The Navajo Nation, Marshall Elementary and STAR School are all in need of Science Fair Judges!
From the Navajo Nation: Red Rock State Park, Gallup, NM
The Navajo Nation Science Fair is at Red Rock State Park in Gallup, NM on February 27, 28 and March 1st. Judging is from 9 am to 12 pm each day. They are also looking for presentations or demonstrations for the same time period so that the teachers, parents, and bus drivers are engaged with something STEM-related out of the judging area while the students are getting their posters critiqued.
Please contact Allan Blacksheep at email@example.com for more information and/or to volunteer!
From Marshall: 850 N Bonito St, Flagstaff, AZ 86001
Dear STEM Volunteers,
Would you like to be a part of history? This is your opportunity to be a judge at Flagstaff’s longest running science fair! Please consider being a judge for Marshall Magnet Elementary School's 31st Annual Science Fair on Monday, February 26th.
There are two ways to be involved:
1. You can judge projects in the Marshall gym, using a provided rubric, for
the length of time YOU have available, anytime between 9:30am and 5:00pm on Monday,
2. You can interview 5th grade students about their science projects in the
Marshall Science Lab from 9:00 - 11:00am on Monday, February 26th.
Your time is valuable and we greatly appreciate your consideration in
judging. Please forward this message to anyone you feel would make an
excellent judge. We cannot do this without you!
Thank you, Janelle Reasor, Art & Science Integration Specialist
From STAR School: 145 Leupp Rd, Flagstaff, AZ 86004; (928) 415-4157
Contact: STEM VISTA Member firstname.lastname@example.org
Blog Post by Chelsea Silva, Executive Director, Friends of the Rio de Flag; STEM VISTA Member for Friends of the Rio and City of Flagstaff Sustainability
A Ribbon of Life for Flagstaff Students, Residents, and Visitors
Walking from City Hall north you will find yourself on the Flagstaff Urban Trail System (FUTS), seemingly headed towards the San Francisco Peaks. As you pass the Public Library, you’ll notice Wheeler Park to your right and a grassy, depression with a footbridge crossing to your right, the Rio de Flag.
An ephemeral stream, you will not see water in this grassy channel unless a monsoon hits in the summer or snow melts and flows downstream in the winter.
Keep wandering half a mile up the FUTS along the Rio de Flag and you will quickly arrive at Frances Short Pond. Filled naturally and sometimes supported with additional reclaimed water, the “duck pond” is one of the most visited sites along the Rio due to the recreation and wildlife viewing opportunities it provides.
The pond and the Rio flowing downstream from it provide a unique setting for Flagstaff students to learn about their environment. The Rio also gives students a chance to give back to their river through restoration and citizen science.
It is my goal as an AmeriCorps STEM VISTA member to connect Flagstaff students with the Rio de Flag. That is why I started the Adopt-the-Rio de Flag Stewardship program in my first VISTA term in 2016-2017. This program allowed me to connect with local teachers to share resources and provide introductory lessons on the Rio de Flag.
In fall 2017, freshman and sophomore biology students at Flagstaff High School began participation in the program. First, the students engaged in a classroom Introduction to the Rio, exploring different aspects of the Rio in small groups.
The following month, students collected data on the Rio de Flag, which was done in partnership with the Arizona Department of Environmental Quality’s citizen science program called Arizona Water Watch. All of the photos in this blog post are courteous of these students who worked hard to document their surroundings as part of the data collection protocol.
During the remainder of my position, I hope to expand these place-based learning opportunities to other Flagstaff students. To achieve this goal, I will host a teacher workshop in the spring that focuses on stewardship, citizen science, and the Rio de Flag. This will give teachers the tools they need to connect their students to the Rio de Flag as stewards of their local river.
In order for the Adopt-the-Rio program to continue into the future, I also conduct grant writing and partnership building as part of my AmeriCorps STEM VISTA position. These tasks require a watershed-wide focus and long-term visioning with guidance and support from local government, residents, businesses and nonprofits.
The Rio de Flag is Flagstaff’s river, and it is our collective duty to protect it for future generations. My AmeriCorps STEM VISTA position gives students the chance to take the lead in protecting and restoring the Rio through citizen science and stewardship.
If you’re unfamiliar with the Rio de Flag, we welcome you to watch our new short film, “Ribbon of Life.” Produced by one of our volunteers, Brittain Davis, this film is about those who visit and love the Rio de Flag.
