Progress 09/01/20 to 08/31/24

Outputs
Target Audience:The project audience includes Alaska Native peoples and rural residents throughout the state of Alaska. Changes/Problems:The biggest change/problem was the unforeseen challenge of the COVID-19 pandemic. Many of the classes hosted at each campus have historically been offered in-person. In many ways, this helped increase awareness and accessibility of the course offerings to students who would not have otherwise been able to participate. Transitioning classes to online or distance delivery was necessary, but it did come with additional challenges. Many of the classes would be offered in person in smaller communities. These communities do not all have the internet bandwidth to adequately support online courses, and some communities prefer the face-to-face learning style. Beyond the courses, COVID-19 also affected planned symposiums and conference presentations, which were either canceled or restructured for a virtual format. Travel was also limited, which meant decreased student experiential learning opportunities and relationship and partnership-building prospects. This also affected dissemination efforts, as conference presentations and other in-person events are extensive dissemination tools for each campus. Finally, COVID-19 disrupted volunteer goals and student visits to the hydroponics connex at Chukchi Campus because the space was not large enough to support social distancing. Another challenge faced by KuC and BBC is related to state and university budget cuts. The EBOT (KuC) and ENVI (BBC) certificates were canceled. The EBOT program has transitioned to a 17-credit occupational endorsement and maintains its Minor program. The Sustainable Energy program through BBC continues to thrive with its occupational endorsement. What opportunities for training and professional development has the project provided?Bristol Bay Campus - Sustainable Energy Through cross-campus collaboration with Drumbeats, Professor Masteller took a Tribal Management class, TM 101, during the Fall 2020. The class was a great way to learn from the instructor and others about the history of tribal governance in Alaska (and the US). It helped connect energy issues with current tribal governance issues/challenges. Chukchi Campus - Food Security & Sovereignty The FSS Garden Project Coordinator attended 12 weekly Zoom webinars on gardening in Alaska, offered via UAF Cooperative Extension. Additionally, the coordinator participated at the virtual Alaska Food Policy Council Conference in November 2020, and visited the UAF Cooperative Extension Mat-Su/Copper River District Office in Palmer, Alaska, to tour their community gardens and learn about resources, activities, and trials they are running that might benefit their region. The FSS Campus Director attended the University of Arizona's CEAC Greenhouse Crop Production and Engineering Design Short Course. The FSS hydroponics technician was also supported in attending the course, which helped increase knowledge of controlled-environment agriculture and hydroponic growing. The university's controlled-environment agriculture center hosted a three-day online conference via Zoom, with lectures presented by academia and the CEA industry leaders. The FSS Campus Director also began the fall 2021 Master Gardener course through the University of Alaska Fairbanks. Tribal Governance & Stewardship - Interior Alaska Campus IAC Drumbeats USDA NIFA Tribal Management Faculty Carrie Stevens participated in a UAF series of TEK (Traditional Ecological Knowledge) talks and presented them in the session on ALLYSHIP. This allowed USDA NIFA ANNH faculty to hone their public speaking skills, knowledge, and abilities to work effectively with Alaska Native students and research. How have the results been disseminated to communities of interest?Drumbeats Alaska Consortium: The Consortium project manager updates Drumbeats Alaska's social media pages (e.g., Facebook) and maintains the website at uaf.edu/drumbeats. Bristol Bay Campus - Sustainable Energy Dissemination at the Bristol Bay Campus can be seen through multiple media channels. The 13 media disseminations listed below are examples of the BBC media presence. Native Science Report - In Memory of Dr. Todd Radenbaugh: The best way to honor his legacy is to strengthen the sustainability of our communities. He dedicated his life to it. https://nativesciencereport.org/2020/12/in-memory-of-dr-todd-radenbaugh/ ACEP This Week - Tom Marsik Remembers Todd Radenbaugh http://acep.uaf.edu/acep-news/2020/21-december-acep-this-week/tom-marsik-remembers-todd-radenbaugh.aspx UAF news - Todd Radenbaugh's legacy honored in Native Science Report https://news.uaf.edu/todd-radenbaughs-legacy-honored-in-native-science-report/ Bristol Bay Times, Dutch Harbor Fisherman - In Your Words - In Memory of Dr. Todd Radenbaugh http://www.thebristolbaytimes.com/article/2052in_your_words__in_memory_of_dr_todd http://www.thedutchharborfisherman.com/article/2052in_your_words_-_in_memory_of_dr_todd ACEP This Week - Register Now for Energy and Society http://acep.uaf.edu/acep-news/2021/4-january-acep-this-week/register-now-for-energy-and-society.aspx ACEP This Week - HRV System Efficiencies Calculated in New Peer-Reviewed Paper http://acep.uaf.edu/acep-news/2021/25-january-acep-this-week/hrv-system-efficiencies-calculated-in-new-peer-reviewed-paper.aspx ACEP This Week - Indoor Air Quality - in a Nutshell https://acep.uaf.edu/acep-news/2021/22-february-acep-this-week/indoor-air-quality-in-a-nutshell.aspx UAF news - Research in a Nutshell: Indoor air quality https://news.uaf.edu/research-in-a-nutshell-indoor-air-quality NREL news - Even in Frigid Temperatures, Air-Source Heat Pumps Keep Homes Warm From Alaska Coast to U.S. Mass Market https://www.nrel.gov/news/features/2021/even-in-frigid-temperatures-air-source-heat-pumps-keep-homes-warm-from-alaska-coast-to-us-mass-market.html ACEP This Week - Heat Pump Testing under Alaska Conditions https://acep.uaf.edu/acep-news/2021/15-march-acep-this-week/heat-pump-testing-under-alaska-conditions.aspx ACEP This Week - Enroll Now - Energy-Efficient Building Design and Simulation https://acep.uaf.edu/acep-news/2021/april-26-acep-this-week/enroll-now-%E2%80%94-energy-efficient-building-design-and-simulation.aspx UAF News - UAF Team Lauded for Innovative Home Design https://www.uaf.edu/news/uaf-team-lauded-for-innovative-home-design.php#gsc.tab=0 Chukchi Campus - Food Security & Sovereignty The primary method of dissemination for the Chukchi Campus is email and word of mouth. Information is disseminated through frequent emails to a large (100+) community of gardeners or garden advocates. It is also informally disseminated to any identified new and current gardeners via private home garden visits, to CC community gardeners, and to youth during group visits and class field trips to CC gardens. The connection to STEM and continuing education is always emphasized when sharing information with youth and youth groups. Interior Alaska Campus - Tribal Governance & Stewardship The project director participates in the working group Protecting Our Ways of Life. The First Alaskans Institute Policy Center hosted the sessions, which were attended by Alaska Native leadership statewide who are interested in advancing an equitable, Indigenous natural resources management system. During these sessions, the project director shared information regarding courses and Tribal Stewardship programming at IAC. Kuskokwim Campus - Ethnobotany Kuskokwim campus keeps the UAF ethnobotany website current, including program and course information, student projects, and EBOT activities. Ethnobotany faculty was also interviewed for the radio show and podcast, Speaking of Anthropology in Episode 43, "Ethnobotany with Lisa Strecker". The podcast can be accessed at https://speakingofanthro.wixsite.com/speakingofanthro Northwest Campus - High Latitude Range Management Northwest Campus's dissemination is multifaceted, involving traditional media, social media, presentations, and word-of-mouth. Social media outreach occurs on Facebook, with frequent photo summaries highlighting opportunities and events at NWC. Additional outreach is done via frequent presentations in the local and larger communities. Word-of-mouth dissemination is a considerable component at NWC.NWC faculty have shared that this isn't just their work; it is how they live. