Native Plants and Foods Summative Evaluation Report

The Swinomish Indian Tribal Community, Garden Raised Bounty (GRuB), Feed Seven Generations, Urban Indian Health Institute (UIHI), and Oregon State University were awarded a 5-year Innovations in Development grant from the National Science Foundation Advancing Informal STEM Learning (NSF-AISL) program entitled Transforming American Indian and Alaska Native STEM Learning via Indigenous Knowledge Translation, Education, and the Environment [NSF DRL #1812543]. The partnership aimed to address increasing threats to Native lands and traditions in the Coastal Salish region by implementing a multidimensional, multigenerational model aimed at intersecting traditional ecological knowledge (TEK) with western science to promote: (a) environmental sustainability awareness, (b) increased STEM knowledge and skills across various scientific domains, and (c) STEM fields and workforce opportunities within Coast Salish communities.

The Project Storytellers (external evaluators) led by Native Pathways (Laguna, NM) and Reimagine Research Group (Corvallis, OR), through a partnership with the Oregon State University STEM Research Center, conducted an ongoing process evaluation designed to understand, document, and support the partnership pathway in achieving their goals. The cross-cultural team brings together Indigenous and western evaluation perspectives to ensure a balanced approach to the development of instruments and protocols, data collection, analysis, interpretation and reporting. The current report reflects summative evaluation in support of the following evaluation questions:
1. How do all the components of the project (13 moon activities, train-the-trainer workshops, toolkit, and community of practice) work together to support learning and engagement around Indigenous knowledge of First Foods and plants?
2. To what extent are intended learning outcomes achieved around knowledge and awareness of First Foods and plants from Indigenous perspectives?
3. To what extent and in what ways does a cultural resources framework engage Indigenous Coast Salish community members and other community partners in engaging in traditional knowledge, First Foods and plants?
4. What are the key processes and components that best support the development of a place-based Indigenous environmental education program and an Indigenous-based Community of Practice?