Progress 09/01/16 to 08/31/19
Outputs
Target Audience:The target populations for this reporting period are disadvantaged Native American youth, college students, and community members living on or near the Menominee Indian Nation. The people of the Menominee Nation are living on their reservation lands located in north central Wisconsin. The reservation is approximately 235,000 acres in which 98 percent is forested. The College of Menominee Nation (CMN) sets on the southern edge of the Menominee Nation, and the Sustainable Development Institute (SDI) adjoins the College. Historically, the Menominee People were engaged in agricultural production; however, according to the 2012 Census of Agriculture, there are no known enrolled Menominee People engaged in commercial agricultural production. This project introduced methods of applying traditional soil amendments when growing Bear Island Flint corn. Although not required under approved project activities this year, we continued our research into year three. The following objectives guided our research: Design and conduct agricultural research Promote cultural-based science education Provide education on research protocol and procedures; and Integrate Traditional Ecological Knowledge into the research findings. Our efforts to provide education included formal classroom instruction, informational meetings, and practical agricultural learning experiences. Classroom instruction was geared towards college level student interns, and others joined in to experience the outside gardening research and informal instruction that took place in the research plots. Youth, community members, and others were quick to participate in the outside classroom. Our collaborators with this project provided the technical expertise and guidance, while Menominee and other Tribal Elders provided traditional gardening knowledge and training. It was important to us that the Tribal Archaeologist participate so that the history of Menominee Agriculture would be taught. This allowed participants to understand the meaning and purpose of the project at a deeper level. Changes/Problems:We did not have any major changes or problems. What opportunities for training and professional development has the project provided?This year, training and professional development consisted of three mini workshops provided by our partners, and two learning sessions held by statistician, Harlan Pygman. Our partners from the University of Wisconsin-Madison were instrumental in teaching us how to compile information for the report and they shared their technical expertise needed to produce a comprehensive report. This training was attended by student interns and SDI staff. Our statistician, Harlan Pygman, held two learning session that were 1.5 hours in length for staff and student interns to learn about statistical analysis. While one of the student interns had taken a higher level of statistics course, no other student interns has taken a stats class. This training was very helpful in helping us understand the components of basic statistics and increased understanding of the project. In addition to course and formal training, Jeff Grignon, a Tribal Elder, participated in the project sharing his traditional knowledge with us. Jeff is an enrolled member of the Menominee Indian Tribe of Wisconsin and holds a deep understanding of the ancient garden beds located on the Menominee Indian Reservation. His shared knowledge contributed to the cultural meaning and enhanced the significance of the project. The PI of the project and two student interns were able to attend the Third Annual Native American Nutrition Conference in Mystic Lake, October 2-5, 2018. While here, we learned many different aspects of health with a focus on health through eating traditional foods. Learning from our peers and sharing our research was most rewarding. How have the results been disseminated to communities of interest?This year we are able to disseminate results from the research project. Year one was our base year, and year two the data was not available until January, missing the year two reporting period. In year three, we have the data analyzed from both year one and year two. Although this is not a sizable data base, we are able to disseminate the results. We were not required to plant in year three; however, due to community interest, we planted in year three and added additional research plots; however, this data is still on the drying racks and is not included in the results at this time. The PI and two student interns presented on the project at the October 2-5, 2018 Third Annual Native American Nutrition Conference. Several hundred people attended this conference. The research results were presented to the Menominee Community at the annual 2019 Student Intern Report-out held on August 7, 2019. Faculty, staff, community members, and fellow student interns attended this report-out event. A traditional meal started out the evening and interns proceeded to share their research projects. Gary Besaw, director of the Menominee Indian Tribe of Wisconsin's - Agriculture and Food Systems Department was in attendance. Gary is a huge supporter of the project as he sees the benefits to the Menominee people. The research results have been presented at the 2019 FALCON Conference in Denver, Colorado. Student intern, Adam Schulz presented both an oral and poster presentation at this conference. 45 copies of the first draft of the final report were provided to attendees at this session. The second draft of the final report will be available on the Sustainable Development's website by the end of this year. The website is www.sustainabledevelopmentinstitute.org. Results of the data are also available at the Sustainable Development Institute. Each year there are numerous people that come to the institute to learn more about what we do. We are now able to share information about the project in the form of the written report, and in oral discussions. This year three classes of Student Success Strategies, a required course at the College of Menominee Nation, learned about the research project including the data results. Also, tour groups from the University of Wisconsin-Madison, University of Minnesota, and other institutions and business entities learn about the research as they visit the institute. This project is one of the most popular attractions on campus and has brought meaning to the food sovereignty initiative. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
