Skip to content

Paul Jackson

Citizen, Educator, & Environmental Scientist

Category: Civic Engagement

Projects at the Asian Rural Institute

One of the distinct advantages of working with undergraduates, is the creative, inquisitive energy they bring to the table. This month I threw them into the deep end. I asked them to develop some collaborative research projects, define their contributions to the project, and work with a community partner in a country other than their own.

Projects at the Asian Rural Institute

One of the distinct advantages of working with undergraduates, is the creative, inquisitive energy they bring to the table.  This month I threw them into the deep end.  I asked them to develop some collaborative research projects, define their contributions to the project, and work with a community partner in a country other than their own.  Our hosts at the Asian Rural Institute (ARI) graciously accepted the idea of pursuing lines of inquiry that would assist them in delivering their own rural leadership training program and provide insights into the operation of their organic farm on about 9 ha of campus and rented lands.  Thus far I have been quite impressed with their determination to pursue lines of inquiry and be challenged by limits on the technology that could be applied to their questions.

The crew of seven students spent the first few days at ARI exploring the landscape, brainstorming project ideas, and talking about their individual and collective interests.  What came out of those interactions was two overarching ideas:  1.  Systems, subsystems and transfer to of processes and ideas to new locations; and 2. Landscape recovery from the 2011 Daiichi event, with particular interest in the forest-soil relationship.

Example of ARI garden plot.
Example of ARI garden plot.
Men's residence and guest residence.
Men’s residence and guest residence.

Some member of the first group are exploring how ARI systems for quick composting (Bokashi) can be modified for a larger African participant group, who use more wheat and maize compared to rice.  They created new bokashi recipes from ARI materials, log temperature development in those piles as a measure of their effectiveness, and want to help staff and future ARI participants visualize the organisms that make the system function, including indigenous microorganisms.  A few others are creating system diagrams and supporting narratives.  One plans to illustrate how all components of maize can be used in different ways at ARI, and the other is examining past participant information regarding system components readily transferred to other countries for small scale hog/pig rearing.

Preparing bokashi materials.
Preparing bokashi materials.
Gathering and grinding wheat for the bokashi compost.
Gathering and grinding wheat for the bokashi compost.

The landscape team got very interested in the continued recovery post the March 2011 Daiichi event.  In particular, one student who went to a full-day session on Fukushima at the 2015 American Geophysical Union meeting, was very interested in movement of radioactive material in the soil system.  Others wanted to know how much of these radioisotopes were still present in the forest canopy.  Rather than climbing tall trees, we retooled to look at the forest floor litter – upper most surface (recent growth) and the litter-soil interface (older growth).  Our Japanese colleagues at the ARI Becquerel Center have provided valuable assistance to use in sample preparation and specifications for using their equipment.  It is a wonderful story – how local retired scientists with expertise in nuclear medicine have been partnering with ARI to analyze food and landscape samples for the last four years and plan to operate for at least ten years.  Lastly we have set up a few camera traps to help our ARI friends understand other organisms that use the landscape or that might be of concern for their animal rearing programs.  Within a few days, we captured some predators lurking near one of the chicken houses!

ARI Becquerel Center staff providing an introduction to their work for ASES 277 and 396 classes.
ARI Becquerel Center staff providing an introduction to their work for ASES 277 and 396 classes.
Cutting forest litter for sample submission to the ABC.
Cutting forest litter for sample submission to the ABC.
Pitching a project idea.
Pitching a project idea.

I am quite excited to see what kinds of stories the resulting data, analysis, and synthesis reveal.  Right now I think our community partner will be very pleased as will these young women and men doing the work!  Enjoy the images of our collaborative learning journey.

Quick image from a tour of the Watarase Retarding Basin with both classes (ASES 277 & 396)
Quick image from a tour of the Watarase Retarding Basin with both classes (ASES 277 & 396)
Red fox caught on camera near chicken house
Red fox caught on camera near chicken house
Raccoon dog caught on camera near chicken house
Raccoon dog caught on camera near chicken house
Author jacksonPosted on January 23, 2016January 24, 2016Categories Civic Engagement, Japan, Off-Campus Study, Teaching & Learning

This I believe…as a Civic Engagement Steward

While theory provides a wonderful guide, it is the experiment, the action, and the practice that allows us to grow, to construct knowledge and to create and foster relationships. Practice reveals that meaningful work comes in a variety of forms. It makes visible our natural and social connections while inviting one to explore and even live to one’s values.

