Written by The Nature Conservancy, Sarah Dybdahl, and Tis Peterman
Focussing on youth leadership in Southeast Alaska, First Alaskans Institute assisted in facilitating our time together by creating a space for youth, community leaders, local and regional organizations to share and discuss opportunities to address the wants and needs of youth, their communities and the surrounding region with special emphasis on catalyzing leadership behaviour.
Youth and communities leaders (or organizational representatives) participated from the communities of Kake, Hoonah, Kasaan, Juneau, Yakutat, Wrangell and Klawock.
Organizations in Attendance:
- Alaska Crossing
- Discovery Southeast
- Forest Service – Tongas National Forest
- Goldbelt Heritage Foundation
- Hoonah City Schools
- Huna Heritage Foundation
- Organized Village of Kake
- Organized Village of Kasaan
- Sealaska Corporation
- Sitka Science Centre
- Southeast Regional Health Consortium, Kake
- Southeast Sustainable Partnership
- State of Alaska Community Economic Development
- Supporting Emerging Aboriginal Stewards (SEAS)
- The Nature Conservancy
- Yakutat Tlingit Tribe
The first day of our time together we had the opportunity to have a series of catalyzing presentations. To start, the community of Kake outlined the years of work they’ve spent developing and creating their Annual Culture Camp. Another catalyzer presentation was provided by the Supporting Emerging Aboriginal Stewards (SEAS) program based out of British Columbia. The intent of these catalyzer presentations was to educate participants of current programs that exist to provide leadership development opportunities and generate thoughts, ideas and conversations
What is important for our young people?
The adults and elders representing their communities and organizations discussed amongst ourselves questions including:
- What is important for our young people to know?
- What would we like to see in our youth?
- What could adults do to assist in the success of our youth?
Key takeaways included the need for more opportunities for youth to get outside, connect with elders and community members, and learn about their culture.
Developing Leadership Programs over the next 40+ years
The youth then had the opportunity to spend time together thinking about and sharing their ideas amongst themselves, lead by First Alaskans Institute’s guiding questions. The start of their conversation was looking ahead into the future forty years and discussing where they would like to see opportunities for leadership development.
Key takeaways included the desire to see more opportunities to learn about culture in school (tools, names, language), the preservation of traditional language and practices taught by elders and more consistent opportunities for cultural events like trips, native activities and dance group practices. These types of immersive learning opportunity allow the youth to connect with each other informally in the region.
How do we make that happen?
The youth were encouraged to share their ideas and thoughts on activities and actions that would need to take place to make their vision of 40 years from now come to reality.
Key takeaways included broadening the youth’s support system by allowing for time to visit elders and involve language instructors to assist in all aspects of culture. From learning stories, purpose and pronunciations to preparing foods and understanding the words of songs and practicing dance, learning their culture in context help the youth feel empowered and whole; confident in passing on their learnings to the next generations.
What is possible?
Participants were divided into groups to identify what methods of developing leadership programs resonated as most possible, with one youth leading the smaller group discussions. Providing the youth an opportunity to have a voice in what happens in the region ______
Key takeaways included regional cultural camps to bring youth together from their expanded regions (ex: British Columbia), providing structure to the educational experience by replacing existing SEAS curriculum to allow for more active engagement in school and time with elders (through the outdoors or specialized projects), and the creation of safe space/networks for students leaving community for post-secondary education.
Circle within a Circle – Adults working with Youth
A select group of adults who represented their communities or organizations were asked to sit in a circle with the remaining participants surrounding them on the outside. Those on the outside were to be active listeners while those in the middle shared their thoughts and ideas. Those sharing imparted many barriers both personally and professionally, along with reasons they are dedicated the youth leadership in their communities.
Key takeaways included an appreciation and sense of pride towards the youth that have stepped up into leadership roles to help the community and strengthen traditions and language. By providing the opportunities for the youth to work with elders to bridge the gap of knowledge from the past trauma, helps them appreciate things happening in the community – the more communities are connected, the better. Listen – Learn – Do.
Reflections of Leadership Development Lists
Participants were asked to take some time to review all the thoughts and ideas captured regarding youth leadership. Below are thoughts shared after having time to absorb and process what had been shared collectively up to this given point.
