Progress 08/01/21 to 07/28/24
Outputs
Target Audience:This project reached elementary, secondary and post-secondary Alaska Native and rural Alaskan students as well as their teachers.. The majority of the Alaska Native students were Tlingit, Haida, and Tsimshian students. Classes were provided to the Tribal Scholars (High School students) as part of the partnership between the UAS Ketchikan Campus and Ketchikan Indian Community. UAS Ketchikan classes were also offered for current undergraduates and community members most of whom were Alaska Native and rural Alaskans. Presentations, hands-activities and field trips were provided to students in the elementary schools, middle and high schools in the Ketchikan Gateway Borough School District. Presentations and activities were shared with youth in the TTCHI (Tongass Tribe Cultural Heritage Institute) Esther Shea Culture Camp and the Ketchikan Indian Community Healing events. Changes/Problems:During the first year of the grant we cancelled our boat fieldtrip due to university regulations regarding COVID. We were able to add these days of fieldwok to the next two years of field work so that instead of three years with three field trip days we had two trips with one lasting four days and the second trip lasting five days. We were still able to complete nine days of field work during the periold of this project. What opportunities for training and professional development has the project provided?One of the instructors attended the annual Alaska Statewide conference focused on climate change and the effects on the resources twice with project funding. She also attended training on the invasive European green crab, the Society for Marine Mammology, the American Botany Society (by Zoom). and presented at theAlaska Wildlie Alliance. Two grant participantsattended the national Society for Applied Anthropology Conference twice during this project. One instructor attended a regional conference at the University of Washington focused on local food sustainablility twice. How have the results been disseminated to communities of interest?24 Field Trips were hosted for classes grades K-12 in the Ketchikan Gateway Borough, Home school students, and KIC's Tribal Scholars (grades 9-12) 23 classes were offered to the community with scholarship assistance available for students in need of financial support. Two hundred and thirty five students participated in the classes offered through this grant. 6 dual credit science classes for high school students in partnership with Ketchikan Indian Community and their Tribal Scholars program. This enablethe students toearn science credits to meet high school requirements as well as college credits. 4 Public Events/ Symposia These included a community wide open house and 3 Indigenous Peoples' Day events 2 Culture Camps in partnership with the Tongass Tlingit Cultural Heritage Institute 9 Public Lectures These are in-person and Zoom lectures regarding the Natural resources from the 4 ecosystems of the ocean, beach, forest and muskeg. In addition, the impact of climate change such as increased water temperatures and invasive species were described. 2 Protocols were developed and presented (Beach Day and Respectful Harvesting) The UAS Ketchikan Campus library established a special section of the library with specific books and materials related to this project. These books and materials are available to members of the local community as well as library patrons statewide. One of the project instructors participated in the Alaska Native Plant Society's Bioblitz. 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 is designed to improve food security by increasing the knowledge of Alaska Natives and rural Alaskans regarding the natural resources in the local ecosystems, traditional uses based on Indigenous Knowledge Systems, and impacts on these resources due to the environmental changes. Over the three years of the grant implementation weoffered twenty-nineclasses, led twenty fourschool field trips, hosted two culture camps, presented ninepublic lectures and four community events/symposia focused on the local natural resources and harvesting foods. Sixof these classes were dual enrollment classes for Alaska Native high school students enrolled in an alternative high school operated by Ketchikan Indian Community entitled Tribal Scholars. These classes provided