Progress 02/01/24 to 01/31/25
Outputs
Target Audience:During this reporting period, the AquEOUS program engaged three main audiences: undergraduate students, faculty mentors, and Native community partners in Maine. Recruitment focused on third- and fourth-year undergraduates across the U.S. with interests in aquaculture, marine science, and related fields. Outreach included direct email to 432 individuals, social media posts (5,979 engagements on LinkedIn), distribution through national listservs (such as ARI, Scuttlebutt, and Maine Sea Grant), and postings to 59 schools via the Handshake platform. Job boards such as the Washington Sea Grant Indigenous Aquaculture Hub, the Conservation Biology Job Board, and the Texas A&M Natural Resources Job Board were also used. In-person outreach at academic conferences and stakeholder events increased visibility. These efforts led to 61 applications from 43 universities, with the majority from the Northeast. Direct emails through faculty contacts proved most effective. AquEOUS also continued to build partnerships with Wabanaki communities, including the Houlton Band of Maliseet, the Passamaquoddy at Sipayik, the Aroostook Band of Mi'kmaq, and the Penobscot Nation. Meetings focused on developing aquaculture-related research and extension projects that reflect community priorities and support ongoing collaboration. Faculty mentors are another key audience. The program provides mentorship resources and encourages integration of multiple knowledge systems, including Indigenous ways of knowing, into research practices to support more collaborative and community-informed project outcomes. Changes/Problems:Due to interruptions in project funding, timelines and deliverables will need to be adjusted. We look forward to further clarifying these changes in collaboration with our USDA Program Officers. What opportunities for training and professional development has the project provided?The AquEOUS program places a strong emphasis on building capacity in inclusive, ethical, and community-engaged research practices. During the reporting period, a range of training and professional development opportunities were provided to both students and faculty mentors to deepen their knowledge in aquaculture, Indigenous science, and effective public engagement. Student Professional Development Opportunities The AquEOUS program is designed to provide undergraduate participants with a comprehensive suite of training and professional development opportunities that enhance their understanding of sustainable aquaculture, Indigenous knowledge systems, science communication, and career pathways. These opportunities are structured around core learning goals and delivered through fieldwork, workshops, mentorship, and cultural experiences. Career Pathway Exploration in Aquaculture Field trips to commercial aquaculture operations, hatcheries, and research facilities; Direct interactions with industry professionals; Participation in a student seminar series on aquaculture research and extension careers; Peer networking with students from related programs; Weekly experiential learning placements (30+ hours/week) with research or industry teams. Training in Sustainable Aquaculture and Indigenous Knowledge Integration Participation in an Indigenous Science Seminar led by Dr. Darren Ranco and other guest scholars; Use of a curated media and resource library with facilitated group discussions; Completion of the Dawnland Microcredential, an asynchronous learning module on Wabanaki history and culture; Mentorship by Indigenous scientists and extension professionals; Hands-on engagement in Wabanaki Youth in Science (WaYS) programming. Understanding the Role of Aquaculture in Food Security and Public Health Educational resources on Wabanaki food sovereignty; Field visits to shellfish, sea vegetable, and finfish producers; Discussions and tastings focused on seafood nutrition and accessibility; Interactions with native and local food systems experts. Capacity Building in Science Communication and Leadership Participation in a science communication workshop in partnership with the Metcalf Institute, featuring Indigenous science communicators; Mentored science communication projects including digital storytelling and public speaking; Opportunities to present research at a student symposium and professional conferences; Peer-led sessions on science messaging and audience engagement. Field Trips and Cultural Experiences Attendance at the Dawnland Festival hosted by the Abbe Museum, which celebrates Wabanaki art, culture, and resilience; A guided visit to the Damariscotta Shell Middens with Dr. Tony Sutton, focusing on Indigenous history, archaeology, and coastal food systems; Multiple field trips to aquaculture sites across Maine to observe diverse production systems, sustainability practices, and community partnerships in action. These integrated experiences help students develop not only technical and research competencies but also a deeper cultural awareness and a strong foundation in ethical, community-centered aquaculture practice. Mentor Professional Development Opportunities The AquEOUS program also provided targeted professional development to faculty mentors, with the aim of strengthening research, teaching, and engagement in inclusive aquaculture practices. They had access to all the student development activities including the =seminar and field trips as well as other key activities which included: Dawnland Microcredential Completion: Mentors were encouraged to complete this course to build a shared understanding of Wabanaki history and cultural frameworks. Wabanaki Community Engagement Workshop: Faculty participated in workshops designed to guide respectful, reciprocal engagement with native communities in research and extension contexts. Facilitated Meetings with Tribal Natural Resource Departments: These meetings helped faculty establish or deepen relationships with Wabanaki partners and better align research objectives with community priorities. Indigenous Science Seminar and Resource Library: Faculty accessed curated readings, recorded lectures, and digital media supporting the integration of Indigenous Science into teaching and research. Aquaculture R&D Summit and Industry Engagement Events: Faculty attended regional summits and networking sessions, enhancing their connections with aquaculture professionals and identifying collaborative opportunities. Together, these efforts are fostering a learning ecosystem where both students and mentors are supported in developing not only technical expertise but also the cultural and ethical competencies essential to advancing inclusive aquaculture research and education. How have the results been disseminated to communities of interest?The AquEOUS program has employed a multifaceted strategy to disseminate its research findings, program outcomes, and knowledge to diverse communities of