Final report for FNC25-1473
Project Information
Peace Mitchell and Michael Birchard are the dedicated land stewards of Frog Tree Farm, Minnesota’s oldest multigenerational Black-owned farm, located in Lyons Township, Wadena County. Their combined expertise spans over 50 years in agriculture and 30 years in education, making them well-equipped to address the intersection of sustainable farming, youth empowerment, and community development. Their leadership at Frog Tree Farm exemplifies their commitment to creating meaningful connections between urban and rural communities while fostering opportunities for historically underserved populations.
Michael holds degrees in social responsibility, closing the opportunity gap, American studies, human relations, and agricultural specialty crops. Peace has a degree in international relations. Michael brings 10 years of experience as a college administrator and has taught courses on race in America, community organizing, American Indian studies, and human rights. Peace has spent 18 years advising middle school students, focusing on supporting historically underserved communities.
Through their work, Peace and Michael have developed innovative programs that blend hands-on agricultural education with community-building initiatives. These programs aim to engage youth and adults alike, teaching essential skills such as sustainable farming practices, soil health, and infrastructure development. Their efforts not only provide practical agricultural training but also empower participants to envision farming as a viable and impactful career path.
Their ties to Minnesota run deep, and they work tirelessly to uplift the communities they serve. They have developed partnerships with schools, local organizations, and agricultural experts to extend the reach of their initiatives. By fostering collaborations, they create opportunities for urban youth to visit active farms, offering them valuable exposure to rural farming practices and bridging the gap between urban and rural perspectives. In the last year, they have reached over 1,000 students from historically underserved communities to introduce them to agriculture.
Additionally, Peace & Michael help to lead the Minnesota Department of Agriculture's Emerging Farmers Working Group, advocating for underserved farmers. They help shape policies and create programs addressing access to land, resources, and education, empowering diverse farming communities and fostering a more equitable agricultural landscape in Minnesota.
At the heart of their mission is a deep dedication to addressing social and economic inequities. Peace and Michael aim to inspire change by creating programs that promote sustainability, cultivate leadership, and build bridges across cultural, geographical, and generational divides. Their work stands as a testament to the power of agriculture as a tool for community transformation, education, and empowerment.
In Minnesota, 80% of jobs are agriculture-related, yet historically underserved communities, particularly BIPOC youth in metro areas, are underrepresented in the agricultural sector. When Frog Tree Farm began its work with the Minnesota Department of Agriculture to increase the number of emerging farmers, there were only 39 Black farmers in the state. In the six years since, that number has risen to over 150, marking significant progress. However, much more remains to be done.
Many students in metro areas have limited interest in agricultural careers because they don’t understand the wide range of opportunities the field offers. They often associate agriculture with outdated images, like Old McDonald’s farm, and are unaware of professions in areas such as sustainable farming, agribusiness, crop science, environmental stewardship, and agricultural technology.
To further increase the number of historically underserved farmers in Minnesota, it is essential to expose youth to these diverse agricultural career paths early. By engaging students from BIPOC communities in hands-on experiences and educating them about the broader agricultural landscape, we can inspire the next generation of farmers, entrepreneurs, and agricultural professionals, creating a more equitable and sustainable agricultural future for the state.
Through the Growing Roots Ag Initiative, Frog Tree Farm engaged middle and high school students from historically underserved communities in hands-on agricultural education. Students participated in educational workshops, hands-on learning, farm visits and field trips, and leadership opportunities, all focused on sustainable agriculture topics including soil health, food systems, and agricultural careers. Students not only gained knowledge but also built confidence in their ability to see themselves in agricultural and community roles. Full data below, but highlights include:
- Reach: The 19 workshops and 3 retreats totaled 332 students from historically underserved communities. Ages ranged from 11–22.
- Agricultural Awareness: 4.64 average rating for “understanding the importance of agriculture in daily life.”
- Career Interest: 4.59 average for awareness of ag careers; 4.69 average for belief that all backgrounds belong in agriculture. Students expressed new interest in veterinary science, food safety, and ag entrepreneurship.