Alaska Native students with science credits necessary to meet graduation requirements. The integration of western science with Indigenous Knowledge systems made the STEM fields more engaging and resulted in leadership experiences such as the presentation of their work in a Science Fair at the end of the school year and poster presentations at the annual Indigenous Peoples Day event at the University of Alaska Southeast. This resulted in more Alaska Native students completing high school graduation requirements and 100 percent of the Tribal Scholars students completing graduation requirements.. Twenty- threeclasses were offered to Alaska Native and rural Alaskan students and community members to learn about the local natural resources and uses for food, clothing, and medicine. Class activities included classroom presentations by Alaska Native elders, Alaska Native cultural teachers, biologists, and other experts with activities such as lab analysis, food preparation, and cedar bark weaving. Most classes included fieldwork to the beach, forest, or muskeg. A Citizen Science class focused on birds in the local ecosystem and the changes due to the warming climate. These activities increased the knowledge of local resources and enhanced food security. The UAS Ketchikan Campus Library developed a special section highlightng Alaska Native Knowledge and traditional uses of the natural resouces in Southeast Alaska.The first year's activities culminated in an open house with lectures and table displays of local foods, teas and medicines from the local ecosystems. The goal of the ANKERS project is to bridge the gap between traditional Indigenous Knowledge Systems (IKS) and FANH science using the natural resources found in Southeast Alaska. The project benefitted a new generation of Alaska Native students some of whom are pursuingFANH science as an educational pathway and alsoa career path. Objective 1: Increase participation in the identification, sustainable harvesting, and processing of natural resources to enhance food security. Alaska Native and rural Alaskan students (high school and post-secondary) increased their knowledge of local natural resources that can be used for food, medicines, and clothing (cedar bark weaving). This knowledge was evidenced by pre and post test results.Students demonstrated their knowledge by identifying food and medicinal resources and preparing them for use. Students also completed cedar bark weaving projects. Fieldtrips and presentations were made to twenty-four K-12 classes in the Ketchikan Gateway School District. .Objective 2 Create new interdisciplinary curricula and materials focused on Alaska's variable and changing ecosystems and the impacts on traditional resources. 29 Curricula were developed based on the ecosystems and resources in southeast Alaska to be used in college classes for secondary and post-secondary students. Class activities included experiential learning such as field trips, lab analysis, and presentations by Alaska Native elders and cultural teachers.Two fieldtrips were taken to study the impact of higher water temperatures on seaweed that is harvested annually and is an important local food resource. These seaweeds are gathered on rocks that face heavy wave action. Differences in the cellular structure as well as the taste and smell were documented. The spread of the invasive European green crab was also studied during these field trips. Objective 3: Increase leadership oppotunities to resource stewardship, economic development, and food security and safety for Alaska Nativesand rural Alaskans.Two students who participation in classes including the fieldtripwent on to employment in tribal organizations regarding resource stewardship. Students in Ketchikan Indian Community's Tribal Scholars program presented their finding regarding local resources and their uses at public events during each of the three years of this project. In addition, these students demonstrated leadership through their research and presentations at the school Science Fair held near the end of the school year during two years of this grant. The Tribal Scholars participated in classes to enhance their stewardship of local resources leading to greater food security. All participants in the community based classes increased their knowledge of local resources and became more effective stewards of these resources.
