Progress 11/01/23 to 10/31/24
Outputs
Target Audience:This year, 71 teachers from 18 schools primarily serving Native American students participated in the iLEARN Project. 44 Elementary Teachers represented 12 schools (He Dog School, Okreek School, Lakolya Waoniya, Rosebud Elementary School, Spring Creek Elementary, Todd County Elementary School, Sapa Un Jesuit Academy, St Francis Indian Elementary School, Wakanyeja Ki Tokeyahci, Winner Elementary School, White River Elementary School, Noris Elementary School) 12 Middle School Teachers represented 4 schools (Todd County Middle School, St Francis School, Winner Middle School, White River) 15 High School Teachers represented 4 schools (Todd County Middle School, St Francis School, Winner Middle School, White River) K-12 School Students: Last fall 29 of the 71 teachers who participated in the iLEARN Project during the summer workshop implemented their lessons in their classroom. Each teacher taught an average of 30 students, resulting in an anticipated benefit for approximately 900 students this year. Some of the remaining teachers plan to implement the lessons in the spring of 2025 or in the fall of 2025. Changes/Problems:This year's project evaluation faced unforeseen challenges. Our evaluator was ill during the workshop week, limiting the evaluation to pre- and post-activity surveys. His evaluation report is available at this link: https://doi.org/10.6084/m9.figshare.28400972.v1. We are also actively seeking a qualified indigenous evaluator who could assist Burke LLC and exploring additional support from the USDA or other agencies. As previously reported, Co-PD Peter White's departure to another institution left his Co-PD role vacant and his allocated summer salary unused. We plan to request a budget relocation soon. If approved, these funds will enable us to bring in mentors to assist teachers in completing their curriculum design, preparing it for broader dissemination. What opportunities for training and professional development has the project provided?A five-day immersive workshop from July 29-August 2 was held in Mission, South Dakota, at Todd County Middle School (TCMS) to address objectives 1-2 (described above). The school's gym, library, and science/math classrooms were used for the indoor learning activities, and school yards and natural areas around the TCMS. The SDSU Project Team (PD Nepal, Co-PDs Change, Browning, and Miller) led hands-on, place-based learning activities each morning of the workshop. PD Nepal focused on plant science, covering plant identification, ethnobotany, climate resilience, and carrying capacity (ecology). Joseph Salvati, SDSU Agriculture and SDSU Extension 4-H Outdoor Education Program Manager, and his intern led multiple hands-on activities about aquatic invasive species for middle and high school teachers, providing them with a corresponding curriculum and activity guide. Marnie Lamle from Project Tree engaged participants in Project WILD activities, certifying teachers to use Project WILD and Project Tree teaching resources. The lesson materials and resources were made available using Google Drive to all 71 participants. They also offered post-workshop support to curriculum development teams. Graduate credit opportunities at a reduced tuition rate were also available, and eight teachers received 1-2 credits each. Fourteen local mentors, representing our reservation collaborators (SCDC and REDCO), conducted seminars and workshops on indigenous language and culture, promoting their integration into science classrooms How have the results been disseminated to communities of interest?A website for the project was established on each of the partners' portals. Three teaching modules were peer-reviewed and published in the ILEARN Teaching Resources (see the products section) What do you plan to do during the next reporting period to accomplish the goals?Objectives 1. Provide K-5 teachers immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules. This is going to be our final year of the grant. We will continue to offer a 5-day summer workshop in 2025. Instead of recruiting new teachers this year, we will continue engaging the teachers who have already implemented the lesson plans, developing food sovereignty curriculum where these lessons are laddered (K-5; 6-8 and 9-12) through vertical alignment, integrating OSEU and NGSS. We will try to recruit mentors and Lakota language experts to help teachers integrate cultural components and some of the K-5 lessons will be translated in Lakota language. We plan to develop each of the lessons so that they are available to share with all teachers in South Dakota and across the nations. We plan to better advertise the event and provide flyers and other recruitment materials by Mid-March. We plan to recruit 12 Middle High School teachers for the summer of 2025. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs! We will build on our success from this year and continue attending local career fairs at Todd County School District, Saint Francis Indian School, White River High School, Winner High School, and Sinte Gleska University. Our program team will also continue to build relationships with Indigenous FANH professionals and students. Wel will seek out other more practical avenues to accomplish this objective. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building. We will continue building excitement and engagement with the iLEARN project, with school administrators and tribal leadership.