This project was the first agricultural research project at the College of Menominee Nation. This alone was a big step in having the capacity to solve problems related to food sovereignty on the Menominee Indian Reservation. Learning the components of how to conduct research and sharing this knowledge with faculty, staff, students, and community members fulfilled the overarching goals of this project. In addition, this year we were able to share our project with the Agricultural and Food Systems, a new department for the Menominee Indian Tribe of Wisconsin. In year three, under direction of the PI, student interns at the College of Menominee Nation led data collection and analysis. To enhance test protocol and procedures, the interns taught our newly written Standard Test Procedures (STP's) to youth and other student interns at the Sustainable Development Institute. Following the STP's, students gathered soil samples that were sent out for testing. In addition, they learned how to conduct tests and collect data for soil moisture, soil temperature, and soil pH tests. To showcase knowledge of research design, the existing research area was expanded to include four additional research plots. These additional plots were established so that a new soil amendment could be compared to amendments applied in years one and two. The project design was revaluated and adjusted to consider the new test plots. Data from these new plots arecurrently being evaluated along with the other plots. The focus for year three was to be on data analysis; therefore, our main goal this year was to learn about data analysis and report out what we learned and what was accomplished through this project. To fulfill this, a statistician worked with our student interns, staff, and students to clarify the data results, recognize what the data meant, and assisted us in how best to display the data. For example, what type of graph or table is the best choice? In addition, our team worked together to develop a report that explains our research project. This report explains the project and includes theresults thus far. In year three, traditional knowledge was again brought into the project. The planting of the corn seeds were done with traditional planting sticks, and the stories were told in the proper time. There was a planting feast in the spring, and a harvest feast in the fall. In addition, the additional soil amendment introduced to the research were told to us by a Menominee Elder. We followed through with this additional soil amendment practice, using the methods taught to us. The agricultural research capacity has greatly increased through the set-up of a soils laboratory at the Sustainable Development Institute at the College of Menominee Nation. While the lab was set up in years one and two, we were able to utilize the new laboratory this year. Having a space set aside for research work enhances our ability to conduct research. Seeing fellow students with lab coats on, sets a wonderful example of what is possible. Sometimes in order to create your own vision, it helps to see what can be done.
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Progress 09/01/17 to 08/31/18
Outputs
Target Audience:We are in the second year of a three year research project that is being conducted at the College of Menomonee Nation (CMN), Sustainable Development Institute (SDI). CMN is 1994 Land Grant Institution, a tribal college located within the state of Wisconsin, and this is the first agricultural research project conducted at the college. The target audience reached during this reporting period is CMN faculty and staff, community members, local gardeners, and high school students. This target audience had little knowledge about agricultural research. A limited number of faculty and staff participated last year by attending workshops, so they had a deeper understanding than those who were first-timers. This year a newly formed community group named, Menikanaehkem joined the project. Menikanaehkem is focused on rebuilding the community, and one area of focus is food sovereignty. Hence, this year a greater number of community members attended the workshop and followed the research. Changes/Problems:There are no big changes or problems. As with any project there are obstacles to overcome and I believe that we are proceeding well with this research project. The student interns are fully engaged in the project and have the insight to address any potential problems before they become real problems. As I have stated before, this project created a lot of interest from community members. We have had to focus more time on meeting with community members and providing tours of the research plot than first anticipated, and we have provided additional small workshops on how to prepare the corn for eating. But, we have adjusted and are very enthusiastic about sharing our project. What opportunities for training and professional development has the project provided?The project provided a three day workshop that was open to all CMN faculty, staff, students, and community members. Prior to the workshop attendees filled out