Progress 09/01/18 to 06/09/23
Outputs
Target Audience:Overall the impact of the Junior Master Gardener project proposes to build IAIA's capacity for Native youth development programs targeting IAIA youth, Santa Fe Public schools, and youth and their families in surrounding Native communities. Indirect education will reach youth's families and care givers through associated projects and delivery of educational materials. The project will allow IAIA to build partnerships with the Santa Fe Master Gardener Program, NMSU's county extension offices and other partners to increase resources and program for Native youth. Adults who complete the train the trainer program will go on to build their community's capacity for youth development programs. Lastly this effort for JMG youth participants and their families/caregivers will gain skills and knowledge necessary to increase their food, agricultural literacy and improve their health and well-being.? Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The Land-Grant staff each have a skill set in Agriculture and Apiary science. During the course of the grant, they have taught each other their skills so that they can support each other. Crosstraining has been vital in ensuring that the program can run smoothly during the year. The staff have also participated in webinars that have allowed for additional training in agriculture and entomyology. A member of the US Forest Service that is based in Santa Fe has been able to work with our department to categorize the natural plant species growing throughout the landscape. They are also providing direction in how to restore the area so that more plants can be established that will support pollinators and food production. USFS is also providing guidance in rain water catchment and diversion. Check dams are being installed with the help of our students so that run off during the rainy season is reduced. This information is then passed along to our workstudy students and visitors to the campus. How have the results been disseminated to communities of interest?Currently results have been disseminated through the quarterly reports to the Board of Trustees, the student workers that participate in the program, and the many visitors to Land-Grant. The visitors come from the Santa Fe agricultural community, the local Tribal communities, and from several institutions of higher education in the region. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The Junior Master Gardener curriculum continues to be refined for teaching youth. In addition, a "Train-the Trainer" curriculum was also developed.This allowed instructors in Indigenous communities across the country to modify the curriculum to their communities needs and instruct youth every year. Five train-the-trainer sessions took place. With the pandemic, IAIA was able to reach-out to Indigenous youth across the country to participate in the Indigenized JMG program - now known as the Indigenous Youth Agriculture (IYA) program, via Zoom. Over 100 people (youth and trainers) participated in the program. packets were mailed each week to participants so they would all have the same materials for the hand-on portions of the classes. This proved very beneficial, and the youth, along with their parents were thrilled with the program. An apiary has been established on the IAIA campus. Students and community members have participated in honey harvesting, building new hives, and in splitting hives. Additional hives from IAIA have been established at Taos Pueblo, Santa Clara Pueblo, Cochiti Pueblo, and the Santa Fe nursery Plants of the Southwest. Participants have been instructed in how to care for the hives, and are gifted with honey at the end of the season. With the establishment of the hives, we have a foundation to offer additional training programs in the coming years for Indigenous communities across the country.
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:The target audience continues to expandover the last reporting year of programming. While Indigenous youth across the countryhave still been a focus through the Junior Master Gardener Program, adults with an interest in traditional agriculture and environmentalism have been included in our "4 Directions Projections" webinars and agriculturaly based workshops. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The Land-Grant staff each have a skill set in Agricultureand Apiary science. During the course of the grant, they have taught each other their skills so that they can support each other. Crosstraining has been vital in ensuring that the program can run smoothly during the year. The staffhave alsoparticipated in webinars that have allowed for additional training in agriculture and entomyology. How have the results been disseminated to communities of interest?Currently results have been disseminated through the quarterly reports to the Board of Trustees, the student workers that participate in the program, and the many visitors to Land-Grant. the visitors come from the Santa Fe agricultural community, the local Tribal communities, and from several institutions of higher education in the region. What do you plan to do during the next reporting period to accomplish the goals?The program will continue to be offered via Zoom, and in person if possible. The Jane Goodall Institute USA/ Roots and Shoots program has asked to collaborate with the IAIALand-Grant program because of our outreach with youth in Indigenous Communities.They will be providing 5-8mini-grants to selected IAIA Indigenous Youth Agriculture participants. The participant application will detail what environmental/agriculture project that they wuld like to complete in their community. The winners will be given a gift card and will detail their project on the Roots and Shoots website. Youth across the globe are completing and documenting similar projects.
