Rural STEAM Leadership Network: An Educator’s Perspective
The Pacific Ocean shoreline is within five miles of North Bay Elementary in Southern Oregon’s Coos County, surrounded by the ancestral homelands of the Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indians (CTCLUSI). Sitka Spruce and sand dunes line the coastline, and freshwater rivers spill into estuaries, mixing with the saltwater from the ocean. The combination of maritime and forested landscape creates high biodiversity, and an exciting range of flora and fauna and living creatures.
Edward Nichols, a 3rd grade teacher at the school, has begun to bring his students outside to engage in nature-based learning. It’s a budding part of his curriculum and guided by his participation in the Place-Based Rural Learning Collaboratory, a network of teachers from rural districts around the state who are convening and exchanging ideas for how to integrate Tribal history and geography into place-based lessons.
“During our time outside, I have observed the students’ high curiosity and engagement with their surroundings. They often show keen interest in various aspects of the natural environment, such as identifying different plant and animal species, observing changes in the landscape throughout the seasons, and learning about ecological concepts like food webs and habitats,” says Nichols who has been teaching for six years.
“I have noticed that students often find inspiration for artistic expression during these walks. They may be captivated by the beauty of the coastal Sitka spruce forest or the textures and patterns found in natural objects like leaves, rocks, and shells. This has resulted in student journaling projects during after-school clubs.”
The Collaboratory is an initiative from the Rural STEAM Leadership Network, a Northwest STEM Partnership hub for over 150 rural educators. It is supported by a partnership with the Oregon Department of Education and includes teachers from rural school districts across the state, including Redmond, Rainier, Canby, Sisters, Roseburg, Baker, Coos Bay, and Powers. Teachers meet online or in-person to share resources, access professional development opportunities, and develop curriculum.
In early 2022, a geography education grant from the Gray Family Foundation helped NW STEM leadership launch the Collaboratory to support geography education and rural teachers as they expand outdoor learning opportunities.
Central to the Collaboratory is the integration of Traditional Ecological Indigenous Knowledge and partnerships with Tribal Leaders. The Collaboratory facilitates approaching tribal nations and school partnerships. Selected teachers learn from Tribal leaders and become regional facilitators, helping to provide resources to a wider network of rural teachers to support SB-13 Tribal and Shared History curriculum development.
Nichols has been actively collaborating with CTCLUSI, which preserves three distinct languages, including hanis, the primary language spoken on the land at North Bay Elementary, as integral parts of their cultural heritage.
“Engaging with members of CTCLUSI and the Siuslaw Watershed Council has provided me with opportunities to learn directly from local experts about the ecological significance, cultural heritage, and stewardship practices related to the land in the South Coast region,” says Nichols.
“By participating in field trips, workshops, and community events, I’ve gained firsthand experience and insights into the interconnectedness of the local environment, culture, and community.”
Edward’s classes have gone on guided hikes in the woods with community leaders. Students have participated in projects to remove invasive scotch-broom. Students learn to use compasses, clinometers, and increment borers for forestry projects. They’ve acquired skills related to habitat restoration and native plant propagation.
“During our first school-wide invasive plant removal event our whole 2nd grade class became a competent crew of planters (with a lot of adult support),” says Nichols. “Students are working hard to restore our lands to a more natural state.”
As an Oregon locale who grew up on Indigenous land, Nichols says that his work as a teacher and more recently with CTCLUSI has changed his relationship to the land and made him rethink how he plays a role in its stewardship.
“Engaging in expeditions with students and collaborating with people knowledgeable about Tribal history is what I really enjoy about teaching,” says Nichols. “This nature-based learning both guides and has profoundly impacted my relationship with the land. Growing up in Oregon and teaching in this area has already fostered a connection to the natural environment, but these experiences have deepened and enriched that relationship in several ways.”
Those ways include learning how the hanis language has been spoken since time immemorial and is being introduced into public schools, learning side-by-side with students about traditional uses of plants based on the local Indigenous practices, emphasizing Traditional Indigenous Knowledge to understand and appreciate the biodiversity and climate of the area, and teaching students to engage with diverse viewpoints.
“I’ve prioritized using culturally appropriate materials and resources that reflect the perspectives, traditions, and contributions of Indigenous communities in the region,” says Nichols. “One example of this was the last day of our 2022/2023 school year when our North Bay students were able to play nauhina’nawas (shinny).”
As a teacher participating in the network, the opportunities for partnerships abound. Nichols recently visited the Rainier School District where teachers are involved in outdoor learning in the forest and wetlands around their campus. Nichols says this work has guided the development of trails in the North Bay Community Forest. Working with the Coos Watershed Council and the Siuslaw Watershed Council has also led to community-based projects and learning opportunities for students.
“Luckily for my students, the partnerships keep building and growing. Currently, we can list the US Forest Service, the Bureau of Land Management, the Coos Watershed Association, and OSU’s local extension program, in addition to Siuslaw Watershed and CTCLUSI.”