Stumpff, Linda Moon

Linda Moon Stumpff graduated with her Bachelors of Arts in 1968 at the University of California at Berkeley in the Political Science Department. Later, in 1991 she earned her Master's Degree from the University of Southern California, School of Public Administration and Regional Planning with an emphasis in public policy and regional planning/natural resources. Pursuant of public policy, regional planning, and natural resource studies Ms. Stumpff continued her higher education studies thereby earning her Doctorate degree in Public Administration in 1996 from the University of Southern California, School of Public Administration and Regional Planning.

Professional experiences consist of the following position titles, general area, and duration: from 1976 through 1980, her varioius professional position were Park Ranger for the National Park Service at Pecos, New Mexico. From 1980 through 1991 she served as Chief Ranger as safety officer for the National Park Service at the Martinez, California and overseer at Pecos, New Mexico. Concurrently, she also served from 1987 through 1988 as the resource curator at the Laboratory of Anthropology, Museum of New Mexico, in Santa Fe, New Mexico. She continued her work as supervisory planner and staff officer including a position for the Native American Program Coordinator for the United States Forest Service at Santa Barbara, California and coordinator for the special emphasis on Native American Program from 1991 through 1997. Ms. Moon Stumpff started at The Evergreen State College (TESC) in 1997 as a member of the faculty and continued teaching through 2012 working as director for the graduate program in public administration from 1998 through 2001. Linda had also served as graduate advisor, postdoctoral sponsor, and thesis advisor for numerous students.

Her Evergreen State College internal leadership and college affiliated professional service associations include: work as author and principal designer for the successful Collaborative Administration and Tribal Governance (CAT) proposal under the competitive High Demand Enrollment Program an intensive format-scheduling. The successful proposal to the Washington Higher Education Board to establish a two-year Master's degree in 2000. Linda was the lead on curriculum and pedagogical design by developing original curriculum in the area of tribal administration including curriculum redesign into intensive format which gather for three weekends per quarter. Each segment begins on Frdiay afternoon and continues through all day learning modules on Saturday and Sunday. She was also involved in developing case studies, workshops, and internship programs for the Masters of Environmental Studies and the Master's in Public Administration. Her leadership roles continued through her activities and committee involvements to broaden the participation of underrepresented groups; serving on strategic planning committees, faculty hiring committees, student advising project development, fundraising, and advisory boards of several college public service institutes focusing on serving diverse learners.

She actively worked to raise funds from tribes, state, federal, public and non-public entities for the graduate MPA-Tribal Program. In 2001 after making a presentation to the United States Congress she applied for and was awarded a FIPSE grant. The grant provided funds for research and curriculum costs for a program addressing the needs of tribal governments. She pursued the Aldo Leopold Institute grant to complete research on traditional ecological knowledge and fire prone ecosystems under conditions of change; in 2006, she and Barbara Smith pursued the Lumina Grant (former Evergreen State College Academic VP and Provost Barbara was the principal investigator), this was to acquire funds for college research on case curriculum for the tribal program, including other native programs. Later, in 2010-2011 Linda continued to raise funds through federal grants for research on indigenous knowledge in relation of water resources and climate change.

Linda has participated on several TESC Disappearing Task Force (DTF's) ad hoc committees (small groups consisting of faculty, students, and staff that reviews a particular issue, problem, or topic of concern which involves the welfare of the college community). She was involved on the Strategic Planning DTF, served on nine faculty hiring committees and also served on three academic staff hiring DTF's. (See related materials note)

In 2006 Barbara Leigh Smith, Linda Moon Stumpff, and TESC faculty member Jovana Brown created the Enduring Legacies Native Case Studies Initiative project as a partnership between The Evergreen State College, Northwest Indian College, Salish Kootenai College, and Grays Harbor College; additional support came from the Lumnia Foundation for Education, Bill and Melinda Gates Foundation, the National Science Foundation, and the college's Indian Advisory Board who assisted in identifying key issues in Indian Country. The mission of the Enduring Legacies Native Cases Initiative is to develop culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country. More information can be found at: http://nativecases.evergreen.edu/about.html

Outside of her obligations to TESC, her external professional service and leadership activities include advisory board member for the National Science Foundation 'Tribal Environmental and Natural Resources Management Program (TENRM), Northwest Indian College, Bellingham, Washington from 1997 to present. Ms. Moon Stumpff is a contributing editor for the Environmental Practice Journal from Annual Natural Resource Practicum for Native Youth, Native American Fish and Wildlife Society Southwest Region and Ted Turner Enterprises. The practicum covers a wide range of scientific studies including water analysis and field techniques for wildlife research, range, and grassland analysis. Ms. Moon Stumpff was also active in conducting workshops covering case studies methodologies and other institutional venues to improve their pedagogy in tribal colleges and other institutions.