interest--including aquaculture professionals, native partners, academic institutions, and program mentors. These efforts have combined immersive, place-based learning, Indigenous knowledge-sharing, professional conference engagement, and structured program evaluation. A central vehicle for dissemination has been the 10-week summer internship, in which students engaged in applied research and extension projects related to aquaculture and fisheries throughout Maine. Students contributed to ongoing projects involving electrofishing, environmental DNA (eDNA) collection and analysis, aquatic animal health monitoring, telemetry, hatchery techniques, and water quality sampling. These projects supported both university- and community-led initiatives and created direct channels of knowledge transfer between students, researchers, and practitioners. In parallel, students participated in Indigenous science and outreach activities, including the use of biocultural and traditional knowledge labels, development of youth educational curricula blending Indigenous and Western science, and extension through the Wabanaki Youth in Science (WaYS) program. Mentorship by Indigenous scientists supported students in reflecting on the ethical, cultural, and ecological dimensions of their work. In terms of professional engagement, the AquEOUS team presented program outcomes and approaches at several fall conferences, including: The Kurt Grinnell Foundation Aquaculture Summit, where the program's focus on Indigenous mentorship and inclusive aquaculture education was highlighted. Aquaculture Europe, where program structure and impacts were shared with international aquaculture professionals and educators. RASTECH (Recirculating Aquaculture Systems Technology) Conference, where experiential learning and student project outcomes were discussed in the context of innovation in aquaculture practices. The program also hosted a student research symposium as a culminating event for sharing findings with mentors, institutional partners, and local stakeholders. Other dissemination activities included field site visits, seafood tastings, public presentations, and science communication projects, often created in collaboration with Indigenous and industry partners. To further inform program refinement and transparency, Social Network Analysis (SNA) and evaluation results were shared with program mentors. These findings, produced by the Data Innovation Project (DIP), measured changes in the connectivity and collaboration among program partners over time. Mentors were granted access to a dynamic network visualization via Kumu, enabling them to explore the network data interactively and reflect on the evolving relationships fostered through AquEOUS. Together, these dissemination strategies demonstrate AquEOUS's commitment to transparent, inclusive, and community-engaged research and education. What do you plan to do during the next reporting period to accomplish the goals?The 2025 AquEOUS program reflects an evolution shaped by student feedback, evaluation findings, and a deepening commitment to integrating Indigenous knowledge, professional development, and experiential learning in aquaculture. Several structural, programmatic, and content-based changes have been implemented to better meet the goals of the program and respond directly to community and participant input. Updated Program Structure The 2025 cohort will be located at the Darling Marine Center (DMC). This consolidation of sites was made in direct response to feedback from prior cohorts, who emphasized the importance of cohort-building and peer-to-peer connection, as well as the logistical challenges of housing and transportation at the Orono site. Housing most students at the DMC provides a central, collaborative environment with opportunities to network with marine scientists outside the program. A small number of students will still be housed at nearby Hurricane Island, allowing them to engage deeply in island-based aquaculture work while remaining connected to the full cohort through planned trips, online access, and regular integration activities. New Projects and Mentors All 2025 research and extension projects will now be based at the DMC, streamlining coordination and facilitating deeper collaboration. In addition, new mentors have been brought into the program, expanding the diversity of disciplinary expertise and community relationships. The new projects include We now have a dedicated staff member from the Wabanaki Center, whose role is to facilitate student engagement with Wabanaki communities and help integrate Indigenous Ways of Knowing--including Two-Eyed Seeing--into student projects. This direct facilitation supports both students and mentors in cultivating meaningful, long-term relationships with Wabanaki individuals and organizations and evolving research approaches to be more culturally grounded and community-informed. New and Expanded Field Trips and Cultural Experiences The 2025 program introduces several new, high-impact field and cultural experiences, including: Trip to Boston Museum of Science to attend a lecture by Robin Wall Kimmerer, author of Braiding Sweetgrass (required reading for interns), at the Boston Museum of Science. While there, students will also visit Island Creek Oyster Farm in Duxbury, a model of intertidal oyster farming not practiced in Maine. Hands-on Indigenous aquaculture experiences, including: Shellfish farming with Sipayik/Pleasant Point in the Passamaquoddy community. Continued shell midden and food sovereignty walk with Dr. Tony Sutton. Visit to Mi'kmaq Farms, Maine's only land based trout aquaculture facility. Engagement with the Houlton Band of Maliseet, where previous students helped launch a youth aquaponics program. A trip to Hurricane Island, featuring: Youth extension practice with visiting high school students. A cohort Service Day on the experimental aquaculture lease helping with scallop farming. A hands-on communication workshop (e.g., public speaking, podcasting, filmmaking, and visual science storytelling). Attendance at the Dawnland Festival at the Abbe Museum, focused on Wabanaki food sovereignty, history, and cultural activities. Participation in the student research symposium with peer interns, mentors, native partners, and industry professionals for expanded career networking. Evaluation and Continuous Improvement The program will continue to use the evaluation tools developed in Years 1 and 2, including: The Social Network Analysis (SNA) to assess the growth and depth of professional and collaborative relationships formed through the program. The student and mentor evaluation instruments to monitor experiential quality, inclusivity, research experience, and mentorship outcomes. These tools will be used to track trends over time, identify areas of improvement, and support evidence-based program evolution.
Impacts
What was accomplished under these goals?
