Progress 03/01/16 to 02/28/20
Outputs
Target Audience:The target audiences have included underserved populations/individuals in rural Grays Harbor and Pacific counties in Washington State. Significant outreach has occored with K-12 stakeholders, the Quinault Indian Nation (QIN), Chehalis Tribe, and general community stakeholders interested in forestry, land and natural resources management, community planners, local farmers, and timber managers. Specific marketing efforts were made to tribal partners and smaller communities in the region, rich with natural resources, but at a significant disadvantage when considering access to education, broadband and computer access, and poverty rates. Effortsinclude guest presenters from the WA Department of Fish and Wildlife, Stream Cleaning activities, advising and collaboration on K-12 curriculum to align with college programs, field trips to timber partners such as DFW, Rayonier, Weyerhaeuser Company, and Sierra pacific Industries. Community presentations were open to general public while formal academic instruction provides a new pathway for young professionals to pursue important land management careers in the region. Science-based knowledge is now available at two college programs along Washington's coast and natural resources curriculum has been adopted in several local high schools as a result of this grant and the opportunities afforded. Efforts: New formal classroom instruction, laboratory instruction, and internship/practicum experiences have been created in the last 36 months as a result of USDA support. New curriculum has been developed at the college and K-12 levels with articulation agreements in place for the opportunity of dual high school-college credit opportunities in the future. More field-based learning is occurring and students have started to manage an on-campus greenhouse, participated in water assessment and environmental impact studies, and participated in forest assessments, harvest, and plantings. A new summer paid internship was also created with four students paid during their internship experience. Changes/Problems: No major problems or delays No significant deviations from goals; No unexpected outcomes; What opportunities for training and professional development has the project provided? Document specific gaps in industry, educational and career pathways, to guide the development and alignment of courses and programs of study Career Pathways have been created and expanded in several underserved communities in western Washington on the peninsula and along the coastline where there are abundant natural resources, but significant lack of access to formal training. Increased program offerings, articulation agreements, and new access to career tools have been huge successes under this grant funding. Career pathways are supported by the U.S. Departments of Education, Labor, and Health and Human Services (OCTAE , 2014); and are central to Washington State's 10-year Strategic Plan for Workforce Development (WTECB, 2012). Career pathways are valuable both for students entering an occupational field, and for incumbent workers with advanced skills, who can enroll at higher levels based on assessments of prior learning (Eyster, L., Anderson, T., and Durham, C., 2013). WFTI programs of study will include key elements of successful career pathways, such as: alignment of secondary and postsecondary education; rigorous, sequential, connected, and efficient curricula; multiple entry and exit points; a specific focus on local workforce skill needs; credit for prior learning to accelerate completion has been established with several new high school partners; and management via collaborative partnership (OCTAE, 2014). 2) Develop and refine new course curricula and instructional materials for use in WFTI programs of study 3) Establish inter-agency agreements to reduce duplication of resources and increase instructional efficiencies in educational and career pathways 4) Increase awareness of and participation in Natural Resources programs of study among K-16 students; particularly Native Americans and veterans. Products to include an industry needs assessment, natural resource education inventory, and promotional materials. Additionally, curriculum development based on new trends, an education gap analysis, additional veteran and Native American . services at two institutions, articulation agreements How have the results been disseminated to communities of interest?There were 15 students taking the bachelor of appliced science classes in Foresty Management. From there, we have 5 graduates with BASFRM and the remaining 10 will finish sometime in the next year. We also have 10 graduates with AAS-Forestry and intend to continue through their BAS degree with Grays Harbor College. What do you plan to do during the next reporting period to accomplish the goals?Strategy 2: Several employers have been participants on advisory boards, provided feedback on learning outcomes and skills of new graduates, and assisted the college during screening activities for new instructors. Several employers have also participated in career exploration, class presentations, hosted fieldtrips, and provided access to private land holdings so students could benefit from improved field-based learning environments. Some of these employers include Port Blakely, Weyerhaeuser Company, the Port of Grays Harbor, Sierra Pacific Industries, RL Smith Logging, and Rayonier. This feedback and ongoing employer interaction has improved the quality of WFTI programs of study as well as enhanced graduates' employability. Strategy 3: Field-based learning where students can apply new skills as well as explore on new technologies has strengthened proficiencies in the new learning outcomes. Most Natural Resources jobs bear a high risk of workplace injury, so pre-employment training must be carefully structured (BLS, 2014). Washington State's Integrated Workforce Plan, and its plan for high school Career and Technical Education, call to expand applied learning techniques (McNeely, 2012; WTECB, 2012). Applied learning lets students safely apply and contextualize vital skills, such as leading group research in the field. All Washington State colleges use a Management Information System (MIS) administered by the state to collect student, financial, course, and program data. This is a "live" system from which data can be extracted at the system or college level. Data snapshots are distributed to each college 6-7 weeks after the last academic quarter. These data are re-engineered to provide calculated fields and separate databases on students, completions, transcripts, statewide performance-based funding success, financial aid, and adult basic education. Project personnel will use these data to conduct retrospective and longitudinal studies of the project's outcomes for the foreseeable future. Participating/Collaborating organizations: The project will served 20 organizations: at least three Native American tribes, six high schools, two community colleges, and 6 employers.