Key takeaways included more programs in school and jobs in the community with an emphasis on sharing among tribes, mentorship/apprenticeship opportunities to bring elders and youth together, diversification and support for the leadership in the community and motivating the youth by recognizing their achievements within the community.
How can we move forward?
The last activity of our two days together was to share what each participant could do now to ensure the thoughts and ideas would become a reality. What would each of us commit to within our communities and organizations, both personally and professionally.
Key takeaways included opportunities for youth to connect with each other informally at culture camps or other events in the region by creating events for them to connect with each other, opportunities for youth to have a voice in what happens in the region and more consistent opportunities for youth to get outside, connecting with elders and community members, and learn about their culture (year-round). The collective group continually returned to cultural connection as the heart of what they wanted to focus on. Getting youth outdoors, involved in science, or on career development paths wasn’t enough – this must always be integrated into the idea of cultural connection as a whole.
Written and published with Alaska’s Capital City Weekly
The days are getting shorter and full of rain. Many Southeast Alaskans are dreading the impending seasonal shift. In Hoonah however, one 12-old boy is pretty excited. Standing over his garden, Ted Elliot pops another snap pea into his mouth.
“The most exciting thing is the end of fall when you get to harvest all your stuff and have a good green meal,” Ted said.
Tucked into the center of town behind the Fishermen’s Daughter, a local restaurant shaped like a boat, sits a grid of raised garden beds called the Hoonah Healing Community Garden. These beds are free for community members to use. Exploding out of the bed that Ted has cared for over the past two years stands impressive snap pea bushes laden with pods. This season, Ted has been bringing fresh produce home to feed his family. His mother, Elleana Elliot, is beaming about it.
“I made jojos the other day from his potatoes! I invited his grandpa down and fed the whole house. We have a family dinner gathering every Sunday and different houses come down and its tradition. Ted has been bringing fresh greens to those Sunday dinners,” Elleana said with excitement.
Located on Chichagof Island, Hoonah is an isolated Tlingit community that is home to roughly 750 year round residents. Like all Southeast Alaskan communities, the great majority of store-bought food travels at a snail’s pace from the lower 48 by barge. Serving quality, fresh produce for family dinner is both challenging and expensive. Residents who aren’t afraid of getting their hands dirty, however, see this challenge as an opportunity to learn how to grow more locally.
“At first it wasn’t like this, the way we ate. It was more store bought carrots, more store bought potatoes, store bought snap peas which my mom don’t like that much,” Ted explained. “With gardening, we save a little bit of money and it’s tastier.”
And Ted’s green thumb isn’t just caring for one single raised bed.
“This is Moby,” Ted said as he marched into a small, bright, wooden structure beside the community garden. “Moby is a great and wonderful greenhouse on wheels.”
Moby the Mobile Greenhouse is a project by the Southeast Alaska Watershed Coalition and the Sustainable Southeast Partnership to kickstart greenhouse growing in rural Alaska. The structure was designed by students at the University of Alaska Southeast and built using local lumber by Juneau-Douglas High students. Moby comes equipped with raised beds and classroom curriculum.
When Moby first came to town in April, Hoonah teacher Melissa Thaalesen used the greenhouse as a tool to teach nutrition and healthy eating. Moby also provided starts for 12 community members looking to jumpstart garden growing. With the help of those seedlings, growers in the Healing Garden celebrated the lushest and most successful growing year since the community beds were raised in 2012. When school ended, Hoonah moved Moby to the Community Garden where volunteers, like Ted and his mother Elleana, began caring for it.
“It’s been a good food provider for us,” Ted said as he showed off chard, kale, peas, green beans, tomatoes and more. “It’s solar powered too! Not many greenhouses are solar powered which really saves on electricity and what not.”
A solar panel installed on the roof powers a fan that helps circulate air and regulate the temperature.
Below the solar panel and the growing space is another unique characteristic of Moby: wheels. Moby is made to move. Like many residents of Hoonah and Southeast, Moby gets a ticket on the Alaska Marine Highway System and can travel to different rural communities. Last year, Moby spent the growing season in Kake. This year, Moby paid Hoonah a visit. Next spring, Moby will begin its journey to a third community.
