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Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015
NESC 315 Syllabus Appendix A: Detailed Schedule of Topics (with Assignments, Due Dates and References,
including Videos)
Specific details of weekly topics are presented below along with assignments, due dates and references with hypertext
links that may be used to access the specified reference materials.
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Week 1 Topic:
Traditional Ecological Knowledge (TEK) and the Practices, Beliefs and Relationships inherent in TEK
Week 1 Short Paper #1 Question (due on Friday of Week 2):
Western Science and TEK share a common aspect: that of observation and interpretation. Western science uses the
Scientific Method to observe, hypothesize, test and conclude, and then to formulate a practice (or management decision).
Please address the following question in Short Paper #1: Do you think there is a similar process in TEK? (Be specific and
cite details at least two references in support of your writing.)
Week 1 Assigned References:
 Definitions of traditional ecological knowledge. (n.d.). Retrieved January 1, 2015, from The Resource Centre for
Aboriginal Forestry Issues in Canada website: http://nafaforestry.org/forest_home/documents/TKdefs-FH19dec06.pdf [compilation of various definitions of traditional knowledge and related terms]
 Greenwood, K. (n.d.). Traditional ecological knowledge an introduction [PowerPoint slides]. Retrieved December 31,
2014, from U.S. Fish and Wildlife Native American Liaison Traditional Ecological Knowledge - Basic FWS
Information website: http://www.fws.gov/nativeamerican/traditional-knowledge.html [contains link to downloadable
PDF, also available directly from http://www.google.com/url?q=http://www.fws.gov/nativeamerican/pdf/tekintroductiongreenwood.pdf&sa=U&ei=LTCkVIeFA4mvoQTe4YH4Ag&ved=0CBkQFjAA&sig2=Sa8g3mutWkSbGSENNN_EC
w&usg=AFQjCNHuauMk3T90eRhg7dj85-b2zJWlPA]
 Pierotti, R., & Wildcat, D. (2000, October). Traditional ecological knowledge: The third alternative (commentary).
Retrieved January 4, 2015, from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCUQFjAA&url=http%3A%2F%2F
www.fws.gov%2Fnativeamerican%2Fpdf%2Ftek-pierrotti-wildcat2000.pdf&ei=BYmpVK6KF5C0oQT7y4CgCQ&usg=AFQjCNHu4BYgP8LUEY7b8ho1FsNw6NS5aA&bvm=bv.82
001339,d.cGU&cad=rja [downloadable PDF of article published in Ecological Applications, Vol.
10, No. 5 (Oct., 2000), pp. 1333-1340]
Week 1 Optional References:
 Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing.
Retrieved from Diné College Center for Diné Teacher Education website:
http://www.dinecollege.edu/cdte/docs/Barnhardt-Kawagley.pdf [downloadable PDF of article published 2005 in
Anthropology and Education Quarterly, vol. 36, Issue 1, pp. 8-23 and also available at
http://ankn.uaf.edu/Curriculum/Articles/BarnhardtKawagley/Indigenous_Knowledge.html]
 Berkes, F. (2005). Traditional ecological knowledge. Retrieved December 31, 2014, from University of Manitoba
Natural Resources Institute website: http://umanitoba.ca/institutes/natural_resources/nri_cbrm_publications.html
[downloadable PDF available via link; In: Encyclopedia of Religion and Nature (B.R. Taylor, Ed.) Thoemmes
Continuum, London and New York, pp. 1646-1649; Note: Several other TEK resources are also available from this
source as PDFs.]
 Kimmerer, R. W. (2002, May). Weaving traditional ecological knowledge into biological education: A call to action.
Retrieved January 4, 2015, from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCgQFjAA&url=
http%3A%2F%2Fwww.esf.edu%2Fnativepeoples%2Fdocuments%2Fweaving.pdf&ei=WIipVJq3BonroAS0oLQBg&usg=AFQjCNExKhd7CXSf8cHmw7ba2ub7tGkKjg&bvm=bv.82001339,d.cGU [downloadable PDF of
article published in BioScience May 2002 / Vol. 52 No. 5]
 Traditional ecological knowledge - links of interest. (2014, December 11). Retrieved January 2, 2015, from U.S. Fish
& Wildlife Service Native American Liaison website: http://www.fws.gov/nativeamerican/tek-links.html [links to
various TEK topics]
Disclaimer: This syllabus is tentative and subject to change by the instructor.
Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015

