Grace Chaillier (Center for Native American Studies) presented “Indigenizing Accreditation Outcomes in Two Red Pedagogy College Courses” at the Native American Literature Symposium held in late March at the Mystic Lake Casino Resort Hotel in Prior Lake, Minn. Chaillier explored the best methods of combining red pedagogy and the outcomes piece of accreditation methodology. To illustrate examples of how she and her students accomplish this at NMU, she passed out copies of two short published contributions that appear in Voice on the Water: Great Lakes Native America Now to participants, discussed lists of red pedagogy outcomes published on two of her course syllabi and articulated her students' interactions as they identified specific outcomes for each of these two short publications during their classroom meetings. A dialogue ensued, sparking a deeper analysis of the intersection of Native American studies and college course accreditation as it interests Native scholars, researchers, and teachers. That discussion also precipitated questions about other themes incorporated in Voice on the Water, which is an NMU Press publication, along with the outcomes associated with them.
Scott Jordan (Health and Human Performance) gave the keynote address and a presentation at the Therapeutic Recreation Association of Oklahoma in Stillwater. His keynote was titled “Sisu: Using Outdoor Recreation to Create Resiliency in a Therapeutic Environment.” It touched on the roles that outdoor recreation may play in the development of a successful patient by nurturing skills associated with completion of tasks in adverse and stressful conditions. Jordan’s presentation reviewed the traditional “Project Adventure” model for facilitation of experiential activities in relationship to David Kolb’s experiential learning cycle, and the “open to outcomes” model (Jacobson and Ruddy) of facilitation in relation to therapeutic recreation outcomes.