Progress 09/01/12 to 02/28/13
Outputs
Target Audience: The target audience is socially disadvantaged, Native American beginning farmers and ranchers (BFRs) from the Blackfeet, Fort Belknap and Rocky Boy Indian Reservations in Montana. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? The project provided an opportunity for 35 Native American participants to attend training on various agribusiness topics. The project also helped build capacity at the tribal colleges. Tribal college project members learned how to design and deliver regional training workshops. How have the results been disseminated to communities of interest? The curriculum will be produced and will be available for public access on selected Websites, and have been widely disseminated through listservs and other communications What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
A two-day regional workshop was held in Great Falls, Montana, on October 11-12, 2012, that pilot tested selected portions of the curriculum. A total of 35 BRFs participated. Based on local needs, the objectives of the workshop were for Native American BFRs and other producers to gain knowledge on the following topics that corresponded to specific curriculum modules/lessons: Basics of Agribusiness (Module-Lesson 1-2), Preparing a Business Plan (1-3), Understanding Credit (3-2), Preparing for Credit Applications (2-5), Risk Management (1-4), and Native Land Use and Management (5-1). The workshop represented 408 contact hours (number of participants X hours of instruction). 34 participants submitted an evaluation survey, of which 34 reported themselves as Native American, 13 as female, 27 as a beginning producer, and 27 as a limited resource producer. About 80% of participants were interested in some type of agricultural activity. 19 participants reported that they currently manage an average of 424 acres. Overall, 58% of participants said they learned a great deal, 29% a moderate amount, 13% a little. Participants were asked about their level of knowledge of a topic before and after instruction on that topic. Responses were on a four-point scale, where “non-existent” was 0, “minimal” was 1, “moderate” was 2, and “considerable” was 3. Average knowledge gain per topic was about 1 point, except for risk management which gained 1.5 points. For most topics, knowledge went from minimal/moderate to moderate/considerable, with the exception of risk management where the baseline knowledge was minimal. The current use of the knowledge discussed at the workshop, or the baseline, was very low at about 3 to 12% of respondents. However, most participants plan to apply the knowledge to practice, about 85-91% of respondents, depending on the topic. Overall, for the entire workshop, participated reported a 0.5 point increase in knowledge, where 0 is “a great deal” and 1 is “a moderate amount.” First Nations Development Institute (FNDI) partnered with First Americans Land-Grant Consortium (FALCON), Blackfeet Community College (BCC), Fort Belknap College (FBC), and Stone Child College (SCC). The Indian Nations Conservation Alliance (INCA) was an active partner, along with the USDA Risk Management Service (RMS), USDA Natural Resource Conservation Service (NRCS), and USDA Animal and Plant Health Inspection Service (APHIS). Summative evaluation data collection and analysis were conducted during this reporting period, which included in-depth interviews of project team members in November, 2012, and the development of a final evaluation report.
Publications
- Type:
Conference Papers and Presentations
Status:
Awaiting Publication
Year Published:
2012
Citation:
Phillips, J.L. (2012, December). The Business of Indian Agriculture: A Tribal College Partnership. Presentation at the annual Project Directors Conference of the USDA Beginning Farmers and Ranchers Development Program, Rochester, MN.