Impacts
What was accomplished under these goals?
The Junior Master Gardener curriculum continues to be refined for teaching youth. In addition, a "Train-the Trainer" curriculum is also being developed.This will allow instructors in Indigenous communities across the country to modify the curriculum to their communities needs and instruct youth every year.Two train-the-trainer sessions have taken place to date. With the pandemic, IAIA was able to reach-out to Indigenous youth across the country to participate in the Indigenized JMG program - now known as the Indigenous Youth Agriculture (IYA) program, via Zoom. Over 100 people (youth and trainers) have participated in the program. packets were mailed each week to participants so they would all have the same materials for the hand-on portions of the classes. This proved very beneficial, and the youth, along with their parents were thrilled with the program. An apiary has been established on the IAIA campus. Students and community members have participated in honey harvesting, building new hives,and in splitting hives. Additional hives from IAIA have been established at Taos Pueblo, Santa Clara Pueblo, Cochiti Pueblo, and the Santa Fe nursery Plants of the Southwest. Participants have been instructed in how to care for the hives, and are gifted with honey at the end of the season.
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Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The Junior Master Gardener (JMG) program began with a target audience of K- 8th graders in the pueblos of Cochiti andAcoma, along with the students at Santo Nino Regional Catholic School, and the dependents of IAIAstudents. 18 students participated. Due to the pandemic, the youth were not able to be taught in person, and internet access by many of the students was not reliable. We expanded the scope and reached out to youth across the country who were able to paricipate in an online program. A virtual JMG program was developed and packets of information and projects were mailed to each participant. Youth from across New Mexico, along with youth from Oklahoma, Idaho, Montana, Michigan, Sisseton, SD, and Polson,MT participated. A total of 80 youth participated virtually inthe Fall 2020 sessions. The grand total of youth that participated from across the country is 98. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The Land-Grant department is creating training workshops and classes that can be attended by various age groups. These development projects will be discussed in the next report. How have the results been disseminated to communities of interest?The Extension Educator and the Program Associate are working on documenting the Land-Grant activities. Students that are working with Land-Grant are also asked to contribute to the documentation activities. The IAIA Continuing Education department has worked with Land-Grant to create webinars in "Composting" and "Habitat Preservation and Biodiversity". As with our virtual Continuing Education courses, the webcasts are available to people across the country. The webcasts support the JMG program by giving the youth and their families another source of information that is easy to understand, and that they can view within their homes. What do you plan to do during the next reporting period to accomplish the goals?1) Recruiting youth in New Mexico and across the country continues for participation in the JMG program. 2) Work in the garden continues, and we are planning to expand so that production will be increased. An expansion will allow us to a) continue to grow produce that is used in the IAIA cafeteria, and share produce with the IAIA community, and b)develop and deliver workshops in and around Native American Agriculture. The workshops give us the opportunity to expand agricultural knowledge amongst Native youth. 3) Develop bee hives and bee production on the campus. The bees will be used in workshops and classes with Native youth.
Impacts
What was accomplished under these goals?
