Progress 09/01/13 to 08/31/14
Outputs
Target Audience: Chief Dull Knife College (CDKC) Agricultural and Natural Resource Sciences (ANRS) program is a multi-faceted, broad field, comprehensive Associates Degree conferring program. As described within this grant proposal, the program supports and leverages several targeted needs - beyond education. Including, but not limited to collaborative, elementary-academic/applied research; newly developed and ever-evolving technical education, as well as educational delivery of pertinent producer oriented workshops/education, and collaborative institutional efforts with outside state, federal, NGO/GO and other related entities (Montana State University - Bozeman College of Agriculture, etc.) In addition to the ANRS programming (production based agricultural education classes) local workforce development programming in partnership with local mining entities will be sought, due in part to the pending issues such as a known declining area workforce ("graying of the workforce") short fall in the next five to seven years. A newly renovated state of the art CDKC technical facility is the basis for this ongoing collaboration, with occupational welding classes currently being taught. In addition to the welding classes, additional local industry based educational opportunities are to be identified via industry support and collaboration and developed/implemented via collaborative efforts with the local electrical cogeneration plant (PPL) and local coal mining entities (Western Energy) and related industry and community input.. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches The opportunity to participate in the LEAD21 program as a board member, representing the 33 TCU's, as well as serving as a mentor for two of the six Tribal College participants to date: LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. The opportunity to teach Agricultural Sciences at Chief Dull Knife College What populations did you serve? Chief Dull Knife College (CDKC) Students and local community members. What activities did you do? What aspects of your project would you share with others? We (CDKC- ANRS) are currently involved in the following ongoing activities: Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches. USDA-NIFA-Beginning Farmer and Rancher Development Program. The Business of Indian Agriculture: A Tribal College Partnership. Assisted in the planning, development and delivery a comprehensive curriculum designed to more effectively prepare Native American Beginning Farmers and Ranchers (BFRs) for the successful management and development of agriculturally- related businesses. Designed, developed and piloted as a model community education agribusiness curriculum for Native American BFRs offered through tribal colleges. The intended long-term result of the curriculum's implementation at tribal colleges will be the successful launch or expansion of agriculture-related businesses on reservations, having the potential to positively affect the number of Native-owned small businesses on reservations and lower rates of Native poverty, unemployment and outmigration of educated Native youth. LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Montana American Indian Youth Farm Safety Education Curriculum Initiative. A cooperative outreach and curriculum development effort between Montana State University and Chief Dull Knife College to effectively teach rural safety practices and procedures to American Indian youth in order to reduce known injury causes. Project collaborated with local agencies to assure targeted programmatic goals were reached. Building and Sustaining Haitian Cooperative Business Leadership for the 21st Century. A non-funded, FAS (Foreign agricultural Service Scientific Cooperation Research Grant Program) proposed two-year project, involving Montana State University (MSU), Chief Dull Knife College, and FIDA/pcH proposed to build and develop the capacity in the agriculture sector for sustained cooperative business leadership development in Haiti. Through this project, U.S. partners sought to work with its Haitian partners in organizing appropriate elements of this project's rural cooperative business development goals for implementation in Haiti. The project sought to address Haiti's vital need to revitalize traditional industries such as agriculture, and thus economic opportunities, in earthquake-affected areas to maximize the return of citizens, especially women forced from their homes during the recent crisis in Haiti. To sustain economic opportunities through cooperative business development in Haiti, cooperative business programs and outreach should be founded with other organizations having an established reputation for furthering agricultural business and technology throughout Haiti. Peer Reviewer: USDA/NIFA Beginning Farmer and Rancher Development Program Panel. March 20, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Hispanic-Serving Institutions Education Grants Program Panel, April 11-13, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Community Food Projects Competitive Grants Program Panel. March 13 - 16, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Sustainable Food Systems to Improve Food Security Program Panel. May 15-17, 2012. Washington, DC. Peer Reviewer: Department of State - Fulbright: Russian Agriculture Scholar Competition Program. June 15, 2012. How have the results been disseminated to communities of interest? Potential indicators of program success may include the number of students graduating or obtaining certificate training, matriculation of students into four year or graduate food and agriculture programs, the number of institutional collaborations as well as the amount of leveraged funds from competitive sources. Chief Dull Knife College has several indicators of progress including, but not limited to: Peer Evaluations (usually