- Practical Skills: Students built raised beds, composted, tested soil, tended chickens, and created watering systems. Confidence in sustainable practices averaged 4.51.
- Leadership Development: Students organized activities, managed gardens, and led peer discussions. Confidence in contributing to community through ag work averaged 4.43.
- Holistic Growth: Surveys showed students gained stress-management strategies, identified caring adults, and reflected on teamwork and resilience.
- Community Impact: Partnerships strengthened with 9 schools, 6 youth-serving organizations, and multiple urban and rural farms (including 7 Black-owned/emerging farms).
- Farmer Impact: All 7 farmers reported learning new youth engagement strategies and adopting changes to involve youth in operations.
Together, these outcomes demonstrate that agricultural education, when paired with cultural and emotional support, can equip youth with the tools to thrive. This project not only taught farming practices but also built pathways for young people to see themselves as leaders, innovators, and changemakers in their communities.
This initiative represents a comprehensive approach to advancing urban youth agricultural education & fostering community development within the agriculture landscape.
Cohorts of students will participate in educational workshops & building essential agricultural infrastructure. The hands-on learning experiences will enhance their understanding of ag practices & principles. These tangible, experiential activities serve to educate youth about food production while instilling a sense of ownership & responsibility towards sustainable ag.
Our project facilitates transformative experiences by organizing visits to active farms owned by those from historically underserved communities. These field trips expose our students to the realities of farming, offering valuable insights into operations, environmental stewardship, & rural livelihoods. By bridging the gap between urban/rural communities, we promote cross-cultural understanding & foster connections that transcend geographic boundaries.
Frog Tree Farm's demonstrated capacity to implement & sustain the project is evident through our track record of ag focused community engagement. We have established partnerships with local schools, youth organizations, & agricultural stakeholders, demonstrating our commitment to collaboration and shared goals. A Water Quality Certified & Climate Endorsed Farm, our project embraces environmental sustainability by promoting practices such as sustainable ag, water conservation, & habitat preservation. We recognize the importance of economic justice & strive to expose opportunities for living wage jobs within the ag industry to underserved communities.
This initiative represents a holistic approach to urban youth agricultural education & community development. Through meaningful engagement, collaborative partnerships, & a commitment to sustainability and equity, we are poised to make a lasting impact on the agricultural landscape and the communities we serve.
Objective 1: Conduct Educational Workshops on Agriculture Practices & Agricultural Careers
• Organize workshops that cover various aspects of ag including urban and rural farming practices, animal husbandry, & entrepreneurship.
• Invite guest speakers from diverse ag backgrounds to share their expertise and insights.
• Provide resources & information about educational pathways in ag to empower participants to pursue further studies or careers in this field.
How it Supports the Mission of the Grant:
Through educational workshops, we aim to deepen participants' understanding of ag and career options, in line with the grant's goals. These sessions offer diverse career insights, empowering informed decisions about ag engagement.
Objective 2: Facilitate Hands-on Experience in Building Ag Projects & Soil Management
• Engage participants in the construction of essential urban ag infrastructure & implementing soil improvement projects.
• Provide hands-on training & guidance to students, allowing them to actively contribute to the development of these projects.
• Incorporate lessons on soil health & management techniques, including composting, soil testing, and organic fertilization, to promote sustainable ag practices.
How it Supports the Mission of the Grant:
Through hands-on experiences, we provide practical skills aligned with the grant's goal of advancing youth ag education. These activities cultivate a stronger bond with ag and empower participants as community change-makers.
Objective 3: Organize Visits to Working Rural Farms
• Arrange field trips to active rural farms in Lyons Township and surrounding areas, allowing participants to observe firsthand the day-to-day operations of a working farm.
• Facilitate guided tours & interactive demonstrations led by farm owner’s into various aspects of farm management, including crop production, livestock care, & ag technology.
• Foster discussions & reflections on the significance of rural ag, its impact on food systems, & the interconnectedness between urban/rural communities.