Guest Blog Post by Larrea Cottingham, AmeriCorps VISTA, City Sustainabilty Section
To prepare Flagstaff for the changing climate, the City of Flagstaff is in the process of developing a community-wide Climate Action and Adaptation Plan (Climate Plan). City staff and the Climate Plan Steering Committee are prioritizing community engagement and input throughout the planning process to create a plan that fits Flagstaff and meets community needs. To support this process and increase climate action and preparedness in Flagstaff, AmeriCorps VISTA Larrea Cottingham has been developing youth and community engagement opportunities for climate action since she began her service with City’s Sustainability Program in August.
Larrea has created a new opportunity for students to get involved in climate action through the Student Climate Action Challenge. To participate, during the spring semester student groups of two or more must plan and begin implementing a project related to climate change in Flagstaff, northern Arizona, or the Colorado Plateau that serves their school, community, or the environment.
All student groups will present their work at the first ever Flagstaff Youth Climate Summit. Larrea is inviting City Staff, City Leadership, and the press to the Summit to see the important climate action work accomplished by Flagstaff students. Additionally, the City will award the top three student groups up to $1,000 to continue climate action next year.
To aid students in their climate action work, Larrea has also written the Student Climate Action Toolkit: a planning guide for taking climate action. This guide is designed to help students develop leadership and project management skills as they plan and implement climate action projects. In addition, Larrea has also made herself available to mentor student groups interested in participating in the Challenge. If you, or students you know are interested in forming an Action Team or environmental club, let Larrea know how she can help.
Visit the website to learn more and sign-up for the Student Climate Action Challenge, the Flagstaff Youth Climate Summit, and download the Toolkit. Please contact Larrea Cottingham at email@example.com or 928-213-2156 if you have any questions.
Students are not the only ones who get to participate in climate action this year! Larrea and City staff have organized several opportunities for all community members to get involed Flagstaff’s first Climate Action and Adaptation Plan:
Join your friends and neighbors at the first Climate Action and Adaptation Plan Community Open House:
Val Callaway is the STEM Education VISTA Leader, for the Flagstaff STEM Education Project. She completed a 2-year service-term in the National Civilian Community Corps in 2001 igniting her passion for working in the nonprofit and public service sector. Then, after nearly 10 years in Santa Fe, New Mexico doing everything from Wildland Firefighting to serving six years in the New Mexico Army National Guard, Val moved back home to Phoenix, Arizona to be close to family.
Val attended Grand Canyon University earning a Bachelor’s of Science in Educational Studies and a Master’s of Science in Leadership while working at the Boys and Girls Clubs of Metro Phoenix.
Val has a background in program and curriculum development with youth of varying ages. She successfully designed and implemented several after school programs including an; Urban Arts Program, STEAM Education Program, and a BMX STEM program where teens learned the science of bikes while serving their local community by offering free bike maintenance to youth in the community.
When Val isn’t helping her partner with their three kids and five dogs, you can almost always find them camping, fishing or biking local trails. With her partner being an international level roller derby skater and their children attending a performing arts school, this active family is constantly finding new adventures.
STEM City and the NAU Civic Service Center are thrilled to have Val serving as our STEM VISTA Leader, and Val is looking forward to serving this upcoming year and being given the opportunity to support an amazing and talented group of VISTAS.
I’m Mallory Schaefer and I will be working at STAR School as a part of the AmeriCorps VISTA Flagstaff STEM Education Project team. I moved to Flagstaff in 2013 to attend NAU where I received a Bachelors degree in Environmental and Sustainability Studies and a minor in Sustainable Community Development. For the past four years I have been working at Willow Spring Program Center, a Girl Scout camp located in Prescott, AZ. Working there is what really made me passionate about working with children in an outdoor setting and allowing them to interact with nature in fun and developmental ways! I would love to pursue a career in Outdoor Education in the future where I can continue to inspire a love for nature in today's youth. I am excited to be back in Flagstaff and to have the opportunity to work with and learn from Native youth and Native communities.
At my site I will be working on developing the schools existing STEM program to meet the needs and wants of the teachers. I hope to develop after school activities with a STEM focus that are both fun and engaging for the students. I will also be working on a special water project that includes setting up an aquaponics system to get the students involved in the importance of water as well as assisting with the implementation of a water testing and filtration project for the near by community. I am looking forward to seeing what we can accomplish in our year of service!