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Progress 08/01/22 to 07/31/23
Outputs
Target Audience:This project reached elementary, secondary and post-secondary Alaska Native and rural Alaskan students as well as their teachers.. The majority of the Alaska Native students were Tlingit, Haida, and Tsimshian students. Classes were provided to the Tribal Scholars as part of the partnership between the UAS Ketchikan Campus and Ketchikan Indian Community. UAS Ketchikan classes were also offered for current undergraduates and community members mostof whom were Alaska Native and rural Alaskans. Presentations, hands-activities and field trips were provided to students in the elementary schools, middle and high schools in the Ketchikan Gateway Borough School District. Presentations and activities were shared with youth in the TTCHI (Tongass Tribe Cultural Heritage Institute) Esther Shea Culture Camp and the Ketchikan Indian Community Healing events. Changes/Problems:The 3 day boat fieldtrip that was scheduled for last year was cancelled due to COVID so this year we chartered the boat for 4 days and hope to charter the boat for 5 days next year which will equal the planned total of 9 field days. What opportunities for training and professional development has the project provided?Local school district teachers in classes ranging from elementary through Ketchikan High School participated in training regarding local natural resources and their uses. The Alaska Native Studies/ Anthropology professor attended the annual Living Breath Indigenous Foods Symposium at the University of Washington. The Science professor and an Alaska Native student attended the annual Alaska Forum on the Environment Conference in Anchorage. The Science professoralso participated in the Alaska Native Plant Society's Alaska Botany BioBlitz to identify local plants. How have the results been disseminated to communities of interest?The knowledge of the local resources including Indigenous Knowledge systems of traditional and contemporary uses has been disseminated through classes offered in partnership with the local school district and Ketchikan Indian Community. Eightclasses were also offered to the community through UAS Ketchikan Campus. Students were primarily Alaska Native and rural Alaskan students. Two public presentations were made by the campus library as part of the Ask UAS lecture series offered in person and by Zoom. These included the following presentations: Plants of the Muskeg and Green Crabs: An Invasive Species.Poster presentationsby KIC's Tribal Scholars were open to the public on Indigenous People's Day.The campus library has also prepared a section devoted to materials related to the focus of this grant. Books and related materials are being added to this section. Two professors presented culturally relevant science informationat the Sealaska Heritage Institute classfor teachers entitled Thru Cultural Lens. The science professor shared knowledge of local plants from the local area and uploaded photos to iNaturalist as part of the Alaska Botany What do you plan to do during the next reporting period to accomplish the goals?We plan to offer at least four new classes with new curricula and teaching materials. Two of these classes will be in partnership with Ketchikan Indian Community. We will partner with the Tongass Tlingit Cultural Heritage Institute for at least oneworkshop focused on the local plants and the related Indigenous Knowledge systems regarding their uses for food and medicine.The Ketchikan Campus library collection will be further expanded with relevant books, articles, manuscripts and other relevant materials. We plan to offer several public presentations including one during Indigenous People's Day. We also plan to conduct a four or five day boat fieldtrip to identify local plants and intertidal foods and document changes due to climate change.Presentations including field trips will be made to elementary, middle and high school students.
Impacts
What was accomplished under these goals?
This project is designed to improve food security by increasing the knowledge of Alaska Natives and rural Alaskan regarding the natural resources in the local ecosystems, traditional uses based on Indigenous Knowledge Systems, and impacts on these resources due to environmental changes. This year we were able to offer tenclasses to Alaska Native and rural Alaskan students. Two of these classes were dual enrollment classes for Tribal Scholars, Alaska Native high school students enrolled in an alternative high school operated by Ketchikan Indian Community. These classes provided Alaska Native students with science credits necessary to meet graduation requirements contributing to a 100% graduation rate for the Tribal Scholars. The integration of western science with Indigenous Knowledge systems made the STEM fields more engaging and resulted in leadership experiences such as the presentation of their work on Indigenous Peoples Day and ata Science Fair at the end of the school year. This resulted in more Alaska Native students completing high school graduation requirements. Other classes were offered to Alaska Native and rural Alaskan students and community members to learn about the local natural resources and their uses for food, clothing, and medicine as well as the impact of climate change. Class activities included classroom presentations by Alaska Native elders, Alaska Native cultural teachers, biologists, and other experts with activities such as lab analysis, food preparation, and cedar bark weaving. Most classes included fieldwork to the beach, forest, and/or muskeg. Two Citizen Science classes were offered thatdocumentedclimate change in a temperature afghan project that displayed changes due to the warming climate. Another citizen science activitysurveyed changes in seaweed at the tissue and cellular levels on islands in southern southeast Alaska. The invasive green crabs were also monitored throughout this area.These activities increased the knowledge of local resources, impacts of climate change and ultimately enhanced food security. The UAS Ketchikan Campus Library developed a special section highlightng Alaska Native Knowledge and traditional uses of the natural resouces in Southeast Alaska.Thisyear's activities included a fiour day field trip on a chartered