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? The Investing in Sustainable Stewardship (ISS) award enabled the Drumbeats Alaska Consortium to deliver six programs to Alaska Native students and community participants throughout rural Alaska: Ethnobotany (EBOT), Environmental Studies (ENVI), Sustainable Energy (SE), High Latitude Range Management (HLRM), Food Security and Sovereignty (FSS), and Tribal Governance and Stewardship (TGS). Across the five partner campuses, $253,898 in student financial aid was provided, along with $41,001 in assistance for commodities (including course materials) and $68,871 for travel support. A notable achievement was the swift transition of classes to an online format due to the COVID-19 pandemic, which included providing internet stipends and coordinating safe workspaces. Below is an overview of accomplishments by campus. Bristol Bay Campus (BBC) The SE program delivered six distance courses, covering topics on heat pump systems, solar energy, energy-efficient building design, and an introduction to sustainable energy. The shift to online course delivery increased program enrollment numbers statewide, allowing Tribal Government leaders and Alaska Native organizations to participate and learn about clean energy transition. SE faculty also completed an energy needs assessment for the Chukchi Campus FSS program to optimize the performance of their community hydroponic connex. The SE program collaborated with the UAF Alaska Center for Energy and Power for students to join the ACEP Microgrid Bootcamp and Utility Student Internship. An Alaska Native intern at NREL's Cold Climate Housing Research Center presented on rural Alaska energy issues to US Secretary of Energy, Jennifer Granholm. BBC used special projectfunding to contract with Solar Energy International to provide customized, in-person training in Solar Fundamentals. This served as a capstone to a Sustainable Energy track BBC developed in partnership with the Bristol Bay Region Career and Technical Education program. High school students earned dual credit classes and training, receiving industry-recognized certificates in Solar Electric Installation. Special project funding also allowed BBC to send a student team to the US Department of Energy Solar Design Challenge, marking the first participation for the University of Alaska. The team presented their work at the National Renewable Energy Lab in Colorado in April 2022. Chukchi Campus (CC) CC delivered six community workshops in Kotzebue to increase community interest and buy-in, as well as build up the program's outdoor and hydroponic gardens. The FSS program expanded to local youth programs, focusing on experiential learning in gardening. Gardening materials were provided to the Boys and Girls Club of Kotzebue, engaging youth ages 10-14. CC was also invited to participate in the "Building Resilient Inclusive Communities (BRIC)" program for Northwest Alaska, an initiative between the State of Alaska Department of Health and Social Services and the CDC. Lastly, FSS staff collaborated with BBC Sustainable Energy faculty to complete an energy needs assessment of the FSS community hydroponic Conex in Kotzebue, pooling resources and expertise from the Drumbeats Alaska Consortium. Special project funding allowed CC to contract Arctic Circle Educational Adventures to provide a Fish Camp for local participants where faculty and local cultural advisors were hired to gather locally sourced native plants and food with students. The curriculum included identification, gathering, processing, and turning plants and fish into culturally relevant food. The camp included activities such as fishing, canning, smoking, pickling, and drying salmon and offered instructions for preparing fish for canning. Interior Alaska Campus (IAC) Throughout ISS, IAC provided nine courses covering topics such as Tribal Natural Resources Management, Tribal Participation in State of Alaska Fish and Game Advisory Committees, Tribal Food Sovereignty Policies and Practices, and Managing Tribal Governments. The adaptation of the TG program to online delivery allowed community leaders to take TG courses, students to learn more about policy from guest professionals, and students to hear about experiences, issues, and challenges in the field of food security and sovereignty. Outside the classroom, students and instructors participated in workgroup sessions focused on advancing Alaska Native hunting and fishing rights and Indigenous wellbeing. One notable session was the Yukon River Inter-Tribal Fish Commission's planning meetings, held virtually in November 2020 and in Fairbanks in May 2021.Faculty member Carrie Stevens facilitated these sessions and contributed to the development of the YRITFC Indigenous Stewardship Plan. Special projectfunding, paired with USDA NIFA funding for ANS 2.0, allowed IAC to host deliver the Co-Stewardship Symposium in conjunction with federal employees and decision-makers related to wild food stewardship and management. This symposium facilitated conversations about Alaska Native Wellness and Spirituality, Land and Water Stewardship, Stewardship Policy and Tribal Governance, Tribal Fish and Wildlife Governance, Tribal Food Security/Sovereignty, and Climate Change. Thirty-nine students gained direct access to federal agency staff. This funding also allowed IAC to deliver a Stewardship Student Leadership Exchange Course where 10 students attended a leadership exchange with host Tribal Governments. Kuskokwim Campus (KuC) Field courses in Ethnobotany have increased student awareness of plants for food and physical and spiritual healing. Indigenous elder knowledge paired with Western concepts have proven to impact students on multiple levels, leading many students to share what they've learned from EBOT to community forums. Twenty-three students graduated with EBOT certificates in AY 2020-21. The Ethnobotany program at the Kuskokwim Campus delivered 11 courses on various topics, such as Ethnobotanical Techniques, Ethnobotanical Chemistry, and Ethnomycology. Forty students enrolled and completed Ethnobotany courses during the ISS grant. Twenty-three graduated with Ethnobotany certificates in academic year '20-'21. The program's strength lies in Indigenous elders co-instructing with the instructor on record, pairing Indigenous knowledge of local plants with Western concepts, which has increased Alaska Native students' interest in local plant and foods. Several students and graduates of the EBOT program have shared their knowledge through community outreach. Additionally, some have enrolled in health sciences and natural resource management degree programs, crediting their experience in the EBOT program. Northwest Campus (NWC) NWC provided 14 courses on HLRM. During the ISS program, staff collaborated with recent program graduates on engagement, recruitment, and leadership strategies for HLRM students around the Bering Strait Region. In Spring 2023, NWC was approved for the establishment of an HLRM Occupational Endorsement. Since then, seven students have received their OEC in HLRM. In addition, NWC coordinated with staff from the Native non-profit organization, Kawarak, Inc., to develop new courses to address stewardship, food security, and TG to provide local people with more knowledge and skills for food sovereignty and management. Drumbeats faculty collaborated with NWC to design the delivery of these additional course strands. Special projectfunding allowed NWC to offer degree-seeking Alaskan Native and/or rural adult students from the Bering Strait region to participate in an On The Land Camp. Students received tuition and room and board at an off-the-grid local establishment powered by solar energy. This course allowed students to explore terrestrial and aquatic flora and fauna of the Seward Peninsula, learn about population density, diversity, and management of natural resources, and participating in hands-on activities led by local experts.

