LEARNING OFF THE LAND: DEVELOPING FARM INTERNSHIP PROGRAMS

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1 LEARNING OFF THE LAND: DEVELOPING FARM INTERNSHIP PROGRAMS Laura Ryser Kitsap County CED Faculty Kellie Henwood Regional Small Farms Coordinator Women in Sustainable Agriculture Conference, Portland, OR November 30-December 2, 2016

2 Presentation Outline WSU Farmer Mentor Program Farm Internship Models Supporting Collaborative Farm Internships on the Olympic and Kitsap Peninsula Outcomes and Impacts of Collaborative Farm Internships on the Peninsula

3 WSU Farm Mentor Program Application available on the WSU Cultivating Success website Two programs: internship host or farm mentor Farm supervisor/manager responsible for application Applications reviewed 1-2 times per year Screening committee WSU faculty, farmers, and Tilth board members Once accepted, interns can receive continuing education units through WSU

4 Model 1: Independent Farm Internship Farm who wants to host interns and provide educational training through their own curriculum and manage this independent from other CS farms

5 Model 1: Independent Farm Internship Process: WSU/CS review of farm mentor application Interns apply using CS form directly to farm - farm accepts interns and forwards copies of proposed curriculum and intern applications to WSU At the end of the internship period, WSU conducts evaluation of the program with interns; Farmer mentor submits paperwork to process CEUs from WSU

6 Model 2: Collaborative Farm Internship A group of farmers who want to work together to develop a shared curriculum to deliver to interns across all of their farms (ex. FIELD) supported by WSU/CS Program

7 Model 2: Collaborative Farm Internship Process: WSU reviews farm mentor applications Interns apply directly to farm A collaborative curriculum is developed by the mentor farms together with expertise/teaching from each farm in the program At the end of the internship period, WSU conducts evaluation of the program with interns Farmer mentors submit paperwork to process CEUs from WSU

8 Model 3: WSU/CS Intensives to Support Farmer Mentor Curriculum Farms participating in Models 1 & 2 can augment their curriculum with WSU CS Intensives Interns who are not on CS farms can also attend and receive CEUs through WSU

9 Model 3: WSU/CS Intensives to Support Farmer Mentor Curriculum Process: WSU develops several intensives that can be duplicated throughout Washington State by Extension staff, other farms, or partner organizations Provides technical training across various production and management systems Interns will enroll in the intensives for a fee and receive CEUs upon completion through WSU Intensives will range from 1-day classes to 6-8 week programs that meet once a week for lecture/hands-on training

10 Model 3: WSU/CS Intensives to Support Farmer Mentor Curriculum Examples of Intensives Include: Tractor Safety - 1 day - (6-8 hours) Soils/Cover Cropping - 2 days - (12-16 hours) On-farm Composting - 1 day (6-8 hours) Small Ruminant Livestock weeks (18-21 hours total) Bovine Management Systems weeks (8-16 hours) Commercial Seed Production - 2 days (12-16 hours) Vegetable Row Crop Management - 4 weeks (16 hours) Tree Fruit Management - 4 weeks (16 hours) Business Planning and Marketing- 1 day (6-8 hours) Farm Scale Construction Projects - 2 days (12-16 hours)

11 Supporting Collaborative Farm Internships Developing the Schedule Curriculum Community Participation Learning Outcomes Career Development

12 Jefferson County FIELD is an collaborative educational internship program that provides a multidisciplinary study of sustainable agriculture. Developed by farmers and the WSU Jefferson County Extension office, the FIELD program combines formal instruction with a field-based internship on a Jefferson County farm.

13 Seasonal Schedule The FIELD program is offered on a trimester schedule. Each trimester focuses on different topics of study and seasonal activities. Interns are encouraged to attend all three trimesters, however a minimum commitment of one full semester is required. Contact individual farms to inquire about their minimum commitment. March 15 May 27 Typical activities include, soil prep, greenhouse work, seeding flats, planting, business planning, early harvesting & lambing May 28 August 26 Typical activities include planting, mowing, weeding, harvesting, animal care & marketing August 27 November 15 Typical activities include weeding, harvesting, food preservations, animal care, animal slaughter & marketing

14 Weekly schedule

15 Weekly Workshops Taught by team of farmers, community resource speakers, and subject specialists Keith Kisler, Owner of Finnriver Cider and Orchards, host farmer Morning: Lecture or presentation Afternoon: Practicum

16 FIELD Curriculum Topics of Study Organized by Theme Integrated Farm Production Systems Introducing a Systems Approach Agro-ecology Crop Productivity Light, water, and temperature effects on crop growth and development Farm Building Alternative Energy Sources for the Farm

