Progress 09/01/10 to 08/31/15
Outputs
Target Audience:The Equity program has changed the General Agriculture and Food Science curriculum so students have an opportunity to participate in an internship or study a subject of more interest to them. Students have the opportunity to complete a 45 hour internship for their learning experience. Additionally, students are hired to assist with the Prairie Restoration Project, as lab assistants, and to work with the Dakota Elders to incorporate tribal culture into the curriculum. These students all gain valuable experiences, from working with researchers to learning traditional knowledge and applying to modern scientific theory and practices. The Dakota Elders for example, provide the Dakota names for a variety of trees, shrubs, and other plants. Through this process they also provide traditional knowledge of locating these plants in the wild, their uses as food or medicine, and proper harvest. These Elder are a wealth of knowledge for not only the Science Program, but to the Sisseton Wahpeton College as a whole. The work they are doing helps incorporate the Dakota culture and language into the science courses, and others as well. The Interdisciplinary Environmental Science degree has been changed to the Sustainable Environmental Studies. Required professional courses have been selected to have a well-rounded program where students have more choices in their coursework. The Science Department will have more flexibility in offering courses based on the expertise of faculty, including the availability of adjunct faculty. This will become increasingly more important when the proposed changes of the Higher Learning Commission go into effect. This change will also help students as they will be able to finish the degree sooner, rather than waiting for a certain class to be offered. This should positively impact graduation rates, along with enticing more students into the degree program. The number of Science Majors has been increasing since the beginning of this proposal. During the last academic year there were eleven majors in the Science Program. The majority of our students are Native American (over 80%), most of which are enrolled members of the Sisseton Wahpeton Oyate. Three-quarters of the students are female, many with dependent children. During the last few years there has been an increase of younger students, ages 18-22, however most students are still non-traditional. Approximately two-thirds of SWC students are first-generation college students. Changes/Problems:Develop and register AISES (American Indian Science and Engineering Society) chapters for SWC and the local tribal schools as a recruitment tool that works in combination with hosting a yearly SWC Science Fair and monthly Science Fun Days for local tribal youth. We will hire AISES students to help with recruitment efforts and to host the Science Fair and Fun Day activities. We will also have a student/faculty run booth at local schools' Career Days programs. We will use a combination of student experiential learning and student recruitment and retention strategies as we rely on SWC Students, elders and SWC Science faculty to coordinate age-appropriate experiments designed to help elementary and high school age youth appreciate how integral science and scientific concepts are in our daily lives. The greatest challenge for the Equity program, for the Science Department as whole, is the recruitment and retention of qualified dedicated faculty. This issue is truly difficult to address within the framework of this project, however, several key decision-makers are working with the president to resolve this problem. Each time there is a change in faculty, especially given the small size of the Department, it not only sets the program back but it also subtly shifts the direction due to the differences in expertise and interests. What opportunities for training and professional development has the project provided?Project Director and three students traveled to the FALCON conference in Washington, DC and presented about the restoration project and what it has done for them. Students made contact with USDA NIFA staff for future opportunities. The new Project Director attended the 2014 Falcon Conference at Indiania University. Personnel from the Office of Sponsored Programs and the Business Office were provided the opportunity to attend the NERAOC 2013 Conference in New Orleans to learn more about the regulations and processes of administering an award from the USDA. This knowledge was extremely useful not only with the Equity program, but also with other related efforts. The Project Director and several students received training by a collaborating researcher from Augustana University to participate in a bettle-research project during the summer and early fall of 2014. They learned several basic skills related to research practices, in addition to more specialized skill sets needed to carryout the specific project. 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?
Nothing Reported
Impacts
What was accomplished under these goals?