Publications

Progress 09/01/22 to 08/31/23

Outputs
Target Audience:The project audience includes Alaska Native peoples and residents across the state of Alaska. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?The ISS project was awarded an extension to include a fourth year that will allow the DA Consortium to expend ISS funds, such as travel, that had been postponed due to the COVID-19 pandemic. A summative description of Years 1-4 ISS activities will be reported on in the Year 4 final report. The evaluation of additional activities will include site monitoring, interviews and data collection. The evaluator will compile/analyze data and report through a final newsletter to be submitted with photos.

Impacts
What was accomplished under these goals? Investing in Sustainable Stewardship (ISS) received a no-cost extension to continue the project through 8/31/2024. The ISS project has completed three years (2020-2023) and delivered five academic/career and community outreach programs through the Drumbeats Alaska (DA) Consortium to Alaska Native students and community participants across Alaska: Ethnobotany (EBOT), Sustainable Energy (SE), High Latitude Range Management (HLRM), Food Security & Sovereignty (FSS), and Tribal Governance & Stewardship (TGS). While Year 1 (2020-21) provided curricula and community outreach activities, the primary focus of Year 2 and 3 (2021-23) was external evaluation services. Raven's Group program evaluators coordinated with the project manager on monitoring activities in Year 3 (2022-23) of ISS. The evaluation team assisted in the collection of UA PAIR data in addition to review and synthesis of the data. Ongoing monitoring meetings occurred throughout Year 3 by the evaluation team with each of the five campus' faculty, site directors and staff. The evaluation team conducted monitoring and data collection interviews with ISS faculty and administration of each campus to reflectively collect data specific to challenges and accomplishments of project objectives and lessons learned on collaborations and partnerships. Data synthesis, campus overview documents, and a summary of findings were provided through the Year 1 progress reporting process.