A reevaluation of the IAIA Land-Grant program led to the reorganization of the department. The old positions were eliminated, and new positions and job descriptions were created. Thesepositions were posted, and the new staff were hired. In the place of a Director and an Administrative Assistant, an Extension Educator and a Program Associate were hired. The Gardener position remains in effect.Our goal is to combine traditional and western knowledge and deliver this through outreach programs in agricultural education. The Extension Educator will be delivering outreach programs that will teach and assist the community members in all aspects of agricultural education. The Program Associate is stilloverseeing the Garden while assisting the Extension Educator in all programs. The restructuring of the IAIA Land-Grant program will increase the level of direct extension programming offered to Pueblo and other Indigenous communities in New Mexico. Our goal is to combine traditional and western knowledge and deliver this through outreach programs in agricultural education. The Extension Educator will deliver outreach programs that will teach and assist community members in all aspects of agricultural education. The Program Associate will assist the Extension Educator and the Gardener with on and off-campus agriculture projects and agricultural outreach programming. The JMG program was revamped to be delivered virtually. Program materials were sent to each participant and each class took place via Zoom. Parents assisted the youth where needed, and the classes were all completed successfully. In place of the collaborations with NMSU and the Santa Fe Master Gardener program, the following collaborations took place: 1)The JMG program not only delivered the existing Texas A&M AgriLife curriculum, but also incorporated Native American knowledge. The movie "Gather", which was developed by the First Nations Development Institute was shown to the stidents. "Gather" shows the relationship between Native lands, traditional foods, and people. 2) During November - which is Native American Hetitage Month - the students were introduced to mocassin making, and the steps that must take place to use buffalo hide to create traditional mocassins. 3) The IAIA Ceramics department is working with our Land-Grant department to create seed vessels that can be created and then used as ways to replant barren areas with native plants. 4) Traditional Ecological Knowledge (TEK) workshops have taken place via Zoom with knowledgeable presenters from across the country. TEK class topics include teachings on the role and sanctity of ancient seeds, ancestral ways of growing (with an emphasis on growing practices in the Southwest), and pre-contact foods. Bee hives for European Honey Bees and Alkaline Bees have been made by IAIA students and staff and placed around the campus. The bees are integral to increasing the fruit and vegetable production in the campus gardens. The produce is then used in educational activities in our outreach programs.
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:The targeted audiences of the IAIA Junior Master Gardener (JMG) program are: 1) the children of the IAIA students, staff, and faculty who are members of Native American communities in the United States, 2) Native American youth within the Santa Fe Public School system, and 3) New Mexico Pueblo youth and their families located off campus. Changes/Problems:The PD was on maternity leave until December of 2019and upon her return she quickly recruited from among the Santa Fe Public School system and Pueblo communities. Three sites were recruited successfully, and the PD will recruit other sites for the summer and fall of 2020. Another challenge in Phase 1 of the project was low recruitment of youth from among IAIA students; less than 5 participants attended at a time. The proper pre-assessments to identify target audience and numbers were not taken into consideration when this project was proposed; the PD inherited this short coming. Low participant numbers and attendance at each meeting impacted the indigenous assessment and only this task was not completed. In phase 2, the PD will recruit among the Santa Fe public school system and Pueblo tribal communities were number of youth impacts will increase and the indigenous method will be completed. The planting areas projects and volunteer projects with the master gardeners was delayed because of low participants and initial collaboration with the Santa Fe Master Gardeners was not established.The PD is also attempting to resolve this short coming to connect with Santa Fe Master Gardeners for summer and fall programming. What opportunities for training and professional development has the project provided?The PD is developing a train the trainer session for youth program coordinators and educators. Training will include teaching-growing-nutrition-physical curriculum, incorporating indigenous assessments, and potentially certifying sites as a lead Junior Master Gardener Program. Participants will build their capacity to provide youth garden education for years to come. This is in effort their community's youth will gain food and agricultural literacy while improving their children's health and well-being to be contributing and thriving members in their communities. Depending on available resources, the train-the-trainer program is tentative for the end of summer or fall of 2020. How have the results been disseminated to communities of interest?Evaluations were collected from IAIA parents and staff for the summer and fall 2019 programs. Traditional and some cultural practices were identified as the top priority topics to incorporate into the curriculum. The PD has included traditional and some cultural practices into the 2020 program. The task of completing an indigenous assessment will collect further input from participants and be included in the 2020 program. The previous 2019 programs did not complete an indigenous assessment because the group had a low number of participants and numbers during classes were not consistent in attendance. The 2020 assessment will be evaluated and incorporated for year 4 of the program. What do you plan to do during the next reporting period to accomplish the goals?The 10-week Junior Master Gardener program will be completed for spring 2020 to impact the recruited 35 participants among the three sites. Curricula and programming will include Native American traditional and some cultural gardening practices. The PD will also complete an indigenous assessment for each current site. The PD will collaborate with NMSU's Santa Fe Master Gardeners to develop and implement volunteer projects on campus and in the broader community, design planting areas for the IAIA campus, and provide food preservation workshops for participants. The PD will work towards collaborating further with the Santa Fe Public School System Native American Student Services group to integrate into the surrounding public-school system for the summer and fall 2020 program. The PD will also recruit other Pueblo community's afterschool programs for the summer and fall 2020 program. Lastly, the PD will develop and implement the train-the-trainer workshop in 2020 targeting Native youth program coordinators. Recruitment of champions from each site will be identified and receive training to implementation their own JMG program. Each participant will receive the JMG curriculum, the resource binder, and build their own raised bed for gardening.
