Progress 09/15/23 to 09/14/24
Outputs
Target Audience:Target audience for this reporting period included: College Students for participation in UREs internships. High School Students for participation in the Summer Bridge program. Growers and other professionals for participation in Water Quality Trainings.? Changes/Problems:This year has been going rather smooth despite the setbacks as described in the previous annual report. One change is the focus of the Summer Bridge program. The project team reimagined the Summer Bridge program as a recruitment and retention into FAN with a purpose of rebuilding Lahaina with a focus on TEK and Native Hawaiian sustainability. The results have been impactful and positive in providing youth with TEK understanding as well as opportunities to process the events of the wildfires. Another challenge has been the starting of the College Course. The start date has been pushed back to start in Spring 2025 because of college course approval processes. The project team is working on fulfilling tasks set by the academic senate to approve college courses as well as implementing recruitment strategies to identify Native Hawaiian students. What opportunities for training and professional development has the project provided?Undergraduate Research Experiences (UREs) provided college students with hands-on experiences and on-site training with internship hosts. Areas of training include water quality testing, rain gauge measurements, development of educational curriculum and materials, and other data collection activities. Additionally, the project provided professional development in water quality training for aspiring farmers of the Farmer?s Apprentice Mentoring program. Water quality training includes overview of purpose for water quality testing, protocol for collecting samples, and other topics related to water quality. How have the results been disseminated to communities of interest?Project team hosted a presentation at the Native Hawaiian Education Association Conference on Friday March 22, 2024 to a room of about 20 attendees. What do you plan to do during the next reporting period to accomplish the goals?Goal 1: Course will be offered in Spring 2025. Project team will recruit at least 10 students for the course. Course will be executed with collaborators from Hawa?i Land Trust, Hawaiian Studies Department, and STEM Department. As part of the course, students will present their final products. Students to be surveyed by the evaluation team. Goal 2: Project team will recruit at least one other internship site to host students. Project team will also recruit at least 2 other students to participate in URE internship opportunities. New students will complete 75 internship hours and final products. Students to be surveyed by the evaluation team. The project team is planning on disseminating results and strategies of implementation. A presentation proposal has been sent for review with the American Geophysical Union 2024 Conference.
Impacts
What was accomplished under these goals?
Goal 1: Due to staffing constraints, the course has not been executed as previously planned. Instead the curriculum developed will be implemented as a Sustainable Science Management course instructed by Dr. Scott Fisher, Director of ??ina Stewardship for Hawai?i Land Trust. The course is now titled "Tradition and Sustainability: Learning from the Past to Navigate a Sustainable Future." The course curriculum remains similar with classroom instruction as well as field experience participation. The course aims to develop and expand students? understanding of Hawai?i?s challenges related to land and ocean natural resources. Students will gain knowledge and access to resources to research and address challenges related to land and ocean natural resources through a Hawaiian worldview. Course to be offered in Spring 2025. Goal 2: Last year it was reported that 2 of 5students completed Undergraduate Research Experiences (URE). In this reporting period, another 2 of 5 completed UREs. 2 students at Kipuka Oluwau and 2 students with Kaho?olawe Island Reserve Commission completed their URE internships. The student working with University of Hawai?i M?noa-School of Ocean and Earth Science and Technology was hired by the site to complete the necessary research and did not continue as a ?Ike K?puna Intern. This project year 2 new students started UREs with Hawai?i Land Trust (HILT). While at HILT, interns worked along the Waihe?e Coastal Dunes and Wetland Refuge site to improve habitat for endangered species, remove invasive species, plant native plants, work in the lo?i kal (taro patches), and rebuild loko i?a (fishpond). URE interns gained hands-on experience to learn about the local ecosystem, utilizing Hawaiian cultural knowledge in land management, and gained first hand knowledge from community elders and long time residents. Thus far there were 6 college students that completed URE. 2.a. Ongoing. There were 4 organizations that hosted URE opportunities for college students. But only 3 of those sites supported interns till the completion of their URE hours. As previously stated, 1 site hired the URE intern as a staff member and thus there was no need for that student to complete the URE opportunity. 2.b.Ongoing. 6 students completed UREs with 50% of those students being Native Hawaiian 2.c.Ongoing. 