by editor | Sep 27, 2011 | Interviews with Educators & Leaders
Interview by Chris Gertschen
Jason Wilmot is executive director of the Northern Rockies Conservation Cooperative.
Jason was raised in Montana and South Dakota. He obtained a bachelor’s degree in Geography from the University of Montana and a Master of Environmental Management from the Yale School of Forestry and Environmental Studies. Jason spent over 10 years living in the Glacier National Park area, where he worked in various capacities for the National Park Service. (more…)
by editor | Aug 31, 2011 | Forest Education, Interviews with Educators & Leaders
Interview by Chris Gertschen
Lance Craighead is the Executive Director of the Craighead Institute, an applied science and research organization that builds conservation solutions for people and wildlife in changing landscapes. Its mission is to maintain healthy populations of native plants, wildlife, and people as part of sustainable, functioning ecosystems.
Since its founding by renowned grizzly bear researcher Dr. Frank C. Craighead in 1964, the Craighead Institute has pioneered the fields of conservation and wildlife research. Over the past four decades the Institute has conducted ecological research on grizzly bears in Yellowstone Park, genetic research on grizzly bears in Alaska, conventional and satellite radio-telemetry of wildlife, and the use of remote sensing to map vegetation and wildlife habitat. (more…)
by editor | Aug 10, 2011 | Forest Education
by Chris Gertschen
For the past three decades, I have been an activist, a volunteer, a student and a teacher of conservation. My activist years gave me an advocacy perspective but I quickly saw a great need to expand my own natural science education – to give some foundation and balance to my life and love of the earth. My studies of biology as an undergrad were focused singularly on human biology and physiology. The word “ecology” was not then part of the curriculum. As a graduate student, I was introduced to a whole new world. In the natural history interdisciplinary program that I designed for myself at Boise State University, I studied geology, zoology, ecology and public affairs. And, I began to learn about conservation biology. (more…)
by editor | Jan 15, 2011 | Outdoor education and Outdoor School, Place-based Education
by Lindsay Letitia Huettman
I am out in the foggy, wet Pacific Northwest winter with my 10-12 year-old homeschoolers’ program, heading to an amazing place we call Elk Meadows. As we cross the meadow, we stop for a word of thanksgiving about the day and send the kids to their Sit Spots. The instructors also head out into the landscape, finding a place to rest and watch the morning wake under the goliath presence of Mount Si. Life is revealed to all our senses in this temporary silence. As a mentor, it helps to model to my genuine excitement at the small birds in the willow thicket while enduring the cold, damp earth that I rest upon. This is a great time for instructors; a sacred time to breathe and connect to the elements, earth and its creatures. It is also the time I invite Coyote to come out and do his secret, stealthy duty as the ultimate mentor. During this peaceful space, Coyote brings me glimpses of the internal workings of my beloved students.
If any of the students were looking my way, they would see my attention on the meadow; my head turning to interpret bird calls. Perhaps they see my chest moving up and down, taking large gulps of the mist rolling off the Snoqualmie River, and observe my eyes scanning the horizon, searching for elk on the forest edges. What they wouldn’t see is a part of my awareness is also listening to Coyote. (more…)
by editor | Jul 31, 2010 | Outdoor education and Outdoor School
by Megan McGinty
North Cascades Institute
Last year we began a service-learning summer program for high school students focusing on climate change. The Climate Challenge program consisted of a summer residency in the North Cascades followed by a service project in which elementary-school students were taught by the returning high-school students back in their home communities that fall. We planned a challenging field itinerary for the summer portion – studying glaciers, interviewing scientists and exploring hydrological systems. The student team made both geographic and intellectual discoveries and practiced presentation skills in order to bring their stories to their hometowns. We anticipated that they would struggle to master new skills, become proficient communicators, and hoped that they would become passionate teachers.
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What we did not anticipate was the strength of the reaction from the adult audiences that the students encountered. The first clue was a rant posted online in response to an article in the local newspaper that briefly mentioned the then-pending program. (From the reference to “enviro-nazi youth,” I can only assume the comment was made by an adult.) Other reactions were far more favorable. People consistently commented upon how inspiring the students were, mentioning the word ‘hope’ again and again. The rangers and resource mangers that showed the students their daily work thanked us for the opportunity to interact with the students. The most striking meeting happened over dinner at our environmental learning center one evening when the students gave a brief impromptu presentation as a way to introduce themselves to a group of adults attending a naturalist class. When the students sat down, a woman across the room stood up and turned towards them. “I want to thank you all. We have done such a poor job of taking care of the Earth and now my generation has left you such a mess. I am so grateful to you and want you to know you are our only hope.” By this time, tears were running down her face, the dining hall was still and a few other adults also had red eyes. As she sat down, I looked over at the students, who were gape-mouthed. I had been nervous about them confronting the enormity of the task before them and wondered if the woman’s address would discourage them.