1. Creation of the first 5-year Research and Extension Experiences for Undergraduates (REEU) site focused on both marine- and land-based aquaculture The program implemented a 10-week summer research internship for 12 students in 2024, matching them with faculty and community mentors to participate in one of applied aquaculture research projects, including: Aquatic Animal Health in Finfish Aquaculture Environmental DNA Monitoring Intertidal Oyster Aquaculture Indigenous Youth Aquaponics Sea-run Fisheries Restoration Biomarker ID in Atlantic Salmon Sustainable Scallop and Eel Culture Inclusive Aquaculture Communications Each project emphasized integrated research, extension, and education, offering real-world experience in sustainability science and aquaculture techniques. For 2025, eight projects are being implemented at the Darling Marine Center, including: Inclusive Aquaculture Communications This project uses communication tools like social media, podcasts, and story maps to integrate diverse perspectives, including Indigenous knowledge, in shaping modern aquaculture discourse. Ocean-Based Nursery for Cultured Lobster This research explores the viability of growing lobster in an ocean-based nursery system, focusing on lobster postlarvae survival and stock enhancement strategies. Sustainable Aquaculture with American Unagi Hands-on experience with American eel cultivation at the American Unagi facility in Maine, focusing on water quality, sustainability, and community collaboration with local communities Intertidal Oyster Aquaculture This project compares intertidal oyster culture with traditional methods, tracking seed oyster growth, shell shape, and mortality rates at the Darling Marine Center. Monitoring Scallop Seed Responses to Environmental Variability Along the Maine Coast Monitoring the biological responses of scallop seeds sourced from various coastal areas, exploring the effects of environmental variability on scallop populations. Aquaculture Extensionand Workforce Development This initiative focuses on advancing aquaculture education and workforce development through hands-on learning, coordinating workshops, and leading programs for high schoolers. Sustainable Scallop Aquaculture: Tackling Biofouling with Innovation This project addresses biofouling in scallop aquaculture through the use of biodegradable net covers, aiming to improve sustainability and reduce labor demands. Sustainable Aquaculture with American Unagi Focuses on cultivating American eel at the American Unagi RAS facility in Maine, emphasizing sustainable practices and community collaboration. The 2025 cohort will live atthe Darling Marine Center to strengthen peer-to-peer cohort building, simplify logistics, and house students together. Some students will be housed nearby on Hurricane Island, which also serves as a field site. 2. Incorporation of Indigenous Cultural and Ecological Knowledge through a unique codesign of student projects with interdisciplinary aquaculture faculty, the aquaculture industry sector, and Wabanaki Traditional Knowledge Keepers 2024 projects included several that were designed in partnership with Wabanaki communities and cultural advisors, including: An aquaponics education initiative with the Houlton Band of Maliseet Collaborative research in fisheries restoration and food sovereignty Development of educational content integrating Indigenous knowledge into aquaculture communication Students engaged in field experiences such as: A food sovereignty and shellfish midden walk with Dr. Tony Sutton Visits to Mi'kmaq Farms and aquaponics sites Panel discussions of Indigenous science communications and strorywork A Dawnland micro-credential, focused on cultural and ecological knowledge, place-based history, and ethical engagement with Wabanaki Nations A 10-week seminar series led by Dr. Darren Ranco introduced students to Indigenous research methodologies and ethics. In 2025, a Wabanaki Center staff member will directly support codesign and mentoring, and students will attend: A keynote by Robin Wall Kimmerer at the Boston Museum of Science A site visit to Island Creek Oyster Farm Hands-on learning with Passamaquoddy shellfish restoration and Sipayik aquaculture initiatives The Dawnland Festival at the Abbe Museum 3. Engagement of Native college and university students The 2024 cohort included students from diverse backgrounds, including Native students, recruited through direct outreach and via organizations such as: Washington Sea Grant Indigenous Aquaculture Hub Tribal College Job Board ARI, Scuttlebutt, and Sea Grant listservs Recruitment strategies reached over 432 individuals directly and generated 5,979 LinkedIn engagements. Applications came from 43 universities, with 60% from Maine and the broader Northeast. Ongoing relationship-building with Native communities included regular meetings with: The Houlton Band of Maliseet The Passamaquoddy at Sipayik The Aroostook Band of Mi'kmaq The Penobscot Nation These conversations led to long-term collaborations on education and aquaculture capacity-building projects involving Native youth 4. Training students in applied aquaculture research through industry and TEKmentoring to increase capacity for sustainability research and leadership. Students in 2024 gained experience in: Electrofishing, telemetry, water quality sampling Animal husbandry, histology, hormone analysis Environmental DNA collection and analysis Curriculum development and biocultural notices Students also received hands-on training in public speaking, podcasting, and visual science communication during a specialized workshop, and shared results at a final symposium attended by academic, community, and industry partners. For 2025, projects are intentionally designed to build student leadership by having them co-facilitate: An extension field trip with local high schoolers on Hurricane Island A service day assisting with the island's experimental aquaculture lease Evaluation remains central: Pre/post surveys, weekly reflection journals, and mentor assessments guided program improvement Exit interviews showed high gains in technical skills, cultural competency, and science communication A Social Network Analysis (SNA) conducted by the Data Innovation Project (2024) showed new cross-sector collaborations across 11 organizations SNA and student-mentor evaluation tools will continue to be used annually to track progress and identify areas for improvement
Publications
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Progress 02/01/23 to 01/31/24
Outputs
Target Audience:During the reporting period, the Aquaculture Experiential Opportunities for Undergraduate Students (AquEOUS) program focused its efforts on engaging two key groups: Native communities and third and fourth-year undergraduate students in the United States. A primary goal of the program is to cultivate relationships with Native communities, particularly the Wabanaki, in order to collaboratively develop research and extension aquaculture projects that benefit their communities. These endeavors aim to foster ongoing mutual learning between researchers and indigenous communities, blending Western and indigenous knowledge frameworks for sustainability. To achieve this objective, the team convened multiple meetings with Wabanaki representatives, including those from the Houlton Band of Maliseet Natural Resource Department, the Passamaquoddy at Sipayik Environmental Department, Mi'kmaq Farms of the Aroostook Band of Mi'kmaq, the Penobscot Nation Departments of Natural Resources, Education, and Economic Development and the Jamestown S'Klallam communities. Additionally, discussions were held with leaders of the Indigenous Aquaculture Hub, a Washington Sea Grant Team focused on fisheries