Impacts
What was accomplished under these goals?
To address the limited pathway from basic to advanced skills, a disconnect between the educational needs of employers and education programs, and the perception of limited opportunity within the field of natural and bioresource management, a Native Outreach Specialist and Veterans Outreach Specialist were hired through USDA-NIFA and NSF funds. This allowed for greater outreach in rural communities, especially where broadband and internet access is limited. This also allows for in-person activites rather than just digitial marketing especially in communities from Tahola and Chehalis where large groups of Quinault Indian Nation and Chehalis Tribe members reside. Increased collaboration, communication, and outreach also occurred with several K-14 students, veterans, tribal elders and councils, and other underrepresented student populations. Community college communication also increased as another college built a similar program 100 miles away, leveraging similar funding.
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Progress 03/01/17 to 02/28/18
Outputs
Target Audience:Agriculture and Naatual Resources Sciences Students K-12, college students from the lowet socioeconomic populations, Tribal School students, community college graduates, veterans and military personnel transitioning out of the armed services. Changes/Problems: A no-cost extension was approved through February 2020 As a result of delayed launch in 2016-17, a delay in drawing down funds also took place. Now that the program is healthy and underway, it is anticipated 12 graduates (first cohort) will complete in 2019 and a full cohort of 20 new students will be enrolled this year. Using parts of these USDA funds, the Veterans Support and Tribal Outreach Specialists have been filled and excellent work is happening in 3 counties, leveraging resources with Green River College to assist those populations regarding both college programs. Also, a grant specialist position was filled and is working to streamline efficiency regarding draw-down of funds and meeting grant requirements. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?Marketing push on campus and in community (advertisements, press releases, student highlight posters on campus), Facebook promotion, articulation agreements with 2-year schools, Event involvement w/veterans, Tribes, K-12 schools The College has developed new BAS marketing materials and has distributed through various methods. What do you plan to do during the next reporting period to accomplish the goals?Enhance small takeaway marketing items for K-12 partners, continue to explore articulation agreements with other post secondary partners. Create events with tribal entities in the area for recruitment. Offer summer youth workshops regarding drone technology, GIS technology, and forestry pathways.
Impacts
What was accomplished under these goals?
Objective 1: Document specific gaps in educational and career pathways, to guide the development and alignment of courses and programs of study. Gap documented - GIS experience required with a high percentage of industry related jobs with the lack of hands-on training at the 2 and 4-year educational level. Development and alignment of courses and programs of study - New GIS courses developed and approved for Winter 2017 and Spring 2017. These courses were delivered on campus in Aberdeen and also delivered at the Riverview Education Center (REC, located in Raymond, WA) in the Summer of 2018. Gap documented - Employers need student with tangible experience in the field Development and alignment of courses and programs of study - Applied learning objective to give real-world experience to our students, for a competitive advantage over university graduates. Objective 2: Develop and refine new course curricula and instructional materials for use in WFTI programs of study. New GIS classes (Cartography, GIS in the Field, GIS Tools), Advanced Silviculture (BAS), Wildlife Ecology (BAS), Forest Protection (BAS), Terrestrial Restoration (BAS), Forest Ecology (BAS), Bio-Invasions (BAS), GIS Applications 1,2,3 (BAS GIS courses) Objective 3: Establish inter-agency agreements to reduce duplication of resources and increase instructional efficiencies in educational and career pathways. Lincoln Tree Farm MOU, Walla Walla Community College Articulation Agreement, Rural Forest Commission Forestry Code rewrite, Transfer agreement w/OSU Objective 4: Increase awareness of and participation in Natural Resources programs of study among K-16 students; particularly Native Americans and veterans. "Career-Connected learning Day" in March 2018 in collaboration with 7 high schools. Hosted Pacific Education Institute and 4 high schools on campus to work on K-12 curriculum with the hopes of adding Natural Resources learning outcomes in K-12 curriculum, specifically in 3rd, 8th, and 10th grades with a goal of Concurrent Enrollment articulation agreements for 10th grade coursework. Participation in GIS/GPS Conference in Portland in 2018 (12 students, 2 faculty). Participation in wood products and sustainable harvesting conference hosted by UW-Tacoma and Forterra in 2018. Muckleshoot Field Day Prior Learning Assessments (tribal school credits) K-12 school flyer distribution Joint Base Lewis-McChord 2016 Washington State Service Member for Life Summit Veterans Breakfast Fall 2016 Intercultural Curriculum w/Muckleshoot Tribe Fall 2016 Hired VetCorp member to work with providing veterans with information about the colleges Natural Resources program, how the career pathway was developed based on labor market information. What opportunities for training and professional development has the project provided? Hiring of Tim Lovett-VA grant hiring process Streams and Wetland Ecology field trip to Mercer Island Chainsaw class at Pat Cummins Managed Forest Silviculture/Law & Policy, Streams combined IDT event at Pat Cummins Managed Forest