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Progress 09/01/10 to 02/28/13
Outputs
Target Audience: The target audience was socially disadvantaged, Native American beginning farmers and ranchers (BFRs) who would benefit from education that assists with business start-up expansion or improved management of their agribusiness operations. 75 participants attended pilot training workshops. All participants (100%) reported themselves as Native American; 47% as female; 76% as beginning producers, and 48% as limited resource. Changes/Problems: One of the original tribal college partners withdrew from the project at the beginning of the second year of the project because of personnel changes that made continued participation in the project unfeasible. There were no pilot workshops conducted by this tribal college and so there is no data to report on that site. What opportunities for training and professional development has the project provided? The project provided an opportunity for 75 Native American participants to attend training on various agribusiness topics. The project also helped build capacity at the tribal colleges. Tribal college project members learned how to conduct a market analysis, develop curriculum, and design and deliver training workshops. How have the results been disseminated to communities of interest? The curriculum was produced in two versions: a graphically-designed hardcopy version and a revisable text-based computer version for easy adaptation. Both versions are available for public access on selected Websites, and have been widely disseminated through listservs and other communications. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
A market analysis study was conducted that identified specific target audiences, curriculum topics, training venues, and training methods that best met the needs of local Native American BFRs. Curriculum consisting of five modules, 20 lessons and 66 topics was developed based on the market analysis. Using data from the market analysis, each tribal college chose the most efficient and effective pilot workshop model for their target audience of BFRs. A weekly ranchers meeting was used, a local community workshop at a tribal college was held, and two regional workshops were organized. Overall, 75 participants attended pilot training workshops, which represented a total of 931 contact hours. All participants (100%) reported themselves as Native American; 47% as female; 76% as beginning producers, and 48% as limited resource. Participant knowledge gained in training topics was measured by an evaluation questionnaire that asked about pre- and post-workshop levels of knowledge. Evaluation data showed that 75 Native American BFRs from four Montana Indian reservations were trained on a variety of agri-entrepreneurship topics and reported an average knowledge gain of 0.9 (on a 4-point scale) across 24 training topics in five workshop venues. Pre-workshop knowledge averaged between “minimal” to “moderate”, and knowledge increased post-workshop to between “moderate” to “considerable.” Plans to apply the knowledge to practice were reported by 25% to 91% of respondents, depending on the topic. Although directly assessing the economic impact of the project was beyond the scope of the project’s evaluation, it can be inferred that some economic activity will be generated when the knowledge gained in workshops is placed into practice. The project was also evaluated through close-out in-depth interviews conducted with the tribal college partners. Interview data showed that the collaboration between the four tribal college partners was effective because it brought a variety of perspectives and experiences to the project. The mix of local and regional workshops was effective because it provided a variety of ways to reach the target audience. The curriculum provided important and timely information to agricultural producers. Finally, the project helped build capacity at the tribal colleges to provide technical assistance, training services and outreach to local Native American BFRs.
Publications
- Type:
Conference Papers and Presentations
Status:
Awaiting Publication
Year Published:
2012
Citation:
Phillips, J.L. (2012, December). The Business of Indian Agriculture: A Tribal College Partnership. Presentation at the annual Project Directors Conference of the USDA Beginning Farmers and Ranchers Development Program, Rochester, MN.
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Progress 09/01/11 to 08/31/12
Outputs
OUTPUTS: Quarterly conference calls covered project status, curriculum development and curriculum delivery. (Oct-Dec, 2011): The PI, co-PI, and project team member attended the PD meeting in Ft. Collins, CO, presenting the project at the poster session and sharing best practices. Curriculum developed: modules 5-2(Knowing Your Land), 5-3(Understanding Land Transactions and Rights), and 5-4(Understanding Indian Land Regulations). Workshops to pilot the curriculum were planned at Fort Peck Community College (FPCC) and Fort Belknap Community College (FBCC). The curriculum was tailored for anticipated audiences at Chief Dull Knife College (CDKC) and Blackfeet Community College (BCC). As of Nov. 1, weekly pilot workshops were conducted at FPCC with a local ranchers' group, (6 registered participants /average of 4 attending per week.) (Jan-Mar, 2012): Curriculum developed: modules 5-4(Understanding Indian Land Regulations), 3-1(Spending, Saving and Budgeting), 3-2(Understanding Credit), and 3-3(Understanding Insurance). Weekly pilot workshops continued at FPCC, (6 participants registered/ average of 4 attending per week. A 2.5-day pilot workshop was delivered at FBCC in Jan. 2012 covering curriculum topics 1-2(Basics of Agribusiness), 2-1(Basics of Accounting and Bookkeeping), 2-2(Journals and Ledgers), 2-3(Preparing Financial Statements), 2-4(Analyzing Financial Statements), 1-3(Preparing a Business Plan), and 1-4(Risk Management). USDA Natural Resource Conservation Service provided local soil surveys using them as reference materials while presenting module 5-2(Knowing your Land). 