Title:GIS جوانان قبیله ای: برنامه درسی آزمایشی نقشه برداری داستان

ارائه دهندگان: شانا کراسون، معاون مدیر برنامه DASH، دانشگاه مینه سوتا، جیم وابینداتو، مشاور سیاست ویژه در Tribal Ag. زمین، USDA

قسمتي از متن فيلم: Good afternoon everybody oh that’s loud um thank you so much for being here today we’re excited to talk about our project um like Ryan said my name is Shawna Crossen I work at the University of Minnesota and my focus is um what is a geospatial technology consultant I work with faculty and

Students at the University and I also work with K-12 teachers to support them in using spatial Technologies GIS with students and helping people learn how to use it I’m going to let Jim introduce himself Jim has brought me in on this project through the Indian Land tenure foundation and it’s been really a

Great project so we’re excited to talk to you about it today thank you Shauna as was mentioned my name is Jim wabindado formerly as of very recently with the Indian Land tenure foundation and Ryan said 20 2003 I think but it’s 2023 so technically I start with the office of tribal

Relations on Monday in a few days let me kind of skip ahead so the original the project origin the scope structure um and kind of what we did last year we were finally able after several years to get this piloted in a tribal community we’ll talk a little bit more about the

Key takeaways uh the conducting of an invaluation so that we could continue improving the program and ultimately what we’re working on for this summer so the project project origin and scope starts in January of 2020 the Indian Land tenure Foundation had been looking to bring on a planner

Somebody who had GIS skills that could work on a number of different projects for us and we were struggling to find somebody that would come to the Twin Cities to work for iltf it’s a great organization and we were struggling with well why we obviously didn’t want to

Just steal all of your GIS folks from the tribal communities because folks are where they would like to be ultimately what it came down to is an identification that the pipeline the pathways for Young Folks to see this as a viable career was something that had changed when I

First started working with GIS around the early 2000s it was kind of newer it was sexy it was something that certainly grabbed people’s attention but over the succeeding 15 years since then it was just something that was part of other jobs and I don’t really get the

Sense that there were too many folks out there except the hardcore GIS folks a lot of wildlife biologists natural resource Specialists use this technology planners use this technology as well but it wasn’t seen as an independent straightforward career path and iotf set about to figure out how that would change and since then

Oh we have uh worked forward to um continue making strides so that we could develop a new way for Young Folks to see this as a viable pathway and for those who don’t necessarily fall into JS and related Technologies just having a much stronger understanding of spatial analysis and geospatial referencing of

Information and becoming stronger and better tribal leaders as well so as Shauna brought up staff that have worked on this project are myself like I said of the Indian Land tenure Foundation about last summer we brought on Josh Mizell and Josh is here with us today

But not part of the presentation is a professor at Haskell teaching GIS uh Dr Carl sack who is graduate from the University of Wisconsin-Madison and has taught GIS at Fond du Lac tribal Ojibwe College in Cloquet Minnesota Carolyn Rose also from UW Madison uh Wendy Fuller has been brought on she

Originally came as a the teacher for our youth in the pilot project but has brought been integrated into other additional roles and then Shauna and Kate Carlson from the use spatial group at Minnesota and interestingly enough I can owe it to esri that the relationship with the University of

Minnesota started they had one of their grad students write an article about story Maps being used to teach non-traditional geospatial information so the Arts and Humanities talking about say anthropology or sociology but then tying it back to maps and I said well geez these guys are only

Like five minutes down the road I should go find out who they are and that’s what brought Kate and Shauna across our path and it has been a journey like I said all of this happened in early 2020 and so that was probably a big obstacle dealing with the pandemic

And everybody shutting down it didn’t stop us from having conversations and talking it through but it certainly did have an impact on fundraising and implementation so as you can see the original project we’re trying to figure out how do we get youth engaged in a way that they could

See this as a viable career path even if they don’t especially if they don’t stay in tribal country these are jobs that pay quite well in Indian communities it kind of depends on what the resources are for that tribal community and how well you’ll get paid but it’s still rewarding all the same

So for 2020 do we had accrued enough funding to Pilot this project and I pushed through to work with the liquid array community uh there we go liquid array is in North Central Wisconsin the Indian Land tenure Foundation is located in Minneapolis St Paul the Twin Cities

And then based on the relationships that our development team had we were able to use some of our resources to support a project at the uh through the College of Menominee nation which is about an hour hour and a half west of Green Bay Wisconsin is this still me sure sure

So when I was looking at this in early 2020 I thought back to the experiences the experience that my older daughter had at the bad River tribal Community as a probably 12 13 year old and a University of Wisconsin Professor who is bad River was teaching digital storytelling she

Brought resources to the community for two weeks the kids met for about three or four hours each day she had some of the grad students working with the youth to better understand how to do work with videos collect video information and edit it with computer software and at

The end the kids got well technically predated GoPro but kind of like a GoPro style camera for participating in the program and I thought that’s an excellent model so I started thinking in those terms um and to put it together as you can see our tactical program goals the way to

Get things done were to identify and train adults to be mentors to the kids have those mentors engage with tribal youth so that they understood story Maps it’s a Plug-In or add-on top of esri’s arcgis online software but it doesn’t and it does not need to have a deep intensity

In working with mapping to be successful as a story map as you’ll see some of the story Maps I think might have only one map at all and ultimately present training to kids that would allow them to learn about story Maps introduce concepts of say Geo inquiries

And some of the other data map design and data layering effects that GIS involves switch into I’m going to talk a little bit about the the actual details of what we did and what we developed for the summer of 2022 so we started working on this in November of 21 about

Um and I will say I’m a teacher I don’t stand still on the thing so I’m trying I might move my arms a lot but it’s standing up here is very restrictive but we got it okay so let’s take a look at what we put together this

Was all based on Jim we’d had a lot of conversations Jim brought me a Carl myself and Kate Carlson were the primary instructional designers developers on this at the beginning and our real point was to gather existing resources and put them together in a way that we could help the adult