Impacts
What was accomplished under these goals?
Objective 1. Provide K-5 teachers with immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture (70% Accomplished) We had over 200% increase in participant numbers this year: 44 Elementary Teachers representing 12 schools (He Dog School, Okreek School, Lakolya Waoniya, Rosebud Elementary School, Spring Creek Elementary, Todd County Elementary School, Sapa Un Jesuit Academy, St Francis Indian Elementary School, Wakanyeja Ki Tokeyahci, Winner Elementary School, White River Elementary School, Noris Elementary School) participated in the project. This year's summer PD program was significantly more robust, with a significant addition of Native American teachers, an increased number of local educators, cultural and language experts, community influencers, and leaders. Lydia Yellow Hawk played a key role, coordinating program scheduling, curriculum development, follow-up implementation, school visits for observing lesson implementation, and site visits by SDSU scientists. As a result, the fall semester following the workshop saw a substantial increase in implemented lessons compared to the previous year. Field-based lessons included gardening, ethnobotany, water quality testing, and studies of plant and soil health. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules (70% Accomplished) This year, 27 Middle/High School teachers representing middle/high schools in and around Rosebud Reservation (Todd County, St Francis, Winner, and White River) participated in the summer workshop. In addition, the workshop was also attended by one high school teacher from Mount Marty Indian School (Yankton Sioux Tribe Reservation). Nine lessons were developed and implemented by 6-12 teachers. Middle school topics included Mini ecosystem, Soil type, Lakota songs and Buffalo Land management, while 9-12 lessons were on Growing sage and spinach in hydroponics, Sunflower usage and culture, Planting herbs, traditional plants, and Habitat carrying capacity. One of the iLEARN participants, from Todd County High School started teaching BOTANY courses for her high school students. This course benefitted 14 indigenous high school students. PD Nepal served as the resource providing the teacher with teaching materials including lecture and lab notes and delivered guest lectures. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs (10% Accomplished). While we were unable to participate in career or science fairs this year, iLEARN Project team members Madhav Nepal and Larry Browning contributed science demonstrations and hands-on activities to the Family Event Night at Todd County Elementary School in May 2024. This event, coordinated by iLEARN alumna and elementary teacher Sunny Elliot, was attended by over 400 parents and children. Along with Sanam Parajuli and Bibek Adhikari, Larry and Madhav presented interactive science activities featuring culturally important plants and plant products. They also distributed native plant seeds for home and school gardens and displayed posters on ethnobotany and climate resilience. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building (40%). To ensure culturally relevant instruction, we strategically engaged Indigenous scholar Lydia Yellow Hawk to coordinate the iLEARN events. She successfully recruited Indigenous educators, Lakota culture and language educators, and tribal council/municipality members in a short timeframe to enrich the 5-day workshop for 71 teachers with Indigenous perspectives on science activities. Fourteen representatives from REDCO, SCDC, and the Rosebud Sioux Tribe Education Department then mentored the teachers on integrating these cultural perspectives into their teaching. These interactions enabled all participating teachers to enhance their science lessons with Indigenous knowledge. The increasing number of culturally responsive lesson plans developed reflects growing acceptance of the project within the Rosebud Community, and the expanding involvement of Indigenous mentors and educators, including Tribal Elders, further demonstrates this positive community engagement and support.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Nepal, M.P., Browning, L, Miller M., Chang, J., Janaswamy, S., Prate, M & Larson, J. 2024. Empowering Native American STEM Educators through the 7GenFnA-iLEARN Initiative on Rosebud Reservation. Paper presented to the Teaching Section of Annual Conference of Botanical Society of America. June 15 19, Grand Rapids MI, USA.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Nepal, M.P., Browning, L, Miller M., Chang, J., Janaswamy, S., Prate, M & Larson, J. 2024. Impacts of 7GenFnA-iLEARN Initiative on Rosebud Reservation. Presented at the 2024 PDAL Project Directors Meeting. April 2 4, USDA-NIFA Head Quarters, Kansas City M0, USA.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Nepal, M.P., Browning, L, Miller M., Chang, J., Janaswamy, S., Prate, M & Larson, J. 2024. Bridging the Gap: Strengthening STEM & FANH Education on Rosebud Reservation through Collaborative Efforts. Paper presented at the Annual meeting of South Dakota Academy of Sciences, April 18-19, Aberdeen SD.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Nepal M.P. 2024. Externally Funded Professional Development Opportunities, and iLEARN Teaching Resources. Paper presented at SD STEM Education Conference. February 2-3. Huron SD