Hey there! My name is Charlie Humphrey and for the next year I will work in Flagstaff with Grand Canyon Youth as their Office Manager through the Flagstaff STEM Education AmeriCorps VISTA Project. I will devote my efforts towards smoothing office processes, coordinating volunteers, and engaging in community events.
I grew up among the copper sunsets, vast deserts, and jagged mountains of Phoenix and Sierra Vista. I inherited my love for nature from my father, who taught me early on that we can recognize that we are part of something more when we spend time outdoors. I traded Saguaros for Ponderosas when I moved to Flagstaff in 2013 so that I could study at Northern Arizona University. In May of 2017, I graduated with a BS in Parks and Recreation with an emphasis in Outdoor Education.
GCY works hard to ensure that diverse populations of youth have an opportunity to participate in outdoor immersion programs. That is what I am so proud to member of the Grand Canyon Youth team. I am very excited about this chance to help connect the youth of America to the best that the southwest has to offer.
Guest blog post by Julia Sullivan and Sally Henkel, AmeriCorps VISTA Members at the Grand Canyon Trust
Scientists in the Classroom is a STEM mentorship program that facilitates the collaboration between an entire class and a local organization committed to STEM education. For the Grand Canyon Trust, this partnership takes place once a month with sixth graders at Sinagua Middle School. Lead by Lisa Winters, Research and Stewardship Volunteer Coordinator at the Trust, this partnership is now heading into its second year. Americorps VISTA Members Sally Henkel and Julia Sullivan have joined the partnership as well. In October, students learned about the different types of public lands on the Colorado Plateau, how federal agencies work together, and that everyone has ownership in public lands. This month, they learned about uranium mining in the Grand Canyon region and potential changes to the present rules on the mining of uranium in this area.
Uranium mining is a complex topic. In order to break it down, we first discussed the differences between renewable and nonrenewable energy and the ways in which we consume energy on a daily basis. Then, students got a sneak peek of the Trust’s new film on the status of uranium mining in the Grand Canyon region. The film highlights the recent review of the 20-year moratorium on uranium mining around the Grand Canyon and gives voice to the communities that could be affected if the ban were to be lifted. After digesting the film, students identified some major themes and were encouraged to think critically about the issue and discuss further questions they would like to know more about. It was uplifting to see young people think critically about the use of public lands and to use their young voices to advocate for the places that they care about!
Guest Blog Post by Erin O’Keefe, Events & Outreach Coordinator with Flagstaff's Open Space Program through the STEM Education VISTA Project
The Indigenous Youth STEM Academy Completes its Pilot Year
This past summer, the City of Flagstaff Open Space Program implemented a pilot year of the Indigenous Youth STEM Academy (IYSA) at Picture Canyon Natural and Cultural Preserve. As Native Americans are one of the most underrepresented groups within STEM careers and among STEM degree-holders, I recognized a need for focused programming with Indigenous youth on these topics. As such, the goal of this program is to provide Indigenous youth in Flagstaff and the surrounding communities with an opportunity to learn about science, technology, engineering, and math (STEM) in connection to culture, community, and stewardship while providing resources for pursuing higher education and professional careers in STEM fields.
Programming took place at Picture Canyon Natural and Cultural Preserve as it provides a unique opportunity for learning about Northern Sinagua petroglyphs and habitation sites, has an outdoor classroom area, interpretive signs throughout the Preserve, and represents a place of cultural importance for many surrounding tribal communities. The Academy consists of daylong sessions with various Indigenous youth groups. The key components of each session include an interpretive tour of the Preserve, a panel discussion with local STEM professionals and students, followed by an interactive learning project.
This year, we programmed with three different groups: the National Indian Youth Leadership Project (Gallup, New Mexico), Native Americans for Community Action (Flagstaff, Arizona), and Kinlani Bordertown Dormitory (Flagstaff, Arizona). Youth participants ranged from middle school to high school age, and represented tribes including Navajo, Zuni, Acoma Pueblo, Laguna Pueblo, Hopi, and Apache. The learning projects included rock art documentation and plant identification. Our panelists represented STEM fields from organizations including the Institute for Tribal Environmental Professionals, the Arizona Game and Fish Department, Natural Channel Design, Friends of the Rio de Flag, Museum of Northern Arizona, and Departments from Northern Arizona University including Earth Sciences and Environmental Sustainability, Communication, Forestry, and Applied Indigenous Studies. Panelists discussed their experiences in STEM, why they are passionate about their field and their advice for young people pursuing education and careers in those areas.