conducted by campus Academic Dean) Student ad valorem evaluations - per each student, per each semester class/workshop. Faculty evaluation portfolios - reviewed annually. Five-year college accreditation standards and review of standards, bi-annually reviewed. Individual Grant Program participants (participants and collaborators or Co- PI's) review specific related grant/program effectiveness areas at end of program evaluations. These are generally required of each funded grant participant (year-end report/evaluations). Student ad valorem evaluations, workshop/short course reviews (gathered from instructional evaluations) coupled with annual portfolio review information (conducted by Academic dean) will be addressed and implemented as deemed reasonable. All information will be reviewed and adjustments made as needed. Quantitative data will be utilized to report project findings and publish findings to respective funding entities as necessary Results will be evaluated and disseminated for all participating stakeholders, industry representatives, institutions and CDKC's Academic Dean, President, local FRTEP Agent for further evaluation and feedback. The constructive value of the formative and summative evaluations will be utilized to adjust for program effectiveness. Each grant earned via collaboration and leveraging will also be used to evaluate the overall success of the educational equity programming. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches The opportunity to participate in the LEAD21 program as a board member, representing the 33 TCU's, as well as serving as a mentor for two of the six Tribal College participants to date: LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. The opportunity to teach Agricultural Sciences at Chief Dull Knife College What populations did you serve? Chief Dull Knife College (CDKC) Students and local community members. What activities did you do? What aspects of your project would you share with others? We (CDKC- ANRS) are currently involved in the following ongoing activities: Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches. USDA-NIFA-Beginning Farmer and Rancher Development Program. The Business of Indian Agriculture: A Tribal College Partnership. Assisted in the planning, development and delivery a comprehensive curriculum designed to more effectively prepare Native American Beginning Farmers and Ranchers (BFRs) for the successful management and development of agriculturally- related businesses. Designed, developed and piloted as a model community education agribusiness curriculum for Native American BFRs offered through tribal colleges. The intended long-term result of the curriculum's implementation at tribal colleges will be the successful launch or expansion of agriculture-related businesses on reservations, having the potential to positively affect the number of Native-owned small businesses on reservations and lower rates of Native poverty, unemployment and outmigration of educated Native youth. LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Montana American Indian Youth Farm Safety Education Curriculum Initiative. A cooperative outreach and curriculum development effort between Montana State University and Chief Dull Knife College to effectively teach rural safety practices and procedures to American Indian youth in order to reduce known injury causes. Project collaborated with local agencies to assure targeted programmatic goals were reached. Building and Sustaining Haitian Cooperative Business Leadership for the 21st Century. A non-funded, FAS (Foreign agricultural Service Scientific Cooperation Research Grant Program) proposed two-year project, involving Montana State University (MSU), Chief Dull Knife College, and FIDA/pcH proposed to build and develop the capacity in the agriculture sector for sustained cooperative business leadership development in Haiti. Through this project, U.S. partners sought to work with its Haitian partners in organizing appropriate elements of this project's rural cooperative business development goals for implementation in Haiti. The project sought to address Haiti's vital need to revitalize traditional industries such as agriculture, and thus economic opportunities, in earthquake-affected areas to maximize the return of citizens, especially women forced from their homes during the recent crisis in Haiti. To sustain economic opportunities through cooperative business development in Haiti, cooperative business programs and outreach should be founded with other organizations having an established reputation for furthering agricultural business and technology throughout Haiti. Peer Reviewer: USDA/NIFA Beginning Farmer and Rancher Development Program Panel. March 20, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Hispanic-Serving Institutions Education Grants Program Panel, April 11-13, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Community Food Projects Competitive Grants Program Panel. March 13 - 16, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Sustainable Food Systems to Improve Food Security Program Panel. May 15-17, 2012. Washington, DC. Peer Reviewer: Department of State - Fulbright: Russian Agriculture Scholar Competition Program. June 15, 2012.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2014
Citation:
Kock, T., Hafer, J., Smith, J., & Turnbull, J. (2014). Does Technology Transfer Work? Assessing the Outcomes and Impact of the USAID-Inma Agribusiness Program. Journal of International Agricultural and Extension Education, 21(1), 77-83.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2011
Citation:
Hafer, J. C., Shinn, G. C., Briers, G. E., & Lawver, D. E. (2011). Agricultural development assessments and strategies in post-conflict settings: An empirical case study of eight southern Iraqi provinces. AIAEE World Conference Research Session. Windhoek, Namibia. July 5, 2011.