Research
Through the Growing Roots Ag Initiative, Frog Tree Farm engaged middle and high school students from historically underserved communities in hands-on agricultural education. Students participated in:
- Educational workshops covering sustainable agriculture, soil health, food systems, and agricultural careers on the following dates and topics at Northdale Middle School in Coon Rapids, Minnesota, the University of Minnesota, and area parks:
|
Workshop Sessions Date |
Topic |
Number of Participants |
|
4/29/2025 |
What Is Agriculture, Really?: Explore how agriculture is more than just farming—it includes science, business, tech, and sustainability. |
12 |
|
4/30/2025 |
Ag Careers You’ve Never Heard Of: Introduction to lesser-known careers like soil scientist, food safety specialist, ag engineer, hydroponics technician, or urban ag entrepreneur. |
21 |
|
5/7/2025 |
Technology on the Farm: Discussion on how drones, GPS, robots, and data science are changing farming and food production. |
12 |
|
5/8/2025 |
Climate Change and the Future of Farming: Understand how climate impacts agriculture and what young people can do to be part of climate-smart solutions. |
10 |
|
5/13/2025 |
Animals on the Farm: More Than Just Milk and Meat: Explore careers in animal science, veterinary medicine, and livestock care—plus the ethics and science behind raising animals. |
12 |
|
5/14/2025 |
The Business of Agriculture: Walk through how farms make money, from selling crops to branding value-added products like jams and juices. |
27 |
|
5/21/2025 |
Cultural Roots in Agriculture: Stories of Black, Indigenous, and immigrant farmers, connecting agriculture to identity, resilience, and culture. |
13 |
|
5/27/2025 |
Food Justice and Who Feeds the World: A conversation about food deserts, equity in food access, and how youth can lead in building food justice. |
14 |
|
5/28/2025 |
Ag-Entrepreneurship: Building Your Own Ag Business: Introduce ideas like starting a honey business, growing microgreens, or creating eco-friendly farm products—even as a teen. |
42 |
|
5/29/2025 |
From Seed to Supermarket: Students learn how food gets from the farm to their plate, covering planting, harvesting, processing, and distribution. |
21 |
|
6/17/2025 |
Aim to Grow (Archery & Agricultural Goals): As we practice archery, we’ll talk about how farming also requires precision and intentionality—every seed planted is a shot toward a harvest goal. |
15
|
|
7/8/2025 |
Food Deserts: Recognizing food deserts and strategies to increase community gardens. |
28 |
|
7/8/2025 |
Hooked on Healthy Waters (Fishing & Water Stewardship): While fishing, we’ll explore the importance of water stewardship in agriculture and how farmers can protect and sustain our natural aquatic ecosystems. |
15
|
|
7/11/2025-7/13/2025 |
Retreat to Frog Tree Farm |
15 |
|
7/15/2025 |
Finding Balance in the Field (Slacklining & Ag Resilience): As we walk the line and hike the park, we’ll reflect on the balancing act farmers perform between weather, markets, and land management. |
15
|
|
7/18/2025-7/20/2025 |
Retreat to Frog Tree Farm |
8 |
|
7/22/2025 |
Stay on the Log, Stay in the Game (Log Rolling & Farm Adaptability): During log rolling, we’ll talk about how adaptability and quick thinking are essential for farmers, especially when facing climate change and unpredictable conditions. |
15
|
|
7/29/2025 |
Disc-ussing the Harvest (Disc Golf & Farming Strategy): While playing disc golf, we’ll discuss how strategy and timing are just as critical in farming—from planting schedules to harvest planning. |
15
|
|
8/5/2025 |
Pedaling Toward Sustainability (Biking & Green Farming): As we ride together, we’ll explore how sustainable transportation and reduced emissions tie into regenerative agriculture and eco-friendly farm practices. |
15
|
|
8/12/2025 |
Dive into Conservation (Swim Pond & Water in Ag): While enjoying the water, we’ll talk about how water access and conservation are at the heart of resilient farming systems and healthy food production. |
15
|
|
8/19/2025 |
Paddling Together, Planting Together (Canoeing & Farm Community): As we paddle in unison, we’ll reflect on the importance of community in agriculture—how working together helps farmers overcome challenges and grow strong food systems. |
15
|
|
10/24/2025-10/26/2025 |
Retreat to Frog Tree Farm |
13 |
|
|
Total number of participants in the workshops |
332 |
|
|
Total number of participants in the workshops unduplicated |
156 |
- Hands-on learning happened for most of the participants. At the various workshops students had the opportunity to: Build watering systems, test soil, plant seeds in the soil, understand composting, and learn ag business concepts through activities. Additionally, participants had the opportunity to attend three different retreats which took place on: July 11-13 (15 participants), July 18-20 (8 participants), and October 24-26 (13 participants). At the retreats participants helped to construct raised garden beds, tend chickens, plant items in the garden beds, compost, install fencing around gardens, and create a watering source for the gardens.