“I’m going to be sad when Moby moves to a new community but I’m excited that someone will go through the same experience I got to go through,” Ted said.
Where will Moby go? Applications will open in late October and any Southeast Alaskan community can apply. Teachers, individual schools, school districts and community organizations are eligible.
Ted’s advice for the next cohort of gardeners who get to fill Moby with greens:
“Be nice to Moby and Moby will be nice to you. If you weed its gardens it will give you whatever you planted. And if you don’t, you don’t get what you really want or maybe you get half as big as what you were thinking.”
Despite its transitory lifestyle, the impacts Moby leaves behind appear lasting in Hoonah. “It’s almost like Moby helped me,” Ted said. “My garden last year wasn’t that good. It helped me learn that daily weeding would lead to success.”
Community wide, Moby has helped seed momentum for a more permanent greenhouse project. Hoonah Indian Association and the City of Hoonah teamed up to initiate a feasibility study analyzing the economic viability of a district biomass heatloop. This proposed heatloop would connect and heat five downtown buildings with renewable energy. Community volunteers are itching to tether a greenhouse structure into that loop.
For now, as long as there are greens to gather in Moby or his raised bed, Ted will keep sharing.
“He will come home with a handful of snap peas every day and we put them in salads. He comes home all muddy and it’s nice to see him getting dirty again,” Elleana said.
Ted is currently deliberating how he will plant his garden next year. He’s considering focusing on carrots and potatoes. Of course, he plans to keep space for his famous snap peas.
“When he comes home, he tells me all about his snap peas and he has pride in his eyes. He’s learning, you know? He is getting involved and it’s pretty cool. We are very impressed and proud of him,” Elleana said.
Learn more about Moby the Mobile Greenhouse by clicking here!
Written by Sienna Reid for Capital City Weekly
As a lifelong Sitkan I have grown close to our coastal rainforest. As I head off to my first year of college this fall, I know I will miss this place. However, I can’t help but wonder — how much will it change?
Having just graduated from Mt. Edgecumbe High School, a boarding school that serves students across Alaska, I have heard many stories of successful hunts and summers spent at fish camp, but I also hear stories of quickly changing ecosystems. Every community in Southeast Alaska depends on natural resources in some way. Whether it’s harvesting wild foods or building homes out of local wood, our people depend on the land. In order to maintain our unique way of life, it is important that rural Alaskans have opportunities to pursue meaningful careers that promote sustainable living and wise management of these resources.
Today, many Southeast Alaskan communities are home to a variety of youth workforce development programs. These programs help prepare the next generation of Alaska’s scientists, field crews, and resource managers with the experiences, drive, and skills to pursue careers in their backyards, whether on the water or in the woods. This summer I visited three of these programs — in Sitka, Klawock, and Kake — to get an inside perspective on the impact they are having on our region.
Ocean Acidification Mentorship
On a drizzly Sunday morning I hopped in the car with three girls and a tote full of water sampling equipment. We made our way from the Sitka Sound Science Center to the sampling site, walked down a slippery dock, and got to work.
The team used a niskin bottle to collect water samples at five feet, both from the surface and at the ocean floor since acidity can vary throughout different depths. After transferring the water into a tinted bottle to lessen light exposure, the water temperature was recorded and mercury was added to poison the sample. Mercury kills all of the living organisms in the water to preserve the exact conditions at the time of collection; for example, it would stop processes like photosynthesis which could potentially alter the results of the test.
Through this mentorship program with the Sitka Sound Science Center, Lily Hood, Muriel Reid, Gabrielle Barber and I had been testing Sitka’s waters to get baseline information on the acidity of our ocean. High acidity poses a threat to the marine food chain, putting our fisheries at risk. Later this fall, the team will process their samples, interview local fishermen, and present their findings at the Alaska Marine Science Symposium.
Muriel Reid, 16, appreciated the chance to learn through fieldwork this summer.