Mentors feel confident and comfortable in using this with the the youth um before I get going how many keep going how many of you know what GIS is and what it stands for most of you okay I’ll talk a little bit about geographic information systems digital mapping because we were working

With a lot of folks who had never looked at digital Maps GIS how you work with these tools and what the value of these tools were so we were starting with people who had not used any of this before so we were really debating where

We were where we were going to start so our we wanted to start with some self-paced or asynchronous materials that the adults could do on their own so we put together a package of materials um that that walked we expected a couple hours a month for four months

Um to reduce the in-person training time and have them get an exposure to what we were doing so they could come in and come into the in-person training time with some exposure and experience and ideas the modules we put together I like to start with a concept called Geo inquiry

It’s in esri has put together a number of materials or exercises activities Geared for students they’re Geared for high school students so we thought we would start with that those allow students to engage with the digital Maps it guides their experience through looking at the maps and how you use maps

To answer questions ask questions answer questions analyze information so we started with a Geo inquiry and I’m going to say we used esri tools esri has a booth out there if you want to talk to them primarily because esri esri’s tools make it are the easiest really I think to

Onboard people into GIS so we weren’t trying to sell as retools and the other nice thing in working with tribal communities and esri is that through the Bureau of Indian Affairs tribes have access for free to esri software the full software packages and also esri in as much as they want to

Have young folks understand this has a free K-12 program as well those all those things were key to this decision so that was our first first module the second module we wanted to get people in using maps and doing cartography styling data learning how to add data styling

Data so really getting deeper into some of the arcgis online map building we’ve talked about collecting data using tools like survey123 going out online to find data through the living Atlas then we talked about telling stories and using story Maps so walking people through a

Story map how many of you have made a story map before or know what the story maps are okay we’re going to talk a lot more about that in a little bit what story maps are and why as an educator I feel like they are really an incredibly valuable tool for teaching students

Helping students helping young people gain spatial awareness and communicate and tell their stories then we had a module about planning your project I’m going to tell you right now this was not a good plan okay we tried it we made a lot of changes after this

So one of the details of the plan this is kind of what it looked like this is our module is this the one we were doing come in there we go so we had we walked through all this it was very formal I’m an educator I have to use all those

Objectives and blah blah blah that gobbledygook so we had a number of different ways that they could access this information we had activities Hands-On things we had some videos we had places that they could interact with each other and have discussion I thought it was great we were excited about it

And remember this is being administered to adults yes this is for the adults this was not intended to be for the Youth nope this one this one phase two so that was the the input or the asynchronous self-paced activities that we walked them through all of this

The second part of this was an in-person training of the adult mentors and we ended up just having the Cuda Ray the lco adults who did the training on that reservation it was eight hours over two days um we had them in person and we did walked through a whole lot of this

Content I learned more that day I think than they did and it was very very interesting um I think was a great exposure to for them I can’t remember what else we were supposed to say about that good okay then Couture had a youth program they had an existing summer program that they

Had students coming in for six weeks I think every day for six weeks and one of those days one day a week was meant to be the gis day just as luck had it Wendy Fuller is a teacher at the Couture of a high school there she’s a science

Teacher she also is a GIS she has a master’s in GIS and teaches with it in all of her classes so I was very experienced using GIS with students we lucked into that somehow we were very excited so Wendy LED that program oh a seventh week got added see I wasn’t

Involved in that details it was led by Wendy as well as other people who were running the lco summer program we I live in Minneapolis I was available we had meetings with Wendy on zoom and talked through how things were happening I will this picture is one of my

Favorites because the day before the program started part of the program was iotf was providing computers to the students and the lcos was with middle school students but the computers hadn’t arrived yet so Wendy and I were on a zoom call at like four o’clock the day before what

Are we going to do what are we going to do and I had just been up there and I noticed they had a brand new page parking lot it was gorgeous you know those paid the payment was just smooth and I said Landy do you have any

Sidewalk chalk she’s like I do so we sent the kids outside all day in the morning to draw maps on the on the parking lot um and I think this was a really interesting opening uh for the kids um there’s more about the kids in here

This is well let’s talk about this some of the online modules the challenges I will say there were some technical challenges sending people to work on these tools who haven’t looked at them before some people just jump right into it and go with go with it and other

People ran into a little more they wanted you know some when you’re learning a new thing sometimes it’s easier to have someone right there to help you out there were some technical challenges with the products that we the things that we chose from esri um Carl says they’re errors I say they’re

Just different ways of looking at things but those did cause some frustrations for people um so we made some choices about which things we were going to use and not use the directions were a little confusing any of you who use arcgis online understand the new viewer the old map

Viewer versus the new viewer the classic viewer versus the new one understand that that’s an issue it’s not so much anymore but it certainly was last summer in what we were going to do so that caused a lot of confusion it’s hard enough to teach people a new software

But when you have to teach it to them twice with two very different interfaces it’s not fair to the learner at all it’s just too it’s just overwhelming so fortunately that that challenge is is done now because the new map viewer is good we’re sticking with that and if

You’ll recall uh Shauna mentioned we were using esri activities and most of their activities had been written for the old viewer but they wanted people to start using a newer so we were just at a half a point in time where that transition was a tough time for us to deploy

Say another issue with the the online self-paced modules was that there wasn’t a lot of context for the Learners these were the adult mentors to understand why we were using this or why we were going to do this they were learning this kind of in a vacuum I would say so that was

Our fault and we didn’t prepare enough for that and as we all know having gone through the last three years we are at about three years aren’t we March 20th or about when everything shut down three years ago online and self-paced just doesn’t work for everybody and that’s okay but we

Thought we figured that out that this is not the best way for everybody to learn some really good things that came from that we found that they were the resources we had put together were very useful for the Youth the students Wendy pulled some of them and used them with

This kid the kids as did the folks in Menominee um the map in a minute are great activities through esri um we did some other things that we thought were too confusing um but those they were successful and they worked really well um challenges again we’re planning for

An unknown level of prior knowledge we had Wendy who had a master’s degree in GIS and then we had a number of others who were there who had never heard of GIS had no idea what it was and if you know if you work in GIS the learning curve can be fairly steep