a survey where they were asked to indicate the topic areas that they were most interested in learning about. The results indicated that prior to the workshops most were interested in learning more about Menikanaehkem and the Menominee ancient garden beds. Following the workshop, participant's interest increased in both Menikanaehkem and the agricultural garden beds, both of which are indigenous' based field experiences. At the same time, pre-and post-reports indicate that the high school and college students reported increased interest in scientific ecological knowledge, particularly soil formation, morphology, and field tools. The last day of the workshop, the college interns toured several locations on the Door County Peninsula: the University of Wisconsin-Madison Peninsula Agricultural Research Station, The United States Potato Gene Band, the cherry fields, and the Door Peninsula Winery. In all areas, the level of interest increased due to the tours. In addition, participants were asked to reflect on their experiences through several venues, including survey reflections, journal reflections and group reflections. Participant's responded well in learning how to process the food from the research plots. Learning how the corn crop could be used to feed people that our ancestors once consumed resonated well with the attendees. Understanding the entire food cycle encouraged the students to engage in the research. To enhance professional development, the student interns involved with the project and the project PI attended the 2017 Red Lake Food Summit. While there, we learned about the history of Ojibew gardening, and participated in a variety of demonstrations on traditional foods, seed preservation, soil health, and nutritional management. Knowledgeable speakers presented on different research projects and traditional gardeners and gatherers shared knowledge. We attended the Second Annual Native American Nutrition Conference in Prior Lake, Minnesota to learn about food nutrition and the role of indigenous food. Here the students participated in the poster presentation portion of the conference. Presenting at conferences is instrumental in building confidence in students and provides an excellent format for networking. Finally, the sharing of Menominee ways such as the planting and harvest feasts, traditional stories, and historical practices provide an educational piece to our non-native partners. It is a cross cultural experience that enhances professional and self-development. How have the results been disseminated to communities of interest?The results of the research question, "Will the soil amendments impact the growth and yield of the corn" are only now being analyzed. We have data from year one and are in the process of gathering the data from year two. Once we have analyzed the information we hope to be able to draw specific conclusions and report on the findings. However, this project is of great interest to the community and information about the project has been disseminated to the Menominee community at several venues. Over 200 people attended the 2018 Earth Day event held on campus where information on soil and soil types, seeds, and agricultural research was provided. The student interns presented at the Wisconsin Indian Education Association Conference held in Keshena, in April 2018. In-fact they were ask to present at the National Indian Education Association conference, but due to scheduling conflicts were unable. I am hoping that we can present next year. In May, we attended the community seed distribution to inform community members about the project and network with other tribal agricultural entities. From this, we became more involved with Menikanaehkem, and interest on the project grew. In August, student interns presented to the community at the annual student report-out where faculty, staff, family members, and community supporters attend. In addition, we provided numerous tours of the research plot to many campus visitors and community members. The plot has become a place of attraction on campus. Both student interns presented at the 2017 FALCON Conference in Washington DC. Adam Schluz spoke about the western scientific approach to the research project, and Dolly Potts presented on the traditional methodology. The overarching concept is that both ways of knowing and understanding are needed when conducting research. Our experience demonstrates that this method proves to enrich the research experience for American Indian students. What do you plan to do during the next reporting period to accomplish the goals?In the next reporting period the focus of the project will be on completing the data collection, running the appropriate tests, and working to analyze the data. Once the project results are obtained, dissemination is projected, and we will look for venues to present our findings. Further work is needed to complete the standard test procedures to ensure that the work we did is not lost because of a lack of documentation. Once the manual is complete, we will introduce it to the faculty so they can inform students, promote the laboratory, and encourage further agricultural research projects on campus. In addition, we want to provide pH tests for the greater community. We anticipate running a campaign in the spring along with our 2019 Earth Day event that will highlight the use of the laboratory for soil testing and research. Even though the grant period runs out next August, we expect to plant a third year of Bear Island Flint corn in the spring, using the soil amendments. With this, the plots will need to be tended to and preparations made for next year. This project is very popular and the interest is growing. I anticipate writing another grant to continue the work.
Impacts
What was accomplished under these goals?
