Evaluating Indigenous Food and Energy Sovereignty Initiatives

Food and energy sovereignty are foundational to the self-determination and well-being of Indigenous communities. Food sovereignty refers to the right of peoples to healthy and culturally appropriate food produced through ecologically sound and sustainable methods, and their right to define their own food and agricultural systems. Energy sovereignty extends this principle to the realm of energy resources, where communities have the authority to produce, distribute, and use energy in ways that align with their values and environmental stewardship. Evaluating these initiatives requires approaches that center Indigenous voices, respect traditional knowledge systems, and embrace holistic methodologies.

Culturally Responsive Evaluation Frameworks

Culturally responsive evaluation (CRE) is a critical approach for assessing Indigenous food and energy sovereignty initiatives. CRE is a holistic framework for centering evaluation in culture (Frierson, Hood, Hughes, and Thomas, 2010). In evaluating Indigenous food and energy sovereignty initiatives, evaluators must steep themselves in a community's values, traditions, and aspirations. For example, measures of success might prioritize the restoration of native plant species, intergenerational transfer of agricultural knowledge, or reduced reliance on external energy grids—goals that standard Western evaluation metrics may overlook.

Community-based participatory research (CBPR) aligns well with CRE, as it involves co-creating evaluation designs with Indigenous communities. The W.K. Kellogg Foundation (2001) defined community-based participatory research as “a collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings.” (p. 2). Participatory approaches such as CBPR are essential for fostering trust and avoiding extractive research practices.

Decolonizing Data Practices

Evaluators must also address the power dynamics inherent in data collection and interpretation. Linda Tuhiwai Smith (2012) emphasized the importance of decolonizing research methods to avoid perpetuating systems of oppression. In practice, this means prioritizing Indigenous data sovereignty—ensuring that data is controlled and interpreted by the community it represents. The First Nations Information Governance Centre’s principles of OCAP® (Ownership, Control, Access, and Possession) offer a model for ethical data practices, asserting that indigenous peoples should have control over data collection processes and should own and control how this information is used.

Integrating Holistic Practices and Indicators

Evaluation of Indigenous food and energy sovereignty should take into account the interconnectedness of ecological, social, cultural, and economic dimensions. The AIHEC evaluation framework (2008) proposes a set of evaluation practices based on the core Indigenous values of (a) being a people of a place, (b) recognizing our gifts, (c) honouring family and community, and (d) respecting sovereignty. Situating a program by describing its relationship to the community, including its history and current situation, and understanding that food and energy sovereignty indicators may focus on more holistic measures, such as community health and well-being, are examples of holistic evaluation practices that matter to Indigenous communities. An example of an energy sovereignty evaluation could include metrics like reduced carbon footprints alongside community-defined indicators, such as revitalization of traditional ecological knowledge.

Conclusion

Evaluating Indigenous food and energy sovereignty requires a shift from conventional evaluation methodologies to those that prioritize Indigenous worldviews and self-determination. By employing culturally responsive, decolonizing, and holistic approaches, evaluators can not only measure outcomes but also contribute to the empowerment and resilience of Indigenous communities. As program evaluators, we have a responsibility to uplift Indigenous voices and ensure that evaluation processes align with the goals and values of the communities we serve.

Bridging the Town & Gown Divide: Community Consultation in Higher Education Strategic Planning

In higher education, the concept of "town and gown" is often used to describe the relationship between a college or university (the gown, symbolizing academic life) and the surrounding community or city (town). Historically, this relationship has been complex, with higher education institutions sometimes seen as isolated or separate entities from their local communities. In modern higher education strategic planning, however, the concept plays a significant role in shaping institutional priorities and fostering collaboration between the college and its community for mutual benefit.

By setting clear objectives for community consultation, engaging diverse stakeholders, employing mixed methods, and creating transparent feedback loops, colleges can cultivate an environment where community voices shape the path forward. This not only strengthens the plan itself but also deepens trust and commitment across the town and gown divide, laying the groundwork for successful plan implementation.