and aquaculture projects among Western native communities. These engagements have initiated ongoing dialogues on aquaculture and forged research and extension partnerships. The program's other target audience comprises undergraduate students, with particular emphasis on reaching underrepresented and Native American individuals. Outreach efforts were crafted to ensure inclusivity, equity, and diversity. In spring 2024, strategies included direct outreach to universities offering aquaculture programs and boasting high minority student populations as well as tribal colleges with natural resource programs. Additionally, dissemination occurred through organizations such as the Washington Sea Grant Indigenous Aquaculture Hub and Minority-Serving Institutions (MSIs) via Handshake, a university career portal connected to numerous MSIs. The program team also prioritized engaging Native students by collaborating with the Wabanaki Youth in Science Program (WaYS), contacting Tribal colleges' natural resource departments, and directly reaching out to Wabanaki students through a student from the first cohort. Moreover, traditional job boards like the Conservation Biology Job Board, US and the Texas A&M Natural Resources Job Board were utilized. Overall, the AquEOUS application was mailed directly to 354 individuals, posted to social media with 1,106 engagements as well as listservs such as ARI (900 users) scuttlebutt and Maine Sea Grant. It was also posted to 47 schools on Handshake student job board. Furthermore, the AquEOUS program received visibility within the research and education community through various avenues, including presentations at academic and professional conferences, tabling events, and informal stakeholder meetings. For the 2024 cohort there were 77 applicants representing 45 universities with the majority (65.7%) located in Maine and the Northeast. The most successful recruitment channel was direct emails from home academic departments or faculty mentors. Successful applicants from 2024 cohort represent the target demographics outlined in the proposal. Another important audience is UMaine faculty. The grant is structured to equip faculty with the tools to mentor native students and incorporate two-eyed seeing into their own research programs. This aims to broaden the western science paradigm to include alternative modes of understanding. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?AquEOUS team members are encouraged to participate in training especially to help advance their knowledge of inclusivity as it pertains to science and research. Members completed the Dawnland Microcredential, an UMaine coursework designed for a basic understanding of Wabanaki tribal history; Professional development activities were offered to the 2023 cohort of faculty mentors with the following faculty/staff outcomes in mind: Aquaculture industry engagement Research symposium industry networking sessions; Aquaculture R&D Summit attendance Tribal engagement in aquaculture research and extension Wabanaki community engagement workshop for faculty; Facilitated meetings with Tribal natural resource departments and faculty Improved understanding of and collaboration with Indigenous Science Media and resource library; Indigenous science seminar. These same opportunities will be offered to the 2024 cohort of faculty as well as participation in Wabanaki Youth services days and trips to indigenous science field sites. How have the results been disseminated to communities of interest?The team has actively disseminated the results by engaging with various communities of interest through a series of outreach activities and events. They have promoted the program through classroom visits, conference presentations, and participation in tabled events like Aquaculture America Conference in San Antonio, TX; Northeast Aquaculture Conference and Expo in Providence, RI; Maine Fishermen's Forum in Rockland, ME, Sustainable Aquaculture Systems Supporting Salmon in Baltimore, MD; University of Maine Board of Trustees Meeting and the University of Maine research development webinar series,the UMaine Stae of the University address. UMaine Marketing developed the following stories:https://umaine.edu/news/blog/2023/08/07/xander-lacomb-binding-books-and-tending-to-fish-tanks/? and https://umaine.edu/news/blog/2023/08/03/katarina-minas-teaching-with-aquaponics/ In a concerted effort to reach out to specific communities, the youth development team has executed a well-structured schedule of events setting up aquaponics systems and curriculum development at the Houlton Band of Maliseet and the Penobscot Nation. Additional efforts included a half-day aquaculture/aquaponics outreach event at the Penobscot Nation, where AquEOUS students actively engaged with the community. Through these consistent and varied efforts, the team successfully disseminated program results and fostered valuable connections with these communities. What do you plan to do during the next reporting period to accomplish the goals?During the upcoming summer of '24, a group of 14 students from UMaine alongside 7 students from other institutions will have the opportunity to participate in a 10-week experiential research learning internship. This program will take place at the Darling Marine Center, Hurricane Island, and the Orono campus. They will engage in 10 research and extension projects, which have been carefully selected by faculty mentors. These projects will also offer opportunities for students to collaborate in designing research and extension components with guidance from Indigenous Science mentors. A 10-week seminar will be conducted both virtually and in person, covering a wide range of topics. These include Indigenous Science, Ethical Research Guidelines, Storywork as Method, sustainable aquaculture, and ocean science. Additionally, students will have access to a Brightspace page containing readings and media related to Indigenous science and aquaculture. In July, students will participate in a science communications workshop with a focus on indigenous science communication. This workshop, developed in partnership with the University of Rhode Island Metcalf Institute, will include a panel of Indigenous science communicators. A specialized communications workshop will also be held on Hurricane Island to cater to students' specific interests in science communication. As part of the program, a science communications intern will work on various communication projects tailored to their interests, including a film project in collaboration with an external partner. The film project aims to showcase the students' summer experiences through interviews, highlighting the AquEOUS program and enhancing the students' interview skills. The program will conclude with an end-of-summer presentation day, where students can exhibit their work and experiences, engage in peer-to-peer interactions, and network with industry professionals. During the 10-week program, AquEOUS will organize professional development trips to aquaculture sites such as Mi'kmaq Farms, Canopy Farms, and an experimental shellfish and kelp lease at the Hurricane Island Center for Science and Leadership. To facilitate peer-to-peer learning and cohort building, students will reside in dorms at Orono and the DMC alongside other UMaine REU fellows and interns. They will also participate in cohort building activities, including an overnight stay on Hurricane Island in Penobscot Bay. We will sustain engagement with Tribal college and university students by building on existing methods and expanding connections with Indigenous Aquaculture programs nationwide. This includes partnering with the Wabanaki Youth in Science Program (WaYS) and collaborating with WaYS