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Progress 03/01/16 to 02/28/17
Outputs
Target Audience:Agricultural and Natural Resources Sciences Students K-12, college students from the lowest socioeconomic populations, Tribal School students, Community College graduates, veterans and military personnel transitioning out of the armed services. Changes/Problems:Problems The greatest problem seen in this project was in the form of a grant funding difficulty experienced by one of the partners. This issue took to and it was not until 10/26/2016 that this was rectified. As a result, the progress of the project has been limited. See suggested change below. Vet position has not yet been hired at one institution. Tribal Liaison-no running dialog of discussion currently One college found that filling two have times for the has been difficult. See suggested change below. Gap from original Program Manager hire/termination to new Program Coordinator hire beginning 4/3/2017 (16 hours a week in the interim to stay on top of grants and BAS program) Changes Due to the funding the program will suggest a new timeline to the NIFA National Program Manager. Due to the challenges of filling two position, the college making this a single full-time position (Project Site Managers and Tribal Services Specialist). The National Program Leader. Both Project Co-Directors have left their past roles at their institutions.Two new Project Co-Directors will be proposed to the NIFA National Program Manager. What opportunities for training and professional development has the project provided?Hiring of Tim Lovett-VA grant hiring process Streams and Wetland Ecology field trip to Mercer Island Chainsaw class at Pat Cummins Managed Forest Silviculture/Law & Policy, Streams combined IDT event at Pat Cummins Managed Forest How have the results been disseminated to communities of interest?Marketing push on campus through MARCOM, Facebook promotion, articulation agreements with 2-year schools, Event involvement w/veterans, Tribes, K-12 schools The College has developed new BAS marketing materials and has distributed through various methods. What do you plan to do during the next reporting period to accomplish the goals?Finalize articulation agreements with Spokane Community College and Centralia College. Create events with tribal entities in the area for recruitment. Attend recruitment events at Military hiring fairs Increase BAS enrollment with the second cohort
Impacts
What was accomplished under these goals?
Objective 1: Document specific gaps in educational and career pathways, to guide the development and alignment of courses and programs of study. Gap documented - GIS experience required with a high percentage of industry related jobs with the lack of hands-on training at the 2 and 4-year educational level. Development and alignment of courses and programs of study - New GIS courses developed and approved for Winter 2017 and Spring 2017. Gap documented - Employers need student with tangible experience in the field Development and alignment of courses and programs of study - Applied learning objective to give real-world experience to our students, for a competitive advantage over university graduates. Objective 2: Develop and refine new course curricula and instructional materials for use in WFTI programs of study. New GIS classes (Cartography, GIS in the Field, GIS Tools), Advanced Silviculture (BAS), Wildlife Ecology (BAS), Forest Protection (BAS), Terrestrial Restoration (BAS), Forest Ecology (BAS), Bio-Invasions (BAS), GIS Applications 1,2,3 (BAS GIS courses) Objective 3: Establish inter-agency agreements to reduce duplication of resources and increase instructional efficiencies in educational and career pathways. Lincoln Tree Farm MOU, Walla Walla Community College Articulation Agreement, Rural Forest Commission Forestry Code rewrite, Transfer agreement w/OSU Objective 4: Increase awareness of and participation in Natural Resources programs of study among K-16 students; particularly Native Americans and veterans. Muckleshoot Field Day Prior Learning Assessments (tribal school credits) K-12 school flyer distribution Joint Base Lewis-McChord 2016 Washington State Service Member for Life Summit Veterans Breakfast Fall 2016 Intercultural Curriculum w/Muckleshoot Tribe Fall 2016 Hired VetCorp member to work with providing veterans with information about the colleges Natural Resources program, how the career pathway was developed based on labor marketinformation.
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