17 FIELD Curriculum Topics of Study Organized by Theme Soils and Nutrition Soil Structure and Ecology Nitrogen fixation, Nutrients, and Sources of Fertility Water Law and Irrigation Systems Composts, and Organic Matter Dr. Doug Collins, WSU Puyallup, Small Farms Production Specialist

18 FIELD Curriculum Topics of Study Organized by Theme Crop Production Integrated Pest Management for Orchards and Small Fruit Fruit plants for the PNW Growing annual vegetables Producing starts in greenhouses

19 FIELD Curriculum Topics of Study Organized by Theme John Bellow, SpringRain Farm, host farmer and FIELD co-founder Livestock Poultry Sheep production systems Rotational grazing and nutrient cycling Livestock health management Rabbits Humane slaughter and butchering Fencing

20 FIELD Curriculum Topics of Study Organized by Theme Adding Value in Farm Production Systems Micro-dairy operations On-Farm Food Processing and Preservation Cider and Juices Beekeeping and pollination (1 5)

21 FIELD Curriculum Topics of Study Organized by Theme Marketing and Business Planning Finance Starting a new agricultural enterprise Farm Business Basics Innovative Marketing Practices: CSA, U-Pick, Restaurants, etc. Marketing: Promotion & Agritourism Food Systems Community Education

22 Additional FIELD Activities WSU Small Grains Field Day in Mount Vernon Tilth Producers of Washington Conference WSU Research Stations

23 Career Development Cultivating Success Farm Business class is offered at the end of the FIELD program each year now to further business plan development activities for FIELD graduates WSU and Host Farms work to support FIELD interns in their pursuit of farming through the Jefferson Landworks Collaborative Land Link resources and support network

24 Clallam Intern Program Internship in Sustainable Crop Production Crop Production Producing starts in greenhouses Seed Saving and plant breeding Season extension and out-of-season production Annual vegetables Weed management Integrated Pest Management Adding Value in Farm Production Systems On-Farm Food Processing and Preservation Soils and Nutrition Soil Structure and Ecology Nitrogen fixation, Nutrients, and Sources of Fertility Composts, and Organic Matter Farming systems Infrastructure Basic Tractor Maintenance Irrigation/Water Management

25 Kitsap Intern Program 2016 Curriculum Units Crop Production Annual vegetables Vineyards Flowers Seed Saving Greenhouse Operations & Season Extension Fall storage crops & planning for a Winter CSA Farm Planning Farm Acquisition Agri-tourism Animal Systems Cow dairy Goat dairy Working with draft horses Basic livestock Poultry processing Pasture Management Sheep sheering and fiber Soils & Nutrition Compost Soil Ecology

26 Developing Farm Curriculum

27 Sample Curriculum

28 Farm Curriculum cont. Farm Curriculum: Helps identify farmer mentor s strengths and knowledge Outlines schedule for the year Keeps focus on education cultivatingsuccess.wsu.edu

29 Outcomes and Impacts of Interns

30 Outcomes and Impacts of Interns cont.

31

32 Lessons Learned EVALUATE Every workshop, mid-season, exit interview POLICIES AND PROCEDURES Communication is key Roles and responsibilities Be realistic Assist farmers with intern recruitment ATTRA, Universities with Food/Farm Programs

33 Acknowledgements: Farmers and interns! WSU Cultivating Success and Small Farms Team cultivatingsuccess.wsu.edu Contact information

34 One-on-One Teaching for the Farmer Mentor Diane Green Greentree Naturals

35 Greentree Naturals Certified Organic Since 1992 Our mission is to provide fresh, nutritious, high-quality certified organic produce to our local community. We provide a place for organic gardening workshops; hands-on learning through agricultural related activities, and on-farm research. We are committed to forging partnerships with other farmers and educators, working together to create a more sustainable future for our community.

36 HARVESTING OUR POTENTIAL Farmer Mentor Handbook 2013 Cultivating Success Farmer Mentor Handbook 2001, 2004, 2008

37 Greentree Naturals Apprenticeship Program began in We have had 35 apprentices (6 male/ 29 female) 1,500+ participate in on-farm educational programs

38 Greentree Naturals Our apprentice program is different than most in that we only ask for a 3 day a week commitment so they can earn an income off the farm if needed. We are accredited with UI and work with graduate and under-grad students as well as beginner farmers. We also have had numerous volunteers on the farm over the years.

39 ONE ON ONE TEACHING The challenge is to combine the day-to-day activities on the farm with teaching someone how to do what you do. How can you get your work done and teach?. Planning ahead and thinking through the steps of each task will save you time and frustration, and also provide the best educational venue.

