RCE Saskatchewan-2020
Project Title:
1. Describe coordination and management of the project. Please also reflect how the RCE as a network organisation has contributed to the project. (Character count 400 words):
In 2013 Saskatchewan Polytechnic entered into a unique, new partnership with the Saskatchewan Wildlife Federation (SWF) to own and operate the Hannin Creek Education & Applied Research Centre (HCEARC). HCEARC, which opened in 2014, is located in a remote area of the mid-boreal forest ecosystem of central Saskatchewan, Canada. Built on a navigable creek system that ties into a large fresh-water lake, HCEARC is situated in a provincial game preserve with an abundance of natural forests, wildlife, birds, and fish. HCEARC's infrastructure has modern sleeping cabins, meeting rooms, laboratory, shop and dining facilities that can accommodate groups of up to 70 participants. The acquisition of the research centre and field camp was done after consultations and support of local First Nations and Metis communities. Saskatchewan Polytechnic is a public institution for post-secondary technical education and applied research, recognized nationally and internationally for its expertise and innovation. Through 4 campuses and distance learning, Saskatchewan Polytechnic serves 26,000 distinct students with programs that include every sector of the economy. Saskatchewan Polytechnic works closely with industry, government and non-government organizations to build curriculum that provides job-ready technicians and technologists. Saskatchewan Polytechnic wanted to develop a fifth campus that could directly serve its programming interests in natural resource management, water resources, sustainability and applied research. The Saskatchewan Wildlife Federation is a non-profit, nongovernment, charitable organization of over 33,000 members in 122 branches across Saskatchewan representing regional conservationists. Per capita, SWF is the largest wildlife conservation organization of its kind in the world. Established in 1929, the SWF has become an acknowledged leader in the field of conservation. The SWF was seeking a field facility from which they could promote and educate their members in the conservation of the boreal forest's spectacular ecosystems. Having run a Youth Conservation Camp for 40+ years, organized field courses, and facilitated wilderness experiences, HCEARC was a natural fit with the SWF mandate and mission statement: "To ensure the wildlife legacy we leave to our children surpasses that which we inherited.” Saskatchewan Polytechnic and the SWF collaborate on the management and operations of HCEARC, through an operational manager and a volunteer board. The centre serves Sask Polytech post-secondary students, SWF clientele, and government, industry and post-secondary researchers. Within the Sask Polytech-SWF partnership and the extended network of clients and stakeholders, RCE Saskatchewan is well represented. Saskatchewan Polytechnic, SWF, and HCEARC participate in the annual activities of the RCE with Saskatchewan Polytechnic a founding partner of RCE Saskatchewan since its acknowledgement in 2007.
2. What are the current results of the project in terms of output (e.g. publications, developed practices, course materials)? (Character count 300 words):
The HCEARC project has developed physical camp facilities, a client-stakeholder network of students and researchers, and associated curriculum and training materials. To date, the cabin accommodations have been upgraded and modernized to host students, guests and researchers comfortably. A new washroom facility has been constructed and the flagship of development has been the construction of a modern, 3,000 ft2 (280 m2) wet laboratory complete with meeting rooms and workshop. The HCEARC network of partners, students, clients, and researchers has expanded to include government and non-government organizations, each with its own measure of achievement. These achievements include learners, graduates, publications and procedures in resource management and sustainability. Used as a fieldwork centre for both applied and scientific research, HCEARC has contributed to research outcomes and publication of research findings in a variety of fields, including water security, climate change and resource management. Saskatchewan Polytechnic educational programs have developed and implemented curriculum centred around content delivery at HCEARC, on topics such as forestry, fisheries, wildlife management, environmental sustainability and water resources. As well as Saskatchewan Polytechnic students studying environmental and resource management through their post-secondary programs, recent participants in training and research at the HCEARC include:
• University of Saskatchewan, Global Institute for Water Security - research;
• Saskatchewan Ministry of Environment, Wildfire Management Branch - training; • Nature Saskatchewan - training;
• Government of Canada, Environment and Climate Change Canada - research and training;
• Saskatchewan Co-Operative Association - youth camps;
• Saskatchewan Deaf and Hard of Hearing Services - youth camp;
• Saskatchewan Wildlife Federation - youth conservation camps and women’s outdoor camps;
• North American Wildlife Technology Association – AGM;
• Prince Albert Model Forest and Saskatchewan First Nations - ‘Stewards for The Land” – land-based education. HCEARC also planned and hosted the RCE Saskatchewan ESD Recognition Event in May of 2019 with an extensive and professional video documenting ESD projects from the event.