Traditional ecological knowledge. (2015). Retrieved January 2, 2015, from SER: Society for Ecological Restoration,
IPRN: Indigenous Peoples' Restoration Network website: http://www.ser.org/iprn/traditional-ecological-knowledge
[definition of TEK and related topics]
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Week 2 Topic:
Traditional Ecological Knowledge (TEK) and the Practices, Beliefs and Relationships Inherent in TEK (continued)
Week 2 Short Paper Question (See Week 1)

Due Friday @ 5:00 pm (submitted electronically to instructor): Short Paper #1
Week 2 Assigned References:
 Ben, N. (2010, July 21). The world of wolf and raven: TEK as scientific knowledge [PowerPoint slides]. Retrieved
December 31, 2014, from Native American Science Curriculum website:
http://www.nativeamericanscience.org/powerpoints-resources [PDF available from link:
https://docs.google.com/presentation/d/17BoHGF2hXqTnPEizdJlBQJQSi_0YkU623kHwzMPQ9U/present#slide=id.i0; Note: Several other TEK resources are also available from this
source as PDFs and hypertext links.]
 ICTMN Staff. (2014, July 14). Video: National climate assessment focuses on natives bearing the brunt. Retrieved
January 3, 2015, from Indian Country Today Media Network website:
http://indiancountrytodaymedianetwork.com/2014/07/14/video-noaa-climate-change-assessment-focuses-nativessuffering-brunt-155841 [includes link to video, 2:09 mins.]
 Nesbitt, L. (2011, May 11). Climate change on Great Bear Lake [Video file]. Retrieved from
https://www.youtube.com/watch?v=gOGZgppcdUE [14:47 mins.; This short documentary was produced for the
Déline Renewable Resources Council in collaboration with the elders of Déline, NT. It focuses on the elders'
traditional ecological knowledge of the impacts of climate change on Great Bear Lake, Canada.]
Week 2 Optional References:
 Bennett, T.M. B., Maynard, N. G., Cochran, P., Gough, R., Lynn, K., Maldonado, J., . . . Cozzetto, K. (n.d.).
Indigenous peoples, lands, and resources. Retrieved January 3, 2015, from National Climate Assessment website:
http://nca2014.globalchange.gov/report/sectors/indigenous-peoples
 Guidelines for considering traditional knowledges in climate change initiatives. (n.d.). Retrieved January 3, 2015,
from Climate and Traditional Knowledges Workgroup (CTKW) website: https://climatetkw.wordpress.com/ [includes
links to resources, etc.]
 Institute for Tribal Environmental Professionals. (2014, December 24). Webinar 3: The role of traditional knowledges
in climate change initiatives - June 16, 2014. Retrieved January 12, 2015, from Northern Arizona University Institute
for Tribal Environmental Professionals website: http://www4.nau.edu/itep/climatechange/tcc_archived_webinars.asp
[Includes links to archived materials by several presenters; The significance and role of traditional knowledges is
being explored among indigenous groups, and within many regional and national climate change initiatives. This
webinar will explore the ways in which indigenous traditional knowledges may inform understanding how climate
change is impacting indigenous cultural resources and life ways, and help lead to culturally-relevant adaptation
strategies. The webinar will also examine the critical need for indigenous peoples and non-indigenous entities to
understand what may be at risk when traditional knowledges are shared in non-indigenous forums, and what is needed
to ensure that traditional knowledges are only shared with the Free, Prior and Informed Consent of indigenous
governments and knowledge holders. Recognizing and obtaining FPIC can help bolster successful collaboration
between indigenous and non-indigenous partners through equitable relationships, reduced disputes through mutual
understanding of roles and responsibilities and lead to culturally appropriate adaptation strategies. The webinar will
also share the experiences of the Yurok Tribe in utilizing traditional ecological knowledge to inform climate change
priorities.]
 Mote, P., Snover, A. K., Capalbo, S., Eigenbrode, S. D., Glick, P., Littell, J., . . . Reeder, S. (n.d.). Northwest.
Retrieved January 3, 2015, from National Climate Assessment website:
http://nca2014.globalchange.gov/report/sectors/indigenous-peoples
 United Nations University - Institute for the Advanced Study of Sustainability: Traditional knowledge initiative.
(2015). Retrieved January 3, 2015, from UNU-IAS: Institute of Advanced Studies Traditional Knowledge Initiative
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Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015