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Nepal M.P. and Browning, L. B. 2024. Teaching Inclusive Interdisciplinary Science: Example Activity on Fermentation (adopted from Beyond Benign). Paper presented at SD STEM Education Conference. February 2-3. Huron SD
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Progress 11/01/22 to 10/31/23
Outputs
Target Audience:Participant teachers: 17 K-5 teachers (15 females; from eight different Native American schools on the Rosebud Reservation) 2 Middle School Teachers-- one from Todd County Middle School and one from White River School. 8 High School teachers representing four different schools. K-12 Schools on the Rosebud Reservation: Participants represented St. Francis Indian School, Todd County Elementary, Sapa Un Catholic Academy, He Dog Elementary, Spring Creek Elementary, Lakeview Elementary, Rosebud Elementary, and White River Schools. K-12 School Students: Ten iLEARN teachers taught lessons prepared during the summer workshop to their students. Each teacher on average taught 30 students, and as a result approximately 300 students benefitted from the iLEARN project effort this year. Changes/Problems:The project evaluation encountered challenges beyond our expectations. Issues ranged from travel requirements, internet access, and constraints related to remote locations. Finding a qualified native evaluator within the budget constraints proved challenging. Currently, efforts are underway to secure a qualified evaluator and additional support from USDA or other agencies. As reported in the last report, Co-PD Peter White's move to another institution prompted the appointment of Ethnobotanist Dr. Reese to assume his responsibilities. What opportunities for training and professional development has the project provided?As part of the objectives 1-2 described above, an Immersive 5-day workshop was held in Mission South Dakota using indoor spaces of Todd County Middle School and Keya Wakpala Green House (Geodesic Dome called Keya Wakpala Farms) and Community Gardens in Mission, South Dakota. The Todd County Middle School library and science labs were highly conducive to indoor learning and to meeting the goals of the project. Further, the Keya Wakpala Farm, with dome and garden space, provided excellent spaces for outdoor class experiences. SDSU Project Team members (PD Nepal, Co-PDs Change, Browning and Janaswamy) led the hands-on, placed-based learning activities in the morning throughout the five days. Each day started with the societal emotional check-in and the lessons integrated Sicangu interests. The activities this year spanned Ethnobotany, Ecology, Soil Health, and Water Quality testing. SDSU team provided lesson material and resources to the participants during the five-day workshop and offered post-workshop support to the curriculum development teams. SDSU team provided graduate credit opportunities at a reduced tuition rate. Eight of the 27 teachers registered to receive graduate credits this year. From classroom session, laboratory activities and field trip experience the teachers formed teams to develop units to be used in tribal schools consistent with the goals of the grant. Teachers and project team members communicated independently as well as in a group for the follow-ups. At a group follow-up conference meeting teachers reported they have been implementing small activities offered during the workshop although the whole project-based units development and implementation are under progress. REDCO project team leaders led the afternoon sessions, which focused on social emotional intelligence, design thinking, and curriculum development. Project team leaders incorporated social-emotional intelligence skills at the beginning of each afternoon session, which included box breathing, sensory grounding, and listening exercises. On Monday, educators were introduced to the four stages of design thinking and explored resources that helped build understanding and empathy around the topic of land-based learning. The afternoon concluded with a root cause analysis, which analyzed the symptoms and the root causes of traditional, teacher-led, classroom-based learning. Tuesday afternoon opened with a framing up question, "How might we address the in a world where the identified symptoms exist?" Educators were lead through a rapid brainstorming exercise, and then selected an idea that was both feasible and ignited passion within them. Once they selected their idea for their unit plan, they considered the impact their idea would have if they implemented it. The afternoon concluded with educators working alone or in teams to develop a unit plan prototype. Wednesday afternoon opened with additional time for educators to work on their unit plan prototypes. After an hour working session, the project team facilitated a panel review and feedback session, where educators presented their initial ideas for their unit plans and then gave and received feedback to help strengthen each other's lesson. On Thursday afternoon, educators revised their lesson plans based