6 final products on student UREs received 2.d.Ongoing. Based on the survey results collected thus far, 50% "Agree" or "Strongly Agree" to the statement: "I feel more prepared for a career in FAN science because of my experience in my internship". Cumulative data will be added in the upcoming year. The content of the URE internship products available to the evaluator indicate that students completed their internships better prepared for a FAN career. They demonstrated both practical engagement in the technical work of conservation as well as an understanding of the connections between culture and science. As one URE participant wrote: "It was times like these that made me appreciate the dedication it takes to make this operation run, and such respect for all the generations involved in not only the restoration of Kaho'olawe, but all conservations in general." Goal 3:For the Year 2 TEK Intensive Summer Bridge, ?Ike K?puna had the opportunity to collaborate with Hulihia - another UHMC program - to focus on supporting students from Lahaina who have been impacted by the fire. Curriculum for this year?s summer bridge program included understanding of TEK through teaching the principles of the ahupua?a systems as a way to envision the rebuilding of Lahaina. Creative art therapy was used as an approach to working with students to process their trauma from the fire as well as imagine Lahina rebuilt on TEK principles. In this way, ?Ike K?puna's promotion of FAN degrees and careers came together with the collaborating project's goal of supporting students to feel that they are change agent In the post-activity survey, students overall express enthusiasm for the Summer Bridge and report feeling empowered. 24 of 26 respondents indicated that they can see themselves in FAN careers including, "an environmental leader," "a caretaker of the land," "a manager of natural resources," and "a grower of food." When asked if they agree with the statement, "Traditional Native Hawaiian practices can be used to understand and provide solutions for change in our environment," 88% responded in the affirmative, with 15 responding "yes" and 8 responding "YES!" 58% of respondents also agreed with the statement, "I make a difference in my community." These results suggest alignment with the overall goals of the project and successful engagement with students through the Summer Bridge. That the Summer Bridge was well-received is reinforced by the positive open-response answers provided to two open-ended questions in the survey. In response to the question, "what did you like best?," student comments include: "I loved every second," "I liked the collaboration and teamwork involved," and "Everything!" To the question, "how can the program be better?," there were many enthusiastic responses. These include: "It is perfect, I don't know how to make it better," "None, it's perfect," and "Not at all, I love it the way it is." 3.a. Met. This year the project team worked with Hulihia, Boys & Girls Clubs of Maui, and Lahaina Arts Guild. 3.b.Met. This year 26 students participated and completed the TEK summer bridge program with 38% Native Hawaiian. Cumulative (Y1 & 2): In total 35 students completed the TEK summer bridge program with 47% being Native Hawaiian. The project team accepted more students of mixed ethnicity this past summer due to the need for services and support for those impacted by the 2023 Lahaina wildfires. All students were willing to learn about TEK from a Native Hawaiian worldview and completed necessary activities of the program. 3.c.Met. 92% of summer bridge survey respondents indicated that they can see themselves in FAN careers. Goal 4:In partnership with the Farmer's Apprentice Mentorship program, an ongoing program of the Hawaii?s Farmers Union United, UHMC faculty/staff collaboratively developed the Water Quality Testing Workshop. In February 2024, 22 farmers participated in the workshop. The workshop covered the importance of E.Coli testing, regulations around water testing for produce farmers, USDA Maui resources and water quality testing performed at the UHMC Water Quality Lab, and hands-on experience with processing water samples. The farmers were given access to high quality water testing labs with the result expected to be local farmers who are better prepared to meet safety standards. 4.a.Met. This project year, the project team collaborated with Hawai?i Farmers Union United: Farmer?s Apprentice Mentorship program. 4.b. Met. For the water quality training in Year 2, there were 22 participants, 14 of whom completed the post-workshop survey. Of the 14 respondents, 3 (21%) were Native Hawaiian. Objective 4.b. states a goal of 33% Native Hawiian participation, and survey data shows that this target was not met. However, given that eight participants did not complete the survey, it is possible that Native Hawaiian participation in the workshop was higher. 4.c.Met. Following the workshop, 14 of the 22 participants completed a survey. Respondents reported a high level of confidence in their preparation to comply with produce safety guidelines. Specifically, 93% (13) reported that they feel "Very" or "Somewhat" prepared with one reporting feeling "Slightly Prepared." Open-answer survey responses also indicate that participants increased their awareness and confidence to produce safety guidelines, with many noting that they were especially glad to learn about the Water Quality Lab at UHMC and the services it can offer.
