Progress 09/01/18 to 08/31/22
Outputs
Target Audience:The target audience for this project includes students enrolled in MVSK 2343 Field Lab in Mvskoke Culture, MVSK 2091 AIHEC, CMN science courses, and the college community as a whole. Changes/Problems:A major problem is dealing with COVID-19. For fall of 2020 the campus was online. For springof 2021, the campus moved back to face to face courses. As we continued in person,there werelow enrollment in the courses due to COVID-19 restrictions. Many conference were virtual or cancelled. Was not able to travel because of COVID-19 Restrictions. What opportunities for training and professional development has the project provided?Training for both students and staff working on the project has been conducted in a number of ways. Students were given hands-on instruction in the garden, greenhouse, and in the science lab to complement classroom instruction. Additionally, the instructors in this project are provided bi-weekly professional development as faculty members on the CMN campus. CMN faculty attended garden conferences virtually as well. Attended FALCON conference 2021 virtually. How have the results been disseminated to communities of interest?Research done by students has been shared with the college community through poster presentations open to all on campus. Students are able to answer questions about their project and the methods, and present conclusions based on their research. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Students were presented with in-class materials introducing agrarian practices of Mvskoke people in order maximize their crop output while minimizing threats to their gardens. Also included in the study are agricultural practices, sources oftraditional foods and their preparation methods, and how changes in soil and water may have impacted foods over time. Additionally, students were able to make inferences from information presented through ethnographical accounts in the absence of medical research from the time. Students also had the opportunity to collect soil and water samples from the CMN Cultural Community Garden so they could better understand the components of the soil available in the garden, and water samples from sources around campus. While there are no accounts of soil composition from the homelands, students are able to make educated predictions on the nutrient content of plant s based on what they find in the soil. Incorporatind the scientific method into the curriculum, students are given an opportunity to learn about research and actually put that knowledge to work in the lab.
Publications
|
Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The target audience for this project includes students enrolled in science courses at CMN, students enrolled in sections of Field Lab in Mvskoke Culture pertaining to this project, students enrolled in MVSK 2091, and the college community as a whole. Changes/Problems:A major problem is dealing with COVID-19. For fall of 2020 the campus was online. For spring of 2021, the campus moved back to face to face courses. We had a low enrollment. Was not able to travel to conferences. What opportunities for training and professional development has the project provided?Training for both students and staff working on the project has been conducted in a number of ways. Students were given hands-on instruction in the garden, greenhouse, and in the science lab to complement classroom instruction. Additionally, the instructors in this project are provided bi-weekly professional development as faculty members on the CMN campus. CMN faculty attended garden conferences virtually as well. How have the results been disseminated to communities of interest?Research done by students has been shared with the college community through poster presentations open to all on campus. Students are able to answer questions about their project and the methods, and present conclusions based on their research. What do you plan to do during the next reporting period to accomplish the goals?. The curriculum designed for this course has continually grown to incorporate relevant research, both qualitative and quantitative, for students to broaden their understanding of traditional Mvskoke foods and how they have changed since removal. This has created a unique environment where both historical accounts and actual genetic composition of plants has been closely examined, and this is a great opportunity to continue to offer to our students.
Impacts
What was accomplished under these goals?
Students were presented with in-class materials introducing agrarian practices of Mvskoke people in order maximize their crop output while minimizing threats to their gardens. Also included in the study are agricultural practices, sources of traditional foods and their preparation methods, and how changes in soil and water may have impacted foods over time. Additionally, students were able to make inferences from information presented through ethnographical accounts in the absence of medical research from the time. Students also had the opportunity to collect soil and water samples from the CMN Cultural Community Garden so they could better understand the components of the soil available in the garden, and water samples from sources around campus. While there are no accounts of soil composition from the homelands, students are able to make educated predictions on the nutrient content of plant s based on what they find in the soil. Incorporatind the scientific method into the curriculum, students are given an opportunity to learn about research and actually put that knowledge to work in the lab.