Um so there was trying to work with that unknown preparation was a short very short time to cover a lot of ground and I I will say I think we oh we we put too much into a short period of time and that’s something we learned um we had great group participation they

Were awesome and really stuck with us and we learned I think just watching the mentors work with this material gave us a lot of ideas of what we could do differently for this year my big takeaway um as a teacher I work with students and young people all the time

We shouldn’t have started with the tech we should not I know better than that we should not have started with the tool we should have started with the why and why are we doing this and what are we trying to do with this um usually the 13 14 year olds don’t

Need a lot of support with the tech but they need to know the students need to know why as did the adult mentors um in the world of GIS especially with story Maps there is attention at least among educators does the map come first or does the

Story come first and I have an ongoing dialogue with some of the people in Missouri about which comes first the story or the map I sit very very strongly on the side that story comes first that story will lead you to map and without Story the map is meaningless so

I we are taking it this year we’re really focusing on that we’re doing story first and that will lead us to map we’ll always include map and spatial and what the map is does not always have to be an arcgis online map there are many ways of mapping our place

And our space and those things are all going to be included in um this year’s work so we’re going to focus on story and I think it’ll we’ll have hopefully have a better understanding both of the adult mentors and the youth coming in how am I doing gym time-wise

Wendy was uh she’s a high school teacher again we were very lucky to have her come in look how organized she was she came in every day with a very clear set of lesson plans and what she was going to do like any good teacher this was an

Outline and she rolled with the flow you cannot teach middle school students and expect to stick to a plan so she had these really awesome lesson plans one of them I don’t know if this is the right one yeah this was something to do with the

One that we uh did the chalk on the on the ground and we had them think about their place so along with mapping is really becoming a special place-based understanding of the place where they live and of their community so we had them draw maps from different perspectives how did these

Different Maps tell different stories so for example one of the projects was to draw a map that they would do telling their friend how to get to their house let’s say and that map is going to look one way how are you going to draw a map if you’re telling someone who’s not

From your community how to find the elementary school that map is going to look different right and how you tell people where to go and you will have a chance to practice that a little bit later on we’re going to do that exercise so Wendy did a great job pulling all

These things together and from these I can’t remember if we have that here oh here we go we used exit tickets it’s a pedagogical tool where every day at the end of the day Wendy had them answer a couple questions what did you learn today what did you

Like what did you not like and let me tell you middle school students will tell you what they didn’t like they’re very good at that so we learned really quickly about what worked with them and what wouldn’t um and here we were trying to teach them GIS and we realized really quickly they

Did not want to be in the computer all day so we really had to think and obvious isn’t it now when I think about it that was obvious so we really for this year we really thought about that and how we’re going to integrate how are we

Still going to get them exposed to GIS and do some mapping but not have them on the computer all day those exit tickets were really really important it was confusing but they didn’t give up and that’s what we want to see that’s probably more important that they learn

How to how to learn and not give up then learning how to make an actual map right lesson learned less computer time is better that was a clear message from the kids and that we have Incorporated for this year’s program so another things that uh Wendy had the

Students doing they went out in the field they were you can see in the lower corner that they’re making they’re filling in I think a survey one two three taking pictures of places on the campus of the rate the college they went out in the field they met with

The glyphwick folks to talk about place names so they did a lot of things around using the maps all in terms of spatial awareness spatial thinking place-based awareness and place based learning um and I’ll insert for most folks that glyphwick in our part of the world is

The Great Lakes Indian Fish and Wildlife Commission it’s a multi-jurisdiction seated territory enforcement for natural resources and Gathering rights because I was a perspiration and getting students to see opportunities for careers a lot of it was focused Wendy’s a science teacher so she focused a lot of

It on science and conservation and while rice was a very big part of this I’m a historian so I immediately Focus things more on the history and telling those stories so it was a nice mix of the topics that we included we did have the students create story Maps um

While one of them used arcgis online to make maps that’s okay uh I think in our big Vision that’s what we wanted I think that was unrealistic and we shouldn’t have expected that but we did have them start seeing how to use um the maps and how to tell a story and

Ultimately that I think was the more important piece and so you’ll see in a little bit how we’ve really flipped the program for this summer to focus on story above map uh as it were the Carl Sac Dr sack from the Final Act Ojibwe College had other contacts and so in reaching

Out to let some of his colleagues know what we were up to the Carolyn Rose who you saw her name earlier and Kate flick who’s at the College of Menominee Nation were very interested they had their own EPA Grant and we’re going to be working with kids

In the field and what they decided to do is use our online modules as a way to get their uh into we call them mentors on our side but their intern mentors through the paces so that they would be able to work with the kids to use story Maps it was a

Slightly different approach but the Indian Land tenure Foundation is in place to help people better understand how to use tools and provide resources so in talking with our president he was very comfortable with us sharing that Beyond just the project that we were quote unquote paying for with lco and

The College of Menominee nation was a great experience to have them come in especially to evaluate the online modules their group as a body had much more experience with GIS and so again it was very helpful for them to go through those paces as you can see here Incorporated those

Module framework and lessons for their adult mentors and one of the biggest differences was that our group with lco were Junior High kids mostly 13 and 14 year olds where the Menominee project through EPA was designed more for career development and so they’re dealing with older high

Schoolers and college age kids so their target audience was different and they weren’t going to be using our framework to actually teach the kids specifically uh we had been building this for a while and we were very excited to get this implemented it was a humbling experience

I will say I was joking with Shauna earlier this morning when going through this I felt like the old foggy I had us Grand ideas on what they were going to do but in the end the kids were very realistic about what they were willing to do for themselves

To do the actual evaluation we built in a number of tools and as Shauna said we’re very blessed to have Wendy as our primary instructor because she added additional tools that you know we just hadn’t gotten time to develop the pre and post programming student surveys were developed by our team so

That we could see where the kids were at the beginning of the project and where they were at the end of the program the exit tickets were real time experience and at the end I asked the development team Carl Shana uh Kate and Caroline and then Wendy as