Publications
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Progress 09/15/22 to 09/14/23
Outputs
Target Audience:Target audience for this reporting period included: College Students for participation in UREs internships. High School Students for participation in the Summer Bridge program. Growers and other professionals for participation in Water Quality Trainings. Changes/Problems:The major challenge has been the staff turnover at the University of Hawai?i Maui College Water Quality Laboratory, which included key staff on this project. The staff turnover and vacancies has impacted project Goal 4 and meeting the intended outcomes for Year 1. The project team is hopeful that vacancies will be filled in Year 2 and water quality training will continue in full. At this time, the impact of the Lahiana Wildfires continues to be assessed and lived. Specifically, how the fires will impact this project is unknown. For now, the project team is moving forward with planned activities. Community partners as well as high school and college students seem to be receptive and committed to project goals. What opportunities for training and professional development has the project provided?Undergraduate Research Experiences (UREs) provided college students with hands-on experiences and on-site training with internship hosts. Areas of training include water quality testing, rain gauge measurements, development of educational curriculum and materials, and other data collection activities. Additionally, the project provided professional development in water quality training for professionals associated with the Hawaii Rural Water Association. Water quality training includes overview of purpose for water quality testing, protocol for collecting samples, and other topics related to water quality. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?Goal 1: Course will be offered in Spring 2024. Project team will recruit at least 10 students for the course. Course will be executed with collaborators from Hawa?i Land Trust, Hawaiian Studies Department, and STEM Department. As part of the course, students will present their final products. Students to be surveyed by the evaluation team. Goal 2: Current students (3) will complete their internship hours and final products. Project team will recruit at least one other internship site to host students. Project team will also recruit at least 3 other students to participate in URE internship opportunities. New students will complete 75 internship hours and final products. Students to be surveyed by the evaluation team. Goal 3: Summer Bridge will be held in June/July 2024. Student recruitment will begin in March 2024 with Native Hawaiian serving institutions. Summer Bridge program to be facilitated in collaboration with Hawai?i Land Trust. Students to be surveyed by the evaluation team. Goal 4: The project team will identify and contact potential local stakeholders to recruit growers. Training will be held to train growers in water quality testing. Training participants will be surveyed by the evaluation team.
Impacts
What was accomplished under these goals?
??This USDA NIFA ANNH Integrated project, Ike Kupuna: Integrating Traditional Knowledge Into Natural Resource Sciences, will combine education and extension with a focus on traditional ecological knowledge (TEK) and practices to ensure the perpetuation of Maui's water resources. Through the proposed activities, we will build understanding and capacity for University of Hawaii Maui College (UHMC) faculty, current UHMC students, high school students, and community members in TEK practices and food, agriculture and natural resource (FAN) science. The significance of this project lies in the bridging of traditional Hawaiian knowledge to FAN science through the proposed activities associated with each goal listed below. Goal 1: Broaden participation in food, agriculture and natural resource (FAN) sciences by incorporating indigenous knowledge into ecological coursework. During this past reporting period, the project has brought together community partner Hawai?i Land Trust, UHMC Hawaiian Studies faculty to work with Co-PD Dr. Kealoha is developing a Traditional Ecological Knowledge college course. This course,?Ike ??ina: Traditional Ecological Knowledge & Contemporary Challenges, has been intentionally listed as an Hawaiian Studies Course to recruit Native Hawaiian students into FAN science as well as other science pathways. The course curriculum has been developed (Objective 1.a) with classroom instruction as well as field experience participation. The course is specifically designed to develop and expand students? understanding of Hawai?i?s challenges related to land and ocean natural resources. Students will gain knowledge and access to resources to research and address challenges related to land and ocean natural resources through a Hawaiian worldview. The course is currently going through an academic peer review process as mandated by the college for all new courses. The process will occur during the Fall 2023 semester and will be available to college students in Spring 2024. 1.a. Met Curriculum developed. 