on the feedback they received the day before during the panel presentations, and then created an action plan to support their unit plan development. Friday's afternoon session was open to allow educators to continue working on their unit plans and to converse with project team leaders on resource mapping. How have the results been disseminated to communities of interest?A website for the project was established on each of the partners' portals. Three teaching modules were peer-reviewed and published in the ILEARN Teaching Resources (see the products section) What do you plan to do during the next reporting period to accomplish the goals?Objective 1. Provide K-5 teachers immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture. We will continue to offer a 5-day summer workshop in 2024. While the dates have not been set, we plan to promote the workshop through emails, word of mouth, local media, and social media. Additionally, we will encourage teachers who participated last year to recruit more attendees. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules. We plan to better advertise the event and provide flyers and other recruitment materials by Mid-March. We plan to recruit 12 Middle High School teachers for the summer of 2024. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs! We will build on our success from this year and continue attending local career fairs at Todd County School District, Saint Francis Indian School, White River High School, Winner High School, and Sinte Gleska University. Our program team will also continue to build relationships with Indigenous FANH professionals and students. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building. We will continue to build excitement and engagement with the iLEARN project with school administrators and tribal leadership. The project team will attend a minimum of one Rosebud Sioux Tribe Education Task Force meeting in the Spring 2024, and also host a second annual immersive learning experience for school leaders before the conclusion of the 2023-2024 school year.
Impacts
What was accomplished under these goals?
Objective 1. Provide K-5 teachers immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture. (50% Accomplished) Based on the feedback we have received from teachers during the Winter 2023 gathering, we moved the workshop date slightly earlier and extended it to a 5 day workshop. We held the summer workshop from July 24-July 28. We promoted the workshop opportunity through emails, word of mouth, local media, and participant teachers from last year recruiting more teachers to their curriculum projects. A biweekly planning meeting of the project leadership team occurred remotely using technology throughout the year. All project team members, including the external evaluator (listed in the proposal), attended the meetings except for Wizipan Little Elk who left REDCO for his new role in the Department of Interior. The project team worked on developing project promotional materials such as the project website, recruitment flyer, a registration form, and a summer workshop program schedule. We had 24 K-5 teachers from Rosebud Reservation registered for the curriculum project development and participation in a 5-day summer workshop. We offered PD opportunity for all 24 teachers but only 17 of them made it to the July 24-28 workshop. We had an implementation conference in January 2023, where teachers met in-person with the Co-PDs Prate and Larson and with PD Nepal and External Evaluator Burke on Zoom to discuss the status of the curriculum project development and implementation. Snow on the ground throughout the fall delayed implementation of field-based projects on gardening, ethnobotany, water quality testing, plant, and soil health etc. Our major accomplishment was increasing the number of participants by 170 % this year. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules. (35% Accomplished) This year, nine Middle/High School teachers from grades 6-12 attended the workshop. Refer to Objective 1 for details on how 18 elementary teachers and these nine 6-12 educators collaborated to achieve vertical integration of the teaching modules. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs (10% Accomplished). The project leadership team attended three career fairs at local high schools in the Spring 2023: St Francis Indian School, Todd County Achievement School, and White River High School. Staff from the Sicangu Co Food Sovereignty Initiative; Rosebud Sioux Tribe Game, Fish, and Parks; local biologists, and the local Natural Resources Conversation Service also attended the event to promote FANH/STEM careers. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building. The project leadership team designed and implemented an immersive learning experience for school administrators and tribal leadership in June 2023 (see the Product section for the detail). The purpose of this gathering was to give school administrators and other educational leaders the experience of a place-based, culturally grounded science lesson and then have them reflect on how they can support their students to have more of these experiences. Ten school administrators and local leaders attended this event.