website: http://www.unutki.org/ [includes links to various topics, including TK and Climate Change (under link to
Thematic Areas)]
Vinyeta, K., & Lynn, K. (2013). Exploring the role of traditional ecological knowledge in climate change initiatives.
Retrieved January 2, 2015, from U.S. Forest Service Pacific Northwest Research Station website:
http://www.fs.fed.us/pnw/pubs/pnw_gtr879.pdf [downloadable PDF]
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Week 3 Topic:
Transmission of TEK Across Generations
Week 3 Short Paper #2 Question (due on Friday of Week 4): How is TEK transmitted across generations and is it still
done this way today? (Be specific and cite details at least two references in support of your writing.)
Week 3 Assigned References:
 Takako, H. (n.d.). Transmission mechanism of traditional ecological knowledge. Retrieved January 2, 2015, from
Ritsumeikan University website:
http://www.google.com/url?q=http://www.ps.ritsumei.ac.jp/assoc/policy_science/111/111_10_haruyama.pdf&sa=U&
ei=QlymVL5NJa1oQSymYCQAQ&ved=0CBoQFjAB&sig2=Qbkwg7id4iL74pmWSCoeZg&usg=AFQjCNEyehjgnO2gCvG1Jbl
niSRrBpWeBQ
 Thompson (Edosdi), J. C. (1994). Gitga'at plant project: The intergenerational transmission of traditional ecological
knowledge using school science curricula. Retrieved from
http://www.google.com/url?q=https://dspace.library.uvic.ca/bitstream/handle/1828/702/thompson_2004.pdf%3Fseque
nce%3D1&sa=U&ei=ylimVIvLBdDdoAS4j4KoAw&ved=0CBsQFjAB&sig2=Z7kbHS_AlvoBiQ73doFxCQ&usg=A
FQjCNFBT2jsPMXrbh08gMgZvUM5kFSo_Q [M.S. Thesis, School of Environmental Studies; pp. 85-92:
Transmission of Traditional Ecological Knowledge (TEK)]
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Week 4 Topic:
Relationship of TEK to Place and Management of Local Resources
Week 4 Short Paper #2 Question (See Week 3)

Due Friday @ 5:00 pm (submitted electronically to instructor): Short Paper #2
Week 4 Assigned References:
 Anderson, M. K. (2009). The Ozette prairies of Olympic National Park: Their former indigenous uses and
management. Retrieved January 26, 2015, from USDA Natural Resources Conservation Service Plant Materials
Program website: http://www.nrcs.usda.gov/wps/PA_NRCSConsumption/download?cid=stelprdb1045270&ext=pdf
[downloadable PDF]
 Anderson, M. K. (n.d.). Traditional ecological knowledge: An important facet of natural resources conservation.
Retrieved January 26, 2015, from USDA Natural Resources Conservation Service Plant Materials Program website
http://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb1045244.pdf [downloadable PDF]
 NRCS/Native Practices Work Group. (2010, August). Indigenous stewardship methods and NRCS conservation
practices guidebook. Retrieved January 26, 2015, from USDA Natural Resources Conservation Service Plant
Materials Program website: http://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb1045245.pdf
[downloadable PDF]
Week 4 Optional References:
 Herman Kitka traditional ecological knowledge. (2001). Retrieved December 31, 2014, from Alaska Native
Knowledge Network website: http://ankn.uaf.edu/Resources/course/view.php?id=11 [Tlingit traditional ecological
knowledge (TEK) is the product of generations of learning and experience with the lands, waters, fish, plants,
wildlife, and other natural resources of Southeast Alaska. As Sitka elder Herman Kitka Sr. shows, Tlingits were
trained from an early age to be aware of and respect the community of living beings that surrounds them. Includes
link to Quicktime recordings.
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Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015
Week 5 Topic:
Place-based Examples of TEK