Well to tell us what are your thoughts Sean has been sharing some of them as we’ve gone along uh but ultimately uh like I said what went well went poorly and what they would change was going to be critical for what we would do going forward because this wasn’t designed to

Be a one-off again if you’ll remember at the beginning I talked about trying to develop a pathway for young kids to see this as a way to better understand information and ultimately to find those few who do actually want to go into GIS Technologies so the answers were reviewed

And kind of suggested some of the outcomes I guess and I don’t have it in a printed format but it is something that we would be able to share what you might not see is it says it’s about 30 pages the first part is the cover and a table of contents

And so you’ll if you review this you’d be able to see clear more details on the plan the original goals and structure talks about the asynchronous online coursework what we did with the kids you can see another picture of the Young Folks again Wendy has got the green shirt kind

Of bent over with the long ponytail working with the kids there’s a little bit about Menominee and the most important pieces so in working with Shauna and the team and looking at this we talked about the overall structure of and we use the term pedagogy what it

Really means is how do you teach so we wanted to look at the big picture of how do we how are we teaching and it goes through a number of pieces that we can get into greater detail the youth curriculum as you saw there was an excellent lesson

Plan that wasn’t something that we set out from the beginning we just didn’t have the time and resources to figure out what that was going to look like so Wendy really provided that but it also then structured what we wanted to do with the kids going forward

And then finally going into the online modules and what does that mean and getting the adults ready to work with the kids let’s see so you can see this is a little bit of what the pre looks like simple questions like I know how to create a Google doc I know

How to search engine to find information I’m comfortable interpreting data in order to understand a topic or project so it wasn’t specific to GIS but in geospatial thinking and research there’s another version of actually that’s the same um and what she did for herself which was

Again a teacher thing to do is resources needed so that they knew oh yeah actually for the evaluation I have all of them in there and then finally what an exit ticket looks like and during the kids presentation at the end of the summer there was a short article printed in the

Local newspaper and you can see all of the kids who participated in this so again we can make sure that if you’d like you can get a copy of that evaluation and and it was a great like I said it was a very humbling experience to go

Through the evaluation and the post wrap Jim did the big writing so thank you Jim for doing that I just wrote my part and thank you Jim we do have a question back here yes I just wanted to know where and how we can get a copy of that

I’ll show you just a second we’ll give you up yeah um that’s a good question though thank you yeah let’s let me go back to that while I’m so if you want to pull up these slides come on all the way back nope wrong way eventually the presentation will be

Available through the ntla but we’re kind of shortcutting some of that too to make it available for you sooner so if you can can you see at the bottom it says slides men.edu edu and I should have put a QR code I will say I just got back from a 10-day

International trip and I’m jet lagged so I think that’s also part of why this isn’t um TLS NC 23 so if you type that z.umn.edu tlsnc23 you’ll get the slides and that has should have the links to the evaluation so and if you if you would like pull that

Up now because we are going to do an activity I’m a teacher we don’t just sit and talk at you we’ll come back to that in a second I can go got it so what are we doing differently for 2023 we spend a lot of time talking about

This what do you do you need the the Z link again okay it’s Z Dot umn.edu backslash let me just put it up on here I can’t do it in the editing Jim so the the 2023 changes and it’s not on here but what we are doing in the

Interim period is keeping it Regional I say keeping it within a day’s travel distance so that if things really mess up we can get to the hot spots and deal with them right away for 2023 we’re going beyond the single community and we’re looking at four to six tribal

Communities I’ve got three uh that Josh and I have already lined up and in the long term we’d be looking to add maybe two or three more so that we can have a good compliment again we learned a lot from working with one group of kids I’m sure we’ll learn a

Heck of a lot more working with 60 to 70 Young Folks across different age ranges as well and again keeping it within distance that we can troubleshoot ultimately working with Josh we’re trying to take this National we’re still collecting funds to make it national but that’s why

We share with you guys the experience that this is something I think can benefit all tribal communities one of the communities that I was on there is actually with a non-profit in the Twin Cities so from the get-go we have been finding a way so that we can

Work with Urban tribal youth because a lot of times those are some of our forgotten kids when it comes to tribal programming so that was built into how we wanted to address the deployment for this program we’ve redesigned the online modules and I will get a slide in a second that’s

Going to have that the slide link again we completely redesigned the modules um changed the order that what we’re using with the self-paced experience for the adults and we’re adding webinars so we will be hosting three three live webinars with the folks who are participating so that

There’s an opportunity to do some live demonstration a little more answering questions as we go for the folks that need it if they don’t need it they don’t need to attend and that’s totally fine next one we changed the programming we’re changing to offer sort of three

Different levels guy meant to be at this 25 15 75 hour level and I’ll talk about that in just a minute um and that that’s contact hours with the students with the kids so because every every Community we work with has a different structure for their summer programs or a

Different idea of what they wanted to do so that’s how we came up with these three levels it also allows a community to start with the 25 lower level and then grow it in the next couple of years or kids to start with the lower one and

Grow it when Dr sack and I were starting our conversation we were looking at 100 hours and like I said looking at like a summer Institute for a couple weeks where kids could come in and really get engaged with deeper GIS Technologies and it is still a dream in talking with Josh

I think that’s something that we’ll eventually get to and those kids are going to be self-selecting and there’s a lot of value to having that available to them and building in resources that a lot of our non-indian kids get in their school systems or from their parents

Um with the tears it also allows for like Wendy was saying when I was talking to tribal communities to find that first pilot I probably had two or three that said we’d love to do this but we can’t do 100 hours and even lco said yeah we

Can try 100 the realistic application is they probably got close to about 50 hours and so when we were designing it for this year 50 hours is kind of our Benchmark training that gives them enough introduction so that they understand perhaps what data point mapping styles layers and Geo inquiries miting occur

But they won’t get too deep into the weeds to actually work through too many projects and then the 75 becomes the Institute model and uh 25 hours is what we can do to work with a lot of tribal communities who have substantial and wonderful programming and want to add this on