• University of Saskatchewan, Global Institute for Water Security - research;
• Saskatchewan Ministry of Environment, Wildfire Management Branch - training; • Nature Saskatchewan - training;
• Government of Canada, Environment and Climate Change Canada - research and training;
• Saskatchewan Co-Operative Association - youth camps;
• Saskatchewan Deaf and Hard of Hearing Services - youth camp;
• Saskatchewan Wildlife Federation - youth conservation camps and women’s outdoor camps;
• North American Wildlife Technology Association – AGM;
• Prince Albert Model Forest and Saskatchewan First Nations - ‘Stewards for The Land” – land-based education. HCEARC also planned and hosted the RCE Saskatchewan ESD Recognition Event in May of 2019 with an extensive and professional video documenting ESD projects from the event.
3. What are the expected/confirmed outcomes (e.g. impact of the project, such as changed practices, improved capacity, institutional changes, etc.)? Please provide evidence where applicable. (Character count 400 words):
HCEARC has had a considerable demonstrated impact in the areas of natural resource management, conservation, and sustainability. Saskatchewan Polytechnic and the Saskatchewan Wildlife Federation anticipate future development and activities to further address regional challenges to sustainability.
•To date, graduates of the Saskatchewan Polytechnic programs number in the thousands and have moved into positions as wildlife, forestry and fisheries technicians, technologists and managers with government and non-government organizations.
•Learners participating in Saskatchewan Wildlife Federation and other youth education programs have developed an interest and passion for conservation, the quality of the environment and resource management. There is no better way to ensure our collective sustainability than getting the next generation involved and educated in sustainability values and principles.
•Current and previous applied research projects have contributed to technical knowledge and solutions in water conservation, regional forestry practice, invasive species and fisheries management.
•The next phase of development at HCEARC is an Indigenous cultural encampment. The development includes traditional accommodation and an outdoor classroom/learning centre. The development embraces inclusion of Indigenous and Northern residents in keeping with Saskatchewan Polytechnic’s Indigenous Strategy to incorporate Indigenous ways of knowing, and the institution’s commitment to the federal Truth and Reconciliation Commission calls to action to include Indigenous people in the education process.
•The HCEARC will soon implement alternative energy sources at the facility. These energy alternatives include solar, wind, hydro and biomass alternatives in order for the centre to become self-sufficient in power generation, and to provide a base for training, education and research on the topic. Also slated for development is an alternatively powered greenhouse to support training and curriculum involving food sustainability in the North. HCEARC intends to lead by these examples to reduce the environmental footprint of Saskatchewan Polytechnic and Saskatchewan Wildlife Federation programs and engage students, researchers and others in the HCEARC network in sustainability. Through this engagement and closer collaboration with Indigenous partners, HCEARC is expected to expand its role as a centre for sustainability education in Canada and further contribute to global efforts on sustainability research and scholarship.
•To date, graduates of the Saskatchewan Polytechnic programs number in the thousands and have moved into positions as wildlife, forestry and fisheries technicians, technologists and managers with government and non-government organizations.
•Learners participating in Saskatchewan Wildlife Federation and other youth education programs have developed an interest and passion for conservation, the quality of the environment and resource management. There is no better way to ensure our collective sustainability than getting the next generation involved and educated in sustainability values and principles.
•Current and previous applied research projects have contributed to technical knowledge and solutions in water conservation, regional forestry practice, invasive species and fisheries management.
•The next phase of development at HCEARC is an Indigenous cultural encampment. The development includes traditional accommodation and an outdoor classroom/learning centre. The development embraces inclusion of Indigenous and Northern residents in keeping with Saskatchewan Polytechnic’s Indigenous Strategy to incorporate Indigenous ways of knowing, and the institution’s commitment to the federal Truth and Reconciliation Commission calls to action to include Indigenous people in the education process.