SWC has made changes to our science degrees. General Agricultural and Food Science made changes to several courses and have given the students the opportunity to take an independent study course or do an internship. More students can finish the degree sooner rather than waiting for a certain class to be offered and they options in selecting which courses they would like to take. This allows students more freedom to tailor their course of study to align with the 4-year program to which they may be transferring. Additionally, students have the opportunity to complete a 45 hour internship for their learning experience. The Science Department decided to archive the Interdisciplinary Environmental Science degree program in favor of the Sustainable Environmental Studies program. Required professional courses have been changed to have a well-rounded program where students have more electives to choose from which was the model utilized in the revision of the General Agricultural and Food Science program. Classes will also be archived as there has been a wide variety of science courses that might be offered at a later date, depending on availability of faculty. As mentioned previously this will allow students more flexibility in their course of study and will reduce the likelihood that a student has to delay graduating because he or she has to wait a semester or two for a required course to be offered. These changes to both programs should increase graduation success rates and reduce overall costs for students. The changes should be more enticing to students and increase enrollment in a science degree program. The Prairie Restoration Project continues to be a focus of the program at SWC. We completed most of the infrastructure such as the exterior classrooms and much of the related planting. We will continue to improve and develop the project as it is strongly aligned with the General Agricultural and Food Science degree. It fact it functions as a laboratory space for both the General Agricultural and Food Science and the Sustainable Environmental Studies programs and will be used for future research projects. Over the last several summers the Dakota Elders have worked with students identifying the plants growing on the Prairie Restoration site. The students have been cataloging their findings, combining the scientific information with the cultural and traditional knowledge. Additionally, for two years the Science Department has been working collaboratively with a researcher from Augustana University studies beetles found on the site. Students and faculty have been exposed to a variety of research experiences, which have also been incorporated into the classroom materials. Furthermore, while collecting the beetle other insect life have been captured and identified. We have been working with four Dakota Elders and SWC science faculty to infuse Dakota cultural knowledge into all science classes. For example, the Elders are working to document the Dakota words for shrubs, trees, insects, birds and animals that are part of the local landscape or being discussed in classes. This activity ties directly into the Prairie Restoration Project, and is being used to enhance science courses. SWC is beginning to narrow the focus of the Science Department's efforts towards botany and general agricultural directions when it comes to hands-on activities and potential research. This will include a practical directional focus of food science. To this end the Equity program at SWC recently invested in a greenhouse that will serve both as a formal classroom and a support mechanism to further research and laboratory experience utilized in a number of courses.
Publications
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Progress 09/01/12 to 08/31/13
Outputs
Target Audience: The Equity program has changed the General Agriculture and Food Science curriculum for students so they may have an opportunity to participate in an internship or study a subject of more interest to them. Another reason for changes are: two of the courses required for this degree have been archived. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Also students have the opportunity to complete a 45 hour internship for their learning experience.The Interdisciplinary Environmental Science degree has been changed to the Sustainable Environmental Studies There are currently eleven majors in the Science Program. The Interdisciplinary Environmental Science Degree Program was archived and the Environmental Sustainable Studies will remain with changes to the title which is Environmental Sustainable Studies previously. The title will change to Sustainable Environmental Studies. Required professional courses have been changed to have a well-rounded program where students have more electives to choose from. Classes will also be archived as there has been a wide variety of science courses that can be combined. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Graduation success would increase as well as course completion. More enticing for students coming from finishing their generals to enroll in a science degree. The number of Science Majors has been increasing since the beginning of this proposal. Students are hired as Ground's Keepers and they learn a lot from this process. It is more an experimental process for them. The Dakota Elders I work with to put Dakota names with all the plants, trees and shrubs are a wealth of knowledge for not only the Science Program but the Sisseton Wahpeton College as a whole. The work they are doing will help to incorporate the Dakota culture and language into the science courses. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Project Director and three students traveled to the FALCON conference in Washington, DC and presented about the restoration project and what it has done for them. Students made contact with USDA NIFA staff for future opportunities. How have the results been disseminated to communities of interest? The community is aware of the restoration project and it will be some time before the plants are mature enough to support some of the traditional food collection. Students have been asked to talk to people who visit the college to talk about how the program was a benefit to them. Steve Farmer also visited local schools to share about the uses of the buffalo. What do you plan to do during the next reporting period to accomplish the goals? We will and offer continuing education credit (1 to 2 credits each) for courses of general interest for community members. Classes like How to Tan a Buffalo Hide, Intro to Local Ornithology, Intro to Local Entomology are examples of some of the community education classes we plan to offer. Some of these classes will be simplified versions of classes available in the degree programs, while others will be stand-alone offerings. We will focus on curriculum development and student experiential learning. Develop and register AISES (American Indian Science and Engineering Society) chapters for SWC and the local tribal schools as a recruitment tool that works in combination with hosting a yearly SWC Science Fair and monthly Science Fun Days for local tribal youth. We will hire AISES students to help with recruitment efforts and to host the Science Fair and Fun Day activities. We will also have a student/faculty run booth at local schools' Career Days programs. We will use a combination of student experiential learning and student recruitment and retention strategies as we rely on SWC Students, elders and SWC Science faculty to coordinate age-appropriate experiments designed to help elementary and high school age youth appreciate how integral science and scientific concepts are in our daily lives.
Impacts
What was accomplished under these goals?