boat to collect seaweed and document changes in the cellular structure due to climate change and monitor for the invasive green crab. The goal of the ANKERS project is to bridge the gap between traditional Indigenous Knowledge Systems (IKS) and FANH science using the natural resources found in Southeast Alaska. The project will benefit a new generation of Alaska Native students who pursue FANH science as an educational pathway and ultimately a career path. Objective 1: Increase participation in the identification, sustainable harvesting, and processing of natural resources to enhance food security. Alaska Native and rural Alaskan students (high school and post-secondary) increased their knowledge of local natural resources that can be used for food, medicines, and clothing (cedar bark weaving). Students demonstrated their knowledge by identifying food and medicinal resources and preparing them for use. Students also completeddevil's club projects and cedar bark weaving projects.Fieldtrips and presentations were made to fiveelementary school classes, middle school eigth graders, and sixcommunity groups. Objective 2: Create new interdisciplinary curricula, and materials focused on Alaska's variable and changing ecosystems and the potential impacts on traditional resources. Nine new curricula were developed for classes that focused on the natural resources, changing ecosystems and impacts on these resources. The course materials integrated materials from biology and traditional Alaska Native knowledge contained in stories, songs, and demonstrations. Objective 3: Increase leadership oppotunities for resource stewardship, economic development, and food security and safety for Alaska Natives and rural Alaskans. Alaska Native high school students made presentations at Indigenous Peoples Day and at the school Science Fair. This provided an opportunity to learn how to make public presentations which is an important part of leadership. Local teachers who participated in the classes were able to bring new information to the K-12 classes.
Publications
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Progress 08/01/21 to 07/31/22
Outputs
Target Audience:This project reached secondary and post-secondary Alaska Native and rural Alaskan students. The majority of the Alaska Native students wereTlingit, Haida and Tsimshian students. Classes were provided to the Tribal Scholars as part of the partnership between the UAS Ketchikan Campus and Ketchikan Indian Community. UAS Ketchikan campus classes were alsooffered for current undergraduates and community members, which included Alaska Native and rural Alaskans. Teaching with hands on activities was provided to Ketchikan High School Students in the culinary program. Presentations and fieldtrips were also provided to Ketchikan elementary school students and youth in the Tongass Tribe Cultural Heritage Instituteprograms. Changes/Problems:Problems with in-person events continued due to COVID, but most classes and presentations were able to be modified by includingsome online interactions. The field trip using the boat was postponed due to the university's recommendations regarding COVID protocols and the spike in COVID cases at the time of the scheduled trip. The trip will be lenghtened next reporting period in order to accomplish the intended goals. Despite the issues presented by COVID, we were able to accomplish mostactivities due to the fact that many events took place outdoors. What opportunities for training and professional development has the project provided?Local teachers atKetchikan High School and upper elementary schools participated in training regarding local natural resources and their uses. The science professorattended the Alaska Botany Conference, the University of Washington Plant Symposium, and other conferences. She also participated in the Alaska Botany Bioblitz and identified 161 plants and uploaded photos to iNaturalist. Two professors attended and presented at the Society for Applied Anthropology conference. How have the results been disseminated to communities of interest?The knowledge of the local resources including Indigenous Knowledge systems of traditional and contemporary uses has been disseminated through classes offered in partnership with the local school district and Ketchikan Indian Community. Nine classes were also offered to the community through UAS Ketchikan Campus. Students were primarily Alaska Native and rural Alaskan students. Twopublic presentations were made by the campus library as part of the Ask UAS lecture seriesoffered in person and by Zoom. A panel discussion and poster presentations by KIC's Tribal Scholars were open to the public on Indigenous People's Day. The community workshop was well attended with about 65 community members attending the lectures and displays of local food resources and their uses as well as the impact of climate change on these resources. The campus library has also prepared a section devoted to materials related to the focus of this grant. Books and related materials are being added to this section. Two professors presented information at the Society for Applied Anthropology. Local presentations were made at Rotary and two presentations at the Sealaska Heritage Institute class for teachers. The science professor share knowledge of 161 plants from the local area and uploaded photos to iNaturalist as part of the Alaska Botany Bioblitz program. What do you plan to do during the next reporting period to accomplish the goals?We plan to offer at least four new classes with new curricula during the next reporting year. At least two of these classes will be in partnership with Ketchikan Indian Community. We will partner with the Tongass Tlingit Cultural Heritage Institute for at least one youth workshop focused on the preparation of local plant resources for food, medicines, salves and other traditional uses. The Ketchikan Campus library will be further expanded with relevant books, manuscripts and other relevant materials.We plan to offer at least two public presentationsduring the next reporting period, one of which will be part of IndigenousPeople's Day events. We also plan to conduct field study using a boat to get to other islands with different resources. Presentations will be made to classes in the district elementary, middle and high schools.