•The HCEARC will soon implement alternative energy sources at the facility. These energy alternatives include solar, wind, hydro and biomass alternatives in order for the centre to become self-sufficient in power generation, and to provide a base for training, education and research on the topic. Also slated for development is an alternatively powered greenhouse to support training and curriculum involving food sustainability in the North. HCEARC intends to lead by these examples to reduce the environmental footprint of Saskatchewan Polytechnic and Saskatchewan Wildlife Federation programs and engage students, researchers and others in the HCEARC network in sustainability. Through this engagement and closer collaboration with Indigenous partners, HCEARC is expected to expand its role as a centre for sustainability education in Canada and further contribute to global efforts on sustainability research and scholarship.
4. What are the remaining challenges and/ or limitations for further development? (Character count 300 words):
HCEARC identifies limitations similar to other educational and research institutions. In Canada, funding is primarily granted by government and supplemented by industry partners and student tuition. These funding sources are vulnerable to socio-economic factors such as commodity prices, recession and regional crises. Hence, regional and global conditions can directly affect program delivery or the success of students in post-graduation employment.
Saskatchewan Polytechnic has an extensive international student population supported through recruitment and student awards. The diversity brought by international students enhances the student community and learning experience as well as extending educational influence abroad. In 2020, travel restrictions due to the COVID-19 pandemic has significantly reduced international enrolment. This reduces institutional revenues from tuition and in turn, impacts programming and the number of learners/graduates. Saskatchewan Polytechnic program faculty normally observe students from tropical and sub-tropical regions experiencing Canadian winter conditions at HCEARC during fish collection through the ice and winter survival training. This year, this element will be missing and the experience will be poorer for it.
Similarly, research initiatives are limited by government and industrial financial support. HCEARC recognizes that occupancy of the facilities and scientific investigation is dependent on the availability of funding. These resources, and the resulting contribution to technical knowledge, ebb and flow due to regional or global economics.
Saskatchewan Polytechnic has an extensive international student population supported through recruitment and student awards. The diversity brought by international students enhances the student community and learning experience as well as extending educational influence abroad. In 2020, travel restrictions due to the COVID-19 pandemic has significantly reduced international enrolment. This reduces institutional revenues from tuition and in turn, impacts programming and the number of learners/graduates. Saskatchewan Polytechnic program faculty normally observe students from tropical and sub-tropical regions experiencing Canadian winter conditions at HCEARC during fish collection through the ice and winter survival training. This year, this element will be missing and the experience will be poorer for it.
Similarly, research initiatives are limited by government and industrial financial support. HCEARC recognizes that occupancy of the facilities and scientific investigation is dependent on the availability of funding. These resources, and the resulting contribution to technical knowledge, ebb and flow due to regional or global economics.
5. How does your project further improve capacities of various partners and stakeholders on the theme? (Character count 500 words):
HCEARC provides a study area, accommodations and a learning environment for students and researchers. Many post-secondary institutions (University of Saskatchewan, University of Regina) do not have access to an alternative classroom and laboratory such as are available at HCEARC within the boreal forest. HCEARC is a venue for other institutions to extend their curriculum into a ‘living laboratory’ where educators and researchers can collect and analyze data of ecological components and environmental systems. Post-secondary institutions, government agencies and non-government organizations are welcome to occupy HCEARC and work independently or collaboratively with Saskatchewan Polytechnic programs and SWF activities.
HCEARC is within Treaty 6 Territory and the traditional homeland of the Metis people. Saskatchewan Polytechnic’s strategic goals include increasing Indigenous student and employee participation and graduate success as well as enhancing Indigenous content. HCEARC is in the process of developing an Indigenous encampment and outdoor learning centre on its grounds. Saskatchewan Polytechnic and the Saskatchewan Wildlife Federation want to include Indigenous culture and learning in the camp community. Consultation with six First Nations from the region that observe traditional land use at Hannin Creek camp have been invited to design the encampment and learning centre. The proposed encampment will consist of six lodges representing each of the First Nations in the region and will facilitate traditional learning in medicine, plant and wildlife harvesting techniques, and storytelling. Inclusion of the Indigenous community is a key factor for success and wider Indigenous support, and will enhance the HCEARC network of stakeholders.
The proposed greenhouse development at HCEARC is another element of sustainability and Indigenous inclusion. Food production in the Northern, temperate forest is limited due to photoperiod and temperature. The objective of the greenhouse project is to enhance food production and forge relationships between Northern communities, First Nations, and agriculture and food technologists and researchers.