staff and University faculty through the USDA-funded MSP grant, Wabanaki Youth Science (WaYS) Program to Higher Education. Additionally, we have established connections with Pacific Northwest communities such as Quinault, Makah, and Jamestown S'Klallam, which have internship coordinators for Native students. Co-PI will attend a meeting of the Kurt Grinnell Foundation Aquaculture Summit in August to further connections with native aquaculturists. The mentors and projects (described above) were chosen for their capacity to teach aquaculture and fisheries related skills with indigenous science mentoring as a key element. The specific skills developed range by project but are as follows: Sea Run Fisheries Restoration and Management: Traditional Ecological knowledge of Penobscot salmon use and range; tribal data sovereignty; electrofishing; telemetry, aquatic animal health techniques, hatchery techniques and water quality monitoring. Sea Run Fisheries Restoration and Management in the Meduxnekeag River: Indigenous ecological knowledge of Maliseet salmon use and range; eDNA field sampling techniques, eDNA metbabar coding, eDNA sample processing and data synthesis. Indigenous Youth Aquaponics Program: Youth curriculum development, co-designed youth curriculum combining Indigenous Ecological Knowledge and Western Science, aquaponic systems design and management, and aquatic animal husbandry. Using environmental DNA to Monitor River Health and Fisheries Restoration: Traditional knowledge of the responsible use of aquatic resources, ethical management of data of Indigenous provenance, development of experimental designs for eDNA studies, collection and processing of eDNA samples, bioinformatic analysis of eDNA. Oysters in Maine Rivers, Past Present and Future: Traditional knowledge of the responsible use of Maine's coastal resources, development of survey tools for assessing shellfishers' knowledge and practices, methods and practices employed for monitoring of shellfish growth, survival, and level of infestation by blister worms. Aquatic Animal Health in Finfish Aquaculture Translating to improved health and welfare of cultured finfish for tribal restoration and food production purpose; experience in food sovereignty, environmental impacts and animal welfare, cutting-edge RAS technology and aquatic animal health and husbandry techniques in the lab. Using Environmental DNA to Monitor River Health and Fisheries Restoration Indigenous ecological knowledge of Penobscot salmon use and range; eDNA field sampling techniques, eDNA metbabar coding, eDNA sample processing and data synthesis; assessing water quality though Macroinvertebrates surveys; use of Biocultural and Traditional Knowledge Notices and Labels. Inclusive Aquaculture Communications Communications tools such as social media, video, interviewing, story maps, podcasts, and interactive graphics, incorporating indigenous perspectives and creating inclusive narrative landscapes. Identifying Biomarkers to predict Atlantic Salmon Reproductive and Population Quality Conducting morphometric assessments of developing larvae, participate in behavioral trials, assess hormones in the fish's plasma, and process samples using histology to enhance Wabanaki restoration efforts. Sustainable Aquaculture with American Unagi Conducting water quality tests, monitoring oxygen levels, and handling eels through tasks like sampling and grading; learning the historical significance of eels within indigenous cultures worldwide; collaborating with tribal harvesters and fostering sustainable economic development. Intertidal Oyster Aquaculture Tracking intertidal seed oyster growth, shell shape, and mortality rates; field methods for oyster aquaculture husbandry, and environmental monitoring; site selection through monitoring water quality and substrate composition. Biodegradable Solutions for Scallop Aquaculture Sustainability Calculating sediment carbon accumulation; biofouling organism identification, scallop husbandry, evaluating gear types, water quality monitoring, farm techniques. The University of Southern Maine's Data Innovation Project (DIP) will enhance evaluation capabilities by implementing an evaluation plan focused on establishing efficient program data tracking systems and processes. This initiative aims to collect feedback on program design and participant experiences from various stakeholders, including students and mentors, and to pinpoint program outcomes. In the second cohort, the emphasis will shift towards creating systems and tools to consistently measure student program outcomes in a way that can be replicated by ARI staff in future years. These student outcomes, which were identified and collaboratively developed with program stakeholders in Year One, will be the focal points. The data collection methods planned for Year Two include a student retrospective post-then-pre online survey. The ultimate goal is to compile a report that combines results from the student survey with the program data tracker.
Impacts
What was accomplished under these goals?
The second year of AquEOUS was spent hosting the summer '23 cohort (6 students) in Orono, evaluating the program, making improvements and recruiting the summer '24 cohort. To that end, the recruitment strategy was expanded (see above) and the faculty projects were increased to include projects at the Darling Marine Center as well as with an external partners, Hurricane Island Center for Science and Leadership and American Unagi. The program was able to secure additional funding for the second cohort to augment the stipends and housing, fund the second year of an external evaluator, buy supplies for Wabanaki designed projects. In total the funds obtained were $17,550 from various sources including Maine Sea Grant, USDA-ARS, Wabanaki Youth in Science, UMaine Darling Marine Center, Hurricane Island Center for Science and Leadership and an allotment from the Maine Jobs and Recovery Act. UMaine also works with the University of Maryland on the USDA funded SAS, Sustainable Aquaculture Systems Supporting Atlantic Salmon (SAS2). That project has Wabanaki collaborations built into the educational objectives and every attempt was made to find synergies between AquEOUS and these activities as well as to create opportunities for peer-to-peer networking. Students working on Youth Extension and Land based systems are involved in projects funded through the SAS2 project. In anticipation of the second cohort of AquEOUS students, the team has identified five additional aquaculture related aquaculture research and extension projects that will grow connections with tribal partners. Groundwork has been laid for the development of long-term research and extension projects that benefit Wabanaki communities which can be sustained beyond the reporting period. The additional projects are as follows: Aquatic Animal Health in Finfish Aquaculture This project delves into aspects of maintaining optimal health for finfish in a research environment, translating to improved health and welfare of cultured finfish for restoration and food production purposes. Using Environmental DNA to Monitor River Health and Fisheries Restoration Students will collect environmental DNA (eDNA) samples paired with survey data of aquatic macroinvertebrates and fish. The term eDNA refers to cellular and free DNA found in environmental samples such as river water. Students will also learn about and apply current best practices in the management of data that originate from Indigenous homelands and/or Traditional Knowledge. Inclusive Aquaculture Communications Using communications tools such as social media, story maps, podcasts, and interactive graphics, the AquEOUS fellow will work with the broader cohort to develop