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2010
Citation:
Hafer, J. (2010). Agricultural development assessments and strategies in post-conflict settings: An empirical case study of eight southern Iraqi provinces. Doctoral Dissertation. Texas A&M University, Texas Tech University. December, 2010.
|
Progress 09/01/10 to 08/31/14
Outputs
Target Audience:Target Audience(s) and Program Areas: Who is being impacted by the project activities and which Need area(s) of concentration: Students and community members located within and adjacent to the Northern Cheyenne Reservation, Rosebud County, Montana; educational opportunities are open to all Native American (and non-native) students alike, on, near, or adjacent to the Northern Cheyenne Reservation. This program/project provides direct, integrated components of baccalaureate degree type rigor in the agricultural sciences curriculum offered at Montana State University and which is incorporated into Chief Dull Knife College's curriculum and problem based learning curricula. Industry standards are also being developed and implemented related to Welding program curriculum and standards (i.e. pipefitters and boilermakers union apprentice and certification qualifications) Areas of Instructional concentration/emphasis include the following: • AG101 Introduction to Range Science. AG220 Feeds and Feeding. • AG105 Microcomputers in Agriculture. AG230 Intro. to Equine Science. • AG150 World AgriScience and Technology. AG241 Farm and Ranch Management. • AG200 Introduction to Animal Science. ED150 Society, Schools, and Teachers. • AG201 Introduction to Soil Science. AG100 Introduction to Welding. • AG204 Intermediate Welding Changes/Problems:No significantchanges or major changes/problems in projectapproach or execution were witnessed or noted. What opportunities for training and professional development has the project provided?Monies/ funding to enable and facilitate professional development opportunities, as needed. How have the results been disseminated to communities of interest?Chief Dull Knife College Agricultural and Natural Resource Sciences program exhibits a proven ten-year foundation of collaboration in closely working with our state 1862 land grant, sister 1994 LGU institutions, Northern Cheyenne Federally Recognized Tribal Extension Program/Extension Agent (FRTEP) and local producers and students in providing valuable, authentic agricultural education programming and services to local stakeholders. Stakeholder input will continue via listening sessions, meetings (informal) and continued close personal interaction between involved entities, as to specific needs and potential partnership ideas. Via continued joint-venture collaborations, collaborative grants ideas and projects as well as cooperative programming efforts our stakeholders will have a voice in the ongoing development and critique of need driven programming. Many of the actions of which we are involved, or that we are anxious to participate in, require that we must work with outside (1862/1890/local/federal/NGO, etc.) entities. To make these ties, and thus participate and prove our net worth we must solicit the local stakeholders via formal and informal processes. By closing working with Mr. Kirk Denny (NC FRTEP Agent) and local producers in close collaborative efforts and soliciting needs and inputs on existing grants and potential interests CDKC will stand to benefit as to client need. Student advalorem responses will be considered as well. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
It is proven and anticipated that CDKC will continue to respond to and provide needed, relevant production agriculture related education to the student and community base of the Northern Cheyenne and Rosebud county communities. In doing so we hope expand the Chief Dull Knife Colleges and the USDA mission; to enhance the quality of life for the American people by supporting production of relevant agricultural awareness and education. The ongoing need of basic educational opportunities related to Agricultural Sciences exists for local students/producers. The instruction and application of applied education and research from existing and pending CDKC ANRS projects and program(s) is an integral component. These projects will be accomplished via classroom and field-dependent instruction as well as applied research opportunities, via relevant curriculum and knowledge bases/opportunities received from our current/pending grant(s). New and continued collaboration opportunities will be sought with both USDA and non-USDA entities, including 1862 and sister1994 institutions. CDKC collaboration has been a proven segues to thirteen years of successful networking partnerships with various related entities - it will continue to play a critical role in our future efforts
Publications
|
Progress 09/01/12 to 08/31/13