So we’re also including a GIS I wouldn’t have used expert GIS professional so it could be someone in the community it might be one of us but someone who works with GIS and I see several of you out there who could work with the kids in your community come in

And talk to them about about what’s going on about how to use GIS why mapping is important in Indian country we also are trying to develop TurnKey resources for so you could literally just pick this up and go and you wouldn’t have to do anything to it we

Know that that isn’t going to work for everybody but that’s a starting point and so it’s there and I’ll talk about those resources in a minute but we also know people are going to adapt them and to their needs and that is a hundred percent okay and by TurnKey

She’s referring to the fact that you won’t have to do the Creative to figure out what those lesson plans need to include and to meet certain pacing and style will have provided that information and it also works very well because I skipped over at the very beginning which is

Having worked in Indian Country for over 20 years it’s difficult you build something wonderful with one person so I’ve got Shauna who does this Great program well her spouse takes a job somewhere else she moves you know something happens she takes a different job now all of a sudden this wonderful thing

We’ve built for our tribal Community dies on this Vine because there’s nobody else to pick up the pace and so when we say mentors I often refer to the fact that we’d want to have somebody who probably understands the gis Technologies and then somebody who’s tied into the schools because that gives

Us now two people it’s unlikely they’re both going to leave at the same time and it helps to ensure program longevity there we go okay so let’s take a look at some things this is the fun part so this slide has you can access the slides there that z.umn.edu it’s

T-l-smc23 so if you pull up the slide deck and you go down to this is on Slide 25. we’re going to look at some story Maps a few of you raised your hand that you knew what story Maps were or had built one or had seen them before so let’s

We’re not going to take 10 minutes on this that’s too long but this is an example actually of what this is one of the activities that’s in this set of modules coming that we’re going to release in next week um so the goal of this is to get the adult

Mentors to explore a story Mass to start seeing what story maps are and what we can do with them and then the adult mentors can choose to use this with the students or not let’s just take a look at one so this top set of story Maps were things built by organizations or

Professional communities the setup down here were built by students we thought it was important that the adult mentors see both what the sort of a professionally built story map looked like but also what a student what students are capable of doing so I’m just going to go to this one

You are please go ahead and if you need me to leave how about I leave that up just for a second longer go ahead and get to the slides and go to slide 25 and pull up this link to the story Maps if you’d like to okay

I’ll go back to that in a second I’m just going to pull up this one the voices of the of Grand Canyon and like anything when we teach students how to do digital to be responsible digital citizens we want them to evaluate who put this story map out who

Built this is this legitimate information or not so we walk them through who made this we look and say okay it was built by the Grand Canyon Trust is that a reliable source we want students to look at that and ask that question so when we have the adults do this we

Expect them to do that but when you work with the students it’s important to walk them through all these different steps so this is an example of a story map and we always talk about at the beginning how did this story map grab you what’s

It doing what are you what story are you telling through this product and in this case they use the visuals almost every single story map you see is going to start with a very prominent impactful image or visual and it’s a part of from my perspective from the pedagogical perspective it’s

Getting students to learn how to communicate with visuals because we live in a visual Society it’s how to combine the to the text and the visuals and the maps all together to tell your story so we talk when I work with students with this we talk a lot about the function or

The role of this big visual right here what does this do for us and as we scroll through here you can see you can navigate through here by clicking there it’s going to take you down to Colleen’s story when you can see the different levels of information that are being used here we

Do not expect a 13 year old to produce something like this after 25 hours okay that’s not the expectation but they can do something around this using this tool to tell their story to tell their community’s story or to tell a story of their choosing

And again as people I mean that’s how we transmit information from generation to generation is through our stories and this just happens to be a new style or a new format that we can use with our community members to share that information last summer in fact actually just seven miles down the

Road at palla they had a grant from iltf to host High School interns completely unrelated to this project but they had a returning student who had kind of burned through the projects that the supervisor laid out and she was asking what do I do with this young lady she’s great we’ve

Got to keep her engaged I actually paired got her to pair up with their GIS technician and had them actually take instead of doing a PowerPoint presentation on community issues they did a story map presentation on those same Community issues and the supervisor said oh my God this is so much more vibrant

This is so much more engaging in sharing the same information that I have had the kids working on in the past and she loved this that it was a a dynamic way to again engage people in the stories visually with uh audio visuals as well you can put language

From your community into their voices from the actual people telling stories for instance this one for example does a great job of incorporating audio interviews so that was one of the things we talked about is having students go out and talk to Elders or talk to people in their Community

Video again this is a high production value not what we expect from 13 year olds in 25 hours but it’s just a model of thing of something this one is really uh people focused ones there are ones about this one is about poetry there are some of these examples that I

Have on here um I actually don’t remember what this one is but different ways of looking at uh oh this and this is by glyphwick the Great Lakes Indian Fish Wildlife Commission okay so does that help understand what we’re talking about when I’m talking about story maps and why we would want

Students doing this does anybody have thoughts on how you could you see how this could be used with students kind of a reason to do this seeing some heads nodding yes so glad we’re we’re getting that across see some some puzzled looks too um I have done these projects with

Students from sixth grade up through graduate students um and it is a very powerful compelling way to get students to tell their story and in this case we really want students participating in this program to tell their story to recognize that they have a story to tell and that their story is

Worth telling so at least that’s my goal I don’t know if Jim agrees with me but okay you’re all being very patient after lunch it’s hard to do this so I invite you to explore that story map those additional story maps and at the bottom of that page there are other store

Places you can find story Maps the esri folks are here if you want to talk about talk to them about story Maps um they’re really powerful tool okay this just move me along okay so here’s the three options Jim already talked about this so I won’t spend much time on it

Um the first tier is a 25 hours really just focusing on story Maps story Maps do have a digital mapping technology a very basic one those of you who are GIS people in the room you would do you will not like it it will drive you crazy but

That’s okay because you’re not doing it right it’s a way to get students to start making maps and start seeing how to tell story with maps and how Maps can help you tell the story can help their Community tell stories can help solve problems answer questions solve