communication products that integrate diverse ways of knowing for a wider audience. Identifying Biomarkers to predict Atlantic Salmon Reproductive and Population Quality Students will work on an ongoing project to identify biomarkers in Atlantic salmon that can be used to predict future performance. Sustainable Aquaculture with American Unagi Undergraduate students participating in this fellowship will engage hands-on with American eels cultivated at the American Unagi RAS facility. Intertidal Oyster Aquaculture This project aims to explore the potential of intertidal oyster culture in Maine, comparing it with traditional farming methods such as floating oyster cages over a multi-year production cycle. Biodegradable Solutions for Scallop Aquaculture Sustainability Our project evaluates the efficacy of biodegradable net covers in mitigating biofouling. Our objectives include testing the impacts of biodegradable lantern net covers on (1) farmer labor and time, (2) biofouling accumulation and composition, (3) scallop health and productivity, and (4) sediment carbon accumulation. The AquEOUS outreach efforts were designed to ensure inclusivity, equity and diversity, by posting on the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) jobsite, directly reaching out to tribes, tribal colleges and universities with both aquaculture programs and a high percentage of native students and sharing through organizations with a subject matter interest such as Washington Sea Grant Indigenous Aquaculture Hub. The outreach efforts were also extended through Handshake, a university career portal linked to many top minority serving institutions. The program team made significant efforts to reach out to Native students by partnering with Wabanaki Youth in Science Program (WaYS) and directly contacting Tribal colleges' natural resource departments. In the first cohort 30% of students were native and in the second cohort, 28% are native students. Mentorship plans and professional development activities were scheduled for the 2023 and 2024 cohort of students with following student outcomes in mind: Increased knowledge of career pathways in aquaculture Field trips to industry sites; Interactions with industry professionals; Peer-to-peer networking with related programs; Student seminar on aquaculture research; Aquaculture experiential learning through projects (30+ hours/week) Increased training in sustainable aquaculture and its intersection with indigenous knowledge Indigenous science seminar; Media and resource library with discussion groups; Dawnland microcredential; Wabanaki Youth extension opportunities; Indigenous science mentorship Increased understanding of the role of aquaculture food security and health benefits Wabanaki food sovereignty resources; Field trips to industry sites; Interactions with seafood professionals; Seafood tastings Increased capacity in science communication and leadership Inclusive science communications workshop; Science communication mentorship; Science communication project interacts with other peers; Opportunities to present research at conferences; Student research symposium. Increased capacity for conducting scientific research 10 week internship participating in field and lab work related to aquaculture and fisheries in Maine with western science techniques ranging from electrofishing and eDNA collection to aquatic animal health assays and hatchery techniques; Indigenous science and extension activities ranging from biocultural data labels to youth curriculum development.?
Publications
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Progress 02/01/22 to 01/31/23
Outputs
Target Audience:During the reporting period, the Aquaculture Experiential Opportunities for Undergraduate Students (AquEOUS) program has targeted two primary audiences: Wabanaki Tribes and third and 4th year undergraduate students in the U.S. A primary objective of the program is to establish and foster relationships with the Wabanaki tribes to develop research and extension aquaculture projects that can positively impact their communities and set the stage for ongoing reciprocal learning with western scientists to develop new frameworks for sustainability in their research by integrating indigenous knowledge. To that end, the team has had multiple meetings with Wabanaki tribal representatives including representatives from the Houlton Band of Maliseet Natural Resource Department, the Passamaquoddy at Sipayik Environmental Department, Mi'kmaq Farms of the Aroostook Band of Mi'kmaq, the Penobscot Nation Departments of Natural Resources, Education and Economic Development. The team also met with leaders of the Indigenous Aquaculture Hub, a Washington Sea Grant Team that brings together western tribes around fisheries and aquaculture projects. These meetings have initiated an ongoing conversation around aquaculture and continued research and extension partnerships. The other audience for the program has been undergraduate students and additional efforts were made to reach underrepresented and Native American students. The outreach efforts were designed to ensure inclusivity, equity and diversity by posting on the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) jobsite, directly reaching out to universities with both aquaculture programs and a high percentage of minority students and sharing through organizations with a subject matter interest such as Washington Sea Grant Indigenous Aquaculture Hub. The outreach efforts were also extended to HBCUs through Handshake, a university career portal linked to many top minority serving institutions. The program team made significant efforts to reach out to native students by partnering with Wabnaki Youth in Science Program (WaYS) and directly contacting Tribal colleges' natural resource departments. The program was also posted to more traditional job boards such as the Conservation Biology Job Board, US Department of Labor Workforce GPS and the Texas A&M Natural Resources Job Board. Overall, the AquEOUS application was shared online with ~200 individuals, and 20 listservs and 5 student job boards. The AquEOUS program has also been promoted in the research and education community through numerous presentations at academic and professional conferences and tabled events as well as informal meetings with stakeholders. Changes/Problems:Changes were made to the timing of the virtual semimar to allow a longer time for student recruitnent and acccount for different time zones and college schedules. The seminar was pushed forward to start in May in a virtual meeting and then be held in person during the summer. What opportunities for training and professional development has the project provided?AquEOUS team members were encouraged to participate in training especially to help advance their knowledge of inclusivity as it pertains to science and research. Members attended the 3-day University of Rhode Island Metcalf Institute Virtual Inclusive Science Communications workshop; completed the Dawnland Microcredential, an UMaine coursework designed for a basic understanding of Wabanaki tribal history; the 2022 Raising Indigenous Voices in Academia and Society (RIVAS) Conference and attended an Undoing Racism Community Organizing Workshop. Professional development activities have been planned and offered for the 2023 cohort of faculty mentors with the following faculty/staff outcomes in mind: Aquaculture industry engagement Research symposium industry networking sessions; Aquaculture R&D Summit attendance Tribal engagement in aquaculture research and extension Wabanaki community engagement workshop for faculty; Facilitated meetings with Tribal natural resource departments and faculty Improved understanding of and collaboration with