Native educators. Now that a growing number of young Alaska Native educators are assembled, what does the Alaska Native Educator community have to say to them? As Alaska's leading experts on education, please send your contributions for the FANE listserv to: Cathy.Rexford@nsbsd.org If you are an aspiring Native educator and interested in being added to the list please e-mail Cathy at the above address as well.

Keyword(s): Volume 8, Issue 1

Future Teachers of Alaska by Ac’arralek Lolly Carpluk : In October 2003, the University of Alaska Statewide and Alaska Teacher Placement, in partnership with the Alaska Federation of Natives, Lower Kuskokwim School District, Bering Strait School District and Nome Public Schools, were awarded a three-year Future Teachers of Alaska (FTA) grant to construct a program that will inspire and support K–12 Alaska Native students to become teachers. One of the main goals of the FTA grant is to establish pilot FTA highschool clubs in the three partner school districts. Each district has recruited FTA coordinators who are recruiting FTA students to work collaboratively in developing their organizations within their communities. There are many exciting opportunities for the students to participate in various kinds of activities on a community, local school, district, state and national level. For further information, please contact the following persons for local and district-wide FTA activities: Sharon Weaver, FTA Project Director Lower Kuskokwim School District Phone: (907) 543-4804 Email address: Sharon_weaver@lksd.org Sue Toymil, FTA Project Director Bering Strait School District Phone: (907) 955-2424 Barb Pungowi, FTA Project Director Nome Public Schools Phone: (907) 443-5351 Email address: bpungowi@nomeschools.com For overall information contact Lolly Carpluk, FTA Program Director, University of Alaska Statewide, 907-474-1973 or email lolly.carpluk@email.alaska.edu.

Keyword(s): Volume 9, Issue 3

The University of Alaska Fairbanks is an Affirmative Action/Equal Opportunity employer, educational institution and provider is a part of the University of Alaska system. Learn more about UA's notice of nondiscriminitation.