Problems as Shauna said it with our 25 hour tier one approach what we’re really trying to do is take the technology out and get into the engagement with the kids about what’s important for them to share yeah I’ll say with that if you talk to most GIS professionals

Who do a lot of story maps you can learn the templates and the technology probably in somewhere around two to three hours the rest of the 25 is learning how to bring what you want to say into the platform yeah um the 50 contact hour time is again

These are all just guidelines was a a digger a deeper project hopefully having students going out and creating data finding data taking those dank phones that they have with them and helping making them put that to good use right you can build tools survey one two three collector field maps and have students

Go out in the woods and take pictures and build maps have them go out fishing and take pictures and build maps have them Gathering data interviews with people where on their reservation where where they live do they feel safe where do they not feel safe there’s all sorts

Of different types of data that they can be collecting and putting together to tell stories the tier three is the one I think we’re getting to that we’d like to build to where it’s more of a a residential where they either go to Haskell or they go somewhere and spend

More time working on this I like the idea of having a youth-led project where students decide something in their community that they want to make a change that has something to do with maps and there’s a lot of good examples of projects like that that we couldn’t

Help and support people doing where the tier three comes in for you and your communities if you have kids who are starting to really take to the technology and take to the field when they come back they can get into the subject matter that’s covered in tier three and again uh probably in

About four years plus or minus a year I would see Josh probably having one of those summer institutes two-week residential at something like Haskell available and I as I mentioned earlier those are going to be the kids who sell select and so we’re not as worried about them getting

Lost in the technology at that point some of the guiding thoughts we have that we’re keeping in mind as we’re going through this is that every day includes a career exploration again it’s going to depend on each program some programs might meet eight times some might meet four who know I don’t know

But every every time includes some sort of a career exploration that a professional from the area from the tribe comes and talks to the students about their career and hopefully about how they use maps but that doesn’t always have to be and maps are used in all sorts of areas it’s not just

Um mapping fishing and wild rice and conservation is one part it’s also mapping the tip bowls use maps any of those historical preservation organizations use maps Public Health your health clinics your hospitals are going to use them your law enforcement all of those places around the community

Use GIS and mapping so one of the things that usually most people don’t even think about is when you watch the evening news and they’re talking about blue states red States that’s geo-referenced information so we see it every day we just don’t process it in the way that we want these young folks

To begin to understand those connections and like I said before we learned that time on the computer must be balanced with more active activities so we incorporated a whole bunch of those which are this is the summer and remodeling and teaching good writing and research practices against some of

That digital literacy last year Wendy ran into an issue where kids were really just going online copying information and putting it into their story Maps so that type of activity is something we’re incorporating not in a school like formal structure but in a way of teaching kids how

The appropriate ways of gathering that information we’re hoping that these projects may help them connect with elders and with people in their Community we want them outside not just on the computers but getting outside as much as possible and more importantly even has given Kids Choice or some

Choice an agency over the projects that they choose I thought I’d just toss up sort of a sample schedule that Wendy and I have talked about again this this one is designed for a a 25 hour period a 25 hour tier so just making a story map not

Getting in them into arcgis online not data Gathering um but really exploring storytellings how do indigenous communities tell stories and spending time in that space talking about that doing map activities one of the map activities could be that one in the parking lot where you’re drawing drawing your Maps telling maps

And different telling stories spatial stories in different ways um if you’re interested I won’t go through all these but we can and I’ll point out and it says day one day two day three again this is 24 contact hours 25 contact hours so when it says day two you’re really talking

About three hours with the kids going through what storytelling is and that’s probably the biggest Achilles heel for our pilot Project based on timing and and the ability to get through the process we didn’t have an actual student youth curriculum and uh Wendy did a phenomenal job and I went to

My boss and said hey we need to hire this woman and add her to our development team and that’s where we were able to pair her up with Shauna to help update the online modules but really to build out this piece and these are some Student Activities so the modules will have a set of lesson plans that will include all these activities that will tell you exactly how to do them if you want to take them you could people can use them just out of the box like this I’m guessing most people will adapt them

To fit their needs and that’s totally to be expected yeah and one of the things that we were talking about is that when we were looking at Maps where um the the traditional names were put on places that we were able to map some changes that had happened with climate

Change because we were able to see where plants used to be because an area was named after them where they no longer are new areas where they were going and we used that in climate adaptation planning so that we could look for those micro climates and so we were bringing

The youth in with that because that was something like practical for their future to get them involved in but if the language specialist hadn’t brought that up to me one time when I was talking about well you know where do you find these and she’s like well if you

Look at the map this is where they used to be like we would never have connected that but that’s a wonderful example thank you and I do talk in a minute place names are a really big part of what we hope some students will choose to do is to start creating for

Themselves but also starting to create data layers that can be shared with other people using place names from the community so that there are those place names are available for other people to see these are some examples of the things that we’re putting together the example of the parking lot map and

Looking at a variety of maps we’ll go to one thing in just a minute looking at different types of maps how do indigenous people build maps how did they build maps how did they do spatial awareness how do we acknowledge that traditional knowledge and respect it and continue to communicate that how

Do we make GIS adapt to the traditional knowledge that’s a big charge that certainly 13 year olds aren’t going to solve but starting to think about those kind of questions um Wendy and I came up with the concept of called a yarn map we want them to take

Big Balls of yarn and go out to the trees and out into the woods and start to connect the trees how might the maps you know so thinking of different ways so make a bunch of yarn out in the woods to think about different ways of connecting things and how are we

Connected together looking at tree rings a lot of you have probably folks on on the reservation in the area who could do dendrology is that the right word tree ring research where you can do a little hole into a tree ring and start seeing how old these trees are and start making

Maps out of that to kind of like learning where climate change is where are the oldest trees where are they disappearing one project I’ve seen people do with especially with middle schoolers it can be very compelling is having them do a map of their Community about where they

Feel safe and where they don’t feel safe it can be really eye-opening we I usually recommend this being done not using a computer not using their phone but give like have a big map of your area a big paper map give them different colored stickers and