40 There are some basic principles that are relevant to teaching one on one that may help you to include an educational component and still be able to accomplish your goals for the day. Planning Ahead

41 Planning Ahead Think through the steps involved with what you want to teach. -WHEN are you going to do this? -WHERE is it going to happen? -WHY are you doing this? -HOW do you do it? -TOOLS? What will you need? First, talk about why and how you are doing it; then offer a demonstration of the technique you use to meet the desired outcome. It is best to state what you want to accomplish first.

42

43 Planning: What are the steps from start to finish? Planting garlic WHEN? Fall planting in Oct. WHERE & WHY? Review crop rotation & marketing plan. HOW? Prepare beds for planting: add compost, soil amendments, till in, lay out soaker hoses. Break up bulbs of garlic into cloves & select for quality and size. Create map & plot different varieties location on map and in the field with markers. TOOLS for the job? Roto-tiller, wheelbarrow, string line, yard sticks, gloves, knee pads, tub for garlic cloves, tags. READING ASSIGNMENT? Review planting needs for garlic, spacing, depth.

44 ONE ON ONE TEACHING When you are teaching, you need to take the time to explain things to them to give the experience clarity. Planning ahead will also give you opportunity to think through the process, be prepared with the tools that you need, and suggest reading assignments/review for the learner.

45 ONE ON ONE TEACHING To create a viable learning experience, the learner needs to talk about what they are learning about, write about it, relate and apply it to hands-on experience. Having them keep a journal is a useful tool.

46 Think about the basics of what is truly important of getting your point across. Planting garlic, root side down; 8 apart and 6 deep. Verbal hints that identify key features of the skill will help learners understand the desired outcome of the task. It s important to pack down the cloves after planting so they stay in place. They are likely to be distracted by irrelevant details. Keep it simple. You can add details later.

47 Always provide a demonstration of the technique you use to meet the desired outcome. Bare bones, simplified demonstrations are more useful as starting points than complex situations. After explaining why & how to do the task, the show them how, then provide details of why you do it this way. Ask the learner to repeat back to you what they think you said.

48 Positive examples are more helpful than examples of what not to do. Often times, we tend to say things like don t do it this way The way to get what you want is to state clearly what you want! Don t plant the garlic too shallow and don t plant root side up, don t plant cloves too close together. VS Plant the garlic 6 deep with the root side down, and the cloves 8 apart.

49 Permit learners the maximum freedom to experience successful completion of a task or a part of a task, but give enough guidance so that they will not get bogged down in a rut of errors. This implies that the learning experiences will go from the simple to the complex, with the steps so ordered that each new problem can be successfully solved. There are no stupid questions, and it is good to let them know this. Let them follow through with a task, but stay near-by so they can ask questions. Example: Apprentices weeding the lettuce and weeding out entire arugula crop.

50 Learners need practice with feedback. What you are doing looks good you may find it easier to harvest using a half bushel basket in the row instead of filling up a heavy bushel of beans to move along the path. Also, this is better on your back as well as less wear and tear on the baskets You did a fantastic job today! It is important that you remember to return tools, buckets, etc. to the tool shed at the end of every day. Sometimes it takes a few times of apprentices wandering around the fields looking for their tool from last week to remember this rule. What did you learn today?

51 Don t try to correct everything on the first trial of a project! Feedback from the farmer-instructor or from peers may provide more information that the student can assimilate. We are often telling learners to Start slow, take your time, we will work on getting faster later. When we are working side by side, often times they will get frustrated because we are so fast compared to them. Harvesting peas, beans, and strawberries, it is important to pick the right size and not damage the next harvest.

52 Feedback that identifies errors won t help if the learner doesn t know what to do to avoid the errors. Give guidance about what to try next. Bean harvest can bring very high yields for many weeks if they are harvested with care..

53 Practice with varied examples is likely to be both more motivating than simple repetition. Is there more than one way to meet the end result? Trimming tomato plants, pinching away new suckers, pruning blossom clusters to encourage fruit. Does it have to be done exactly like you do it?

54 Like other skills, selfevaluation is learned by practice with feedback. I ask them for suggestions and alternative ways to do things all the time. After you have tried it my way and understand what we need to accomplish, I am open to suggestions of doing it a different way.

55 Coaching is not simply one - way telling and criticizing. Asking the learners about their perceptions of what they are doing and helping them evaluate their own performance is also important. Does it make sense to you that we are doing it this way? As you evaluate work, verbalize the process you are using and the basis for your evaluation. Using a string line & yard stick; Measuring finger length for how deep to plant the seed.

56 Peers can help one another. You don t need to monitor everyone all of the time. We have found it to be ideal if one apprentice starts 4-6 weeks before another; this way they can help with orientation of the field lay out and basic rules as well as think about what they have learned by sharing it.

57 Every Monday, I have the apprentices do a walk-a-bout the garden with their journal to make observations and assess what needs to be done and why.

58 Taking the time to be a mentor and teach what you know is healthful, useful and noble.

59

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