Outputs
Target Audience: Chief Dull Knife College (CDKC) Agricultural and Natural Resource Sciences (ANRS) program is a multi-faceted, broad field, comprehensive Associates Degree conferring program. As described within this grant proposal, the program supports and leverages several targeted needs - beyond education. Including, but not limited to collaborative, elementary-academic/applied research; newly developed and ever-evolving technical education, as well as educational delivery of pertinent producer oriented workshops/education, and collaborative institutional efforts with outside state, federal, NGO/GO and other related entities (Montana State University – Bozeman College of Agriculture, etc.) In addition to the ANRS programming (production based agricultural education classes) local workforce development programming in partnership with local mining entities will be sought, due in part to the pending issues such as a known declining area workforce (“graying of the workforce”) short fall in the next five to seven years. A newly renovated state of the art CDKC technical facility is the basis for this ongoing collaboration, with occupational welding classes currently being taught. In addition to the welding classes, additional local industry based educational opportunities are to be identified via industry support and collaboration and developed/implemented via collaborative efforts with the local electrical cogeneration plant (PPL) and local coal mining entities (Western Energy) and related industry and community input. Changes/Problems: Lack of timely funding; due, in part to lack of Farm Bill. Late, rushed/hurried RFA and related completion dut to rushed deadlines. What opportunities for training and professional development has the project provided? The opportunity to participate in the FSLI Leadership Program: Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches The opportunity to participate in the LEAD21 program as a board member, representing the 33 TCU’s, as well as serving as a mentor for two of the six Tribal College participants to date: LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21’s comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. The opportunity to teach Agricultural Sciences at Chief Dull Knife College What populations did you serve? Chief Dull Knife College (CDKC) Students and local community members. What activities did you do? What aspects of your project would you share with others? We (CDKC- ANRS) are currently involved in the following ongoing activities: Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches. USDA-NIFA-Beginning Farmer and Rancher Development Program. The Business of Indian Agriculture: A Tribal College Partnership. Assisted in the planning, development and delivery a comprehensive curriculum designed to more effectively prepare Native American Beginning Farmers and Ranchers (BFRs) for the successful management and development of agriculturally- related businesses. Designed, developed and piloted as a model community education agribusiness curriculum for Native American BFRs offered through tribal colleges. The intended long-term result of the curriculum’s implementation at tribal colleges will be the successful launch or expansion of agriculture-related businesses on reservations, having the potential to positively affect the number of Native-owned small businesses on reservations and lower rates of Native poverty, unemployment and outmigration of educated Native youth. LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21’s comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Montana American Indian Youth Farm Safety Education Curriculum Initiative. A cooperative outreach and curriculum development effort between Montana State University and Chief Dull Knife College to effectively teach rural safety practices and procedures to American Indian youth in order to reduce known injury causes. Project collaborated with local agencies to assure targeted programmatic goals were reached. Building and Sustaining Haitian Cooperative Business Leadership for the 21st Century. A non-funded, FAS (Foreign agricultural Service Scientific Cooperation Research Grant Program) proposed two-year project, involving Montana State University (MSU), Chief Dull Knife College, and FIDA/pcH proposed to build and develop the capacity in the agriculture sector for sustained cooperative business leadership development in Haiti. Through this project, U.S. partners sought to work with its Haitian partners in organizing appropriate elements of this project’s rural cooperative business development goals for implementation in Haiti. The project sought to address Haiti’s vital need to revitalize traditional industries such as agriculture, and thus economic opportunities, in earthquake-affected areas to maximize the return of citizens, especially women forced