Indigenous Science Media and resource library; Indigenous science seminar How have the results been disseminated to communities of interest?The Student Coordinator met frequently with groups to promote the program in classrooms and presented at conferences and tabled events such as: UMaine Board of Trustees Event, Orono, ME Maine Aquaculture R&D and Education Summit, Belfast, ME Recirculating Aquaculture Network (RAS-N) Conference, Orono, ME Aquaculture Canada and WAS North America, Newfoundland, Canada Maine Seafood Educators Summit, Belfast, ME Northeast Aquaculture Conference and Exposition, Portland, ME What do you plan to do during the next reporting period to accomplish the goals?1.Creation of the first 5-year Research and Extension Experiences for Undergraduates (REEU) site focused on both marine- and land-based aquaculture In summer '23, six students from UMaine and four other institutions will participate in a 10-week experiential research learning internship at UMaine aquaculture facilities or the Orono campus which will foster collaboration, interdisciplinary learning, and professional development. Students will work on five research and extension projects identified by faculty mentors with opportunities for students to co-design research and extension elements in collaboration with Wabanaki mentors. A 6 part indigenous science seminar will be held virtually and in person before and during the 10-week REEU covering topics ranging from Indigenous Science and Ethical Research Guidelines to Storywork as method. Guest speakers from Maine's aquaculture industry and research groups will be incorporated into the seminar. Students will also have access to a Brightspace page with an indigenous science and aquaculture related readings and media. In June, students will also attend an inclusive science communications workshop developed for this program by the University of Rhode Island Metcalf Institute and have access throughout the grant to professional science communicators to help them develop their final product which they will present at the Symposium for the Advancement of Maine's Blue Economy. This symposium is being developed in conjunction with other similar programs across the state such as ARI's Aquaculture Externship Program, the Maine Aqua-Pioneers program and UMaine's Innovate Maine summer internship program. There students will also have the opportunity for peer-to-peer and industry networking through sessions and activities. Throughout the 10-weeks, AquEOUS will provide professional development trips to aquaculture sites such as Mi'kmaq Farms, a tribal trout farm; Canopy Farms, an aquaponics farm; and an experimental shellfish and kelp lease at Hurricane Island Center for Science and Leadership. Students will also have access to professional development opportunities through the Educate Maine Career Catalyst Program as well as UMaine Cooperative Extension. To foster interdisciplinary peer-to-peer learning and cohort building, students will be co-located with other UMaine REU fellows and interns in Orono dorms and will attend cohort building activities such as an overnight on Hurricane Island in Penobscot Bay. Incorporation of Indigenous Cultural and Ecological Knowledge through a unique codesign of student projects with interdisciplinary aquaculture faculty, the aquaculture industry sector and Wabanaki Knowledge Keepers; The team has identified five aquaculture related research and extension projects developed in collaboration with Wabanaki tribes that address community needs and priorities (described above). In the Summer '23, students will work on creating a research product with faculty and indigenous science mentors using ideas learned in the seminar. For the second cohort of students in Summer '24, AquEOUS will add four more projects and a student base at the Darling Marine Center in Walpole, ME. Additional research skills could include reproductive endocrinology, metabolomics, and mass spectrometry. The program will continue to expand tribal engagement as well as engagement with indigenous science practitioners nationwide. In the fall/winter, Metcalf institute will provide an Inclusive Science Communications training for academic mentors (Train the Trainer Model) to build sustainability around science communication training at ARI and UMaine in general. Engagement of Tribal college and university students; Continued engagement will occur through the methods already established above as well as expanding connections with Indigenous Aquaculture programs across the nation. The program team will continue to connect with Native students by partnering with the Wabanaki Youth in Science Program (WaYS) and through the curriculum work and student support done by WaYS staff and University faculty through the USDA funded MSP grant, Wabanaki Youth Science (WaYS) Program to Higher Education. Training students in applied aquaculture research through industry and TEK mentoring to increase capacity for sustainability research and leadership. The mentors and projects (described above) were chosen for their capacity to teach aquaculture and fisheries related skills with indigenous science mentoring as a key element. The specific skills developed range by project but are as follows: Sea Run Fisheries Restoration and Management: Traditional Ecological knowledge of Penobscot salmon use and range; tribal data sovereignty; electrofishing; telemetry, aquatic animal health techniques, hatchery techniques and water quality monitoring. Sea Run Fisheries Restoration and Management in the Meduxnekeag River: Indigenous ecological knowledge of Maliseet salmon use and range; eDNA field sampling techniques, eDNA metbabar coding, eDNA sample processing and data synthesis. Indigenous Youth Aquaponics Program: Youth curriculum development, co-designed youth curriculum combining Indigenous Ecological Knowledge and Western Science, aquaponic systems design and management,aquatic animal husbandry Using environmental DNA to Monitor River Health and Fisheries Restoration: Traditional knowledge of the responsible use of aquatic resources, ethical management of data of Indigenous provenance, development of experimental designs for eDNA studies, collection and processing of eDNA samples, bioinformatic analysis of eDNA. Oysters in Maine Rivers, Past Present and Future: Traditional knowledge of the responsible use of Maine's coastal resources, development of survey tools for assessing shellfishers' knowledge and practices, methods and practices employed for monitoring of shellfish growth, survival, and level of infestation by blister worms. Increased capacity for research will be evaluated by The University of Southern Maine Data Innovation Project (DIP) which will implement an evaluation plan with a focus on setting up effective program data tracking systems and processes, garnering feedback on program design and experience from various stakeholders (students as well as mentors), and identifying program outcomes. Data collection methods will be further developed in Summer '23 but will include program data tracker, semi-structured interview protocols for students and mentors. Since student numbers are small in the first cohort, the DIP will aim to conduct short interviews with all program participants. Before the second cohort arrives in 2024, the focus will shift to setting up systems and developing tools to consistently measure student program outcomes in a manner that can be replicated by ARI staff in the following years. These student outcomes are the ones identified and co-created with program stakeholders in the first cohort and data collection methods will include student retrospective post-then-pre online survey.
Impacts
What was accomplished under these goals?