They can go up there on their own when they feel when they have time and put areas where they feel are safe and not safe Fair areas where they feel included or they don’t feel included because they’ll never tell you that but if you give them

A chance to put that up on a map you might learn something my stomping ground is an activity I use with kids all the time where they can go into a story map and they make us they make a very simple map where do they go to school where do their friends live

Where do they spend time after school where do they do Sports and they start looking at their Community through that lens so what I would say is I apologize on behalf of the foundation that this is only a snapshot in time as she’s going through these I’m realizing very clearly

This is uh Upper Midwest Woodlands Indian tribal Centric and so for a lot of you it doesn’t hasn’t had time to get out and capture some of your perspectives on the environment and your communities but I will also throw in because I don’t believe it’s in here is Joseph kursky is

In charge of K-12 programming for esri the major large corporation and is familiar with our project is very supportive and so at a point in time I can see the foundation working with national tribal GIS and esri to begin to build out these educational Pieces by

Our kids for our kids and I think that that’s something that’s exciting to look forward to over the next decade so this is a list of uh when United’s kind of brainstormed some ideas that um that kids could do we really would recommend that with the 25 hour thing

That the adult mentors go in with suggested project ideas if you open it up it just takes too much time for the kids to decide on an idea so go in with one or two that you’re going to suggest they do so these are just a few that we

Came up with I would love to hear I love this idea of looking at climate change through place names I mean that’s brilliant can I use that can I put that in here thank you doesn’t there’s any ideas things you’ve done with kids things you could see this being used for yeah

I’ve seen I’ve seen some with mascots and team names but also where they do Sports where they compete where they yeah yeah that that’s great thank you so with our tribe we have a school but it only goes up to fifth grade so we don’t use story Maps but we were trying

To get them introduced to Maps at an early age so we taught the older ones like the fourth and fifth graders how to use a GPS tool very simple stuff you know this is a point this is a line This is a polygon right and after a couple of days we

Showed them what those look like on a map we also showed them how to navigate to those points that we collected right so at the end of the week what we did with the older kids we had a scavenger hunt and we would hide prizes out on the baseball field or

What have have you but they had to navigate to them using the GPS tool and so yeah that’s what we did we didn’t have them create Maps they’re they’re a little yeah on the young side but we do try to include the um the use and stuff like that that sounds

Really great I love that idea of getting them out and figuring out how to navigate to them in different ways but I do guarantee your fourth and fifth graders could make story Maps if you ever wanted to you might not want to but if you ever did they could make

Them and I appreciate the input it’s it’s certainly something that we had to start at one point uh before we as we get to the end I’m going to drag Josh up here and he can talk a little bit more about the future but at some point again

This is going to be larger than just Indian Land tenure foundation and our local partners and it’s going to probably grab kids from second third grade all the way through grad school so I it’s something that we need to do to support our youth and our future leaders yes oh

Um I was going to talk this guy out of order a little bit sorry about what are our 2023 self-paced modules are for the adult Mentor training I think I mentioned that we really kind of threw everything out and started over so we’re really focusing on story Maps so kind of

That exercise that I showed you just a little bit ago where they choose some story Maps look at them start answering those questions and thinking about um these questions okay oh I gotta go talk fast um who’s the audience what is the story coming in here so it’s answering

Questions and analyzing questions that’s where we’re starting the second piece is telling stories with maps and now I don’t have time to do this here we thought we had way too much time Jim and look what we’re doing so we have an exercise here where we selected four different maps with different

Perspectives all of the same place of the Twin Cities sorry that’s where we’re based so that’s what I did four different perspectives and looking at these four different Maps and what types of stories do these Maps tell us who’s the author who’s telling us the

Story what do they want you to know and getting partly for students to understand that maps have authors that maps are biased maps are not just something that is a um it’s got a bias and so getting to look at that what’s the difference between an indigenous met the Marlena

Miles Dakota land Maps what’s the difference between that one and the Sanborn maps how do they tell us different stories I don’t care if the 13 year old knows what a Sanborn map is that is that doesn’t matter but it’s that they can understand that these different maps are telling different

Stories and that they too can tell a story by building a map foreign good thing we’re almost done we do so those are the things for the people doing the 25 hour tier then we do get into more of the basic cartography in arcgs online getting data those are more for the

Folks doing the um bigger tiers I’m done I’m not going to go through this but this is taking you through an exercise that’s in the slides if you pulled it up that it introduces you to the module where I take we’re taking the adults through the adults through the exercise

Of seeing Maps as storytellers but you did see how to get to something like an activity within the module and so Josh if I could get you to join us up on stage so the next steps is if this is something you’re interested in uh certainly let us know I’ll go through a

Couple more pieces and then I’ll turn the microphone as it were over to Josh uh I forget if it’s in the beginning or somewhere in there it was mentioned I mentioned that I’ll be transitioning into a new role with another organization but we had already set up to deliver

This presentation so I wanted to follow through on that but ultimately when I’m looking at something like this we want to get this out there we want to make sure that it’s a resource and that it’s available to everybody so if you’re interested this is something that you should let

Josh know and as we continue to grow out and look at communities outside of our driving distance that you’re included in that development so Reach Out the other things I would say with next steps are that not only are we looking at training we want to provide opportunities so Josh

And I have had extensive conversations that they we talked a lot about the youth project at the end of the summer we couldn’t do it because we were at lco last year but this year we’re going to have somewhere between three to six tribal communities we want to take kids

To so we’ll start off with say 75 kids we’ll get down to about 15 to 20 kids who will travel at the end of the project summer to a central conference that will host in northern Minnesota which will then give them a chance to network and share some of the successes

They had from their communities and so you’re starting to winnow down the kids who are much more interested and ultimately like I said we want to get that starfish we wanted to find that one person or two women who want to eventually go into this career so what

He and I have gotten approval to do is through a mechanism take from that 15 to 20 kids two or three that then we’ll send next year to talk to you about their experience then you’ll hear from the real people you won’t hear us up here chatting at you about what we think

Sounds great you’ll actually hear from the successful youth who’ve gone through this process not only that what we want to do is continue supporting them and with Josh send them to the 2024 tribal youth GIS conference so that they can begin to make those professional connections see how others are using it