Publications

Progress 09/01/21 to 08/31/22

Outputs
Target Audience:The project audience includes Alaska Native peoples and rural residents throughout the state of Alaska. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?Evaluation Activity: Development of Multi-Site Evaluation Approach and Review and Revise Evaluation and Data Collection Plan and Process The DA Consortium leads were interested in exploring additional areas of evaluative inquiry to learn more about their programs impact and connection with local communities. DA staff were interested in utilizing evaluation activities to begin to explore and address the following questions: How is the Drumbeats program helping to advance tribal sovereignty priorities within rural regions? How has ISS and other DA Consortium Project impacted Alaskan communities in energy and food sustainability and sovereignty? Is the ISS project and other DA Consortium Projects utilizing Indigenous Knowledge in the curriculum? How is partnering working in the communities being served by the ISS project and DA Consortium? Is the ISS Project and DA Consortium serving community needs and interests? What are the best ways in which to share these stories and impacts of the projects implemented? Through the evaluation onboarding activities, Raven's Group adjusted the evaluation approach as described below: Evaluation Approach and Model A multisite evaluation (MSE) approach will be used to coordinate the evaluation activities across the project's five campuses, or sites. The rationale for an MSE approach is to help mitigate data collection and undersized samples, accurately report the regional differences per site and each site's localized communities and participants, and to collect stakeholder feedback that represents shared tribal needs across all sites while respecting their differences and prioritizing each site's cultural contexts and specific community economic goals. This approach allows the evaluation team to reference two levels of program management and implementation throughout the evaluation: one at the site level, and the other at the project level. The project level will assess the cross-collaboration across campuses and overall project management by the PI and project staff as well as aggregate numbers for the entire project. The site level will assess the delivery of campus programs to local students, local campus priority areas, and connections with community partners and stakeholders. To complement the MSE approach, the evaluation model will be theory-based, meaning that the evaluation will directly align measurable outcomes and evaluation activities with the project logic model's outputs and outcomes. Theory-based evaluation has several advantages, which includes a more tailored approach to program monitoring in connection to logic model outputs and plan of operation, specified project outcomes for assessing participant and organizational outcomes, and for documenting project changes within the logic model and project theory. Project Monitoring Raven's Group will conduct project monitoring by collecting project data throughout grant implementation to ensure project fidelity and delivery of activities as planned. Monitoring activities will be organized to answer the following monitoring evaluation questions: Are project activities being implemented as planned? Are participants satisfied with the services they receive, and with their interactions with program personnel and procedures? How have campus partnerships led to cross-site course offerings being implemented? The quantitative data for project monitoring will include activities and services rendered, which is the number of courses, students/community members served, course materials, credits, and collaborative events. Qualitative data will be collected from student participants through course-end focus groups or e-surveys and semester end interviews with project staff (PI, Co-PI, Co-PDs). Additional qualitative data will include periodic document review of the following: course/workshop materials produced, the grant's and each campus' plan of operation, and the project logic model. Timeline: Non-course specific quantitative data and qualitative data will be collected by the evaluators and reported by project staff at the end of each semester. Quantitative data specific to university courses, student demographics, and tuition/credit coverage will be collected at the end of the school year, with evaluator data requests from UAF's Department of Planning Analysis and Institutional Research (PAIR). Project monitoring data analysis will be conducted on a semester basis to provide PI and project staff with participant feedback of services, Co-PD input on distance course delivery and cross-site collaboration, and implementation recommendations. Project Effectiveness Raven's Group will assess project effectiveness by collecting project data related to student and participant-based outcomes, which will be listed in the short-term outcomes of the Project's logic model. To evaluate project effectiveness, achievement of short-term outcomes will be measured by descriptive statistics and each outcome will be further assessed with qualitative data from participants and collected with interviews and focus groups. Quantitative data for project effectiveness will track activity and service outcomes, which may include the number of courses, students/community members served, students enrolled in a degree program, credits, experiential courses and community workshops, partner representatives/staff in attendance, and survey data by each campus and aggregated for the project. Qualitative data will be collected on reported benefits of course attendance, participating and presenting at academic events and conferences, and community workshops. Qualitative information will be collected by interview, regular meetings, and/or focus groups which will be conducted regularly throughout the year. Additional qualitative assessment will be conducted of student surveys or interviews. Timeline: At the start of the grant year, data collection methods and data management plans will be developed to track project outputs and outcomes and aligned by campus site activities to ensure timely and thorough data collection. Quantitative data specific to university courses, student demographics, and tuition/credit coverage will be collected at the end of the school year, with evaluator data requests from UAF's Department of Planning Analysis and Institutional Research (PAIR). For non-university course activities, i.e., academic conferences and presentations, and community workshops; descriptive quantitative data and qualitative data will be collected during the activity and immediately after by the evaluators. Lastly, qualitative focus groups or interviews of community and tribal stakeholders for each site will be undertaken to provide project feedback and to determine that the project is in alignment with community priorities and if the project is effective at delivering on those priorities. Evaluation Activity: Revision of the ISS Grant Special Project Reporting Process and Focus With the additional funding and extension year, the DA Consortium provided each site the ability to apply for funding for "Special Projects''. These special projects will be outlined, described, and highlighted in further detail upon the conclusion of the grant project. The Program Manager and evaluation team elected this summative report method on the ISS special projects as some project activities have not been completed, and site leads and faculty are completing their documentation and reporting methods which will not be complete until the new year. As such, the ISS special projects and their impact will be the focus of the extension year 3 and final report.