Impacts
What was accomplished under these goals?
Overall a total of 35 youth participantscommunity, surrounding Sant Fe Public School System, and Pueblo communities have been targeted to participate in the IAIA Junior Master Gardener program. A total of two IAIA youth completed the 2019 fall program and a total forty-eight youth plus the two recurring participants from 2019 are recruited for the 2020 spring program. A total of four sites are targeted to provide youth gardening education for 2020. Objective 1. Develop the IAIA Junior Master Gardener program and curriculum using the Texas A&M AgriLife Extension curriculum as a guide. The Project Director (PD) utilized the previous curriculum from summer 2019. The fall 2019 and spring 2020 syllabui includes 10 week-sessions that were developed from the Texas A&M AgriLife curriculum guide. The PD made changes to the curriculum to incorporate local Pueblo traditional practices including waffle gardening, traditional plant selection (blue or white corn, heirloom chile peppers, heirloom beans, squash, melons, pumpkins), and cultural practices. Cool and warm season crops were identified for the respective season. At IAIA for the 2019 fall program, greens (microgreens, lettuce, spinach, kale, and swiss chard) plants were grown in the greenhouse and raised bed. In 2020, both cool and warm season plants were identified to included: greens (microgreens, lettuce, spinach, kale, and Swiss chard), root vegetables (carrots, radishes, and beets), previous mentioned traditional plants normally grown in the warm season, and other vegetables (tomatoes and bell peppers). Objective 2. Identify participants in the target area and make all available efforts to recruit them into the afterschool program at IAIA. The PD took maternity leave during the fall 2019 program and IAIA's gardener assumed responsibilities for the youth garden program. A total of two youth was identified and recruited for the fall 2019 program. The two youth completed the 10-week program and one student parent was impacted at the IAIA site. The PD returned from leave and resumed the delivery of the 2020 spring youth garden program. The Dean of Student Life assisted the PD with the number of students with children to target youth participants. A total of four student parents were reported on campus with a total of 6 youth among them. At the IAIA site we have reached 5 out of the 6 youth, the remaining youth were recruited among IAIA staff. The PD also provided recruitment presentations at the community gathering events, Associated Student Government meetings, the IAIA President's advisory meeting, and individual meetings were coordinated to recruit youth from among IAIA's students, staff and faculty. Recruitment for the 2020 program, the PD expanded outreach to the surrounding Santa Fe community and New Mexico Pueblos. The PD reached out to the following organizations: IAIA programs (Child Care Center, Housing, Student Life, and Associated Student Government), the Rancho Viejo - HOA, Santa Fe Public School System Native American Student Services group, Santa Fe Indian School, Amy Biehl Community School, Academy for Technology & Classics, and New Mexico's Pueblo communities (Acoma, Cochiti, San Felipe, Santo Domingo, Sandia, San Ildefonso, Tesuque, and Taos Pueblo). A total of 35youth were recruited for spring 2020 youth garden program. The PD was able to recruit eight youth from among IAIA students and staff. Amy Biehl Community School was indirectly involved as four youth from the eight participants are students of Amy Biehl. The community recruitment effort recruited youth from the following communities: a total of fifteen youth were recruited from Santo Nino's Regional Catholic School; a total of nine youth were recruited from Keres Children's Learning Center in Cochiti Pueblo. The spring 2020 program started garden sessions in February 2020 and will run through May 2020. Three sites have started sessions including IAIA, Santo Nino's, and Cochiti. A total of 20 classes will be provided to youth participants over the 10-week session. Lessons for each class session will include one main lesson about gardening, food exposure exercise, and a "go"-physical exercise. Lessons included the following subject matters: introduction to gardening, know and show sombrero, five senses with carrots, take a walk, "Tops & Bottoms" book reading; plant parts we eat, team bubble relay, taste testing with strawberries, nutrients that help plants grow, don't crowd me, planting