Progress 09/01/16 to 08/31/19
Outputs
Target Audience:This project served Native American community members, including tribal members of the Lummi Nation and other Coastal Salish tribes; NWIC Science faculty; tribal cooks, Elders, NWIC students and tribal partners. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Professional Development workshops were offered to build capicity of the faculty to teach in tribal communities. The program outreach coordinator and student intern attended the 2016 National FRTEP professional development conference in Flagstaff, AZ. The program outreach coordinator and the traditional food specialist attended the 2016 F.A.L.C.O.N. conf. in Albuquerque, N.M. How have the results been disseminated to communities of interest?Social Media continues to be a good way to disseminate the work that is being done by the Traditional Foods and Plants program. The Cooperative Extension Facebook has over 2,200 followers. Events are posted to the page, as well as pictures of the events. There are also information about future events posted to the NWIC webpage and other tribal community FB pages. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
1.1.There were 24 training modules and activites provided during year 1 of this grant cycle. Some of the trainings and activities included gathering traditional foods(shellfish),preparing traditional foods (shellfish, salmon, herring eggs, seaweed, halibut) preserving traditional foods (berries and salmon) and preparing traditional medicines using modern methods (devils club salve, teas). During the training session we connected 477:community members and students who will in turn be able to take their new knowledge and share it with their family and other tribal members. 1.2 During 2017 grant year we were able reintroduce traditional foods at 3 large tribal gatherings where there were 727 people in atendamce. One of the gatherings was for Tribal Canoe Journey planning meeting. We also partned with the local IHS Area Health Board Representative to collaborate on Health Prevention and Nutrition workshops an trainings. 1.3. During yr. 1 we held 7 workshops training 50 different cooks from NWIC, Community services, and the Little Bear Creek Elders Center. These events included but were not limited to food preservation, preperation of salmon an shellfish an berries. 1.4. Preperation of our traditional foods is important to our well-being, hence the importance of providing training to people within the community. During yr. 1 we hosted 5 different workshops in which 40 people were in attendance at. One of our main focus areas this year was teaching about food preservation. 1.5. The Cultural Sovereignity classes at NWIC provided an unique experience to students, by offerering traditional foods experiential learning into their coursework. The experiential learning provided an opportunity for students to learn how to cook with traditional foods such as salmon, herring eggs, seaweed and halibut. There were 7 different classes that incorporated the experiential learning into their coursework with 106 students having the experience to clean prepare, and cook the food. 1.6. The staff an Dean collaborating on integrating the "Our Foods is Our Medicine" concept into the Vine Deloria Jr. symposium. At the Vine Deloria Symposium there were two traditional food sharings were part of the conference. 2.1. The Lummi Nation food sovereignity model is being designed in conjunction with program partners.from Lummi Adminstration programs. During the year 2016/2017 grant year 8 community members, including 2 staff from the NWIC Cooperative Extension formed the task force to reserach and design the food sovereignity model. The focus of the model is to ensure the long-term sustainability of the Lummi nation by defining our own healthy diet which will include our traditional foods. Committee meetings were held every quarter during the year. 2.2. A written phenology of Coast Salish plants will help the Coast Salish people track the changes in the enviroment and make observations about changes in the harvesting times of the traditional foods, plants and medicines in the region. This past year staff and students have worked on interviews with elders in the region to better understand what the life cycle and haversting times of these foods, plants, and medicines, looked like in the past. This knowledge is important because we can compare the elders knowledge with what we know to be true today. This will help us predict what the future might hold. There were two tribal members 2 nwi student interns, 1 NWIC faculty who worked on 12 elder interviews. The information was gathered an was used to develop a map and timeline to be used to as a tool to help gather traditional foods and plants. 2.3. Informal research on gathering locations started during the 2016/2017 grant year. There were 7 people working on the project. 1 tribal Lummi member, 2 elers, 2 NWIC student interns, and 2 Native Studies Leadership faculty. There were 17 interviews completed in which the locations of gathering places were disclosed and discussed. The interviewees shared 2 original maps from their private collection showing areas their family gathered foods and plants. The interns conducted research on published materials which they looked a six origin stories. Origin stories often reveal facts about certain locations, including but not limited to foods that were eaten in ther region and also where it was gathered. Interns also analyzed the 12 moons from 4 different tribes \; Lummi, Saanich, Musquem, and Samish. The 12 moons calaender model was also used as framework for both the phenology an the gathering locations. Each moon represente the time for hunting an gathering foods, plants and medicines. This research that has been done this past year will help determine how the life cycle of the food, plants, and medicine has changed over the years. The origin stories and the 12 moons give us a baseline for our research. The interviews conducted show us the changes that have happened in the lifetime of the interviewees. 