Eastern Upper Michigan Sustainable Agriculture Curriculum Initiative

Project Overview

LNC19-430
Project Type: Research and Education
Funds awarded in 2019: $199,987.00
Projected End Date: 10/31/2022
Grant Recipient: Bay Mills Community College
Region: North Central
State: Michigan
Project Coordinator:
Dr. Steve Yanni
Bay Mills Community College

Commodities

Not commodity specific

Practices

  • Education and Training: workshop, youth education

    Proposal abstract:

    As interest in sustainable agriculture is expanding, opportunities for young people to gain exposure to food production is often limited by lack of available educational opportunities. This is the case in Michigan’s Eastern Upper Peninsula (EUP), where Bay Mills Community College (BMCC) is located, and is even more lacking among Native American youth. One of the challenges facing agricultural today is, “The days when agriculture-related employers could expect to hire new employees with farm backgrounds are over. There are not enough “farm kids” available. Even the land grant institutions in farm states are largely and increasingly populated by students with urban and suburban backgrounds.” (National Research Council, 2009, pp. 17-18) This reality is of particular concern for Native American communities in Michigan as they: 1) do not have significant recent agricultural involvement; and 2) are the least represented ethnic minority group when looking at baccalaureate degrees awarded in agriculture and natural resources in the United States from 1995-2007. (National Center for Educational Statistics Completion Reports)

    In Michigan’s EUP, there are no FFA programs or agriculture educators in the K-12 schools; local schools and the regional ISD currently lack the capacity to develop sustainable agriculture curriculum. Bay Mills Community College, and its partners, propose the development and implementation of a sustainable agriculture curriculum targeting middle school students that incorporates Native American values, and partners with local agriculture interests to provide regionally relevant, classroom, and hands-on learning opportunities. Additionally, we propose K-12 teacher professional development targeting sustainable agriculture concepts for their classrooms.

    Project objectives from proposal:

    Objective 1

    Establish a middle school sustainable agriculture curriculum/K-12 teacher professional development task force and develop a middle school curriculum and related K-12 teacher professional development experiences.

    Objective 2

    Introduce sustainable agriculture learning opportunities among middle school students (new curriculum) and K-12 teachers (professional development).

     

    Student Outcomes

    1. Improved understanding of sustainable agriculture 
    2. Explore tools to make informed choices about the food they eat and purchase
    3. Improved knowledge of agricultural careers
    4. Improved awareness of current issues and challenges in agriculture

     

    Teacher Outcomes

    1. Develop sustainable agriculture teaching modules 
    2. Improved access to agricultural experiential learning opportunities
    3. Connect math/science concepts to real problems farmers face
    4. Connect teachers with local farmers
    Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture or SARE.