Impacts
What was accomplished under these goals? The Investing in Sustainable Stewardship (ISS) award has completed two years (2020-2022) and delivered six academic/career/community programs through the Drumbeats Alaska (DA) Consortium to Alaska Native students and community participants throughout rural Alaska: Ethnobotany (EBOT), Environmental Studies (ENVI), Sustainable Energy (SE), High Latitude Range Management (HLRM), Food Security and Sovereignty (FSS), and Tribal Governance and Stewardship (TGS). While Year 1 (2020-21) provided curricula and community outreach activities, the primary focus of Year 2 (2021-22) was external evaluation services and the initiation of special projects to be highlighted upon completion in the final report (2023). Evaluation Activity: Onboardingand Transition from Previous Evaluator to New Evaluation Team Raven's Group was hired by the University of Alaska Fairbanks and DA Consortium to evaluate the ISS Project in December 2021. The evaluation team began in earnest to onboard and assess the status of the evaluation plan, data collection plan, and the overall programmatic aspects of the ISS and DA Consortium as a whole. The evaluation team began meeting regularly with the Program Manager and each of the rural campus directors to obtain feedback on the existing status of the evaluation and data collection and analysis process and protocol. With that feedback and insight from the Program Manager and other Directors engaging with the communities directly, Raven's Group adjusted the evaluation approach as described in the following sections. As the project is a multi-site program requiring evaluation at five locations, the process to onboard the evaluators and build relationships amongst each site took several months of regular meetings with the Program Manager to assess the data collection process, methods, and instruments as well as collaboratively reshape the evaluation plan to adjust evaluation activities for the new evaluation team and the desired evaluation direction that the DA Consortium Leads outlined they wanted in order to capture the evaluation questions they had for ISS, specifically, but also the DA Consortium as a whole. Evaluation Activity: Interviews with a focus on Community Connections and Indigenous Knowledge in the curriculum and project Findings and Themes Analysis of the interviews showed that each site was engaging with communities, building meaningful partnerships and also intentionally utilizing Indigenous Knowledge in the curriculum, and also providing courses based on community interest and direction. Faculty report student feedback that taking a Drumbeats course has "propelled them into energy" and a former student returned to the program to set up a fund to continue the course. Faculty also report that students from the community who participate often return to the program and "give back" to the program itself either in funds, time and energy, or the development of other partnerships. Each site discussed how they provided course offerings and curriculum using input and guidance from their local, primarily Alaska Native, students and community members. When asked what they noticed about their communities as a result of the ISS and other Drumbeats projects, the faculty and directors listed that there are more gardens and gardeners and there are more volunteers at the community gardens. There is an increased awareness of the energy and food vulnerability that rural Alaska faces and also more knowledge in each community of ways in which to address and support growth in the area of food and energy sustainability. For example, community members are aware of issues around energy availability and the high cost of oil and gas in rural communities and there was increased interest in and attendance at a training for solar installations. Participants flew in from the surrounding hub communities to attend the training to learn how to install solar panels. Through outreach, there is more local community interest and demand for these installations and "train-the-trainer" programs and workshops that originate within the community itself. From interviews with site directors and faculty, areas for further focus and exploration in the future were identified. From a programmatic perspective, the faculty and directors specifically request more support and more funding to expand and build on the success of ISS and the DA Consortium work at large. Overall, the site directors and faculty reported that the ISS project and DA Consortium model and approach was a success and would benefit from increased funding and administrative support to reach more students and serve more community needs and interests around energy and food sustainability. Additionally, they reported that doing a more broad assessment of the needs of each of the regions would be helpful to direct programming and course offerings to meet local community needs. This was suggested as some of the rural sites serve regions that are very vast and cover many different environments which are physically, politically, and culturally diverse. A more accurate assessment of each of the site's regions was suggested as a way to get a better understanding of the region's communities needs and issues they might be facing in the realm of energy and food sustainability and the university would then be better able to adapt the programs and offerings to directly address the region's needs. The faculty and directors also indicated that assistance in further development of existing and potential partnerships to benefit their programs and that training in approaches of how to develop partnerships paired with administrative support in partnership development would help grow the project and future programs to effectively serve each region's needs in food and energy security.