2.4. Students mentored by staff catalogued 48 individuals interviews and 92 video projects whcih contained individual interviews and seperate location footages. The elder interviews that have been conducted were added to an education resource that was used to create a catalog to show how to gather, cultivate, use and process as well as prepare the traditonal foods and medicines. 3.1. Many interviews with elders and other community members who work in food security and food sovereignity have been conducted over the year one and year two grant year. This information collected will help us understand what the next steps will be in order to ensure that the traditional plants and foods will be protected in our traditional homelands. 3.2. The development of the research plan was done in 2 stages. The first stage was preparing a research proposal that helped identify our purpose and objective. During the first year the Cultural programs Coordinator and Leadership Department Chair of Native Studies wrote the reserach proposal. The main objective was to create Indigenous prevention project for youth. This would include pre contact history as well as it relates to diet and wellness. 2. Meetings with community partners have been contacted with youth asuch as Behavioral Health, Head ofHousehold director, Health Commission, Culture Commission, and Education Commission. 3. Other meetings included the vice president of Instruction at NWIC NWIC Health Institute, an the Indian Health Services, Health Board. 4. Background research within other tribes. These methods were used to conduct the research for developing an Indigneous prevention project through wellness. 3.3. NWIC students conducted research and devloped presentations that they shared at te 12th Annual Vine Deloria Jr. Symposium. Kanem Johnson a recent graduate of NWIC Bachelors N.S.L. program presented his presentation "The Rights of Nature, A Ground-mening Pathway Forward." And Phllip Morris (Swinomish tribe) A senior at NWIC in the Native Studies Leadership program presented a "Conversation with the Water from Lone Tree Point."
Publications
|
Progress 09/01/16 to 08/31/17
Outputs
Target Audience:During the reporting period, September 2016 to August 2017, the target audience reached included: Lummi tribal tribal youth ages 6 to 18, Northwest Indian College students, Lummi tribal community members and various other tribal communities. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Professional Development workshops were offered to build the capacity of the faculty to teach in Tribal communities. The Program Outreach Coordinator and a student intern attended the 2016 National FRTEP professional development conference in Flagstaff, AZ. The Program Outreach Coordinator and the Traditional Foods Specialist attended the 2016 FALCON conference in Albuquerque, NM. How have the results been disseminated to communities of interest?Social media continues to be a good way to disseminate the work that is being done by the Traditional Plants and Foods. The Cooperative Extension Facebook page has over 2,000 followers. Events are posted to the page as well as pictures of the events. What do you plan to do during the next reporting period to accomplish the goals?During year 2 of the grant, we plan to: Increase the number of trainings provided from a minimum of 24 to a minimum of 36 Increase the number of people in the trainings from a minimum of 394 to a minimum of 591 Increase the number of cooks trained from a minimum of 16 to a minimum of 24 Continue to grow the number community educators to the goal of 75 or more. This year we had 40. Host the "Our Food is Our Medicine" conference Complete the Lummi Nation Food Sovereignty Model in conjunction with Lummi Nation. Continue to synthesize locations of traditionalgathering places from the original Lummi territory Build educational resources from the past and current research to be used in the NWIC classrooms. Conduct the research to create an Indigenous prevention project for youth that utilizes several approaches towards wellness.
Impacts
What was accomplished under these goals?
1.1There were 24 training modules and activities provided during year 1 of this grant cycle. Some of these trainings and activities included: gathering traditional foods (shellfish), preparing traditional foods (shellfish, salmon, herring eggs, seaweed, halibut), preserving traditional foods (berries and salmon), and preparing traditional medicines using modern methods (devils club salve, teas). During the training sessions, we connected with 477 community members and students who will in turn be able to take their new knowledge and share it with their family and other community members. 1.2 During the 2017 grant year, we were able to reintroduce traditional foods at 3 large tribal gatherings where there were 727 people in attendance. One of the gatherings wasfora Tribal Canoe Journey planning meeting. We are alsopartnering with the local IHS Area Health Board Representatives to collaborate on Health Prevention & Nutrition workshops and trainings. 1.3During year 1, weheld 7 workshops, training 50 different cooks from Northwest Indian College, Community Services, and the Elders Center. These events included but were not limited to food preservation, preparation of salmon and shellfish, and berries. 1.4 Preparation of our traditional foods is important to our well-being, hence the importance of providing trainings to people within the community. During year 1 of the grant, we hosted 5 different workshops in which 40 people were in attendance at. One of our main focus areas this year was teaching about food preservation. 