Due Friday @ 5:00 pm (submitted electronically to instructor): Formal Paper (Final Project) Topic, Thesis
(or equivalent) & Preliminary Bibliography
Week 5 Short Paper #3 Question (due on Friday of Week 6): It is said that TEK is “contextual” – seen in the context
of Place. This leads to a similar concept of LEK – Local Ecological Knowledge. Please describe some examples of LEK
and please also address, if possible, the following question: in the Big Picture, can we use “Local” experiences for
“Global” issues? (Be specific and cite details at least two references in support of your writing.)
Week 5 Assigned References:
 Gwich'in traditional knowledge projects. (n.d.). Retrieved December 31, 2014, from Gwich'in Renewable Resources
Board website: http://www.grrb.nt.ca/traditionalknowledge.htm [contains information and links regarding Gwich'in
Environmental Knowledge Project (GEKP), etc.]
 Policy stream report: What is TEK/LEK? (n.d.). Retrieved December 31, 2014, from Forests and Oceans for the
Future website: http://www.ecoknow.ca/policy8.html
 Tribal climate change project. (2015). Retrieved January 3, 2015, from University of Oregon website:
http://tribalclimate.uoregon.edu/ [includes links to several tribal profiles, including those for the Nooksack Indian
Tribe, Nez Perce Tribe, Confederated Salish and Kootenai Tribes, Jamestown S'Klallam, Swinomish and Tsleil
Waututh First Nations, Lummi; first foods and climate change, etc.]
 Williams, L. (2012, December 1). Traditional ecological knowledge - TEK [Video file]. Retrieved from
https://www.youtube.com/watch?v=z4B3ZSjz6xY [2:00 mins., no audio; The term or language, Traditional
Ecological Knowledge or TEK, is utilized to define the body of knowledge held by indigenous peoples concerning
their cultural practices regarding their immediate environment. It defines the cultural practices, which shapes our
relationship with our surroundings. Includes Lummi reef netting]
Week 5 Optional References:
 Anderson, M. K. (2009). The Ozette prairies of Olympic National Park: Their former indigenous uses and
management. Retrieved January 26, 2015, from USDA Natural Resources Conservation Service Plant Materials
Program website: http://www.nrcs.usda.gov/wps/PA_NRCSConsumption/download?cid=stelprdb1045270&ext=pdf
[downloadable PDF]
 Campbell, S. K., & Butler, V. L. (2010). Archaeological evidence for resilience of Pacific Northwest salmon
populations and the socioecological system over the last ~7,500 years. Retrieved January 2, 2015, from Ecology and
Society website: http://www.ecologyandsociety.org/vol15/iss1/art17/ES-2009-3151.pdf [downloadable PDF of article
published in Ecology and Society 15(1): 17; link to online version included:
http://www.ecologyandsociety.org/vol15/iss1/art17/]
 Charnley, S., Fischer, A. P., & Jones, E. T. (2008, April). Traditional and local ecological knowledge about forest
diversity in the Pacific Northwest. Retrieved December 31, 2014, from Alaska Resources Library & Information
Service (ARLIS) website: http://www.arlis.org/docs/vol1/A/233598591.pdf [downloadable PDF]
 Johnsen, D. B. (2009). Salmon, science, and reciprocity on the Northwest Coast. Retrieved January 1, 2015, from
George Mason University School of Law website:
http://www.google.com/url?q=http://www.law.gmu.edu/assets/files/publications/working_papers/1014SalmonScience
.pdf&sa=U&ei=OaylVJ7SOpfjoATXjoHgCA&ved=0CBoQFjAB&sig2=38l1MqIkso5EVrNl_Fiiow&usg=AFQjCN
HLjxWMrHD6ZSXDXZDs9-7ZvsW2oA [downloadable PDF of article originally published in Ecology and Society
14(2): 43; online version available at http://www.ecologyandsociety.org/vol14/iss2/art43/]
 Turner, N. J. (2001). Coastal peoples and marine plants on the northwest coast. Retrieved December 31, 2014, from
WHOAS: Woods Hole Open Access Server website:
http://www.google.com/url?q=https://darchive.mblwhoilibrary.org/bitstream/handle/1912/2545/proc00069.pdf%3Fse
quence%3D1&sa=U&ei=PlWkVO2BFpLzoAS6kIHACQ&ved=0CBQQFjAA&sig2=sX7jxB4yht9V9m6DRvPLA&usg=AFQjCNG-t9Cx4bXGvUMCMxr9eVzOJmNZxw [downloadable PDF, additional details
available at https://darchive.mblwhoilibrary.org/handle/1912/2545]
 Wolf, E. C., & Zuckerman, S. (Eds.). (2003). Salmon nation: People, fish, and our common home (Updated ed.).
Portland, OR: Ecotrust. (Original work published 1999) [ISBN: 0-9676364-1-8; Whatcom County Library System:
597.5617 SALMON 2003]
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Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015
Week 5 Video:
 iisdvideo. (2012, April 30). Sila alangotok - Inuit observations on climate change [Video file]. Retrieved from
https://www.youtube.com/watch?v=nOZ5LLA-SKg [42:15 mins.; full-length video; teacher's guide and other
materials available from Manitoba Education website:
http://www.edu.gov.mb.ca/ks4/docs/support/sila_video/sila_video.pdf and
http://www.edu.gov.mb.ca/k12/docs/support/sila_video/]
__________________________________________________________________________________________________
Week 6 Topic:
Place-based Examples of TEK (continued)
Week 6 Short Paper #3 Question: (See Week 5)

