Progress report for YENC25-234
Project Information
April 2025–present
During the reporting period, education and outreach activities focused on curriculum development, educator training, and pilot-level youth engagement, rather than full program implementation.
The project lead participated in a multi-day Aquaculture Teacher Training (June 26–27, 2025) that included hands-on instruction in aquaculture systems, water chemistry, nitrogen cycling, pest management, system troubleshooting, and small-scale system design. Knowledge gained was used to strengthen curriculum content under development, particularly related to water quality literacy and sustainable aquaculture systems.
A pilot mentoring experience was conducted with **one youth participant and her parent (mother–daughter team) from a high-need Omaha community. Neither participant had prior aquaculture experience. Education included hands-on exposure to aquaculture concepts such as water chemistry, nitrogen cycling, system observation, and problem-solving, as well as place-based storytelling using biomimicry models (Pacific sockeye salmon and loggerhead sea turtle) to explain watershed flow, system resilience, and downstream water impacts.
As part of educator preparation, the project lead completed additional professional development and site-based learning at an indoor shrimp aquaculture facility, reinforcing technical capacity as a mentor. Following this engagement, the project lead was invited to participate with students in the Michigan Sea Grant Aquaculture Challenge, which will serve as a future pathway for broader youth engagement once curriculum testing is complete.
Outreach to youth remains in progress, with relationship- and trust-building emphasized due to community barriers. Curriculum has not yet been delivered to a group setting and is being refined prior to wider implementation.
Empower one family through hands-on aquaponics skill-building, enabling them to design, monitor, and manage small-scale sustainable aquaculture systems focused on water quality, fish care, and nutrient cycling. Facilitate participation in the Aquaculture Challenge to foster teamwork, creativity, and technical skills, while encouraging personal storytelling and Lakota Earthsong cultural connections to aquaculture and conservation. Highlight sustainable agriculture careers through mentorship with STEM professionals and Indigenous leaders, especially for BIPOC and Indigenous youth. Engage students in creating mock business plans emphasizing economic and environmental sustainability. Host community events to showcase student projects, inspiring local support for sustainable aquaculture and food resilience initiative.
Educational & Outreach Activities
Participation summary:
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During the reporting period (April 2025–present), education and outreach activities focused on **educator training, mentored hands-on learning, and outreach in progress**, rather than broad public dissemination. I participated in **Aquaponics Teacher Training at Purdue University (June 26–27, 2025)**, which included instruction on water quality testing, water chemistry, nitrogen cycle function, aquaculture system troubleshooting, biosecurity, and system design, using curriculum provided by Purdue University.
As part of outreach in progress, I mentored a mother–daughter team from Omaha with **no prior experience in STEM, aquaculture, or agriculture**. Educational activities included hands-on water quality testing, nitrogen cycle observation, and system troubleshooting. Storytelling tools—*The Miraculous Journey of the Pacific Sockeye Salmon* and *The Epic Loggerhead Sea Turtle*—were used to introduce watershed connections, upstream–downstream impacts, and biomimicry concepts in an accessible way.
Outreach activities currently in progress include relationship-building with youth-serving partners, preparation for future presentations, and curriculum development informed by educator training and pilot learning experiences. No newsletters, journal articles, or formal public presentations were completed during this reporting period. Broader outreach and dissemination will occur after curriculum refinement and pilot testing.
Certificate for Training
- Other