Faculty, staff, college and high school students, and community members attended a 2018 workshop titled, Introducing Agricultural Research to increased agricultural knowledge and enhanced their research skills. This three day workshop was attended by 11 high school students, 9 college level interns, 4 staff and faculty members, and seven STEM field experts, including traditional and cultural knowledge holders. The attendees followed the project throughout the summer, and some participated in gathering the data needed for the research project. Promoting cultural based research was addressed throughout the project by including community members and elders alongside of the technical experts. Western Science and Traditional Ways of Knowing were reviewed along every aspect of the research, from planning to harvest. Again this year, sixteen 10'X15' garden research plots were set-up at SDI. Using random sampling identified last year, three soil amendments and a control were selected to see if the amendments would impact the growth and yield of the corn. The type of amendments and corn species were selected based off of previous work done by Dr. Overstreet, Menominee tribal archeologist. The corn used in the research is Bear Island Flint Corn, and the amendments include a traditional bio-char created by burning wood, fish emulsion to represent river muck, and a contemporary nitrogen fertilizer. We infused culture and tradition by holding a traditional planting feast in the spring, and we planted the seeds by hand using traditional planting sticks made by a community elder. The story of how the Menominee received the gift of the corn was told, and other cultural teachings were provided throughout the summer. In the fall we held a harvest feast to honor the corn and thank each other for being a part of the project. We are continuing to develop our soils laboratory. This year we installed a sink so that we can perform tests that need water, and we obtained shelf racks from a department within the college that no longer needs them. The shelf racks are used to dry the corn, and store the seeds in an organized manner. We continue to work on an operating manual of Standard Test Procedures (STP) for the tests that we conduct. This is much more labor intensive than first predicted, but progress is being made. We completed the procedures for the pH test, soil moisture, and soil temperature, and have trained students on how to conduct these tests. Also covered is laboratory safety and equipment use. With the help of a statistician, the data from year one is being analyzed by our student interns. Significant results cannot yet be determined. Therefore understanding the impacts of the soil amendments through data is not conclusive; however, visual reporting is convincing. The corn planted in the bio-mass char amendment sprouted much faster than the other seeds. Also, the corn inside of the research area appears much greener and healthier than the corn planted just outside of the research plots. This is attributed to the traditional belief of forming a relationship with a plant. In addition, the stalks of the plants in the fish emulsions appear to be larger in diameter and heights. An unexpected accomplishment is the interest and involvement of Menikanaehkem, a group of people who are working to rebuild the community. Menikanaehkem is healing their community through a wide range of initiatives aimed at language and cultural revitalization, food and energy sovereignty as well as addressing social and environmental justice issues. Menikanaehkem has a farm located on the reservation where people can participate in gardening and learn about various aspects of agricultural, life skills, and cultural teachings. This spring, we provided Menikanaehkem 2000 corn seeds harvested from year one of the research project. The seeds were planted in their garden and traditional fertilizers identified in the campus research were applied. We provided soil test for the farm and shared agricultural knowledge as we were able.
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Progress 09/01/16 to 08/31/17
Outputs
Target Audience:This research project is beng conducted at the College of Menominee Nation, a 1994 Land Grant Institution located on theMenominee Indian Reservation in northcentral Wisconsin. The target audiences reached through this reporting period are students, faculty, and staffat the college who have little or no knowledge of agricultural research practices. Also targeted are American Indian high school students from the Menomiee Indian High School and American Indian students from surrounding schools who are unfamiliar with agriculture and research methods and practices. This project also includes community members who are interested in agriculture. Changes/Problems:The biggest problem with this project was the raccoons. With our informal calculations, we believe they ate about half of the corn. In June, we installed a 6 foot high fence around the entire project; however, it did not stop them. The plots were checked everyday, and one night they came and took out several row. What they didn't eat, they knocked down.We immediately contacted the Menominee Indian Tribe of Wisconsin's Conservation Departmentand they set live traps for us. Over the next few weeks, they caught nine raccoons, a skunk, and a cat. Next year we plan to install an electric fence on the posts of the 6 foot high fence, and we hope this will keep them out. The fence will be placed about 10 inches off the ground. I am dissapointed with the low number of faculty that attend theworkshops, but I am told that not everyone is as interested as I am. We are a small college, and the faculty members are busy with many duties beyond their teaching responsibilities. I believe I over estimated faculty participation with the project; but, critical faculty members are involved. What opportunities for training and professional development has the project provided?Professional development and training provided through this project included three formal workshops, several group trainings, and participation by elders who shared their knowledge and traditional stories. CMN faculty and students with different levels of understanding attended these activities. Thirty participants attended the first workshop held February 1 and 2, 2017. Eleven of the attendees were CMN faculty and SDI staff. The breakout session topics were: Primary Concepts of Soil Science; Statistical Design; Research Design; TEK and SEK; Sampling and Monitoring Protocol; Sampling Analysis Methods, and Menominee Research and Chapter 395. To open the workshop, Dr. Overstreet, Menominee