Here’s a breakdown of an approach to community consultation that ensures an inclusive, transparent, and actionable strategic plan.

1. Setting Clear Objectives

The first step in effective community consultation is defining its purpose and scope. Is the college looking for input on academic program offerings, new or enhanced community partnerships, or donor development? The clarity of purpose not only shapes the tools and techniques we choose but also sets expectations for stakeholder engagement. Our team collaborates closely with college leadership to outline these goals, ensuring alignment with the institution’s broader mission and strategic priorities.

2. Identifying Key Stakeholders

Colleges are inherently complex ecosystems with a range of stakeholders, each bringing unique perspectives and priorities. A stakeholder list for a community college usually includes students, faculty, staff, administration, K-12 partners, local industry representatives, and community organizations. Each group’s input is essential for building a well-rounded strategic plan.

The importance of inclusive engagement cannot be overstated. Students can highlight barriers to academic success, while faculty and staff offer insights into operational and pedagogical challenges. Industry partners and K-12 school districts provide valuable perspectives on skills alignment and pipeline development. By reaching out to these groups, we lay the foundation for a plan that reflects the entire community’s needs.

3. Designing the Engagement Strategy

A robust consultation plan leverages a mix of qualitative and quantitative methods. Surveys provide breadth, capturing a wide array of viewpoints with data that can be analyzed for patterns and trends. Focus groups, on the other hand, offer depth, allowing for nuanced discussions that unearth issues that might be missed in a survey format. Town halls offer another alternative, providing an open forum where all voices are heard in real time, facilitating dialogue and fostering a sense of shared purpose.

4. Creating a Conducive Environment for Dialogue

Successful consultations rely on trust and a genuine invitation to participate. In facilitating focus groups and town halls, we create a neutral "safe space" where participants feel they can share openly without fear of reprisal. Stakeholders also must feel their input is valued and impactful. This means managing sessions where quieter voices are encouraged to share, dominant speakers are balanced, and responses are free from judgment. In town halls, interactive technology, such as live polling tools, encourages real-time feedback and maintains engagement. This approach can help bridge the gap between in-person attendees and virtual participants, ensuring that everyone can participate regardless of location.

5. Analyzing and Synthesizing Feedback

The consultation process doesn’t end with gathering data—it extends to thorough analysis and synthesis. Quantitative survey results are segmented by stakeholder group to identify trends, and qualitative data from focus groups, town halls, and open-ended survey questions are coded for themes and key insights. This dual approach reveals where different stakeholder priorities align or diverge, guiding decision-making. Feedback might show, for example, that students and faculty both emphasize the need for enhanced support services, whereas industry partners prioritize updates to technical training programs. Such insights allow the college to develop targeted strategic initiatives that cater to these needs without compromising overall institutional goals.

6. Communicating Findings

Transparency is key to maintaining trust. After synthesizing feedback, we recommend that findings are communicated back to stakeholders in an accessible format, whether through reports, presentations, or online dashboards. Highlighting how stakeholder input has been used to shape strategic directions reassures participants that their involvement has made an impact.

7. Integrating Consultation into Plan Development

Community consultation shouldn’t be a one-time event but rather an embedded practice within the institution’s planning cycle. Using a planning committee composed of diverse stakeholder representatives, for example, is another method to ensure that the college's strategic plan is responsive to community needs. We also advocate for mechanisms that allow colleges to continuously engage with stakeholders, adjusting their strategies as the landscape evolves. This dynamic approach ensures that the college remains responsive and proactive in fulfilling its mission.

Final Thoughts

A college can bridge the town and gown divide by embedding community consultation and involvement throughout its strategic planning cycle. This approach not only strengthens the plan itself but deepens trust and commitment across the community, laying the groundwork for successful institutional growth.

Our sister firm, Gaston-Shaffer, specializes in community-driven strategic planning services. Contact them today to learn how they can enhance your strategic planning processes.