from their homes during the recent crisis in Haiti. To sustain economic opportunities through cooperative business development in Haiti, cooperative business programs and outreach should be founded with other organizations having an established reputation for furthering agricultural business and technology throughout Haiti. Peer Reviewer: USDA/NIFA Beginning Farmer and Rancher Development Program Panel. March 20, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Hispanic-Serving Institutions Education Grants Program Panel, April 11-13, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Community Food Projects Competitive Grants Program Panel. March 13 – 16, 2012. Washington, DC. Peer Reviewer: USDA/NIFA Sustainable Food Systems to Improve Food Security Program Panel. May 15-17, 2012. Washington, DC. Peer Reviewer: Department of State - Fulbright: Russian Agriculture Scholar Competition Program. June 15, 2012. How have the results been disseminated to communities of interest? Results will be evaluated and disseminated for all participating stakeholders, industry representatives, institutions and CDKC’s Academic Dean, President, local FRTEP Agent for further evaluation and feedback. The constructive value of the formative and summative evaluations will be utilized to adjust for program effectiveness. Each grant earned via collaboration and leveraging will also be used to evaluate the overall success of the educational equity programming. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Fostering of Critical Thinking – across the curriculum: Students are provided a safe, guilt and negative free environment in which to make mistakes and celebrate success – to learn. Students are taught, and positive efforts utilized, in reinforcing an ethos: Quality of thinking relates to quality of life. Wise decisions lead to a higher quality of life. Mentoring Talent in Agricultural Sciences and Practical Welding/ Trades: Chief Dull Knife College employees multiple talent in mentoring and fostering local student talent. The college utilizes a holistic approach of academic, community, peer and alumni input(s). Small class sizes and positive student instructor ratios allow for more effective communication and successful mentoring. CDKC also forged seamless transfer/reciprocity with other state university partners, which assists students in making a positive, hassle articulation to their final years of undergraduate/graduate education. Laboratory Application: Essential and practical skills are applied to real-world needs via laboratory sessions. Students are exposed to a friendly environment where making mistakes is looked upon to be part of the real world and everyday learning process. Proper equipment, adaptive strategies and approaches as well as “safe” trial-and-error opportunities provide real-world
Publications
|
Progress 09/01/11 to 08/31/12
Outputs
OUTPUTS: Chief Dull Knife College (CDKC) Agricultural and Natural Resource Sciences (ANRS) program is a multi-faceted, broad field, comprehensive Associates Degree conferring program. As described within this grant proposal, the program supports and leverages several targeted needs - beyond education. Including, but not limited to collaborative, elementary-academic/applied research; newly developed and ever-evolving technical education, as well as educational delivery of pertinent producer oriented workshops/education, and collaborative institutional efforts with outside state, federal, NGO/GO and other related entities (Montana State University - Bozeman College of Agriculture, etc.) In addition to the ANRS programming (production based agricultural education classes) local workforce development programming in partnership with local mining entities will be sought, due in part to the pending issues such as a known declining area workforce ("graying of the workforce") short fall in the next five to seven years. A newly renovated state of the art CDKC technical facility is the basis for this ongoing collaboration, with occupational welding classes currently being taught. In addition to the welding classes, additional local industry based educational opportunities are to be identified via industry support and collaboration and developed/implemented via collaborative efforts with the local electrical cogeneration plant (PPL) and local coal mining entities (Western Energy) and related industry and community input. PARTICIPANTS: Fellow - The Food Systems Leadership Institute (FSLI). Association of Public and Land-Grant 2012. Universities APLU/W.K. Kellogg Foundation. The Food Systems Leadership Institute is dedicated to developing individual and institutional leadership for a 21st Century food system. The two year curriculum focuses on a series of core leadership competencies and three complementary threads: individual leadership; leading change within organizations; and