Publications
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Progress 11/01/21 to 10/31/22
Outputs
Target Audience:Participant teachers: 10 K-5 teachers (50% females; all from six different Native American serving schools on Rosebud Reservation) participated in the iLEARN workshop. K-12 Schools on Rosebud Reservation: Participants represented Todd County Elementary, He Dog Elementary, Spring Creek Elementary, Lakeview Elementary, Rosebud Elementary Schools. K-12 School Students: Ten iLEARN teachers taught lessons prepared during the summer workshop to their students. Each teacher in average taught 30 students, and as a result approximately 300 students benefitted from the iLEARN project effort this year. Rosebud Indian Reservation Community: Community members including Kay Wakpala Garden coordinator, student interns, and community volunteers working on the garden participated in flying drones and one of two of other hands-on projects done in the garden and in the prairie in its periphery. SDSU experts organized science demonstrations and rocketry in the Local Community Harvest Market, and Boys and Girls Club of Mission. This is a prequel and an indicator of the desire to host other community engagement activities. Changes/Problems:We experienced challenges of using grant fund to pay stipend and reimbursements on a timely manner. The challenge is not about the accuracy of fund management, but the timeliness. The project team is assured that SDSU support is now in place for smooth operation in future. The fear of resurfacing of COVID-19 spread on the Reservation might be attributed to low teacher participation in the in-person PD workshop during the summer of 2022. Some of the registered teachers who inquired about online attendance option did not attend the in-person workshop. Three mentors and two teachers who were in the workshop reported testing positive for COVID-19 immediately after the workshop. This clearly shows the need for an online PD workshop by the mentors approximately 300 miles away from the teachers. What opportunities for training and professional development has the project provided?As part of the objectives 1-2 described above, an Immersive 3-day workshop was held in Mission South Dakota using indoor spaces of Todd County Middle School and Keya Wakpala Green House (Geodesic Dome called Keya Wakpala Farms) and Community Gardens in Mission, South Dakota. The Todd County Middle School library and science labs were highly conducive to indoor learning and to meeting the goals of the project. Further, the Keya Wakpala Farm, with dome and garden space, provided excellent spaces for outdoor class experiences. Project Team members along with two REDCO staff led seminar sessions (on integrating indigenous perspectives, Sicangu framework, and emotional intelligence) and science/ag projects throughout three days. Sicangu interests were represented throughout the workshop by key professionals, Co-PDs Michael Prate of the Sicangu Community Development Corporation, and Jessica Larson of REDCO. Principal Sage Fast Dog of the Wakanyeja Tokeyahci Lakota immersion school (a part of SCDC) presented key tribal heritage and perspectives to all participant teachers and project leadership team. These three created framing and context for the participant by describing the need to develop tools, information, and curricula to bring food security and sustainability on the Reservation. These needs were well articulated throughout the conduct of the summer work sessions with teachers. Sicangu professionals also articulated a strong set of values honoring tradition, seeing the need for providing for current and future generations, and developing tools and strategies to improve the health, independence, and well-being of tribal members. South Dakota State University provided a team of six professionals with expertise in Botany, Nutrition, Physics, Chemistry, Agricultural Education, and Precision Agriculture. Each provided lesson material and resources to the seminar participants during the three-day workshop and offered post-workshop support to the curriculum development teams. SDSU team provided graduate credit opportunities at a reduced tuition rate ($40/Cr). Seven of the 10 teachers registered to receive graduate credits last year. From classroom session, laboratory activities and field trip experience the teachers formed teams to develop units to be used in tribal schools consistent with the goals of the grant. Teachers and project team members communicated independently as well as in a group for the follow-ups. At a group follow-up conference meeting teachers reported they have been implementing small activities offered during the workshop although the whole project-based units