1.5The Cultural Sovereignty classes at NWIC provided a unique experience tostudents, by offering traditional foodsexperiential learning as part of their coursework. The experiential learning provided an opportunity for students to learn to cook with traditional foods such as salmon, clams, herring eggs, seaweed and halibut. There were 7 different classes that incorporated the experiential learning into their coursework with 106 students having the experience to clean, prepare, and cook the food. 1.6 The staff and Dean are collaborating on integrating the"Our Food is Our Medicine" concept into the Vine Deloria Jr. Symposium annually. This year, 2 traditional food sharing's were part of the conference. 2.1The Lummi Nation Food Sovereignty model is being designed in conjunction with programpartners fromLummiAdministration Programs. During the 2016/2017 grant year, 8 communitymembers, including 2 staff from the NWIC Cooperative Extension, formed the task force to research and design the food sovereignty model. The focus of the model is to ensure the long-term sustainability of the Lummi Nation, by defining our own healthy diet which will include our traditional foods.Committee meetings wereheld every quarter during the year. 2.2A Writtenphenology of Coast Salish plants will help the Coast Salish people track the changes in the environment andmake observations about changes in the harvesting times of the traditional foods, plants and medicines in the region. This past year, staff and students have worked on interviews with elders in the region to better understand what the life cycle and harvesting times of these foods, plants and medicines looked like in the past. This knowledge is important because we can then compare the elder's knowledge with what we know to be true today. This will help us predict what the future might hold. There were 2 Tribal members, 2 NWIC student interns, 1 NWIC faculty who worked on 12 elder interviews. The information that was gathered this year will help develop new maps and timelines for future harvesting. 2.3 Informal research on gathering locationsstarted during the 2016/2017 grant year. There were 7 people working on the project: 1 tribal Lummi tribal member, 2 elders, 2 Northwest Indian College student interns and 2Native Studies Leadership faculty. There were 17 interviews completed in which the locations of gathering places were disclosed and discussed. The interviewees shared 2 original maps from their private collection showing areas their family gathered plants and foods. The interns conducted research on published materials, where they looked at 6 different origin stories. Origin stories often reveal facts about certain locations, including but not limited to foods that were eaten in that region and also where it was gathered. Interns also analyzed the 12 moons from 4 local tribes: Lummi, Saanich, Musqueam, and Samish. The 12 moonscalendar model is used as a framework for both the phenology and the gathering locations. Each moon represented the time for hunting and gathering of foods, plants and medicines. This research that has been done this past year will help determine how the life cycles of the food, plants, and medicine have changed over the years. The origin stories and the 12 moons give us a baseline for our research. The interviews conducted show us the changes that have happened in the lifetime of the interviewees. 2.4 Students, mentored by staff, catalogued 48 individual interviews and 92 video projects which contained individual interviews and seperate location footage(s). The elder interviews that have been conducted during year 1 will be added to this educational resource and used to create a seperate catalog of traditional cultivation, gathering, uses, processing and preparation of plants, foods and medicines. 3.1Many interviews with elders and other community members who work in food security and food sovereignty have been conducted over the course of the first year of this grant. The information that has been collected will help us better understand what the next steps will be to ensure that the traditional plants and foods within the Coast Salish territories will be preserved and protected. Year 2 of the grant will be spent correlating and analyzing the interviews that were conducted during year 1. We will be looking for trends that will better inform us as to what the Coast Salish communities will need to do to make sure the traditional plants and foods are here for generations to come. 3.2The development of the research plan will be done in 2 stages over the 2 year life of the grant. The first stage is preparing a research proposal that will identify the purpose and objectives of the research. During year 1, the Cultural Programs Coordinator and the Native Studies Leadership Department Chair have written the research proposal. The main objective is to create an Indigenous prevention project for youth that utilizes several approaches towards wellness. The possible methods that were identified in the research proposal are:1. Cultural orientation for youth.This would include pre-contact history as it relates to diet and wellness. 2. Meetings with community partners that have contact with youth, such as Behavioral Health, the Head of Household director, the Health Commission, the Culture Commission, and the Education Commission. 3. Other meetings to include the vice president of Instruction at NWIC, NWIC Health Institute, and the Indian Health Services Health Board. 4. Background research within other tribes In the next year, 2017/2018, these methods will be used to conduct the research for developing an Indigenous prevention project through wellness. 3.3NWIC students conducted research and developed presentations that they shared at the 12th annual Vine Deloria Jr. Indigenous Studies Symposium. Kanem Johnson (Lummi Nation), a recent graduate from NWIC's Bachelors in Native Studies Leadership presented on "The Rights of Nature, A Ground-mending Pathway Forward." And Phillip Morris (Swinomish Tribe), a senior at NWIC in the Native Studies Leadership program, presented on "A Conversation with the Water from Lone Tree Point." Also, four out of six seniors graduating in the B.A. in Native Studies Leadership did their capstone senior projects utilizingIndigenous Theory and Methods.
Publications
|