Due Friday @ 5:00 pm (submitted electronically to instructor): Short Paper #3
Week 6 Assigned References:
 Gwich'in traditional knowledge projects. (n.d.). Retrieved December 31, 2014, from Gwich'in Renewable Resources
Board website: http://www.grrb.nt.ca/traditionalknowledge.htm [contains information and links regarding Gwich'in
Environmental Knowledge Project (GEKP), etc.]
 Hill, S. (2008). Traditional knowledge (ininiw kiskentamowin) [PowerPoint slides]. Retrieved December 31, 2014,
from Manitoba Conservation and Water Stewardship website:
http://www.google.com/url?q=https://www.gov.mb.ca/conservation/wno/pdf/lupw/5_trad_know.pdf&sa=U&ei=8tek
VNyyBMXroASGhIGACg&ved=0CBQQFjAA&sig2=A6BReDkiFuyhZkzWdf35AQ&usg=AFQjCNH0dxly0Mpbu
pP0-33gsJgMPvBf8g [PowerPoint on Cree traditional knowledge]
 Turner, N. J., Ignace, M. B., & Ignace, R. (2000). Traditional ecological knowledge and wisdom of aboriginal peoples
in British Columbia. Retrieved December 31, 2014, from biophilosophy.ca: Stefan Linquist's homepage website:
http://biophilosophy.ca/Teaching/4160materials/Turner.pdf [downloadable PDF of article originally published 2000 in
Ecological Applications, Vol. 10, No. 5, pp. 1275-1287]
Week 6 Optional References:
 Freeman, M. M.R. (1992). The nature and utility of traditional ecological knowledge. Retrieved December 30, 2014,
from Canadian Arctic Resources Committee website: http://www.carc.org/pubs/v20no1/utility.htm [online article in
Northern Perspectives, the journal of the Canadian Arctic Resources Committee]
 Global change in the Arctic and co-production of knowledge. (2012, September 27). Retrieved December 31, 2014,
from UNESCO website: http://www.unesco.org/new/en/natural-sciences/priority-areas/links/single-view-indigenouspeoples/news/global_change_in_the_arctic_and_co_production_of_knowledge/
 Traditional knowledge systems in the Arctic. (n.d.). Retrieved January 2, 2015, from Alaska Native Science
Commission website: http://www.nativescience.org/html/traditional_knowledge.html [contains basic description of
TEK with minimal reference to the Arctic]
Week 6 Video:
 Burns, C., & Adams, H. (n.d.). As long as the rivers run [Video file]. Retrieved from
https://archive.org/details/AsLongAsTheRiversRun [Video available online (ca. 1:00 hour). "As Long As The Rivers
Run" examines the violence and civil disobedience leading up to the hallmark decision in U.S. v. Washington, with
particular reference to the Nisqually Indians of Frank's Landing in Washington. This is a digitally remastered version
of the groundbreaking documentary produced by Carol Burns with Hank Adams originally released in 1971.
Additional details appear at http://salmondefense.org/projects/educate/as-long-as-the-rivers-run/.]
__________________________________________________________________________________________________
Week 7 Topic:
TEK and Intellectual Property Rights (IPRs)