1.b. Ongoing 1.c. Ongoing 1.d. Ongoing Goal 2: Prepare underrepresented students for FAN careers by offering UREs. Five Undergraduate Research Experiences (URE) have been offered during this past reporting period. The project team has worked with 3 organizations/scientists to provide 5 college students with UREs. These organizations/scientists include: 1) Kipuka Oluwalu (2 students): As a cultural and land reserve, Kipuka Oluwalu strives to perpetuate Native Hawaiian culture and practices related to land management. Kipuka Oluwalu engages in restoration projects such as lo?i kalo (taro irrigation patches), native plantings, invasive species removal, and re-establishing the use of cultural protocols. Olowalu is a valley on the westside of Maui. Olowalu, as a location, was close to the site of the Lahaina wildfires, but did not sustain any major damages. The wildfires have impacted the staff of Kipuka Oluwau and as such their programming. Oluwalu has committed to continuing to offer UREs to their current students and has extended the date for which students can complete their 75 hours. 2) Kaho'olawe Island Reserve Commission-KIRC (2 students): KIRC is a federally funded, State of Hawai'i entity that manages the Kaho'olawe Island Reserve. The Kaho'olawe Island Reserve includes the entire island of Kaho'olawe and surrounding waters. Due to the military bombing that occurred in the 1950s and the possibility of unexploded ordnance and other hazards, access to Kaho'olawe is permitted only with authorization by KIRC for specific purposes such as restoration, education, and culture. Access is restricted. The mission of KIRC is to restore and manage the cultural, land, and natural resources of Kaho'olawe. Restoration efforts include analysis of species living on Kaho'olawe, reforesting of native plants, removal of invasive plants, and implementing erosion control systems. To support these efforts, a 500-thousand gallon rainwater catchment and storage facility that provides irrigation has been installed and operated for more than a year, greatly accelerating the pace of revegetation and environmental restoration. 3) University of Hawai?i M?noa-School of Ocean and Earth Science and Technology (1 student): Brandon Bees, an Earth and Planetary Sciences Masters student, is conducting research to determine the quantity of water available and the quality of water in the areas of Haiku and Huelo in Maui using stable water isotopes, major ions, and pesticide testing. Current working title of his research is "Analysis of Aquifer Characteristics in Northeast Maui, HI: Water Availability and Quality in Private Sources in Haiku and Huelo". Currently, 2 students have completed their URE internship opportunities having worked 75 hours with their community organization. Three students will be continuing their internship hours into the next project year. 2.a. Ongoing. Collaborations with 3 organizations or scientist 2.b. Ongoing. Two students completed UREs with 50% of those students being Native Hawaiian 2.c. Ongoing. Two final products on student UREs received 2.d. Ongoing. Evaluation survey is currently underway. Goal 3: Strengthen student recruitment and retention into FAN post-secondary education 'Ike Kupuna Summer Bridge program was developed in collaboration with Hawai'i Lant Trust during June 23, 30 and July 7. Nine high school students fully engaged and completed the program. Students will be introduced to biocultural restoration with Waihe?e Refuge as an example of combining cultural awareness and preservation with ecological restoration of a native habitat. Students visited Nu'u Refuge to visualize the contrast of different ecosystems and how that reflected on the ahupua'a system and usage of the area. On the last day, students visited Kipuka Olowalu to gain perspective of a community striving to cultivate cultural and environmental connectivity for all. They learned about the importance of kalo and different methods of kalo agriculture. 3.a. Ongoing. Worked with Hawai'i Land Trust, Kamehameha Schools, Kihei Charter School, and Maui High School to recruit students. 3.b. Ongoing. 9 students completed the TEK summer bridge program with 77% Native Hawaiian. 3.c. Ongoing. Evaluation survey and analysis currently underway. Goal 4: Build self-sufficiency of local indigenous farmers to monitor water quality Recent staff turnover at the UHMC Water Quality Laboratory has slowed down efforts for this goal. The project team is hopeful that vacancies will be filled to increase the labs capacity for programming and testing. Thus far, there has been one water quality training workshop offered with 2 participants. 4.a. Ongoing. During this reporting period, the project team has collaborated with Hawaii Rural Water Association on one water quality training workshop. 4.b. Ongoing. 2 participants were trained in water quality procedures. 4.c. Ongoing. Evaluation survey currently underway. Evaluation Update: The Evaluation plan has been updated with tools developed. As of now, surveys have been administered to the 2 URE student interns (Goal 2) that have completed their internship hours as well as the high school students that participated and completed the Summer Bridge program (Goal 3). Survey results are being analyzed and Year 1 report is forthcoming. Evaluative tools have been developed for the Traditional Ecological Knowledge course (Goal 1) and the Water Quality Testing Training (Goal 4) and will be administered at appropriate times.
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