Publications

Progress 09/01/20 to 08/31/21

Outputs
Target Audience:The project audience includes Alaska Native peoples and rural residents throughout the state of Alaska. Changes/Problems:Bristol Bay Campus SE: The COVID-19 pandemic was the major reason for problems with in-person class delivery. However, the pandemic may have also helped more people become aware of online delivery options, so enrollment in online classes have benefitted. BBC would normally offer face-to-face classes in smaller communities, as many either do not have the internet bandwidth to adequately support online classes or prefer the face-to-face learning style. Unfortunately, BBC was unable to deliver any in-person classes during this period due to the COVID pandemic. Interior Alaska Campus TGS: The primary challenge within the AY 20-21 was modification of course delivery and cancellation of symposiums and conference presentations due to COVID-19. All courses within this AY were offered via distance, whereas typically specific food security courses related to wild food security and regulations would be offered as onsite intensives in coordination with state and federal wild food regulatory meetings. These classes included: TM 250 Introduction to the Board of Fish, 2 credits, 9 students TM 250 Tribal Participation in State of Alaska Fish and Game Advisory Committees, 1 credit, 14 students TM 250 Tribal Participation in Federal Subsistence Management Regional Advisory Councils, 2 credits, 21 students Additionally, COVID-19 limited all travel which aids in relationship and partnership building, as well as student experiential learning. Typically, IAC USDA NIFA ANNH funded faculty present at multiple conferences annually, to disseminate information. In lieu of COVID-19, this was greatly limited within this AY. Chukchi Campus FSS: The anticipated outdoor workshops on composting and native plants were not held due to inclement weather. Goals for volunteer and student visits to the hydroponics connex was disrupted by COVID. The space is not large enough to socially distance making it impossible to have more than one person or group demonstrations until very recently. Kuskokwim Campus Ethnobotany (EBOT) & Bristol Bay Campus Environmental Studies (ENVI): Due to state and university budget cuts, both the EBOT and ENVI certificates were canceled. The EBOT program has transitioned to a 17-credit occupational endorsement and maintains their Minor program. The Sustainable Energy program through BBC continues to thrive with their occupational endorsement. What opportunities for training and professional development has the project provided?Sustainable Energy - Bristol Bay Campus Through cross-campus Drumbeats collaboration, Prof. Masteller took a Tribal Management class, TM 101, during Fall 2020. It was a great way to learn from both the instructor and others in the class about the history of tribal governance in Alaska (and the US), and also helped connect energy issues with current tribal governance issues/challenges. Tribal Governance & Stewardship - Interior Alaska Campus IAC Drumbeats USDA NIFA Tribal Management Faculty Carrie Stevens participated in a UAF series of TEK (Traditional Ecological Knowledge) talks, presenting in the session on ALLYSHIP. This provided an opportunity for USDA NIFA ANNH faculty to hone public speaking skills and knowledge, skills, and abilities in working effectively with Alaska Native students and research. Food Security & Sovereignty - Chukchi Campus Annabelle Alvite, FSS Garden Project Coordinator: Attended 12 weekly zoom webinars on gardening in Alaska, offered via UAF Cooperative Extension Attended the virtual Alaska Food Policy Council Conference in November 2020 Visited the UAF Cooperative Extension Mat-su/Copper River District Office in Palmer, Alaska, to tour their community gardens, and learn about resources, activities, and trials they are running that might benefit their region Stacey Glaser, FSS Project/Campus Director: Along with FSS hydroponics technician Ramon Ramos, Ms. Glaser attended the University of Arizona's CEAC Greenhouse Crop Production and Engineering Design Short Course. The course helped to increase knowledge of controlled environment agriculture and hydroponic growing. It was a three-day online conference via Zoom put on by the University of Arizona's Controlled Environment Agriculture Center with lectures presented by leaders in academia and in the CEA industry. Ms. Glaser also began the fall 2021 Master Gardener's course through the University of Alaska Fairbanks. How have the results been disseminated to communities of interest?Sustainable Energy - Bristol Bay Campus Media presence: Native Science Report - In Memory of Dr. Todd Radenbaugh: The best way to honor his legacy is to strengthen the sustainability of our communities. He dedicated his life to it. https://nativesciencereport.org/2020/12/in-memory-of-dr-todd-radenbaugh/ ACEP This Week - Tom Marsik Remembers Todd Radenbaugh http://acep.uaf.edu/acep-news/2020/21-december-acep-this-week/tom-marsik-remembers-todd-radenbaugh.aspx UAF news - Todd Radenbaugh's legacy honored in Native Science Report https://news.uaf.edu/todd-radenbaughs-legacy-honored-in-native-science-report/ Bristol Bay Times, Dutch Harbor Fisherman - In Your Words - In Memory of Dr. Todd Radenbaugh http://www.thebristolbaytimes.com/article/2052in_your_words_-_in_memory_of_dr_todd http://www.thedutchharborfisherman.com/article/2052in_your_words_-_in_memory_of_dr_todd ACEP This Week - Register Now for Energy and Society http://acep.uaf.edu/acep-news/2021/4-january-acep-this-week/register-now-for-energy-and-society.aspx ACEP This Week - HRV System Efficiencies Calculated in New Peer-Reviewed Paper http://acep.uaf.edu/acep-news/2021/25-january-acep-this-week/hrv-system-efficiencies-calculated-in-new-peer-reviewed-paper.aspx ACEP This Week - Indoor Air Quality - in a Nutshell https://acep.uaf.edu/acep-news/2021/22-february-acep-this-week/indoor-air-quality-in-a-nutshell.aspx UAF news - Research in a Nutshell: Indoor air quality https://news.uaf.edu/research-in-a-nutshell-indoor-air-quality NREL news - Even in Frigid Temperatures, Air-Source Heat Pumps Keep Homes Warm From Alaska Coast to U.S. Mass Market https://www.nrel.gov/news/features/2021/even-in-frigid-temperatures-air-source-heat-pumps-keep-homes-warm-from-alaska-coast-to-us-mass-market.html ACEP This Week - Heat Pump Testing under Alaska Conditions https://acep.uaf.edu/acep-news/2021/15-march-acep-this-week/heat-pump-testing-under-alaska-conditions.aspx ACEP This Week - Enroll Now - Energy-Efficient Building Design and Simulation https://acep.uaf.edu/acep-news/2021/april-26-acep-this-week/enroll-now-%E2%80%94-energy-efficient-building-design-and-simulation.aspx Tribal Governance & Stewardship - Interior Alaska Campus IAC Drumbeats USDA NIFA Tribal Management Faculty Carrie Stevens participates in the working group Protecting Our Ways of Life. The First Alaskans Institute Policy Center hosted the sessions with participation from Alaska Native leadership statewide who have interest in advancing an equitable, Indigenized natural resources management system. During these sessions Faculty Stevens is able to share out information regarding courses and Tribal Stewardship programming at IAC. Ethnobotany - Kuskokwim Campus Alaska Ethnobotany - ETHNOBOTANY -- the study of the relationship between people and plants (uaf.edu), includes program and course information, student projects, and latest EBOT activities. https://speakingofanthro.wixsite.com/speakingofanthro Episode 43: Ethnobotany with Lisa Strecker Food Security & Sovereignty - Chukchi Campus Information is disseminated through a local email group that includes a large (100+) community of gardeners or garden advocates. Information is also informally disseminated to identified new and current gardeners via private home garden visits; to CC community gardeners; and to youth during group visits and class field trips to CC gardens. For the youth and youth groups, as we explore, examine, experience, and inquire, the connection to STEM and continuing education is always emphasized. What do you plan to do during the next reporting period to accomplish the goals?The primary activity in ISS project year 2 is program evaluation in coordination with the project manager on monitoring activities and UAF PAIR on data collection, review and synthesis. Focus groups will take place with ISS faculty by program to discuss challenges and accomplishments of project objectives and lessons learned on collaborations and partnerships. Data synthesis and an evaluation brief will provide outcomes for ISS Year 1. Special projects beyond the original scope of ISS will be implemented using additional funding. The evaluation of additional funding will include instrument development for activities beyond those listed in the grant narrative. The evaluator will compile/analyze data and report through a final newsletter to be submitted with photos.