- Farm visits and field trips to both urban and rural farms, including Black-owned and emerging farms in Minnesota. At the retreats students had the opportunity to visit Green Island and Balsam Moon to learn about their land and farming practices. They also visited the urban garden at Batcher Block Opera House in Staples, MN, and visited the Sam Mitchell Farm which is Black owned. In the Twin Cities, students visited Affirmation House urban garden, Frog Tree Farm’s urban garden, and We Win’s urban garden.
- Leadership opportunities where students helped organize activities, manage garden plots, and lead peer-to-peer discussions. We often used the van or the bus as a traveling classroom and students had the opportunity to lead activities and discussions.
This project provided us with valuable insights into the needs, strengths, and growth of the students we served. At every workshop and retreat, students completed surveys through a QR code. Although we did include questions related to agriculture and sustainability, it might be expected that our surveys would focus solely on the SARE grant objectives, measuring only agricultural knowledge or technical skills. However, as an organization rooted in supporting historically underserved communities, we recognize that true impact cannot be captured by technical outcomes alone. Our work goes beyond the parameters of the grant because our participants bring with them complex realities shaped by inequities, trauma, and resilience. For that reason, we intentionally designed our surveys to address both agricultural learning and the broader social, emotional, and cultural needs of students.
We view each workshop and retreat not just as a place to teach about soil health, sustainability, or careers in agriculture, but as a space where young people can build confidence, identify supportive adults, learn strategies for managing stress, and imagine how they can contribute positively to their communities. Asking these questions is part of our duty to serve the whole student. By doing so, we can measure how agricultural education intersects with identity, resilience, and belonging, giving us a fuller picture of the growth and transformation that occurs.
Quantitative Findings:
Survey data show consistently strong outcomes across all measures (based on a 1–5 Likert scale). Students reported:
- 64 average: “I understand the importance of agriculture in my daily life.”
- 59 average: “I am aware of different careers available in agriculture and natural resources.”
- 69 average: “I believe people from all backgrounds belong in agricultural careers.”
- 51 average: “I feel confident using sustainable practices like composting, water conservation, or planting.”
- 43 average: “I can see myself helping my community through farming, gardening, or food-related projects.”
These high ratings demonstrate that students not only gained knowledge but also built confidence in their ability to see themselves in agricultural and community roles.
Qualitative Findings:
Open-ended responses highlight how students processed learning and connected it to their lives. For example:
- On stress management, students mentioned practical strategies such as “walking,” “reading,” or “stop and think about the situation.”
- When asked about caring adults, students identified supportive family members: “My mom and dad because they have more experience with everything” and “My brother because he is understanding.”
- Regarding contributions to community, students noted “volunteering,” “working with others,” and “team building.”
- In terms of learning outcomes, students reflected that they learned “how to make a business,” “to listen to others’ opinions,” and “the value of team building.”
Overall Learning:
From this project we learned that:
- Youth respond most strongly to hands-on, experiential learning, where they can apply skills directly.
- Students often begin with limited agricultural knowledge, but by the end can identify sustainable practices and careers.
- Representation matters: students were especially inspired by BIPOC farmers and professionals who looked like them.
- Partnerships with schools and community groups are essential for recruitment and long-term impact.
- Beyond agriculture, students are asking for support with stress management, relationships, and leadership—reminding us that their needs are interconnected and holistic.
