Meeting needs at the margins: Building networks to support "missed" land stewards

Approach

This project applies our learnings from our previous SARE Partnership study (ONC19-052) to extend existing research demonstrating the efficacy of cohort programs and peer-to-peer learning by studying how participant-led cohort programs sustained over time and co-developed in-place through situated and social learning improves on-farm sustainability outcomes. Two specific cohort cases–7 landowners (NE) and 6 beginning farmer teams (MI)–have already been identified from existing networks in which the co-PIs are already embedded; these teams have informed the design of this project proposal through one-on-one conversations and existing collaborations with the co-PIs (see attached support letters). Additionally, two local partners–Center for Rural Affairs (CFRA, NE) and Western Upper Peninsula Planning & Development Region (WUPPDR, MI)--have committed support for this project by providing needed trainings as identified by the cohort groups (CFRA) or connecting to existing local food systems network contacts (WUPPDR) (see attached support letters).

We engage situated and social learning (1,2) through multi-session learning circles (1,3) to study the engagement of two demographics often missed in traditional agricultural outreach and whose needs continue to be “at the margins” even within sustainable agricultural education (4,5). Just as different biophysical treatments are tested at different sites across various locations, we propose to study this social treatment or intervention among two different demographic groups through a research design that incorporates multiple modes of learning via multi-session learning circles1, on-farm events, and collaborative activities. 

Data Collection and Analysis

Data collection will occur throughout the project and include: 1) pre- and post-project assessment to evaluate attitudes and behavior related to farm operations, goals, and resources; 2) focus groups in Y1 (introductions/co-planning) and Y2 (co-evaluate/co-plan); 3) semi-structured interviews with participants at end of project in late Y2 to assess individual-level and farm-scale change; 4) on-farm demonstrations/research co-developed with cohort members; 5) participant observation notes and evaluations from the learning circles and any trainings, field days, etc. occurring throughout project. Both UNL and MTU research teams will submit applications to their respective Institutional Review Boards for human subjects research review and approvals prior to the commencement of any data collection. We have detailed a summary of the data collections discussed below in the following table: 

Data analysis will be ongoing throughout the project. Researchers will summarize and share pre-assessment survey data with each cohort to help inform cohort development and planning. Researchers will also summarize and share focus group data with each cohort to guide cohort development and project evolution. In addition, researchers will analyze pre- and post-survey data using descriptive statistics to identify changes over the project course. Researchers will also qualitatively analyze the focus group transcripts/notes, as well as interview transcripts, to inform project development and assess the collaborative learning outcomes. Finally, researchers will collect and analyze participant observation notes and meeting evaluations taken throughout the project. The research team will analyze all qualitative data using qualitative data analysis (6) to identify emergent themes and conceptual categorizations related to sustainability, on-farm changes, and network evolutions among the cohorts. The UNL and MTU graduate students would support data collection and analysis, communication with participants, convening and facilitating meetings, and creating on-farm reports, and presenting findings.

Prior to the first convening of the cohorts, we will ask each cohort group to complete an initial survey pre-assessment survey to collect a baseline data about current status of farm operations, as well as attitudes and beliefs related to farm sustainability goals and resources. We propose to start the convening of the cohort groups in January 2024 with a preliminary focus group with each cohort facilitated by researchers to identify project goals, interests, and potential programming that will take place through learning circle meetings and on-farm demonstrations/research. Based on our prior work with these cohorts, we anticipate that programming could include value-added production, business planning, grant writing, compost and soil fertility, pest management, and/or season extension. 

Following the focus group, the research teams and cohort members will begin facilitating the Y1 programming. Programming in summer 2024 will include farm visits/demonstrations as well as possible on-farm research to learn more about practices and one another’s farms. As we did in ONC19-052, we will invite NRCS or other professionals to these meetings to initiate relationships and learn from the cohort participants. On-farm activities may be open to others, as decided upon by the cohorts themselves. As Shenk et al.(1) note from their study of Iowa women landowners, opening on-farm demonstrations/field days to other interested community members can engage new partners, allies, and enlarge existing networks of support. We will collect short, evaluative surveys from all attendees at the summer events, whether part of the cohort groups or not. Additionally, we will have a specific survey for the agriculture professionals who come to these events to learn more about their knowledge of cohort members’ needs and how the event may have influenced their understanding of cohort members’ needs.