Impacts
What was accomplished under these goals? ISS goal and objectives are met through Project activities that include faculty service and technical assistance, course delivery and subsequent activities, workshops, publications and conferences. Changes among and benefits to students and community participants are realized differently due to the diversity of content delivered by the five Project programs. During ISS project year 1, the COVID pandemic continued to interrupt program activities that involved travel. Courses are delivered online with the challenge of digital equity/affordable internet impacting student success. Drumbeats programs met the challenge by providing student stipends for internet assistance and coordinating with local organizations to provide safe workspaces and reliable internet. In spite of challenges, faculty identified benefits of continued delivery of FANH science courses. Following are brief statements of changes by program. Changes in Knowledge: Increasing access to FANH science content through Drumbeats Alaska programs. There is a generally accepted assumption that if students attend and successfully pass a university course, they will have a change in knowledge. ISS dataset for fall semester 2020, spring and summer semester 2021 shows 334 unduplicated students (547 duplicated students) took Drumbeats sponsored courses during project year 1. Out of the 334 unduplicated students, 42% reported as Alaska Native. Credentials earned are: 9 Occupational Endorsements in SE; 23 Certificates in EBOT; and 1 Certificate in HLRM. Enrollment is increasing in several Drumbeats programs. Sustainable Energy (SE) had 93 students from across Alaska in six distance-delivered SE courses during AY 2020-21. Many students would not be able to attend these classes without the tuition support provided by USDA. All Drumbeats programs are working to collaborate and leverage resources across partner campuses through faculty guest lectures, campus visits/consultations and new course development. Northwest Campus (NWC) staff collaborated with recent High Latitude Range Management (HLRM) graduates on engagement, recruitment and leadership strategies for HLRM students within and outside the Bering Strait Region. NWC coordinated with staff from the regional Native non-profit organization, Kawarak, Inc. to develop new courses to address stewardship, food security and tribal governance (TG). Drumbeats partner and TG professor Carrie Stevens is collaborating with NWC to enable the delivery of these additional themes through the HLRM curriculum. BBC SE faculty completed an energy needs assessment for the CC Food Security & Sovereignty (FSS) program to optimize the performance of their community hydroponic connex, further building on Drumbeats collaboration and resource sharing to increase access to FANH sciences. Changes in Action: Leadership, stewardship & civic activities. Leaders of Tribal Governments and Alaska Native organizations often take SE and TG Drumbeats sponsored courses to better understand the clean energy transition and to develop skills to protect, ensure adequate access to, and participation in the management of local wild food resources.Working professionals from Kawarek, Inc., Alaska Energy Authority, Tanana Chiefs Conference and Alaska Power Association have been in class with younger students, providing them with opportunities to network and hear first-hand experiences, issues and challenges. Through the experiential learning model of Tribal Stewardship coursework, 35 students participated in wild food security/sovereignty regulatory meetings that impact their food security; 9 students directly commented on wild food regulations that impact food security in their communities. SE students from ACEP Microgrid Bootcamp and ACEP Utility Student Internship traveled and worked remotely with 13 different microgrid facilities across the state on research, coding, investigations, design and analysis. An Alaska Native SE student, originally from Quinhagak, was accepted as an intern at the National Renewable Energy Laboratory's (NREL's) Cold Climate Housing Research Center and later ended up giving a presentation about rural Alaska energy issues to the United States Secretary of Energy, Jennifer Granholm. He was selected to do that as a part of the Secretary's virtual tour of NREL. After that, he was selected to meet with the Secretary when she came to visit Alaska in August 2021. SE and partner Drumbeats programs continue to cultivate Alaska Native leaders in the UAF Sustainable Energy Program. Changes in Conditions: Enhancing community capacity in the FANH sciences. Aleut Tribe of St. Paul maintenance crew have taken 2 SE classes (ENVI F120 Home Energy Basics and ENVI F150 Solar Energy Basics) as part of their pathway toward the Sustainable Energy (SE) Occupational Endorsement Certificate (OEC). They have used the knowledge gained in these classes to help their community and organization with better decisions regarding energy efficiency and renewable energy integration into their homes and facilities. They intend to continue this pathway and obtain a professional certification for Solar PV array installation. With this skill they intend to take the next step to begin the transition into solarization of homes, businesses and facilities in their remote location. With assistance from the Chukchi Campus FSS program, the Boys and Girls Club (BGC) of Kotzebue has invested in materials to start an indoor garden. Increased BGC students aged 10-14 participated in CC garden activities and have expressed interest in assisting with the future BGC garden. CC has also been invited to participate in the "Building Resilient Inclusive Communities (BRIC)" program for Northwest Alaska, an initiative between the State of Alaska Department of Health and Social Services and CDC. The CDC grant initiative is to promote healthy living and reduce social isolation during the COVID pandemic. Field courses in Ethnobotany have increased student awareness of plants for food and healing, both physical and spiritual. Indigenous elder knowledge paired with Western concepts have proven to impact students on multiple levels, particularly during the COVID pandemic. Many students are spreading the knowledge from EBOT to community forums such as library lectures and culture camps, while others use EBOT as a springboard to write books or further their education in health sciences and natural resources. 23 students graduated with EBOT certificates in AY 2020-21. Quantitative data sets for student and participant outcomes are generated annually by UAF Office of Institutional Research Analysis and Planning. Data sets include aggregated data on student awards and enrollment in programs and courses by Consortium FANH/Science program. Both quantitative and qualitative data to include curricula (as syllabi/resources) are uploaded in Ag Data Commons: https://data.nal.usda.gov/ under Drumbeats Alaska.