with a garden chart, raised bed gardening, individual plot gardening, paper towel gardening, broccoli taste testing, "Home Sweet Home" book reading, evaluating a garden location, balloon hot potato, functions of the My Plate food groups, Bok choy taste testing. In addition to the "Learn, Grow, Eat, and Go" curriculum, participants will also participate in food preservation workshops, design planting areas on the IAIA campus, and take part in volunteer projects on campus and in the broader community. Before the PD took leave, the PD coordinated an October service project for the broader community. Regional flower and vegetable seed packets were made to handout during the IAIA open house to the general public and this task was completed by staff. Objective 3. Collaborate with NMSU's Santa Fe County Extension Office and Master Gardener Program, Santa Fe Public(s), surrounding Pueblos and volunteers to provide the JMG programming to youth and their families. The Project Director met with NMSU's Santa Fe County Extension Agent and the Pueblo 4-H Agent to recruit speakers from among NMSU's specialist regarding gardening and nutrition education and from among the Santa Fe Master Gardeners. The PD coordinated a food preservation workshop on September 5, 2019 in cooperation with the Santa Fe County Cooperative Extension Service, Tesuque Pueblo Farms, Taytsugeh Oweengeh Senior Gardeners, and JMG youth. Tesuque farm managers Emigdio Ballon and Gailey Morgan provide peaches, plums, cucumbers, and tomatoes for the workshop. A total of 10 participants attend the workshop and gained skills and knowledge on canning and making jelly/jams preservatives from fruits the Pueblo farmers have historically grown and used in the region. The spring 2020 program recruited 35 participants; 25 participants are within the Santa Fe area and the remaining are located in Pueblo tribal community of Cochiti. The Santa Fe Master Gardeners will be more involved in designing planting areas and volunteer projects later in the summer programming.
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Progress 09/01/18 to 08/31/19
Outputs
Target Audience:The targeted audiences of the IAIA Junior Master Gardener (JMG) program are: 1) the children of the IAIA students, staff, and faculty who are members of Native American communities in the United States, 2) Native American youth within the Santa Fe Public School system, and 3) New Mexico Pueblo youth and their families located off campus. Changes/Problems:The Project Director and department oversight of the program transitioned under new supervision; focus and projects were re-directed under the IAIA's Sponsored Program. The Land Grant division was working on four areas (1. agriculture and natural resources, 2. small agricultural business, 3. health and wellness and 4. youth development) with a successful community advisory committee. The committee prioritized the strategic areas and was focused on the small agricultural business strategic plan. However, the PD's new directive switched to implementing a youth program without direction from its established community advisory committee, without a strategic plan, and requests for a youth project were based from general institutional-wide surveys and some requests. Specifically, the PD indicated the need, interest, and type of youth programming were not adequately evaluated. The PD identified ramifications that included: potential low youth participation because a proper assessment was not completed; jeopardizing continuity of youth development programs without any foundations; and lastly personnel capacity to implement a youth program was not taken into consideration. The summer program while successful in implementing the curriculum was not successful with participation. Staff recruited five youth, but one youth dropped out, and the program ended early due to summer vacation plans. Resolutions to meet the new directives include: 1. providing satisfaction evaluations at the end of each JMG program at the IAIA campus to identify the need and interest of the JMG program; 2. the PD will skip over the other priority areas the community advisory committee worked on to meet new directives; and 3. the PD will add a train-the-trainer workshop to the scope of work of the grant project proposal. Simply, the PD is the only field extension agent at IAIA available to travel and provide instruction. The PD cannot instruct all future sites, therefore, a train-the-trainer workshop will build future sites