understanding and influencing complex, diverse food systems. This curriculum is designed for leaders who will transition food systems research, education, and outreach to broader, more holistic approaches. USDA-NIFA-Beginning Farmer and Rancher Development Program. The Business of Indian Agriculture: A Tribal College Partnership. Assisted in the planning, development and delivery a comprehensive curriculum designed to more effectively prepare Native American Beginning Farmers and Ranchers (BFRs) for the successful management and development of agriculturally- related businesses. Designed, developed and piloted as a model community education agribusiness curriculum for Native American BFRs offered through tribal colleges. The intended long-term result of the curriculum's implementation at tribal colleges will be the successful launch or expansion of agriculture-related businesses on reservations, having the potential to positively affect the number of Native-owned small businesses on reservations and lower rates of Native poverty, unemployment and outmigration of educated Native youth. LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Montana American Indian Youth Farm Safety Education Curriculum Initiative: A cooperative outreach and curriculum development effort between Montana State University and Chief Dull Knife College to effectively teach rural safety practices and procedures to American Indian youth in order to reduce known injury causes. Project collaborated with local agencies to assure targeted programmatic goals were reached. TARGET AUDIENCES: . Essential Chief Dull Knife College (CDKC) Student services/student instruction was maintained with adjunct instructor (Northern Cheyenne FRTEP agent). PROJECT MODIFICATIONS: N/A
Impacts
USDA-NIFA-Beginning Farmer and Rancher Development Program. The Business of Indian Agriculture: A Tribal College Partnership. Assisted in the planning, development and delivery a comprehensive curriculum designed to more effectively prepare Native American Beginning Farmers and Ranchers (BFRs) for the successful management and development of agriculturally- related businesses. Designed, developed and piloted as a model community education agribusiness curriculum for Native American BFRs offered through tribal colleges. The intended long-term result of the curriculum's implementation at tribal colleges will be the successful launch or expansion of agriculture-related businesses on reservations, having the potential to positively affect the number of Native-owned small businesses on reservations and lower rates of Native poverty, unemployment and outmigration of educated Native youth. LEAD21 Tribal College Land Grant Leadership Development Initiative. A USDA-NIFA funded project designed to bolster and develop underrepresented Tribal College/University (TCU) Land Grant leadership encompassing a cohort model consisting of five mid-career TCU professionals. The 12-month mentoring/training process includes one-on-one mentoring, instruction and participation in the nationally renowned LEAD21 Program. LEAD21's comprehensive purpose is to develop leaders in land grant institutions and their strategic partners who link research, academics, and extension in order to lead more effectively in an increasingly complex environment, either in their current position or as they aspire to other positions. Montana American Indian Youth Farm Safety Education Curriculum Initiative. A cooperative outreach and curriculum development effort between Montana State University and Chief Dull Knife College to effectively teach rural safety practices and procedures to American Indian youth in order to reduce known injury causes. Building and Sustaining Haitian Cooperative Business Leadership for the 21st Century. A non-funded, FAS (Foreign agricultural Service Scientific Cooperation Research Grant Program) proposed two-year project, involving Montana State University (MSU), Chief Dull Knife College, and FIDA/pcH proposed to build and develop the capacity in the agriculture sector for sustained cooperative business leadership development in Haiti. Through this project, U.S. partners sought to work with its Haitian partners in organizing appropriate elements of this project's rural cooperative business development goals for implementation in Haiti. The project sought to address Haiti's vital need to revitalize traditional industries such as agriculture, and thus economic opportunities, in earthquake-affected areas to maximize the return of citizens, especially women forced from their homes during the recent crisis in Haiti. To sustain economic opportunities through cooperative business development in Haiti, cooperative business programs and outreach should be founded with other organizations having an established reputation for furthering agricultural business and technology throughout Haiti.