Archeologist, provided a presentation on the history of Menominee gardening and the ancient garden beds. At the second workshop, twenty-five people attended, and again CMN faculty and SDI staff were present along with some new participants. A fewer number of faculty participated; however, more community members attended. A reason for lower faculty attendance may be that the semester was over and many faculty members were off campus. This workshop was held June 29 and 30, 2017 and focused on data gathering, analyzing raw data, and writing a research paper. Soil morphology, an in-the-field training was conducted by Jamie Patton, UW- Extension Agriculture Agent. Fifteen individuals attended the third workshop, which was set up by Dr. Francisco Arriaga, our partner from UW-Madison. This workshop was held in Marshfield, WI, which is about three hours away from CMN. The workshop provided an opportunity for attendees to see and appreciate a soils laboratory and research station. No one in the group had visited this University of Wisconsin- Madison site before. We took the high school youth and student interns to this workshop so they could learn more about soil testing, learn about agricultural research, and explore potential agricultural career opportunities. Additional attendees included a CMN faculty member, SDI staff, and project partners Dr. Arriaga and Jamie Patton. The traditional planting celebration and harvest feast provided a different format for students and our project partners who are unfamiliar with these ways to learn and participate in Menominee cultural activities. How have the results been disseminated to communities of interest?The results of the research project have not yet been determined. Unfortunately, the growing season is not the same as the reporting period, and we have just recently been able to harvestthe corn. However, I do want to share that the traditional activities with this project are open to everyone. People are sharing by word of mouth(which is very common in this community)the information about the Bear Island Flint corn. It is a beautiful cornthat has historic ties to thepeople; therefore, people are drawn to the project out of curiosity. What do you plan to do during the next reporting period to accomplish the goals?This project is moving according to our projected timeline, and thenext reporting period we will have data from year one.The corn is now harvested and we need to complete tests to determine if the different soil amendments impacted the bio-mass and yield. Next, we will meet with our statistician to complete the analysis. Once the analysis is completed the results will be disseminated to SDI faculty, staff, students and community members. The soils lab will be completedwithstandard test procedures in place by the end of the next reporting period, and we will be able to run several soil tests in the lab. The soils lab will be available for faculty and students to learn more about the agriculture efforts at the college. The research plots need to be prepared and planted for year two of the study. Again, two student interns will assist with the crop management and care of the research plot area.
Impacts
What was accomplished under these goals?
This project was designed to increase and enhance the research skills of faculty at the College of Menominee Nation (CMN), staff at the Sustainable Development Institute (SDI), student interns, and Menominee youth involved in a leadership cohort program run at SDI. Under the guidance of Dr. Francisco Arriaga, from UW-Madison, and the UW-Extension Agricultural Agent, the project team created three workshops to provide scientifically sound and cultural relevant agricultural programming. The workshops provided both classroom presentations and "learn by doing" activities for attendees. In addition to these workshops, additional agricultural activities were held at the college throughout the growing season. Sixteen 10'x15' garden research plots were set-up at SDI. Using random sampling, three different soil amendments and a control were tested to see if the amendments would impact the growth and yield of the corn. Based off of recent findings in archeological work being conducted on the ancient Menominee garden beds, the soil amendments and corn were selected. The Bear Island Flint corn is an heirloom corn, and the soil amendments included a traditional bio-char created through a wood burning process, fish emulsion, and a contemporary nitrogen fertilizer. After preparing the plots, and holding a traditional planting feast, the corn was planted using traditional planting sticks made by a community elder. Throughout the growing season, student interns oversaw the research plots and monitored the corn. They weeded, applied the soil amendments, setup a fence to keep out the critters, and recorded data on corn growth, and soil temperature and moisture. CMN faculty participated in the project by attending the workshops and activities. Select faculty also taught at the workshops providing training on statistical design and how to write a research paper. Under the direction of SDI staff and student interns, high schoolyouth created their own project where they learned about agricultural research. Working with faculty members they learned about statistical design set up, soil tests, data collection, data analysis, and writing a research paper. In addition, theylearned the role traditional stories play in understanding agriculture and gardening.For example, a Menominee traditionalist shared the story of how the Menominee received the gift of the corn. A soils laboratory is being set up at SDI, where we will continue to support soil testing with this project. Currently, lab equipment has been ordered and we are conducting the inventory management required by the college. To ensure quality testing in the future, standard test procedures (STP) for the all tests are being written. Student interns and faculty members who participated in the research are assisting with writing these documents. Once written, these test procedures will be available for all faculty, staff and students; moreover, using the STP's faculty will be able to teach these tests in the classroom. Understanding if the traditional ecology knowledge of soil amendments impacted the growth of the corn is yet to be determined as the corn has been harvested and is now drying. We expect to have data on the plot yield by the end of this year. However, infusing traditional teachings throughout the project was seen through the use of story, feasts, blessings, and traditional planting techniques.
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