capacity to deliver their own JMG program; similar to 4-H programs reliance of community volunteers. Resolutions 2 and 3 will be implemented during phase II of the project when the PD returns from maternity leave. What opportunities for training and professional development has the project provided?Training for internal staff regarding youth development and after-school programming is simultaneously being developed. Training will eventually be developed into curricula and implemented in a train the trainer program for future sites to host and implement their own Junior Master Gardener Program. Training will build the capacity of future sites who provide Native youth programs thus building their capacity to gain food and agricultural literacy while improving their children's health and well-being. How have the results been disseminated to communities of interest?The Junior Master Gardener program recruited five youth participants for summer sessions on the IAIA campus and Mrs. Quintana has started recruiting youth for the fall program. A satisfaction evaluation of the program will be provided to youth's guardians to measure the need and interest of the program. The Results from the summer and fall program evaluations will be used to make improvements for the spring program. Upon the return of the PD from maternity leave, phase II and III of the JMG Program will be planned and coordinated in cooperation with the Santa Fe Public School and surrounding New Mexico Pueblo communities. What do you plan to do during the next reporting period to accomplish the goals?The Junior Master Gardener program will be implemented in the fall of 2019 to improve and make any changes to the current curricula and programming focusing on Native American needs and culturally appropriate content. The PD and staff will identify and recruit participants from among the IAIA community (targeting youth from among the IAIA students, faculty, and staff) for the fall program. All parents/guardians will complete the JMG application prior to participating in sessions. Their youth will then participate in the 10-week JMG program. The PD and Land Grant staff member, Stephanie Martinez, identified supplies and light snack items to be ordered for the lessons, created sign-in sheets, and Mrs. Martinez is responsible for documenting lessons via pictures. The PD also trained Mrs. Quintana on computer software - Microsoft Publisher (to update the agenda, lesson documents, and fliers as needed) and Mrs. Quintana was trained on how to generate reports to submit to PD's supervisor. The PD and Mrs. Quintana identified plants to grow for lesson plans which included micro-greens and cool season plants (sugar snap peas, carrots, red leaf lettuce, baby spinach, swiss chard, Bok Choy, cauliflower, and broccoli) to be planted in the greenhouse and raised bed gardens. Mrs. Quintana will prepare the IAIA greenhouse, raised beds and garden plots for hands-on sessions. Mrs. Quintana was also trained on the JMG curriculum in preparation for Mrs. Quintana to teach the fall program. The PD and Mrs. Quintana scheduled a community volunteer event on October 23, 2019 as part of the IAIA Open House project. A seed distribution event will focus on the concepts of seed saving and sharing between community members. Mrs. Quintana will setup a table during the IAIA Open House to share information on how to save seeds from summer harvests and facilitate the sharing of corn, bean, and other local seeds among participants. The target audience are IAIA students, staff, faculty and other surrounding Santa Fe community members. Lastly, the PD will develop a train the trainer workshop in 2020 for Santa Fe Public School(s) sites and surrounding Native communities. Targeted participants will complete an environmental scan as a pre-assessment to determine a sites capacity for implementation. Recruitment of Champions from each site will receive training to implementation their own JMG program. The go-to binder developed as a quick resource for instructors will be evaluated at the end of fall program by Land Grant staff. If the binders prove useful as a quick reference, each participate will receive the resource as part of their training packets. Each participant will receive a packet of the JMG curriculum, the resource binder, and will build their own raised bed garden (supplies included) as part of workshop to prepare participants to implement their own JMG program for phase II.
Impacts
What was accomplished under these goals?