1.The first year of AquEOUS was spent building the program in anticipation of a summer '23 cohort. To that end, a website, an application and marketing materials were created for recruitment. As faculty mentors developed projects, descriptions of those projects were added to the site which is updated regularly. The AquEOUS Co-PI team met bimonthly to discuss program design and keep the project on track within the framework of the grant timeline and objectives. In YR1, frequent meetings were held between the AquEOUS team and the UMaine REU housing facilitator and various Aquaculture Research Institute (ARI) staff who will support the program through mentorship, administrative assistance and additional funding.? The program was able to secure additional funding in the first year to augment the stipends, fund an external evaluator and buy supplies for Wabanaki specific projects. In total the funds obtained were $36,000 from various sources including Maine Sea Grant and an allotment from the Maine Jobs and Recovery Act. UMaine also works with the University of Maryland on the USDA funded SAS, Sustainable Aquaculture Systems Supporting Atlantic Salmon (SAS2). That project has Wabanaki collaborations and an externship program built into the educational objectives and every attempt was made to find synergies between AquEOUS and these activities as well as to create opportunities for peer-to-peer networking. 2.In anticipation of the first cohort of AquEOUS students, the team has identified five aquaculture related research and extension projects developed in collaboration with Wabanaki tribes that address community needs and priorities. Groundwork has been laid for the development of long-term research and extension projects that benefit Wabanaki communities which can be sustained beyond the reporting period. The project are as follows: Sea Run Fisheries Restoration and Management: Students will work closely on multiple projects that encompass field and lab work surrounding Marine Rearing of Adult Atlantic Salmon; a Novel Method to Increase Natural Reproduction for Species Recovery. The project will focus on the cultural, ecological and biological role of salmon in the Penobscot River working to cultivate partnerships between the Penobscot Nation, University of Maine and US Fish and Wildlife Service, and NOAA. The project will build upon the gains in connectivity to upriver habitat through the Penobscot River Restoration Program which has a mission of restoring ecologically relevant numbers of adult Atlantic salmon in the wild. Sea Run Fisheries Restoration and Management in the Meduxnekeag River: Students will gain insight into sea-run fisheries restoration in the Meduxnekeag River, a vital tribal resource for the Houlton Band of Maliseet. Students will gain Traditional Ecological knowledge of salmon ecology while working with environmental DNA techniques such as metabarcoding, sample processing and data synthesis, to inform the restoration project. Students will answer questions about ecologically important restoration taxa, both invasive and native, using these techniques while using best practices in management of data that originates in Maliseet Tribal Lands. Indigenous Youth Aquaponics Program: WaYS and 4-H have implemented aquaponics programming with the Penobscot afterschool program which has increased participation. This programming will be extended to develop a full aquaponics system at the Penobscot Indian Nation. This will be a joint project with staff and teens at Penobscot Nation Recreation program, 4-H, University of Maine (Native American Programs Graduate Student) and WaYS. Curriculum will be developed to enhance Native learning by working with Cultural Knowledge Sharers and western resource professionals with this co-creation. Using environmental DNA to monitor river health and fisheries restoration: Students will collect environmental DNA (eDNA) samples paired with survey data of aquatic macroinvertebrates and fish. eDNA refers to cellular and free DNA found in environmental samples such as river water. eDNA can be used to detect and monitor species and ecological communities of interest at much lower cost, and thus much larger scales, compared to surveys based on collecting and identifying individual organisms based on morphology. Macroinvertebrates are classic indicators of water quality, and can potentially be identified with eDNA. eDNA is still a new and under-tested tool, thus this project will aim to test its utility in Maine rivers and for potential future adoption by natural resource managers of Tribal Nation governments and community groups. Students will also learn about and apply current best practices which center on the use of Biocultural and Traditional Knowledge Notices and Labels, which are physical and digital metadata markers of the rights of Indigenous communities to govern the use and re-use of their data. Oysters in Maine Rivers, Past Present and Future: Students will work on one of two on-going projects involving oyster aquaculture in Maine's coastal rivers and estuaries. The first project is focused on using genomic selection to develop disease-resistant oysters exhibiting superior growth under current conditions currently observed in Maine's rivers as well as conditions they will experience as a result of climate change. The second project will investigate the impacts of parasitic polychaetes (blister worms) on the quality of oysters grown in Maine's rivers. Students working on either project will explore the history of tribal use and views on the exploitation of Maine's coastal rivers and develop a survey to assess the degree to which shellfish farmers in Maine are aware of tribal views regarding the exploitation of coastal resources and how their culture practices recognize and incorporate tribal knowledge. 3.The AquEOUS outreach efforts were designed to ensure inclusivity, equity and diversity, by posting on the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) jobsite, directly reaching out to universities with both aquaculture programs and a high percentage of native students and sharing through organizations with a subject matter interest such as Washington Sea Grant Indigenous Aquaculture Hub. The outreach efforts were also extended through Handshake, a university career portal linked to many top minority serving institutions. The program team made significant efforts to reach out to Native students by partnering with Wabanaki Youth in Science Program (WaYS) and directly contacting Tribal colleges' natural resource departments.? 4.Mentorship plans and professional development activities have been planned and scheduled for the 2023 cohort of students all with following student outcomes in mind: Increased knowledge of career pathways in aquaculture Field trips to industry sites; Interactions with industry professionals; Peer-to-peer networking with ARI's externship program; Student research symposium networking sessions Increased training in sustainable aquaculture and its intersection with indigenous knowledge Indigenous science seminar; Media and resource library; Access to Dawnland microcredential; Indigenous science mentorship Increased understanding of the role of aquaculture food security and health benefits Wabanaki food sovereignty resources; Field trips to industry sites; Interactions with seafood professionals; Seafood tastings Increased capacity in science communication and leadership Inclusive science communications workshop; Science communication mentorship; Student research symposium Increased capacity for conducting scientific research 10 week internship participating in field and lab work related to aquaculture and fisheries in Maine with western science techniques; Indigenous science and extension activities ranging from biocultural data labels to environmental observing methods.
Publications
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