We have been working with four Dakota elders and SWC science faculty to infuse Dakota cultural knowledge into all science classes. For example, the elders are working to document the Dakota words for shrubs, trees, insects, birds and animals that are part of the local landscape or being discussed in classes. We currently have ten students majoring in the Science Program. One student graduated with a degree in the Interdisciplinary Environmental Science program. We anticipate two graduates this spring 2014. SWC has made changes to Science degrees: General Agricultural and Food Science made changes because: two of the courses required for this degree have been archived. We have replaced one of the courses and have given the students the opportunity to take an independent study course or do an internship. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Also students have the opportunity to complete a 45 hour internship for their learning experience. The Interdisciplinary Environmental Science will be archived and the Environmental Sustainable Studies will remain with changes to the title which is Environmental Sustainable Studies previously. The title will change to Sustainable Environmental Studies. Required professional courses have been changed to have a well-rounded program where students have more electives to choose from. Classes will also be archived as there has been a wide variety of science courses that can be combined. More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Graduation success would increase as well as course completion. The change would be more enticing for students coming from finishing their generals to enroll in a science degree. We completed the infrastructure and much of the planting for the exterior classrooms, but will continue to improve and develop the General Ag and Food Science degree and by expanding our prairie restoration project, which functions as a lab space for both the current degree programs and will be used for future research projects. Karla Witt is the project director and coordinates the activities for the program. David Seaboy, Delbert Pumpkinseed, Wayne Eastman, Orsen Bernard and Dedria Keeble are Dakota elders assisting the Science Program with Dakota Culture and Language. John Christpherson adjunct faculty, instructs nutrition course Food and People. The following were student grounds keepers. These students worked on the outdoor classroom. They planted and maintained many of the plants, tree, and shrubs. They are: Steve Farmer, Brianna Kurrasch, Paula Oliver, Michael Redday, Raymond Hadzis, Clinton Small.
Publications
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Progress 09/01/11 to 08/31/12
Outputs
Target Audience: The Equity program has changed the General Agriculture and Food Science curriculum for students so they may have an opportunity to participate in an internship or study a subject of more interest to them. Another reason for changes are: two of the courses required for this degree have been archived. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Also students have the opportunity to complete a 45 hour internship for their learning experience.The Interdisciplinary Environmental Science degree has been changed to the Sustainable Environmental Studies There are currently eleven majors in the Science Program. The Interdisciplinary Environmental Science Degree Program was archived and the Environmental Sustainable Studies will remain with changes to the title which is Environmental Sustainable Studies previously. The title will change to Sustainable Environmental Studies. Required professional courses have been changed to have a well-rounded program where students have more electives to choose from. Classes will also be archived as there has been a wide variety of science courses that can be combined. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Graduation success would increase as well as course completion. More enticing for students coming from finishing their generals to enroll in a science degree. The number of Science Majors has been increasing since the beginning of this proposal. Students are hired as Ground's Keepers and they learn a lot from this process. It is more an experimental process for them. The Dakota Elders I work with to put Dakota names with all the plants, trees and shrubs are a wealth of knowledge for not only the Science Program but the Sisseton Wahpeton College as a whole. THe work they are doing will help to incorporate the Dakota culture and language into the science courses. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Project Director and three students traveled to the FALCON conference in Washington, DC and presented about the restoration project and what it has done for them. Students made contact with USDA NIFA staff for future opportunities. How have the results been disseminated to communities of interest? The community is aware of the restoration project and it will be some time before the plants are mature enough to support some of the traditional food collection. Students have been asked to talk to people who visit the college to talk about how the program was a benefit to them. Steve Farmer also visited local schools to share about the uses of the buffalo. What do you plan to do during the next reporting period to accomplish the goals? We will and offer continuing education credit (1 to 2 credits each) for courses of general interest for community members. Classes like How to Tan a Buffalo Hide, Intro to Local Ornithology, Intro to Local Entomology are examples of some of the community education classes we plan to offer. Some of these classes will be simplified versions of classes available in the degree programs, while others will be stand-alone offerings. We will focus on curriculum development and student experiential learning. Develop and register AISES (American Indian Science and Engineering Society) chapters for SWC and the local tribal schools as a recruitment tool that works in combination with hosting a yearly SWC Science Fair and monthly Science Fun Days for local tribal youth. We will hire AISES students to help with recruitment efforts and to host the Science Fair and Fun Day activities. We will also have a student/faculty run booth at local schools’ Career Days programs. We will use a combination of student experiential learning and student recruitment and retention strategies as we rely on SWC Students, elders and SWC Science faculty to coordinate age-appropriate experiments designed to help elementary and high school age youth appreciate how integral science and scientific concepts are in our daily lives.
Impacts
What was accomplished under these goals?