In order to gauge response to the programming as well as any changes in interest to pursue STEM in college or careers, our youth participants filled out pre- and post- survey questionnaires. The surveys included questions such as, “How interested are you in science, technology, engineering, or math (STEM) as a potential career?”, “How interested are you in going to college?”, and “How important do you feel it is for Native Americans to work in STEM fields?” One participant expressed, “It is extremely important for Native Americans to work in STEM careers. I feel Native Americans are extremely overlooked as we are seen to not be well-educated.” Another participant stated, “One of the biggest barriers [to Native Americans pursuing careers in STEM] is poor education in our home towns.”
Overall, we identified increased interest in pursuing college as well as learning more about various STEM areas and topics. There was a large number of positive responses to the programming activities, and many of our participants expressed that they found great value in the panel discussions specifically.
As this is the first year of the Indigenous Youth STEM Academy, we plan to incorporate lessons learned into year two of programming in 2018. We plan to focus on enhanced collaboration with a specific youth group in order to provide continuous and more focused programming to build upon each session rather than providing only one-time sessions with various youth groups. We will also be transitioning our program schedule from summer sessions to sessions taking place during the school year to be able to engage youth more consistently throughout the year.
It is extremely exciting and rewarding to have these types of experiences where we are learning alongside Indigenous youth and witnessing their strength, intelligence, leadership and potential. We greatly look forward to continuing these efforts into the next year and the future.
Guest Blog Post by Dawn Pfeffer, STEM VISTA at Killip STEM Academy
During the start of Killip Elementary School’s fall break, some 3rd, 4th and 5th grade students spent time using the engineering design process to design gloves for astronauts in space! We spent the week working in teams to test different materials against the dangers in space, including space dust, cold temperatures, and potential impacts from flying objects. Using the results from their tests, students chose the materials provided to ensure safety for the astronauts. They also had to make sure their astronauts could complete tasks after exposure to these dangers. Preliminary tests led to ingenious designs by these clever engineers!
Students persevered through tough challenges when the materials didn’t function as planned, but we worked together to develop solutions, improve designs and complete testing. At the end of the week, the students were able to showcase their designs and demonstrate the tests to future engineering students at Killip. Way to go engineers!
The Engineering Space Gloves curriculum is being developed through a collaborative project with NAU's Center for Science Teaching and Learning, the Flagstaff USGS Astrogeology Center, the Museum of Science Boston, and other collaborators including STEM City. The PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science) project is creating space-themed educational resources for out-of-school-time programs.
The 5-year grant is supported by NASA under cooperative agreement NNX16AC53A. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Aeronautics and Space Administration.
My name is Madison Ledgerwood. I am currently a STEM VISTA at NAU's Rethink Possible. I was raised and shaped in the Southwest which nurtured my love for the land, and of all species. I relocated to indigenous land, Flagstaff, in 2010. This is where earned my degree in Environmental Studies, engaged with the community around the intersection of social and environmental issues in the Action Research Teams (ARTs), and began to uncover my own power and potential. Before long, I realized I wanted to more deeply understand what diverse experiences and understandings led individuals to begin fostering a thriving and harmonious world and what it took for them to devote themselves to such engagement and maintain their well-being. I researched this and earned my MA in Sustainable Communities. I also created Community and University Public Inquiry, an interdisciplinary community-based research program, while in graduate school.
Now, I yearn for a world in which people do not feel powerless but utterly capable; a world in which people dream of more sustainable, thriving futures and find their unique way to contribute to creating such a world. When I tune into the earth, the plants, the rocks, the wind at the base of the San Francisco Peaks, I know that hope is found in more of us finding our niche, in more of us finding the unique work we have to offer and that is needed now on the planet. I am committed to mentoring others who are searching for their skills, power and potential. I aim to spread light by blooming emerging seeds into empowered leaders. My STEM VISTA position cultivates my dream by providing me the opportunity to design curriculum, connect to volunteers in diverse fields, and expand the reach of a program that engages students around the “big questions” of college, such as what they want to major in and contribute to the world.
Flagstaff STEM Coordinator