Publications
- No publications reported this period
|
Progress 09/01/10 to 08/31/11
Outputs
INVESTIGATOR: Dr. James Hafer PERFORMING INSTITUTION: Chief Dull Knife College, Agricultural and Natural Resource Sciences, PO Box 98/One College Drive, Lame Deer, MT. 59043.PROJECT TITLE: USDA/NIFA Proposal # 2011-01846---Continuation NON-TECHNICAL SUMMARY:The Chief Dull Knife College (CDKC) Agricultural and Natural Resource Sciences (ANRS) program is a multi faceted, broad field, comprehensive Associates Degree conferring program. The program supports and leverages several targeted needs - beyond education. Including, but not limited to collaborative, elementary academic/applied research; outreach education (via traditional and distance delivery) and education delivery of pertinent producer oriented workshops/education, and collaborative institutional efforts with outside state, federal, NGO and other related entities (Montana State University - Bozeman College of Agriculture) and local industry. OBJECTIVES:Number of students involved or impacted: Twenty-eight students were enrolled in Chief Dull Knife College (CDKC) Agricultural and Natural Resource Sciences (ANRS) programming. The vast majority of those students (84%) were enrolled in more than one class in the ANRS program. 50 % of the aforementioned twenty-eight students were co-enrolled in other, non-ANRS related classes at CDKC.Number of students entering workforce based on training received: Three previous CDKC ANRS students are sporadically involved in the local Boilermakers Union, which encompasses ongoing education via the union and welding work at related plant outages across the U.S.Number of faculty obtaining advanced degrees: Dr. Hafer (CDKC ANRS program chair and instructor) successfully defended his Doctorate in Agricultural Education (Doc@Distance - Texas A&M, and Texas Tech Universities) October 13, 2010 and graduated December 17, 2010 with his dissertation topic entitled: Agricultural Development Assessments and Strategies In Post Conflict Settings: An Empirical Case Study Of Eight Southern Iraqi Provinces. PRODUCTS: NA OUTCOMES: Number of students retained: CDKC's ongoing goal is 100% retention of all students. Several issues exist at CDKC regarding overall student retention. Many issues are non-academic in nature (family obligation and responsibilities, lack of reliable transportation, lacking finances, waning support for educational endeavors and a host of related academic hurdles, including finances, financial aid, apathy.Retention of ANRS students is above the campus average of 54% (Fall Semester, 2010 data) at nearly 93%. APPROACH: Objectives will be targeted utilizing aforementioned approaches as outlined in the FY 2010-2011 grant project narrative and planning document.IMPACT: Goals, objectives and obligations for the FY 2010 funding cycle have been successfully met. The Equity and Endowment funding streams are the sole source of funding for Chief Dull Knife College Agricultural and Natural Resource Sciences programming. Without these two revenue streams the ANRS programming and affiliated student and producer clientele would experience severely limited, if any related opportunities/services. FY 2010 funding provided 28 students the opportunity to ANRS related classes and served to leverage upcoming CDKC participation in two funded competitive grant programs (Agricultural Safety/Farm Business Curriculum Development) leveraging nearly $100,000.00 dollars in services to be made available to an ever increasing pool of Northern Cheyenne clients.PROJECT CONTACT: Name: Dr. James Hafer Phone: 406.477.6215 extension 125 Fax: 406.477.6219 Email: hafer@cdkc.edu URL: www.cdkc.edu DISSEMINATION ACTIVITIES: NA FUTURE INITIATIVES: NA
Impacts
NA
Publications
- Agricultural Development Assessments and Strategies In Post Conflict Settings: An Empirical Case Study Of Eight Southern Iraqi Provinces, Hafer,James 2010
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