development and implementation are under progress. How have the results been disseminated to communities of interest?A website for the project was established. What do you plan to do during the next reporting period to accomplish the goals?Objective 1. Provide K-5 teachers immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture. Based on the feedback we have received from teachers, we are moving the workshop date slightly earlier. We are planning the 2023 summer workshop from July 24-July 28. We will promote the workshop opportunity through emails, word of mouth, local media, and participant teachers from last year recruiting more teachers to their curriculum projects. We plan to mentor 15 K-6 teachers in 2023. We also plan to finalize some of the units by teachers. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules. (5% Accomplished) We did not have enough planning time last year. We plan to better advertise the event and provide flyers and other recruitment materials by Mid-March. We plan to recruit 12 teachers for the summer of 2023. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs (0% Accomplished). Since this was our first year, we planned to continue sharing our goal of organizing FANH/STEM career fairs in the near future with other stakeholders on Rosebud Reservation. Especially for next year, we plan to work with Todd County School District, SDSU Extension, and Sinte Gleska University to strengthen one of the existing career fairs events in Mission for adding a few booths on FANH/STEM Careers. We are also working with Saint Francis and White River Schools to coordinate this event. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building. (0% Accomplished) Since this is our first year, we are working on to plan engage school administration and tribal leadership on the supporting role of regenerative agriculture.
Impacts
What was accomplished under these goals?
Objective 1. Provide K-5 teachers immersive learning experiences to develop and implement culturally relevant teaching modules on sustainability and regenerative agriculture. (20% Accomplished) A biweekly planning meeting of the project leadership team occurred remotely using technology throughout the year. All project team members, including the external evaluator (listed in the proposal), attended the meetings except for Wizipan Little Elk who left REDCO for his new role in the Department of Interior. The project team worked on developing project promotional materials such as the project website, recruitment flyer, and a registration form. We had 15 K-5 teachers from Rosebud Reservation registered for the curriculum project development and participation in a 3-day summer workshop. We offered PD opportunity for all 15 teachers but only ten of them made it to the July 27-29 workshop. We had an implementation conference in the fall, where teachers met in-person with the Co-PDs Prate and Larson and with PD Nepal and External Evaluator Burke on Zoom to discuss the status of the curriculum project development and implementation. Snow on the ground throughout the fall delayed implementation of field-based projects on gardening, ethnobotany, water quality testing, plant, and soil health etc. Our major accomplishment was to establish working relationships with elementary teachers from Rosebud reservations. Objective 2. Provide 6-12 teachers immersive learning experiences to blend indigenous science standards and NGSS to develop and implement placed-based Agri-science teaching modules. (5% Accomplished) Four Middle/High School teachers registered for the workshop but only two teaching K-8 grades made it to the workshop. They participated in the PD workshop described in Objective #1. Objective 3. Provide immersive learning experience to the reservation educators to design and implement FANH/STEM career fairs connecting indigenous students with indigenous FANH professionals, business owners, and graduate students in STEM/FANH programs (0% Accomplished). Since this is our first year, we plan to continue sharing our goal of organizing FANH/STEM career fairs in the near future with other stakeholders on Rosebud Reservation. Objective 4. Provide immersive learning experience to school administration and tribal leadership on the supporting role of regenerative agriculture for economic development and indigenous nation building. (0% Accomplished) Since this is our first year, we are working on to plan engage school administration and tribal leadership on the supporting role of regenerative agriculture
Publications
- Type:
Websites
Status:
Published
Year Published:
2022
Citation:
https://www.sdstate.edu/biology-and-microbiology/7gen-food-agriculture-ilearn
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