Publications

• Type: Journal Articles Status: Other Year Published: 2021 Citation: Carothers, C., J. Black, S. J. Langdon, R. Donkersloot, D. Ringer, J. Coleman, E. R. Gavenus, W. Justin, M. Williams, F. Christiansen, J. Samuelson, C. Stevens, B. Woods, S. Clark, P. M. Clay, L. Mack, J. Raymond-Yakoubian, A. Akall'eq Sanders, B. L. Stevens and A. Whiting. (2021). Indigenous peoples and salmon stewardship: a critical relationship. Ecology and Society 26 (1):16. [online] URL: https://www.ecologyandsociety.org/vol26/iss1/art16/
• Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Finstad, G. (2020). Reindeer Immunity and Disease. The ROBA Review. Lake Crystal, Minnesota. pp.6,7.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2021, April). A Super-Efficient Home in Rural Alaska through One Health Lens (Poster). One Health, One Future. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2021, May). Environmental Innovations in the North. Innovations to Tackle Global Sustainability Challenges. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2021, May). Healthy Indoor Air Flash Talk. UAF Arctic Research Open House. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2021, April). Growing Participation in NASA Relevant Education. Alaska Space Grant Program Symposium. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T., Stevens, V., & Garber-Slaght, R. (2021, April). Air Source Heat Pumps in Cold Climates. Arctic Sustainable Energy Research Conference. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T., Stevens, V., & Garber-Slaght, R. (2021, May). Cold Climate Performance of Air Source Heat Pumps. Western Alaska Interdisciplinary Science Conference. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2021, May). Net Zero Energy Ready Home in Dillingham, Alaska. Western Alaska Interdisciplinary Science Conference. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2020 Citation: Marsik, T., & Stevens, V. (2020, November). Air Source Heat Pumps in Alaska. Build AK Conference. Online.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Marsik, T. (2020, November). Insulation and Vapor Barriers. Build AK Conference. Online.
• Type: Journal Articles Status: Other Year Published: 2021 Citation: Marsik, T., Bickford, R., Dennehy, C., Garber-Slaght, R., & Kasper, J. (2021). Impact of Intake and Exhaust Ducts on the Recovery Efficiency of Heat Recovery Ventilation Systems. Energies.
• Type: Conference Papers and Presentations Status: Other Year Published: 2021 Citation: Stevens, V., Garber-Slaght, R., Dennehy, C., & Marsik, T. (2021, April). Clean indoor air and lower environmental impacts: Heat recovery ventilation in cold climates (Poster). One Health, One Future. Online.
• Type: Journal Articles Status: Other Year Published: 2021 Citation: Stevens, V., Grunau, B., Dennehy, C., Garber-Slaght, R., Nelson, H., Marsik, T., & Hebert, J. (2021). Providing Healthy Air and Efficient Heating for Rural Alaska Homes with the BrHEAThe System. Journal of Architectural Engineering.