Overall five youth from the IAIA targeted community participated and completed the summer 2019 Junior Master Gardener program. Objective 1. Develop the IAIA Junior Master Gardener program and curriculum using the Texas A&M AgriLife Extension curriculum as a guide. The Project Director (PD) developed an application guide with input from IAIA Human Resources, the Dean of Student Life, and NMSU's Santa Fe County Extension office. The application included policy development for youth and staff with content that included a weekly lesson plan, parent application form and authorization form, a participant youth agreement form, safety notices and procedures, minor liability waiver, pickup policy, personal and emergency contact forms, photograph release, and other relative forms. Adequate teaching space of the greenhouse, garden and classroom were prepared and reserved for youth instruction. Cool and warm season crops were identified and planted in the greenhouse and raised bed for use during the summer 2019 program. A 10-session agenda and curriculum was developed from the Texas A&M AgriLife guide; the number of sessions, times and dates were coordinated with the youth's summer schedules. Objective 2. Identify participants in the target area and make all available efforts to recruit them into the afterschool program at IAIA. Presentations were made at the community gathering events and individual meetings were coordinated to recruit from IAIA's students, staff and faculty. A total of six families were identified to participate in the month of May to start June 2019 sessions. The JMG summer sessions were announced at the beginning of each week through fliers to the IAIA email list serve and posting fliers in the CLE commons spaces. A total of five participants were recruited from the identified six families. The program's first session started on June 4, 2019 and went to July 25, 2019; two afterschool classes were held every Tuesdays and Thursdays of each week. A total of 12 classes were provided to youth participants (with 4 JMG sessions completed and 3 planting sessions). Lessons for each class session included one main lesson about gardening, a food exposure, a go exercise, and a handout of a garden to kitchen recipe. Lessons included the following subject matters: introduction to gardening, know and show sombrero, five senses with carrots, take a walk, "Tops & Bottoms" book reading; plant parts we eat, team bubble relay, taste testing with strawberries, nutrients that help plants grow, don't crowd me, planting with a garden chart, raised bed gardening, individual plot gardening, paper towel gardening, broccoli taste testing, "Home Sweet Home" book reading, evaluating a garden location, balloon hot potato, functions of the My Plate food groups, Bok choy taste testing One community event was provided on 6/17/19 for JMG participants and youth from the SFPS Native American Summer Camp. Activities included a planting session by Teresa Quintana, soil scavenger hunt by Charlene Carr, storytelling by Delight Talawepi; and ended with JMG physical activities at the IAIA campus. A total of 40 youth was impacted; youth gained knowledge about small garden planting, cultural significance of agriculture through storytelling, and youth gained knowledge about being physical active through hands-on physical exercises. Sessions completed at the end of July; youth participants ended their participation early to spend family vacation time before the academic semester started for the parents. Activities in August included planning for fall activities with the Project Director's supervisor, Laurie Logan Brayshaw, and Land Grant Gardener, Teresa Quintana. The Project Director (PD), Charlene Carr, will be taking maternity leave in September 2019 and Mrs. Quintana will assume implementation of the fall program at the direction of the PD's supervisor. Preparation for the fall program included: developing hard and electronic curriculum resources/educational handouts, developing the fall schedule of lesson plans, coordinating classroom space at the IAIA campus, developing fliers for email announcements and physical distribution, selecting fall cool season plants to grow for class lessons, coordinating a volunteer event on the campus for the broader community, and training Land Grant staff to implement the JMG program. The hard copies of documents (including the application packet, worksheets for youth, garden journals, garden to kitchen recipe handouts, go strong activities handouts, and parent letters) were assembled into a go-to binder for quick resource for instructors. Three binders were developed for Land Grant Staff as a pilot resource for the summer and fall program. Objective 3. Collaborate with NMSU's Santa Fe County Extension Office and Master Gardener Program, Santa Fe Public(s), surrounding Pueblos and volunteers to provide the JMG programming to youth and their families. The Project Director met with NMSU's Santa Fe County Extension Agent and 4-H Agent to recruit speakers from among NMSU's specialist regarding nutrition education and from among the Santa Fe Master Gardeners. The PD scheduled a food preservation workshop on September 5, 2019 in cooperation with the Santa Fe County Cooperative Extension Service, Tesuque Pueblo Farms, Taytsugeh Oweengeh Senior Gardeners, and JMG youth. Tesuque farm managers Emigdio Ballon and Gailey Morgan provide peaches, plums, cucumbers, and tomatoes for the workshop. A total of 10 participants attend the workshop and gained skills and knowledge on canning and making jelly/jams preservatives from fruits the Pueblo farmers have historically grown and used in the region.
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