“In classrooms…whenever you’re confused the teacher is right there to help you, and so it’s a good thing for a learning environment, but it’s not necessarily good for jobs — learning how to be good in a job,” Reid said.
She said her favorite day was learning about calcium carbonate chemistry with mentors Lauren Bell and Esther Kennedy.
“That really shined (a) light on a lot of things that people don’t touch on in regular schools,” she said. “It’s definitely important to have connections to scientists in your area so that you can learn more easily, and not just be confused by a bunch of numbers on a page.”
By speaking with the participants, it was made clear that programs that get kids out of the classroom and into the field make the lessons learned in school more tangible. When science is applied, carbon chemistry is no longer a question on a test, it is a challenge that may affect the fisheries that feed our families. The opportunities this mentorship provides make science more relevant to the next generation of homegrown Alaska scientists.
Training Rural Alaskan Youth Leaders & Students
South of Sitka by 134 miles, I had the privilege of meeting a team of seven young Alaskans who were spending their summer in Klawock learning to work outdoors in the challenging conditions of the temperate rainforest. These hardworking teens and young adults were part of the Training Rural Alaskan Youth Leaders & Students (TRAYLS) program.
Founded to help youth learn workforce skills, many partners were involved in making TRAYLS a success. Bob Girt, environmental compliance and liaison specialist with Sealaska Timber Company, as well as one of the founders of TRAYLS, considers partners as those who donated resources, offered access to land for work, or in some way “provided major thrust for the program.”
Those partners include native organizations such as the Bureau of Indian affairs, Native American Fish & Wildlife Society, Organized Village of Kasaan, Sealaska Corporation, Sealaska Timber Company, LLC, Klawock Cooperative Association, Organized Village of Kake, and Kake Tribal Corporation; as well as other groups such as the Sustainable Southeast Partnership, The Nature Conservancy, USFS Ranger Districts Petersburg & Prince of Wales Is., State of Alaska – Division of Economic Development, City of Thorne Bay, and the City of Hydaburg.
This year marked the launch of the pilot program, one that partners and participants hope will continue for years into the future. The five crew members, aged 16-22, and their two crew leaders whisked me up a mountain to show off their hard work on the newly revitalized One Duke Trail. They pointed out the work they had done along the way.
“We want it to be friendly to everyone that wants to go on the trail,” explained crew leader, Talia Davis, 19, from Kake.
Although they were proud of the work they had done, Davis admitted that the labor was difficult in the beginning.
“You’re working in the mud in Southeast weather and you’re just questioning it all. But you know, if you make it through the first couple weeks it’s really rewarding… I’ve definitely decided that I want to work outdoors after this summer.”
The entire crew agreed that working outdoors was important to them. Crew member Yahaaira Ponce, 17, from Klawock, commented that TRAYLS had changed the way she saw her future.
“I wasn’t sure if I wanted, going into college, to study something to do (with) outdoors or not, because I was kind of in-between. But after this, I think I’m definitely looking to a career outdoors.”
This was exactly what Girt hoped the students would gain from the experience. Getting the young participants involved and excited about the work can have long lasting benefits for the towns they live in, explained Girt.
“I think it’s important that communities stay resilient, and the way they stay resilient, one of the ways is, they keep talented people that have some passion and ambition, and those people don’t go away and live in some other state or some other country,” Girt said. “They might go away for a while to get their training and get their skills, but they eventually will come back and…help their communities.”
Resilient communities need sustainable resources and a local workforce to manage those resources. But pursuing a career outdoors in Southeast Alaska can be daunting and folks are often unsure whether they would actually enjoy being out in the elements all day. As Girt and the students explained to me throughout the visit, programs like TRAYLS provide students a unique opportunity to try out these professions, all while gaining experience and valuable life skills that will benefit them no matter what career path they go down.
Sea Otter Research
Sonia Ibarra is a Ph.D. student originally from California, but has been living in Alaska for the past five years. Through the University of Alaska Fairbanks, she has been working in the rural villages of Southeast to study the effects of sea otter predation on shellfish. I visited Kake on a low-tide week so I could follow Ibarra and her three field assistants, who were recruited from rural Southeast villages, through the data collection process.