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Competency-Based Education: A Transformative Program Model in Higher Education

Competency-based education (CBE) has emerged as a transformative model in higher

education, focusing on the demonstration of skills and knowledge rather than time spent in a classroom. This approach allows students to progress at their own pace, ensuring that they master specific competencies—skills, knowledge, and abilities—before moving on to the next level. Unlike traditional higher education, which is structured around credit hours and semesters, CBE is built on measurable learning outcomes and mastery. It is particularly well-suited to adult learners, career changers, and students seeking flexibility in their educational journey.

Why is Competency-Based Education Important?

The shift towards CBE is driven by the need for education systems to align more closely with the requirements of the modern workforce. In a competitive job market, employers are looking for graduates who possess specific, demonstrable skills. CBE meets this demand by ensuring that students acquire a clearly defined set of competencies before they complete their programs. According to the American Institutes for Research, CBE can help close the skills gap by emphasizing real-world application and performance over theoretical knowledge (AIR, 2016). Furthermore, CBE offers a more personalized learning experience, allowing students to accelerate through areas where they are already proficient and spend more time on challenging concepts.

Key Factors in Designing a Competency-Based Education Program

Designing a CBE program involves several key considerations, each crucial to the program's success:

1. Defining Clear Competencies: The foundation of any CBE program is a well-defined set of competencies. These should be specific, measurable, and aligned with industry standards. The Lumina Foundation's research emphasizes the importance of collaborating with employers and industry leaders when developing competencies to ensure relevance (Lumina Foundation, 2017).

2. Assessment of Mastery: CBE relies on robust assessment methods to ensure students have mastered each competency. This can include performance-based assessments, portfolios, and practical projects. A study by RAND Corporation highlights that formative assessments, which provide feedback throughout the learning process, are particularly effective in CBE environments (RAND Corporation, 2015).

3. Flexible Learning Pathways: To accommodate diverse learners, CBE programs should offer flexible delivery modes, such as online modules or hybrid courses. This flexibility is especially beneficial for working adults or those with family responsibilities. Research published in The Journal of Competency-Based Education found that flexibility is a key factor in improving retention and completion rates in CBE programs (JCB, 2019).

Successful Examples from US Community Colleges

Several community colleges across the United States have adopted CBE to better serve their student populations. For example, Salt Lake Community College in Utah offers CBE programs in fields like Business Management and Cybersecurity. These programs have been successful due to their focus on practical skills that align with regional industry needs. Similarly, Sinclair Community College in Ohio has developed a robust CBE framework in partnership with local employers, allowing students to gain workplace-relevant skills at their own pace. These colleges serve as models for how CBE can be tailored to local labor markets, providing students with a direct pathway to employment.

Benefits of Competency-Based Education for Students

The benefits of CBE for students are numerous. First, it offers a more personalized learning experience. Students can progress through material at a pace that suits their needs, whether that means accelerating through familiar content or taking additional time with challenging concepts. This flexibility can lead to greater student satisfaction and a more efficient path to degree completion.

Second, CBE often results in reduced time to graduation, which translates into lower overall costs for students. A study by the National Center for Education Statistics found that students in CBE programs can complete their degrees up to 30% faster than those in traditional programs (NCES, 2018). This is particularly advantageous for working adults who are balancing education with other commitments.

Finally, CBE’s emphasis on real-world skills provides students with a clearer understanding of how their education applies to their chosen careers. Graduates of CBE programs often enter the job market with a portfolio of demonstrated competencies, making them more attractive to employers who value job-ready skills. This alignment between education and employment outcomes is a significant advantage in a competitive job market.

Conclusion

Competency-based education represents a promising shift in higher education, emphasizing mastery of skills over seat time and offering a more flexible, student-centered approach to learning. By focusing on clear competencies, rigorous assessments, and personalized learning pathways, CBE can bridge the gap between education and employment, making it an ideal choice for today’s diverse student populations. With successful models already in place at community colleges across the United States, CBE has the potential to reshape the future of higher education, offering students a more efficient and relevant pathway to their career goals.

Looking for an evaluator to assess the benefits of your institution's competency-based education program? Please contact Shaffer Evaluation Group at seg@shafferevaluation.com for a free 30-minute consultation.