17 participants attended over 2.5 days; all participants were Native American; with 9 female; 9 beginning operators, and 7 self-reported as limited resource. (April-June, 2012): Curriculum developed: modules 3-4(Financial and Strategic Planning), 4-1(Agribusiness Inputs), 4-2(Agribusiness Marketing), and 4-3(Value Added Products), completing the proposed modules. Weekly workshops at FPCC stopped for the start of the ranching/farming season. Pilot workshops for BCC and FPCC were planned for summer-to-fall. (July-Sept, 2012): In collaboration with the First Americans Land-grant Consortium (FALCON), weekly planning calls started on Aug. 8 to coordinate a regional pilot workshop targeting beginning Native American producers on the Blackfeet and Fort Belknap Indian reservations. The workshop was scheduled for October, 2012, in Great Falls, MT, convenient to both reservations. Curriculum modules to be delivered were 1-2(Basics of Agribusiness), 1-3(Preparing a Business Plan), 3-2(Understanding Credit), 2-5(Preparing for Credit Applications), 1-4(Risk Management) and 5-1(Introduction to Native Land Use & Management). Participant recruitment activities began on both reservations and expanded to Native American producers on the Rocky Boy Indian Reservation, in collaboration with Stone Child College (a 1994 land-grant institution). Instructor recruitment involved collaboration with the USDA Risk Management Service, USDA Natural Resource Conservation Service, Indian Nations Conservation Alliance, Montana State University, and the Seven Sisters Consulting Group. PARTICIPANTS: Dr. Sarah Dewees, First Nations' Director of Research, Policy & Asset Building, is Project co-Director. She is responsible for the overall project administration and management. Dr. John Phillips, FALCON's Executive Director, is Project co-Director, and is responsible for the project's management, including coordination and communication among the tribal college partners. He is also responsible for the curriculum development and evaluation. For Blackfeet Community College (BCC), Mr. Terry Tatsey, Land Grant Director, is the administrative contact for the project while Mr. Keith Tatsey, Chair of the Natural Resources Management Department is the programmatic contact. Manuel Morales, Extension Agent, is the program contact for Fort Belknap College (FBC). Carrie Sue Schumacher, Land Grant Director, is the program contact for Fort Peck Community College (FPCC). TARGET AUDIENCES: This project will primarily target socially disadvantaged Native American beginning farmers and ranchers. The establishment of this curriculum will allow tribal colleges to attract non-traditional students (and entrepreneurs) who may be initiating a primary, secondary, or part-time career in farming or ranching. A secondary target audience is tribal college extension educators in order to build their institutional and individual capacity to better serve Native American beginning farmers and ranchers. PROJECT MODIFICATIONS: Chief Dull Knife College withdrew from project activities in Feb, 2012, due to changes in the reservation's extension staff and reassignment of duties. A request for no-cost extension has been filed, extending the project end date to February 28, 2013.
Impacts
(October-December, 2011): Consultation with Agricultural Economics faculty at Montana State University continued, strengthening 1862/1994 relationships in Montana that has led to resource sharing and collaboration on new projects. A relationship with faculty at Little Big Horn College (a 1994 land-grant institution in Crow Agency, MT) was developed, with plans to share curriculum and faculty resources and to engage in future projects. The project continued to raise awareness and interest among farmers, ranchers and community members at the four pilot sites. An average of "Moderate"-to-"Great Deal" of knowledge was gained for participants at the Ft. Peck workshops across all topics. (January-March, 2012): The project promoted USDA programs and services throughout communities at the pilot sites, raising awareness and interest. Averages of "Moderate"-to-"Great Deal" of knowledge gain for all participants across all topics at the Ft. Peck workshops continued to be recorded. At the Ft. Belknap workshop, 52% of evaluation surveys indicated that a "great deal" of knowledge of agribusiness was increased through the workshop; 32% of surveys said that "a moderate amount" of knowledge was gained overall. (April-June, 2012): The project promoted USDA programs and services throughout communities at TCU sites, continuing to raise awareness and interest. (July-September, 2012): Consultation with USDA RMS and NRCS resulted in collaborative relationships for resources and information sharing during the planning for the Oct. 11-12 workshop. Consultation with FALCON and INCA resulted in a relationship for resource sharing and collaboration. A new relationship with Stone Child College built new capacity and relationships at the 1994 land-grant institutions involved in the project.