Impacts
What was accomplished under these goals?
IMPACT This project is designed to improve food security by increasing the knowledge of Alaska Natives and rural Alaskan regarding the natural resources in the local ecosystems, traditional uses based on Indigenous Knowledge Systems, and impacts on these resources due to environmental changes. This year we were able to offer nine classes to Alaska Native and rural Alaskan students. Two of these classes were dual enrollment classes for Alaska Native high school students enrolled in an alternative high school operated by Ketchikan Indian Community. These classes provided Alaska Native students with science credits necessary to meet graduation requirements. The integration of western science with Indigenous Knowledge systems made the STEM fields more engaging and resulted in leadership experiences such as the presentation of their work in a Science Fair at the end of the school year. This resulted in more Alaska Native studentscompleting high school graduation requirements. Other classes were offered toAlaska Native and rural Alaskan students and community members to learn about the local natural resources and uses for food, clothing, and medicine. Class activities included classroom presentations byAlaska Native elders, Alaska Native cultural teachers, biologists, and other experts with activities such as lab analysis, food preparation, and cedar bark weaving. Most classes included fieldwork to the beach, forest, or muskeg. A Citizen Science class focused on birds in the local ecosystem and the changes due to the warming climate. These activities increase the knowledge of local resources and enhanced food security. The UAS Ketchikan Campus Library developed a special section highlightng Alaska Native Knowledge and traditional uses of the natural resouces in Southeast Alaska.The first year's activities culminated in an open house with lectures and table displays of local foods, teas and medicines from the local ecosystems. The goal of the ANKERS project is to bridge the gap between traditional Indigenous Knowledge Systems (IKS) and FANH science using the natural resources found in Southeast Alaska. The project will benefit a new generation of Alaska Native students who pursue FANH science as an educational pathway and ultimately a career path. Objective 1: Increase participation in the identification, sustainable harvesting, and processing of natural resources to enhance food security. Alaska Native and rural Alaskan students (high school and post-secondary) increased their knowledge of local natural resources that can be used for food, medicines, and clothing (cedar bark weaving). Students demonstrated their knowledge by identifying food and medicinal resources and preparing them for use. Students also completed a cedar bark weaving project. Fieldtrips and presentations were made to twohigh school groups, three elementary school classes, and twocommunity groups. Objective 2: Createnew interdisciplinary curricula, and materials focused on Alaska's variable and changing ecosystems and the potential impacts on traditional resources. Nine new curricula were developed for classes that focused on the natural resources, changing ecosystems and impacts on these resources. The course materials integrated materials from biology, traditional Alaska Native knowledge contained in stories, songs, and demonstrations. Objective 3: Increase leadership oppotunities for resource stewardship, economic development, and food security and safety for Alaska Nativesand rural Alaskans. Alaska Native high school students made presentations at Indigenous Peoples Day and at the school Science Fair. This provided an opportunity to learn how to make public presentations which is an important part of leadership. Local teachers who participated in the classes were able to bring new information to the K-12 classes.
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