Publications
|
Progress 09/01/19 to 08/31/20
Outputs
Target Audience:The target audience for this project includes students enrolled in science courses at CMN, students enrolled in sections of Field Lab in Mvskoke Culture pertaining to this project, students enrolled in MVSK 2091, and the college community as a whole. Changes/Problems:A major problem is dealing with COVID-19. Campus has moved to on-line instruction. Unsure about travel to conferences at this point. A change has to include MVSK 2091- Issues in Indigenous Food Sovereignty as course offering. CMN has offered it in the past. What opportunities for training and professional development has the project provided?Training for both students and staff working on the project has been conducted in a number of ways. Students were given hands-on instruction in the garden, greenhouse, and in the science lab to complement classroom instruction. Additionally, the instructors in this project are provided bi-weekly professional development as faculty members on the CMN campus. How have the results been disseminated to communities of interest?Research done by students has been shared with the college community through poster presentations open to all on campus. Students are able to answer questions about their project and the methods used to collect water and soil samples, and present conclusions based on their research. In addition to campus dissemination, participants in this project have presented their research findings at a regional science conference. What do you plan to do during the next reporting period to accomplish the goals?The activities for this project in the first period have made an impact on the students it serves, and we look to continue this into the second period of funding. The curriculum designed for this course has continually grown to incorporate relevant research, both qualitative and quantitative, for students to broaden their understanding of traditional Mvskoke foods and how they have changed since removal. This has created a unique environment where both historical accounts and actual genetic composition of plants has been closely examined, and this is a great opportunity to continue to offer to our students.
Impacts
What was accomplished under these goals?
A major goal of this project is to increase the awareness of the student body concerning the study of Pre-Removal as related to traditional foods that sustained Mvskoke people after their removal, and in some cases, to this day. Students were presented with in-class materials introducing agrarian practices of Mvskoke people in order maximize their crop output while minimizing threats to their gardens. Also included in the study are agricultural practices, sources of traditional foods and their preparation methods, and how changes in soil and water may have impacted foods over time. Additionally, students were able to make inferences from information presented through ethnographical accounts in the absence of medical research from the time. Students also had the opportunity to collect soil and water samples from the CMN Cultural Community Garden so they could better understand the components of the soil available in the garden, and water samples from sources around campus. While there are no accounts of soil composition from the homelands, students are able to make educated predictions on the nutrient content of plant s based on what they find in the soil. Incorporatind the scientific method into the curriculum, students are given an opportunity to learn about research and actually put that knowledge to work in the lab,
Publications
|
Progress 09/01/18 to 08/31/19
Outputs
Target Audience: The target audience for this project includes students enrolled in science courses atCMN, students enrolled in sections of FieldLab in Mvskoke Culture pertaining to this project, and thecollege community as a whole. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Training for both students and staff working on the project has been conducted in a number of ways. Students were given hands-on instruction in the garden, greenhouse, and in the science lab to complement classroom instruction. Additionally, the instructors in this project are provided bi-weekly professional development as faculty members on the CMN campus. How have the results been disseminated to communities of interest? Research done by students has been shared with the college community through poster presentations open to all on campus. Students are able to answer questions about their project and the methods used to collect water and soil samples, and present conclusions based on their research. In addition to campus dissemination, participants in this project have presented their research findings at a regional science conference. What do you plan to do during the next reporting period to accomplish the goals? The activities for this project in the first period have made an impact on the students it serves, and we look to continue this into the second period of funding. The curriculum designed for this course has continually grown to incorporate relevant research, both qualitative and quantitative, for students to broaden their understanding of traditional Mvskoke foods and how they have changed since removal. This has created a unique environment where both historical accounts and actual genetic composition of plants has been closely examined, and this is a great opportunity to continue to offer to our students.
Impacts
What was accomplished under these goals?
A major goal of this project is to expose students to the differences in pre-removal food sources as compared to traditional foods that sustained Mvskoke people after their removal, and in some cases, to this day. Students were presented with in-class materials introducing agrarian practices of Mvskoke people in order to maximize their crop output while minimizing threats to their gardens. Also included in the study are agricultural practices, sources of traditional foods and their preparation methods, and how changes in soil and water may have impacted foods over time. Additionally, students were able to make inferences from information presented through ethnographical accounts in the absence of medical research from the time. Students also had the opportunity to collect soil and water samples from the CMN Cultural Community Garden so they could better understand the components of the soil available in the garden, and water samples from sources around campus. While there are no accounts of soil composition from the homelands, students are able to make educated predictions on the nutrient content of plants based on what they find in the soil. Incorporating the scientific method into the curriculum, students are given an opportunity to learn about research and actually put that knowledge to work in the lab.
Publications
|
|