Due Friday @ 5:00 pm (submitted electronically to instructor): Formal Paper (Final Project) Annotated
Bibliography
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Traditional Ecological Knowledge Syllabus APPENDIX A – Winter 2015
Week 7 Short Paper #4 Question (due on Friday of Week 8): Who owns TEK and how is this related to intellectual
property rights? Please also make a case for why to protect TEK and how it should be done. (Be specific and cite details at
least two references in support of your writing.)
Week 7 Assigned References:
 Scientific responsibility, human rights & law program. (2014, December 22). Retrieved January 1, 2015, from
American Association for the Advancement of Science website: http://www.aaas.org/program/scientificresponsibility-human-rights-law
 Simeone, T. (2004, March 17). Indigenous traditional knowledge and intellectual property rights. Retrieved January 1,
2015, from Parliament of Canada website: http://www.parl.gc.ca/content/LOP/ResearchPublications/prb0338-e.htm
[content also available as downloadable PDF]
 Traditional knowledge and intellectual property – background brief. (n.d.). Retrieved January 1, 2015, from WIPO:
World Intellectual Property Organization website: http://www.wipo.int/pressroom/en/briefs/tk_ip.html
Week 7 Optional References:
 Preservation of traditional knowledge at risk in UN agency. (2009). Retrieved January 1, 2015, from
http://firstpeoples.org/wp/preservation-of-traditional-knowledge-at-risk-in-un-agency/
 Shiva, V. (1997). Biopiracy: The plunder of nature and knowledge. Boston, MA: South End Press. [ISBN: 0-89608555-4; Whatcom County Library System: 179.1 SHIVA 1997; topics include biodiversity, Indigenous knowledge,
intellectual property rights (IPRs)]
__________________________________________________________________________________________________
Week 8 Topic:
TEK and Intellectual Property Rights (IPRs) (continued)
Week 8 Short Paper #4 Question: (See Week 7)

Due Friday @ 5:00 pm (submitted electronically to instructor): Short Paper #4
Week 8 References: (See Week 7)
__________________________________________________________________________________________________
Week 9 Topic:
The Six Faces of TEK and Co-management of Resources

Due Friday @ 5:00 pm (submitted electronically to instructor): Formal Paper (Final Project) DRAFT
Week 9 Short Paper #5 Question (due on Friday of Week 10): What are some management areas in which TEK may
be effective to incorporate into mainstream resource management systems? (Be specific and cite details at least two
references in support of your writing.)
Week 9 Assigned References:
 Casimirri, G. (n.d.). Problems with integrating traditional ecological knowledge into contemporary resource
management. Retrieved from Food and Agriculture Organization of the United Nations website:
http://www.fao.org/docrep/ARTICLE/WFC/XII/0887-A3.HTM [original, unedited version of a paper submitted to the
XII World Forestry congress, 2003, Québec City, Canada]
 Houde, N. (n.d.). The six faces of traditional ecological knowledge: Challenges and opportunities for Canadian comanagement arrangements. Retrieved January 1, 2015, from Ecology and Society website:
http://www.ecologyandsociety.org/vol12/iss2/art34/ [online version of article published in Ecology and Society 12(2):
34; downloadable PDF also available; be sure to follow all links]
Week 9 Optional References:
 Sallenave, J. (n.d.). Giving traditional ecological knowledge its rightful place in environmental impact assessment.
Retrieved January 1, 2015, from Canadian Arctic Resources Committee website:
http://www.carc.org/pubs/v22no1/know.htm
 Yli-Pelkonen, V., & Kohl, J. (2005). The role of local ecological knowledge in sustainable urban planning:
perspectives from Finland. Retrieved January 1, 2015, from Sustainability: Science, Practice, and Policy website:
http://sspp.proquest.com/archives/vol1iss1/0410-007.yli-pelkonen.html
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Week 10 Topic:
The Six Faces of TEK and Co-management of Resources (continued)
Work on Final Short Paper Question and Formal Paper (Final Project)

Due Friday @ 5:00 pm (submitted electronically to instructor): Short Paper #5
__________________________________________________________________________________________________
Week 11: Formal Paper (Final Project) FINAL Version

Due Friday @ 5:00 pm (submitted electronically to instructor): Final Project FINAL Version
__________________________________________________________________________________________________
Week 12: Formal Paper (Final Project) Presentations

Due Monday & Wednesday: Oral Presentations
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