At 4:30 a.m. the first morning, we headed to the harbor with buckets and yawns. From the boat we scouted out a good sample location. Moving quickly down the zero tideline, quadrats were laid out, holes were dug, and clams were sifted into buckets. When we returned to Ibarra’s house it was time to sort and measure the clams and shells. It took a lot of work, but it also made great field experience.
Sarah Peele, 19, from Hydaburg, said the chance to get real-world research experience got her interested in this job.
“Working with Sonia, she’s showing me how to pair traditional knowledge with science,” she said.
I noticed the emphasis put on this idea while I was in Kake. In the living room of Ibarra’s house, where the floor was covered with medicinal plants laid out to dry, Ibarra explained how she had been criticized on her work; people had told her that speaking with locals wasn’t ‘real science.’ However, not only has she been gathering different perspectives, she has been backing them up with data collection.
“A lot of research in rural communities, and specifically native communities, you have a researcher come in, get their data, and leave,” Ibarra said. “And to me it’s very disrespectful to live life that way, or to do research that way.….I do research together with people in the community.”
By hiring these students from rural Southeast, she is keeping the work local and inspiring them as well. Shawaan Jackson-Gamble, 19 from Kake, has been working with Ibarra for the past three years.
“I wasn’t really looking for a biology job,” he said, “but it opened my eyes a little more, and by my next year working with her it’s what I wanted to do.”
With his family roots in Kake and growing up with a traditional lifestyle, he hopes to return to Southeast after college to work for his tribe with a focus on subsistence. Programs like Ibarra’s are encouraging local students like Jackson-Gamble to see how science can be a tool in answering questions that are important to their culture, families, and communities.
After a summer spent traveling around Southeast Alaska, I was reminded of how fortunate we are to live surrounded by natural resources. I also discovered the significance of this human resource; young, eager learners who are preparing themselves to take on the challenges of managing these lands and waters. These programs require time, money, and the dedication of everyone involved. However, the opinions of the young participants indicates the work is well worth the effort. Youth workforce development programs like the ones I visited this year are more than just a summer job. They are an investment for the future of Southeast Alaska.
Written for Alaska’s Capital City Weekly
The 2017 TRAYLS crew. Rear, left to right: Ryan Billy (Kake), Chad Ward (Kake), and Sealaska Intern Talia Davis. Front, left to right: Bob Girt (Sealaska), Crew leader Terrie Ward (Kake), Yajaira Ponce (Klawock), Noah Rasmus (Hydaburg), Skyler Peele (Hydaburg), and Stephen Hill (Kake). Photo by Quinn Aboudara.
I had the opportunity of meeting the small group of youth and young adults as they assembled at the head of a trail leading into the mist wrapped mountains of Prince of Wales. The trail is in reality an old logging road, overgrown in many places by tall green alder trees and thick salmonberry bushes. The bridges and culverts were removed when the road was closed in the mid-1990s and is often overlooked as residents drive past. But the young crew of the aptly named TRAYLS program is working to change that.
The Training Rural Alaska Youth Leaders and Students (TRAYLS) program was launched on June 5, 2017, as a pilot program designed to train rural Alaskan youth and young adults in various forestry related skills.
Bob Girt of Sealaska dubbed the project “The One Duke Trail,” referencing the trail’s location by Duke Creek and playing on the name of another local trail called “The One Duck Trail.” The trail will consist of approximately one mile of reconstructed logging road and nearly an additional mile of new trail construction that will provide access to alpine areas, as well as areas for berry picking and possibly even viewing stations. The project itself, which is entirely on Sealaska Corporation land, is expected to take at least two weeks of dedicated work to complete.
TRAYLS mentors Bob Girt and Frank Peratrovich sharing a laugh while overseeing work on the One Duke Trail. Photo by Quinn Aboudara.
“This trail is a public usage project really,” Girt explained, “It was originally a logging road, and has since been used by local residents for primarily subsistence use. It’s a great trail to work on because it’s wide enough for ATVs and hiking up to the alpine; we’re going to clear out the brush, make the trail safer, and put in a few culverts and even construct a bridge suited for ATV and foot use.”