Possible on-farm research opportunities may include connections to ongoing projects such as agreeing to work upon a new practice to initiate strip trials via the infrastructure of the Nebraska On-Farm Research Network. These trials will have no a priori biophysical goals or design intentions other than to support the ideas of landowners and tenants, representing an opportunity to test/explore something “new”. This could include some element of conservation, such as reduced input use or integrating cover crops and other crops into crop rotations. In Michigan, beginning farmers currently engaged in a pilot farm to school program may participate in on-farm trials to support expanded and/or targeted crop production, on-farm educational opportunities, season extension, and continued conservation improvements. 

During the first fall and second winter of the project (fall 2024, winter 2025), cohorts will continue meeting through learning circles and will arrange to attend an external conference of their interest (e.g., Marbleseed, Practical Farmers of Iowa, MI Family Farms Conference). Each cohort will take part in a second focus group in January 2025 to co-evaluate the project thus far and co-develop the second year’s programming. During the second spring and summer of the project (spring 2025, summer 2025), cohorts will continue learning circles as well as another season of farm tours/demonstrations and possible on-farm research. During the second fall of the project (fall 2025), cohort meetings will conclude. Researchers will facilitate a post-assessment survey to assess change in attitudes and behavior related to farm operations, goals, and resources. Additionally, researchers will interview cohort participants using semi-structured interviews (7) to learn more about individual/farm level changes.

A note on types of data collections at meetings: We recognize that focus groups and learning circles are different methods. The focus groups at the start of Y1 and Y2 will be cohort group interactive data collections in which the researcher leads the group in discussion of specific questions directed by the researcher to identify and plan (and, in Y2, reflect & assess) upon project evolution (8). These differ from the learning circles, which will occur in other meetings throughout the year as planned by the group. Learning circles are a specific type of peer-to-peer dialogue facilitated by a researcher in which the dialogue is directed by participants as they share resources, build upon one another’s stories, create relationships, and build new knowledge1. The two focus groups, as well as the learning circles, will both be points of data collection though their formats and purposes in the project differ.

Participant Support

Participant support is an important part of the project. Cohort members will be compensated for their participation in the project through a monthly stipend ($100/month for 24 months). We have budgeted for up to eight participants at this level and have at least six identified in each cohort. Additionally, we are budgeting $1000 per participant to travel to a conference of their choosing. We also have budgeted funds to reimburse mileage ($20 gas gift cards for each meeting) and to provide lunch at select longer cohort events.  

Project Assessment & Evaluation 

Assessment throughout the project will measure connections (e.g., information exchange and connections to new knowledge) and actions (e.g., getting information about a program, program enrollment, funding a new enterprise, more regular communication with peers, trying a new practice, shifting relationship with their tenants). In addition to the pre- and post-surveys, focus groups, and end-of-project interviews mentioned above, we will include a short evaluation following each cohort event to get real-time feedback and be able to adjust throughout the project as needed. We will administer a special evaluation survey for those conservation professionals attending events to assess how the events may influence their understanding of the unique challenges faced by these demographic groups.

Deliverables

We anticipate that the findings from these cases will be of interest to other researchers and agricultural professionals adapting collaborative learning models to specific demographic groups. We would present findings at national conferences (e.g., Soil and Water Conservation Society), publish findings in peer-reviewed journals, and share findings through the SARE network through outreach materials. 

References

1. Shenk, L, J. Eells, W. Almitra. 2023. Women taking action: Multisession learning circles, storytelling, and an ecosystem of relationships for conservation. Journal of Soil and Water Conservation.
2. Bandura, A. 1971. Social Learning Theory. New York: General Learning Press.
3. Eells, J. and Adcock, L. 2012. Women caring for the land: Improving conservation outreach to female non-operator farmland owners. Ames, IA. Women, Food and Agriculture Network. https://wfan.org/wcl-curriculum-manual
4. Calo, A. 2017. How knowledge deficit interventions fail to resolve beginning farmer challenges. Agriculture and Human Values 25(2): 367-381. 
5. Rissing, A. 2019. “Profitability” vs. “Making It:” Causes and Consequences of Disembedding Beginning Farms’ Finances. Culture, Agriculture, Food and Environment. 41(2): 149-157. 
6. Saldana, J. 2015. The Coding Manual for Qualitative Researchers. Sage Publications. 
7. Rubin, H.J. & Rubin, I.S. 1995. Qualitative Interviewing: The Art of Hearing Data. Thousand Oaks: Sage.
8. Morgan, DL. 1996. Focus Groups. Annual Review of Sociology 22(1): 129-152.