Publications
- No publications reported this period
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Progress 09/01/10 to 08/31/11
Outputs
OUTPUTS: (October-December, 2010): Upon notification of grant award, the lead institution (First Nations Development Institute - FNDI) notified four tribal college and university (TCU) partners (Blackfeet Community College - Browning, MT; Chief Dull Knife College - Lame Deer, MT; Fort Belknap College - Harlem, MT; and Fort Peck Community College - Poplar, MT) of the award, confirmed their commitment to the project, conducted the first conference call (10/19/10), and began planning for the first face-to-face meeting. The First Americans Land-grant Consortium (FALCON) began coordination and communications with the four TCUs, development of the curriculum and its products, and project evaluation. Contractual agreements with all partners were established. The first meeting to plan the curriculum work and the market analysis was held in Great Falls, MT, 12/3-4/10. (January-March, 2011): Monthly conference calls were conducted (Jan. 31, Feb. 24, Mar. 24) on topics including project status, market analysis, and curriculum development. The Co-PD participated in an USDA Webinar for new grantee orientation. Press releases were developed for TCU sites on the project and market analysis activities. Market analyses were conducted at the four TCU sites, including surveying and secondary data gathering. A draft of market analysis report was developed. A curriculum topic list was created and prioritized for highest need curriculum topics. The development of curriculum content began with module 1.1 (Native American examples of Agri-business). (April-June, 2011): Monthly conference calls were conducted (Apr. 29, May. 24, Jun. 28) on topics including project status, market analysis, and curriculum development. FBC completed its market analysis survey, with BCC, CDKC and FPCC finalizing their market analyses. A final draft of market analysis report was developed. Development of the curriculum continued, with modules 1.2 (Basics of Agri-business), 1.3 (Preparing a Business Plan), and 1.4 (Risk Management). (July-September, 2011): Monthly conference calls were conducted (Jul. 27, Aug. 30) on topics including project status and curriculum development. A year-end face-to-face meeting was planned for, and conducted on 9/29/11 in Bozeman, MT. Topics included plans for workshop delivery and evaluation, and collaboration with Montana State University (MSU). The development of curriculum content continued, with modules 2.1 (Basics of Agribusiness Accounting), 2.2 (Journals and Ledgers), 2.3 (Preparing Financial Statements), 2.4 (Analyzing Financial Statements), 2.5 (Preparing for Credit Applications, 5.1 (Introduction to Native Land Use and Management, and 5.2 (Knowing Your Land). PARTICIPANTS: Dr. Sarah Dewees, First Nations' Director of Research, Policy & Asset Building, is Project co-Director. She is responsible for the overall project administration and management. Dr. John Phillips, FALCON's Executive Director, is Project co-Director, and is responsible for the project's management, including coordination and communication among the tribal college partners. He is also responsible for the curriculum development and evaluation. For Blackfeet Community College (BCC), Mr. Terry Tatsey, Land Grant Director, is the administrative contact for the project while Mr. Keith Tatsey, Chair of the Natural Resources Management Department is the programmatic contact. Dr. James Hafer, Chair of Agricultural Sciences, Chief Dull Knife College (CDKC) is the program contact for CDKC. Manuel Morales, Extension Agent, is the program contact for Fort Belknap College (FBC). Carrie Schumacher, Land Grant Director, is the program contact for Fort Peck Community College (FPCC). TARGET AUDIENCES: This project will primarily target socially disadvantaged Native American beginning farmers and ranchers. The establishment of this curriculum will allow tribal colleges to attract non-traditional students (and entrepreneurs) who may be initiating a primary, secondary, or part-time career in farming or ranching. A secondary target audience is tribal college extension educators in order to build their institutional and individual capacity to better serve Native American beginning farmers and ranchers. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
(October-December, 2010): Commitment was established for all project partners. The project plan was developed, including a tentative workshop schedule. The market analysis plan was developed, including a market survey strategy. The curriculum development plan was identified. After an extensive literature review, no other curriculum was found that specifically targets beginning Native famer and ranchers. Relationships and lines of communication between FNDI, FALCON, the four tribal colleges, and Montana State University's (MSU) Federally Recognized Tribal Extension Program were solidified. (January-March, 2011): The project was promoted throughout the communities at TCU sites, thereby raising awareness and interest. Data were collected through market analysis activities (surveys, etc.), resulting in a better understanding of the target audience and its needs. Curriculum topics were prioritized, resulting in more focused curriculum development plan. (April-June, 2011): The FBC market analysis survey collected 53 valid responses from 225 surveys distributed to local producers. Relationships with the Federally Recognized Tribal Extension Program agent on the Blackfeet Reservation were developed, resulting in stronger implementation at the Blackfeet site and increased capacity at BCC. The project was promoted throughout communities at the TCU sites, with awareness and interest raised. (July-September, 2011): Consultation with the Farm Service Agency (FSA) Loan Officer in the Billings, MT, office resulted in a collaborative relationship for resources provision during curriculum development and delivery. Consultation with the MSU Agricultural Economics Department resulted in a relationship for resource sharing and collaboration. New relationships between MSU and FBC and BCC build new capacity and those TCUs, and relationships between MSU and FPCC and CDKC were also strengthened.
Publications
- No publications reported this period
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