Over the course of the rest of the program, the students referred to that night as the point when they began to take the program more seriously, realizing that people were relying on them in earnest to address climate change. At times the amount and intensity of the expectations being put forth seemed a bit overwhelming and unrealistic for the students. As staff, we were often asked how to teach kids about climate change without getting depressed or depressing them.
Amid all this, the students never struck me as burdened. Yet neither did they seem uninformed. If anything, they were saturated with information and were quick and adept at adopting new ideas and applying scientific concepts. Flux seems to be a natural state of affairs for them.
The youth who are growing up now, with climate change as a primary concern, are facing a far different threat than any confronted by previous generations. Since the founding of the United States of America, people have faced civil war, wars in Europe, unrest over race, wars in Asia and the possibility of annihilation by nuclear war. While variations of all these threats still exist (and may always be present to some extent), they are all generated by humans.
In these cases we are both the victims and the agents. Meeting these challenges is a matter of appealing to the humanity that lies within the enemy, an enemy that is biologically identical to us and therefore subject to all the great strengths and debilitating weaknesses that we ourselves are capable of. Hope is rooted in our vision of ourselves not just as a nation or race, but as a species.
The problem with casting climate change as a foe is that we can barely define it or its effects in concrete terms. At best it is a poorly understood process, driven by forces that we struggle to comprehend, let alone grasp well enough to manipulate. We may know enough about the gross concepts behind the carbon cycle, meteorology and hydrology to understand that our climate is changing, but these topics become exceedingly challenging and intricate when combined with the physics of aerosols and clouds, quantum mechanics and paleoclimatology. In addition, climate change occurs on a scale far greater than most of us can easily fathom. We know what tens of thousands of years is, but how many of us can honestly say we have an actual operating sense of even a hundred years? In terms of both the mechanisms involved and magnitude of change, climate change is a great unknown. The level of uncertainty posed by climate change is far greater than that posed by war.
This is probably where the generational hinge folds. Students today see climate change as a static fact, a reality that looms in the form of species loss, desertification, and wars about water. They consider themselves optimistic yet realistic. They expect to see changes in the climate, but they also expect to adapt, to develop technologies for a different planet and to live under laws that strictly regulate the use of resources. They anticipate losing habitats, biodiversity, and undeveloped landscapes. I’ve asked students what they think the difference between older people’s views of climate change are compared to theirs. Upon hearing their answers, it occurs to me that the fear surrounding climate change is ours, not theirs. Climate change is a great unknown, but this is true of so many other factors in these students’ lives- whether they will go to college, fall in love, have children, what career they will choose, whether they will encounter fortune, illness or wealth. To them, the issues resulting from climate change are among a host of many other big questions. These students still embrace uncertainty, and right now, that fact is to their advantage.
This past fall, the same students that addressed the group in the dining hall were presenting their views on youth, climate change and involvement before a panel of federal officials. One young woman stood up and related a pivotal moment that occurred for her during the summer. As she spoke about standing on top of a mountain and realizing that the land as far as she in every direction was public land, her voice cracked and tears ran down her face. She took a deep breath and continued. “I realized that this land was my responsibility and that I want to do everything I can to protect it into the future.” While some of us may see a reason for despair, there are others who hear a call to arms.
When these students learn about pressing issues, their response is a desire to inform others about it. They intend to catalyze the change they believe their communities need. One student said “It’s easier for us because people who grew up earlier kept seeing things get better and all we’ve seen is things go downhill.” They consider themselves naïve, but are looking forward to making and seeing change. They realize that not all the changes will be good, just as they realize that they will not be successful in all they undertake. They also understand that climate change has winners and losers, but they see no reason why they, and we, can’t adjust.
Perhaps as these students age, and go on to both succeed and fail at the challenges that occur in the course of their life journeys they will become jaded, tired and lose hope. Their expectations don’t seem as high as those of students 10 or 20 years ago, but they also seem to be more accepting of the situation. I am confident that as they go out into world they will find some assumptions that they are working under to be far more challenging than they imagined, but also suspect that their lack of pre-set notions about what should be will serve them well as they innovate and adapt their way onward.
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