The One Duke Trail project is only one of a number of possible projects slated for this summer, other projects include the maintenance of several other existing trails, and it’s hoped by TRAYLS program coordinators that the crew will have the opportunity to begin development of at least one new trail along a recent stream restoration project. But trails, aren’t the only projects that the coordinators hope to tackle; they hope to actively engage in a stream restoration project.
“That’s what sets this program apart from others,” said Stephen SueWing, Development Specialist with the State of Alaska’s Division of Economic Development. “We aren’t just teaching the participants how to build trails or clear brush — we’re getting them involved with an entire gamut of resource management possibilities and basic employability skills. Yes, they’ll get work experience in building trails and the like, but they’ll also get experience in many other fields. We hope that the variety of experiences that the students will be exposed to will inspire some of them to pursue careers in these fields.”
The TRAYLS crew getting their morning briefing. Left to right: Bob Girt, Terrie Ward, Stephen Hill, Noah Rasmus, Chad Ward, Ryan Billy, and Corey Peratrovich. Photo by Quinn Aboudara.
There is already potential of SueWing’s vision forming with 16 year old Noah Rasmus of Hydaburg, Alaska. Noah spent three years attending Mt. Edgecumbe High School in Sitka, and will be finishing his senior year in his home town; after, he plans to enter college, preferably Massachusetts Institute of Technology, to begin pursuing a degree in civil engineering.
“I’m excited to build the bridge on this trail,” Rasmus said, “It’s something that I’m already interested in, and being able to gain experience in engineering through this program will look great when I apply for college after my senior year.”
Other participants simply enjoy the fact that much of the learning is hands on, and immediately applicable. Crew leader Terrie Ward and her son Chad are two such participants. Terrie supervises the TRAYLS crew when they’re off shift as well, ensuring that their housing as well as health and hygiene are cared for. Chad, at age 14, is the youngest member of the TRAYLS crew but works just as hard as the others.
“I like working outside,” he said. “I learn better this way, when I can see how it’s done, then do it.”
Yajaira Ponce clearing and leveling a section of trail. Photo by Quinn Aboudara
“It’s a great opportunity for these young folks,” Terrie said. “They’re developing a good work ethic, learning that if they work hard then they’ll get paid. In the evenings everyone is tired. We’ve worked all day, but they’re learning that when they get home someone has to cook, and someone has to clean. These are good skills to have, especially for the ones that are going to be going on to college and will be on their own.”
Another component to the TRAYLS Program, an opportunity to teach good work ethics as well as combining applicable life skills and resource management skills to provide the students with a good foundation to enter the workforce and lead happy, productive, and healthy lives.
The program was initiated by the Organized Village of Kasaan through a grant funded by the Bureau of Indian Affair’s Youth Initiative Program, as well as a Summer Intern Scholarship from the Native American Fish and Wildlife Society. Additional funding was also provided by a Challenge Cost Share Grant agreement the U.S. Forest Service (USFS) has with the State of Alaska Division of Forestry. The State of Alaska Division of Economic Development, who is tasked with workforce development under this agreement, also contributed.
The Organized Village of Kasaan partnered with the Organized Village of Kake, Sealaska Corporation, and the Sustainable Southeast Partnership with support from the Klawock Cooperative Association, the USFS, and The Nature Conservancy.
TRAYLS crewmember Ryan Billy clearing a scenic area for future trail users. Photo by Quinn Aboudara.
The crew completed their first month in Kake, where they worked closely with the USFS on a variety of projects, including stream and culvert surveying, documenting an archaeology site, and training in USFS Safety Standards. On July 6 the crew arrived on Prince of Wales Island, where they will spend the remainder of the summer.
Loretta Gregory, the Community and Economic Development Specialist for the Organized Village of Kake and a Community Catalyst with the Sustainable Southeast Partnership expressed her gratitude to the many people and organizations that helped make the first month in Kake a success.
“The TRAYLS program had a few bumps but we were able to land on our feet, figure it out and continue,” Gregory said, “A big thank you to Alaska Seaplanes for their generous help in getting groceries and supplies to Kake and for their generosity in helping transport the TRAYLS crew from Kake to Klawock!”