Collaborative Project: Track 2: Manoomin, investigating the past, present, and future conditions of wild rice lakes on the Fond du Lac Band of Lake Superior Chippewa Reservation

“野生稻”项目是一个研究和教育相结合的项目，研究北方明尼苏达州的湖泊，这些湖泊在上级齐佩瓦湖的丰迪拉克带的土地上种植野生稻。正在从保留区边界内的六个野生稻湖收集沉积物岩心，以确定湖泊在近代和欧洲人定居之前的历史。研究的目标是了解野生稻的环境（例如，水位、养分、竞争植物物种），从而支持野生稻生产强度的提高。与这些湖核心的研究相结合，当地齐佩瓦社区通过每月一次的公共论坛，通过本科生和高中生研究项目，通过科学丰富活动，通过参与和了解该项目。该项目是丰迪拉克部落和社区学院、明尼苏达大学LacCore（国家湖泊核心设施）和FDL保留区资源管理科学工作人员的科学家和教育工作者之间的合作。其他合作者包括明尼苏达州科学博物馆，来自gidakiimananiwigamig（我们的地球小屋）美国土著青年科学丰富计划的教职员工，giiwed'anang（北星星）本科生AISES联盟，以及国家地球表面动力学中心，紧凑和高效流体动力中心和北星星STEM联盟的计划。通过该项目，每年有25名美国原住民本科生和高中生完成与该项目研究目标有关的研究项目。另外50名K-12学生参加每月的科学俱乐部，在那里他们与来自大学和保留地的科学家互动，同时了解这一宝贵的社区资源。这些本科生和K-12学生中的许多人参加了一个预REU（本科生研究经验）计划，在那里他们花了一个星期的时间在夏季进行研究，目标是他们将在明年进行研究实习。其他人参加为期一周的过渡计划。这个暑期项目使用明尼苏达大学社区融合研究所开发的“扩大圈子：尊重过去;为未来做准备”课程。这一过渡课程于2002年制定，包括为美洲印第安人从高中过渡到大学做准备的具体活动。此外，通过遵循gidakiimananiwigamig计划的学习理念，Eschomin是一个整体教学和学习方法的试验场，该方法使用学习的七个关键要素来增加参与者的科学，技术，工程和数学学习。活动旨在提高七个基本能力：定量，概念，空间，关系，元认知，语言和机械使用的方法，旨在促进整个个人的成长。

The manoomin ("wild rice") project is a combined research and education project to study northern Minnesota lakes that grow wild rice on lands of the Fond du Lac band of the Lake Superior Chippewa (FDL). Sediment cores are being collected from six wild rice lakes that are within the boundaries of the reservation to determine the history of the lakes both in recent times and prior to European settlement. The goal of the research is to understand the wild rice environment (e.g., water level, nutrients, competing plant species) and thus support improved strength of wild rice production. In conjunction with the research on these lake cores, the local Chippewa community is participating in and learning about the project through a monthly series of public forums, through undergraduate and high-school student research projects, through science enrichment activities for K-12 students, and through the participation of teachers from local schools, who are helping with the lake-coring research. Combined, these efforts are working to broaden participation of Native American students in geoscience and environmental science careers.The project is a collaboration between scientists and educators at the Fond du Lac Tribal and Community College, the University of Minnesota's LacCore (National Lacustrine Core Facility), and FDL reservation resource management scientific staff. Additional collaborators include the Science Museum of Minnesota, faculty and staff from the gidakiimanaaniwigamig (Our Earth Lodge) Native American Youth Science Enrichment Program, the giiwed'anang (North Star) Undergraduate AISES Alliance, and programs of the National Center for Earth-surface Dynamics, the Center for Compact and Efficient Fluid Power, and the Northstar STEM alliance. Through the manoomin project, 25 Native American undergraduate and high school students complete research projects related to manoomin research goals each year. Another 50 K-12 students participate in monthly science clubs, where they interact with scientists from the university and the reservation, while learning about this precious community resource. Many of these undergraduate and K-12 students participate in a pre-REU (Research Experience for Undergraduates) program, where they spend a week in the summer conducting research, with the goal that they will pursue a research internship in the next year. Others participate in a week-long transitions program. This summer program uses the "Expanding the Circle: Respecting the Past; Preparing for the Future" curriculum developed at the University of Minnesota, Institute on Community Integration. This transition curriculum, developed in 2002, includes specific activities to prepare American Indians for the transition from high school to college. In addition, by following the Circle of Learning philosophy of the gidakiimanaaniwigamig program, manoomin is a testing ground for a holistic teaching and learning methodology that uses seven key elements of learning to increase science, technology, engineering and mathematics learning in participants. Activities are designed to enhance seven elemental abilities: quantitative, conceptual, spatial, relational, metacognitive, verbal, and mechanical using an approach designed to promote growth in the whole individual.