The Saskatchewan Polytechnic School of Natural Resources & Built Environment, and School of Mining, Energy and Manufacturing are active participants at HCEARC. The schools are involved in applied research projects in the areas of alternative energy, agriculture and food production, and natural resource management. Each applied research project includes faculty, staff, industry partners, students and graduates. This results in an extensive network of stakeholders actively engaged in the area of sustainable development and improves the conditions for peoples, resources and the environment in our region.
HCEARC is within Treaty 6 Territory and the traditional homeland of the Metis people. Saskatchewan Polytechnic’s strategic goals include increasing Indigenous student and employee participation and graduate success as well as enhancing Indigenous content. HCEARC is in the process of developing an Indigenous encampment and outdoor learning centre on its grounds. Saskatchewan Polytechnic and the Saskatchewan Wildlife Federation want to include Indigenous culture and learning in the camp community. Consultation with six First Nations from the region that observe traditional land use at Hannin Creek camp have been invited to design the encampment and learning centre. The proposed encampment will consist of six lodges representing each of the First Nations in the region and will facilitate traditional learning in medicine, plant and wildlife harvesting techniques, and storytelling. Inclusion of the Indigenous community is a key factor for success and wider Indigenous support, and will enhance the HCEARC network of stakeholders.
The proposed greenhouse development at HCEARC is another element of sustainability and Indigenous inclusion. Food production in the Northern, temperate forest is limited due to photoperiod and temperature. The objective of the greenhouse project is to enhance food production and forge relationships between Northern communities, First Nations, and agriculture and food technologists and researchers.
The Saskatchewan Polytechnic School of Natural Resources & Built Environment, and School of Mining, Energy and Manufacturing are active participants at HCEARC. The schools are involved in applied research projects in the areas of alternative energy, agriculture and food production, and natural resource management. Each applied research project includes faculty, staff, industry partners, students and graduates. This results in an extensive network of stakeholders actively engaged in the area of sustainable development and improves the conditions for peoples, resources and the environment in our region.
6. How does your project link to the SDGs or other global frameworks (e.g. UN Framework Convention on Climate Change, Convention on Biological Diversity, Sendai Framework for Disaster Risk Reduction 2015-2030)? (Character count 300 words):
The boreal forest is one of the world’s largest forest areas. It ranges globally in a sub-arctic circle across North America, Europe and Asia and accounts for approximately one third of the Earth’s forest and includes extensive water resources. This biome, often referred to as the ‘Taiga’, is characterized by cold temperatures, short growing season and limited productivity. HCEARC is representative of this Ecoregion and hence, occupies a unique position for study and research opportunities with respect to global sustainability challenges such as global warming and resource management, and the traditional culture of the First Nations that inhabited this region for thousands of years.
The HCEARC serves a site for collaboration with stakeholders such as researchers, First Nations, government, academia and non-government organizations to investigate applied technology toward global sustainability, as well as to promote and support the traditional land use of the Athabasca, Woodland Cree, Denesuline, and Gwich’in peoples. The traditional lifestyle of these First Nations is still very much closely linked, if not dependent upon, the Taiga’s existing plants, animals and climate. Establishing relationships with Indigenous peoples, and national and international researchers, currently allows and will continue to allow HCEARC to serve as a hub of environmental education, conservation and sustainability. The more extensive and diverse the HCEARC network becomes, the greater the chances of successful outcomes for all stakeholders. At no other time has inclusivity and partnerships been more important to address environmental challenges, and HCEARC has established and is expanding its influence as a research centre with global linkages, including potential future linkages through the global RCE network.
The HCEARC serves a site for collaboration with stakeholders such as researchers, First Nations, government, academia and non-government organizations to investigate applied technology toward global sustainability, as well as to promote and support the traditional land use of the Athabasca, Woodland Cree, Denesuline, and Gwich’in peoples. The traditional lifestyle of these First Nations is still very much closely linked, if not dependent upon, the Taiga’s existing plants, animals and climate. Establishing relationships with Indigenous peoples, and national and international researchers, currently allows and will continue to allow HCEARC to serve as a hub of environmental education, conservation and sustainability. The more extensive and diverse the HCEARC network becomes, the greater the chances of successful outcomes for all stakeholders. At no other time has inclusivity and partnerships been more important to address environmental challenges, and HCEARC has established and is expanding its influence as a research centre with global linkages, including potential future linkages through the global RCE network.