In other tribal communities and so this again is a process that is going to take time to build up and we started within that driving distance but eventually we’ll have a lot of Partners and we’ll be able to take this to your tribal Community as well

With that Josh is going to be taking over he is a professor of GIS Technologies at Haskell and he can do a much better introduction of himself hi my name is Josh Meisel I’m originally from standing Rock I’ve been living in Lawrence Kansas for the last couple

Decades went to school at Haskell I got my degree in environmental science one of my former students transferred up to KU got my Master’s Degree got my PhD recently got hired by iotf to continue teaching at Haskell but also take over for the Youth GIS program and also help

Iotf out with any sort of mapping and GIS projects so if anybody’s interested in joining the program please get a hold of me and he’s short selling his work at Haskell he’s actually building a degree granting GIS program at Haskell we have a GIS certificate currently but

We’re trying to get like an associates and probably a bachelor’s and that would be great because we do have a number of tribal colleges who do that but within the Bureau of Indian education there’s the two schools southwest Indian Polytechnic sippy has a ga geographic information Technologies

Program so this is an effort to kind of round that out with Haskell and that pretty much covers it yeah get a hold of me yeah we made sure to leave you guys about 15 minutes or so to either ask questions or go take a break so please

Questions we’ve got one over here here Ryan um my name is Cassandra atencio I’m from the southern Indian tribe in on the Tipple uh there with the tribe I wanted to know how what do you think of it when they came out of this program and what were their comments some of their

Comments and and and what is the after Story is there an after story from one of the students you know like did how many came out and are now uh are interested out of it and developing a career did you have any comments about that from

The youth because I really like to hear what they had to say from the first year I think because we pushed so much out so quickly we had a educational fatigue it just was something that overwhelmed and that’s our fault as adults we probably should have foresaw that

And so whereas I think there was some initial excitement toward the end with you know three hours take a lunch in another three hours for six weeks and then going into a seventh stretch uh I think we lost too many in that process and again that’s our fault

That’s not the kids they did their darndest um and that’s why we wanted to go and make so many substantial changes this year so that it meets them where they’re at rather than where we think we might want them to get so I can say that in the post

Survey post program survey we didn’t get anybody who said they wanted to go into GIS or could see themselves going to GIS but I like I said I think that’s because we designed the program from an adult perspective rather than from a youth perspective does that sound

About right I think it was um to expect a 13 year old to become a GIS expert in six weeks is not very realistic um what I’m hoping is that we would see things throughout their their career that they would feel more comfortable in some of these spaces and talking about

Maps interestingly enough the post survey we did a pre and a post survey that talked about their technology and familiarated with maps the post survey actually came in many of them ranked themselves lower on the post survey than on the pre-survey but I actually think that was really good because I think

They didn’t know what they didn’t know at the beginning and then the comments and that later they’re like oh I realize those maps are a lot harder than I thought or I realized I can do different things so I was pretty comfortable with what we got back from the students

And that’s one of the things we’re going to design for next year is hopefully to measure their interest in science careers we’ll see how I want like did they have any comments about how to how to streamline or make your program better you know from from their perspective and

And Incorporated no we did not incorporate no we did they said very loud and clear they didn’t want to be on the computers that much that was a that was a direct quote from the kids and we heard that over and over again on those exit tickets we took

Those exit tickets very seriously and that was a clear thing they said they didn’t want to be on the computer so that was both on their behavior but also they said that um and I could go back in and look at some of the yeah it just you know just

Wondering like from what the how this program you know really actually from their perspective rather than from us as adults because some like you said sometimes we adult it too much and so what we’re looking at and Josh will take care of that this summer is we had 13 data points yeah

The 13 kids that you know gave us feedback this summer we’ll be looking towards getting 50 data points and I think we’ll get more well we’ll have the standard bell curve and we’ll get a better sense of is that comment an outlier because somebody just had a bad

Experience or is that what every most of the kids are saying but with 13 14 13 to 14 year olds it’s hard to interpret too much but we did get a couple of messages very loud and clear maps and utilizing that knowledge um I wanted to see like how because us as

As a tribal people a long time ago we didn’t look at North and South we utilized east and west where the Sun moved and so how did how do you how is it able to create a map utilized in that old knowledge utilizing the Sun and seasons toward a map rather than a

Standard north south and this is North pointing up and this is South when actually our world I can say I haven’t thought about it um traditional methods like that can be utilized in GIS fairly easily you could rotate a map any direction you want and

You could pivot it you could do lots of different things with a map so that’s that’s a good point I will say we did not focus on that last year and so that’s something we’re including in this year more and that’s where we one of the

Ways that Wendy and I arrived at the different concepts of having students draw Maps having students create Maps or representations of place using the yarn tree for example so different ways of representing place and relationships and so it not lacking students into the Cartesian GIS piece but also using that

To help represent does that make any sense and next so either next year if you come to this session I promise you we’ll have many more student comments for you or let us know and we’d be happy to share with you in the fall after the summer more questions

Or go get the treats well we appreciate you taking time after lunch it’s one of the hardest times to do a presentation followed only by first thing in the morning so you’ve been a an attentive audience we certainly appreciate you giving some of your time to us and listening to our

Story uh last year Sean and I were in front of the crowd talking about what we thought like I said it’s very humbling this year we’re talking about what we did and what we’re going to do to improve things and and I’m excited for the future of this project as well as

Josh’s leadership as a GIS professional that will have those kids next year and you’ll get a much more broad experience on how this is continuing to evolve because so much of what we do as tribal communities involves connecting information to where they are in our community Maps just happens to be a very

Easily used visual reference point to that process and I think that this is the future of how we begin to our continue to take our Technic tribal ecological knowledge and apply it in a way that you know can be shared across Generations so thank you again for your time on behalf of myself

Josh and Shauna thank you all so much for your time appreciate it

ID: MsGp3R2qaz0
Time: 1682103255
Date: 2023-04-21 23:24:15
Duration: 01:15:58

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