We have been working with four Dakota elders and SWC science faculty to infuse Dakota cultural knowledge into all science classes. For example, the elders are working to document the Dakota words for shrubs, trees, insects, birds and animals that are part of the local landscape or being discussed in classes. We currently have ten students majoring in the Science Program. One student graduated with a degree in the Interdisciplinary Environmental Science program. We anticipate two graduates this spring 2014. SWC has made changes to Science degrees: General Agricultural and Food Science made changes because: two of the courses required for this degree have been archived. We have replaced one of the courses and have given the students the opportunity to take an independent study course or do an internship. Curriculum/Program impact: More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Also students have the opportunity to complete a 45 hour internship for their learning experience. The Interdisciplinary Environmental Science will be archived and the Environmental Sustainable Studies will remain with changes to the title which is Environmental Sustainable Studies previously. The title will change to Sustainable Environmental Studies. Required professional courses have been changed to have a well-rounded program where students have more electives to choose from. Classes will also be archived as there has been a wide variety of science courses that can be combined. More students can finish the degree soon rather than waiting for a certain class to be offered and they will be able to select which course they would like to take. Graduation success would increase as well as course completion. The change would be more enticing for students coming from finishing their generals to enroll in a science degree. We completed the infrastructure and much of the planting for the exterior classrooms, but will continue to improve and develop the General Ag and Food Science degree and by expanding our prairie restoration project, which functions as a lab space for both the current degree programs and will be used for future research projects. Karla Witt is the project director and coordinates the activities for the program. David Seaboy, Delbert Pumpkinseed, Wayne Eastman, Orsen Bernard and Dedria Keeble are Dakota elders assisting the Science Program with Dakota Culture and Language. John Christpherson adjunct faculty, instructs nutrition course Food and People. The following were student grounds keepers. These students worked on the outdoor classroom. They planted and maintained many of the plants, tree, and shrubs. They are: Steve Farmer, Brianna Kurrasch, Paula Oliver, Michael Redday, Raymond Hadzis, Clinton Small.
Publications
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Progress 09/01/10 to 08/31/11
Outputs
OUTPUTS: We have been working with four Dakota elders and SWC science faculty to infuse Dakota cultural knowledge into all science classes. For example, the elders are working to document the Dakota words for shrubs, trees, insects, birds and animals that are part of the local landscape or being discussed in classes. We currently have ten students majoring in the Science Program. One student graduated with a degree in the Interdisciplinary Environmental Science program. SWC is revamping its Science Department to offer two degree programs which are General Agriculture and Food Science and Interdisciplinary Environmental Science. These degrees were determined to be what the community was interested in and the best programs to support the SWC strategic plan as they will address what people are interested in while eventually tying the Extension and Research programs in to the Equity program. Science faculty have been assessing student learning and have collected evaluations from students concerning faculty and curriculum. We completed the infrastructure and much of the planting for the exterior classrooms, but will continue to improve and develop the General Ag and Food Science degree and by expanding our prairie restoration project, which functions as a lab space for both the current degree programs and will be used for future research projects. PARTICIPANTS: Karla Witt is the project director and coordinates the activities for the program. David Seaboy, Delbert Pumpkinseed, Wayne Eastman, Orsen Bernard and Dedria Keeble are Dakota elders assisting the Science Program with Dakota Culture and Language. John Christpherson adjunct faculty, instructs nutrition course Food and People. The following were student grounds keepers. These students worked on the outdoor classroom. They planted and maintained many of the plants, tree, and shrubs. They are: Steve Farmer, Desirae Ortley, Vernon Renville, Natasha Roozen, Leslie Barse, Michel Cloud, Donnette Thompson, Dawn Turner, Shayne Cook and Galan Renville. TARGET AUDIENCES: The goal is to offer the community, from SWC students to elders, the scientific courses, workshops and information they seek. The college will develop classes that are relevant to our two science degree programs, Interdisciplinary Environmental Science and General Agriculture and Food Science, while also offering workshops and continuing education credits for adult learners who seek specialized knowledge without intending to earn a degree. Continue to develop strong degree programs for both the Interdisciplinary Environmental Science and the General Agriculture and Food Science degrees by developing and offering relevant courses, offering faculty on-going training in relevant disciplines and improving the prairie restoration project. PROJECT MODIFICATIONS: None at this time.
Impacts
By utilizing our Dakota elders for our Dakota language and culture there has been a larger interest to use them for other departments within the college. There has been discussions about having an Elder in Resident to assist all departments with their expertise. The college is determined to have the Dakota culture and language in the curriculum which the science program has done well with.
Publications
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