This I believe…as a Civic Engagement Steward

Theory guides and experiment decides.  This statement, first espoused by Izaak Kolthoff, serves as the often cited motto of the subdiscipline Analytical Chemistry, and it is a subdiscipline of which I am a part.  The motto complements the two goals of the scientific process: discovery, the generation of new knowledge and ideas, and reduction to practice, the application of knowledge and ideas.  Often discovery gets a majority of the attention, but it is the reduction to practice that excites me.  It speaks to the consequences (intended and unintended) of the discovery.  In addition it reinforces the ideal that learning is intimately connected to knowledge construction and to experience.  You can have one without the other, but it isn’t as rich or as fun.  Growing up these ideals took root in the everyday living on my uncles’ dairy farms.  The first time I was stepped on by one of the three-quarter ton cows clearly demonstrated that the theory about how to convince an animal to move in the way you wanted was far different than practice.  Planting, harvesting and tending to the landscape depended on the weather as much as the knowledge and ingenuity of the laborer.  While building and remodeling homes to help pay for college, I frequently witnessed arguments between two foremen, who happened to be relatives, about the best way support a cantilevered floor or bring two roof angles together in an aesthetically pleasing yet functional fashion.  This life-learning illustrated how the best laid plans change for a project as soon as the activity begins.  The system gives feedback and teaches – if I listen.

Laurel_Paul_DeckerAve2

I try to model listening to the system as a teacher-scholar, and it is reflected in my work on local and global environmental issues, the leading of interdisciplinary efforts, and the use of scientific data in decision-making as part of civic life.  I invite students to become multidimensional problem solvers, and to learn as much as they can about the systems and the stakeholders.  While working on a local trout stream the team converses with volunteers, elected officials, agricultural practitioners, and land owners about their concerns as well as past and present experience with the landscape.  It always yields insights into forces that have shaped the ecosystems we inhabit as well as teaches us about our common humanity.  By reflecting on environmentally focused volunteer and work experiences, I and my fellow learners receive more than any textbook or constructed class experience could provide.  A few excerpts read:

I didn’t realize the amount of interest and concern the community had about the environment.

There are people who share my values.

People listened…and understood what I said.

Working and conversing with strangers is scary and fun.  I have made new friends.

I was amazed by the amount of work we accomplished in so little time.

MThai_RiceCreek_jul2013

While theory provides a wonderful guide, it is the experiment, the action, and the practice that allows us to grow, to construct knowledge and to create and foster relationships.  Practice reveals that meaningful work comes in a variety of forms.  It makes visible our natural and social connections while inviting one to explore and even live to one’s values.  Ultimately, we discover we are all in this together, and that we give to our neighbor and to our own education by learning through practice.  As a result, I would slightly modify my opening statement to say, I believe theory guides, experiment and practice decides.

swansonhouse_team

From the “This I believe” address to 2015 Minnesota Campus Compact Summit & Awards, 16 Apr 2015, St. Catherine University, St. Paul, MN.

Author jacksonPosted on April 17, 2015Categories Civic Engagement, Knowledge, Teaching & Learning

Recent Posts

  • Link to Common Read Shared Docs
  • A Chemist goes to the Movies… STINK!
  • Composting – Take One Step Forward
  • Building Community in the Kitchen
  • Projects at the Asian Rural Institute

RSS NPR Environment

ecopjack on Twitter

Twitter feed is not available at the moment.

Archives

  • August 2020
  • June 2016
  • April 2016
  • February 2016
  • January 2016
  • April 2015
  • January 2015
  • December 2014

Categories

  • Australia
  • Civic Engagement
  • Community
  • Food
  • Green Chemistry
  • greening
  • higher education
  • Indigenous People
  • Japan
  • Japan
  • Knowledge
  • Off-Campus Study
  • Sustainability
  • Teaching & Learning
  • Uncategorized
  • Waste diversion

Meta

  • Log in
  • Entries feed
  • Comments feed
  • WordPress.org
Paul Jackson Proudly powered by WordPress