This evaluation reinforces the importance of pairing agricultural education with cultural, social, and emotional supports to build the confidence, resilience, and leadership of historically underserved youth. We will provide the Excel Data.
Educational & Outreach Activities
Participation Summary:
Over 300 students participated in our hands-on educational efforts, and we were intentional about sharing both the outcomes of this project and the stories of student growth with a variety of audiences. Our first step was to bring results back into the schools and communities where the work took place. We shared highlights through presentations at school and community events. We shared results with families and educators to ensure they could see the learning and leadership in action. These presentations and conversations not only celebrated student success but also sparked broader conversations about agriculture, sustainability, and community well-being.
We also documented progress through photos, videos, and social media updates, which allowed us to reach a wider audience and provide real-time glimpses into the activities, retreats, and workshops. These visual stories helped build momentum and visibility for the program, while giving students a platform to showcase their voices.
Another critical avenue of sharing was through conversations with agricultural stakeholders, including the Minnesota Department of Agriculture and local community partners. These exchanges provided opportunities to highlight what we were learning about engaging historically underserved youth in agriculture, while also strengthening partnerships and identifying next steps for collaboration.
Finally, we collected and shared student reflections and survey feedback, which offered authentic insight into the impact of the program. These reflections not only informed our own continuous improvement but were shared with partners and funders to illustrate both the challenges and successes of this work.
Looking ahead, we will continue to share results through reports, presentations, and community storytelling, ensuring that the knowledge gained in this project contributes to ongoing conversations about equity, agriculture, and youth leadership.
|
Category |
Description of Activity |
Total Number |
|
Consultations |
In-depth discussions with 7 farmers and 5 agricultural professionals about youth engagement, sustainable farming, and incorporating educational activities into farm operations. |
12 |
|
Curricula, Factsheets, or Educational Tools |
Developed workshop and retreat outlines connecting agriculture, culture, and sustainability. |
4 |
|
Journal Articles |
We published one article in the MN Spokesman Recorder on Black Farms in Minnesota. |
1 |
|
On-Farm Demonstrations |
Conducted demonstrations on composting, raised-bed construction, fencing, and irrigation setup at Frog Tree Farm, Green Island, Balsam Moon, and urban gardens (Affirmation House, We Win, Batcher Block). |
6 |
|
Online Trainings |
No online trainings conducted (focus was in-person, hands-on learning). |
0 |
|
Published Press Articles / Newsletters |
Community newsletter features and social media posts highlighting student learning, workshops, and retreat outcomes. |
10 |
|
Tours |
Guided tours for students at urban and rural farms, including Black-owned and emerging farms. |
4 |
|
Webinars, Talks, and Presentations |
Presentations at schools, community events, and stakeholder meetings (e.g., MN Dept. of Agriculture, Be the Best Foundation, partner schools). |
10 |
|
Workshops / Field Days |
Eleven classroom and field workshops plus three multi-day retreats emphasizing sustainable ag practices, career awareness, and leadership development. |
14 |
Learning Outcomes
We did not actually focus our work on existing farmers; our goal was to open this career path for youth who can become farmers. We did connect the students with seven different farmers and additional urban farmers who all reported enthusiasm in learning new strategies for youth engagement and agricultural education. All the farmers that we worked with indicated they made or will make changes such as incorporating more youth into their farm operations or adopting new practices.
In terms of youth learning and how to educate youth about a career path in sustainable agriculture, from this project we learned that:
- Youth respond most strongly to hands-on, experiential learning, where they can apply skills directly.
- Students often begin with limited agricultural knowledge, but by the end can identify sustainable practices and careers.
- Representation matters: students were especially inspired by BIPOC farmers and professionals who looked like them.
- Partnerships with schools and community groups are essential for recruitment and long-term impact.
- Beyond agriculture, students are asking for support with stress management, relationships, and leadership—reminding us that their needs are interconnected and holistic.
This evaluation reinforces the importance of pairing agricultural education with cultural, social, and emotional supports to build the confidence, resilience, and leadership of historically underserved youth.