Indigenous communities across Minnesota have a long history of engagement with environmental conservation and sustainability, yet much of the science that traditionally informs Minnesota's approach to water conservation does not include Indigenous knowledge and perspectives. To ensure an environmentally literate society that is equipped to protect Minnesota’s waters, we are implementing educational resources and opportunities that are diverse, equitable, inclusive, just, and help learners make informed choices that support sustainable natural resource management. In partnership with Bemidji State University and the University of Minnesota, we are uniting multidisciplinary scientists with teachers and students to promote environmental literacy and intercultural understanding.
Supporting Minnesota Teachers
In Minnesota's State Science Standards, students are expected to meet a number of new benchmarks related to Minnesota Tribes & communities. While this integration into the standards represents a significant step forward in ensuring that traditional knowledge and Indigenous ways of knowing are reflected in the teaching of Science for Minnesota youth, we recognize that it is important to support teachers to instruct their students on these topics.
We're offering the following culturally responsive opportunities for teachers to bridge the preparation gap as they address the new Minnesota State Science standards with specific consideration of both Indigenous and Western perspectives. Additionally, we'll also pair our teacher workshops with supported delivery of classroom curriculum that exposes middle- and high-school students to water-based job opportunities and careers, particularly focusing on broadening representation of Indigenous youth pursuing natural resource management careers.
Professional Learning Community
This professional learning community will support Minnesota educators as they work to integrate Indigenous science into their classrooms. They are structured as a series of online learning opportunities that feature a guest speaker and time to work with colleagues on curriculum development. They will follow the themes of the four volumes in Kinship: Belonging in a World of Relations: Place, Partners, Persons, and Practice.
Upcoming Professional Development Events
Birch Teachings and Basket Making
MONDAY, APRIL 6 from 11:00 AM - 4:00 PM
AISCC Annual Spring Powwow
SATURDAY, APRIL 18 from 4:00 PM - 9:00 PM
The University of Minnesota student-run and led American Indian Cultural Student Center, or AISCC, is hosting their 28th annual spring powwow on April 18th at Maturi Pavilion. The powwow kicks off around noon as dancers, drummers, singers and vendors gather for the two Grand Entries at 1 p.m. and 7 p.m. We're offering guided attendance at this event from 4:00 - 9:00 p.m. with the opportunity to discuss classroom integration with other teachers. Registration is limited to 25 participants.
International Wolf Center Excursion
SATURDAY & SUNDAY, JULY 25 - 26
Join us at the International Wolf Center for an overnight learning opportunity! Sign up for email updates below to receive more information and registration when available.
Book Club - Exploring Kinship
Join this optional book club to further your knowledge of Indigenous cultures by exploring Kinship: Belonging in a World of Relations.
Registration is closed.
Resources for Teachers
Check out these Resources for Teachers for more ways to bring Indigenous science into your classroom.
Funding for this project was provided by the Minnesota Environment and Natural Resources Trust Fund as recommended by the Legislative-Citizen Commission on Minnesota Resources (LCCMR). The Trust Fund is a permanent fund constitutionally established by the citizens of Minnesota to assist in the protection, conservation, preservation, and enhancement of the state’s air, water, land, fish, wildlife, and other natural resources.
This work is supported by a University of Minnesota Institute on the Environment Impact Goal grant, 2023-2026, titled “Delivering Culturally Integrated Sustainability Education Through Supported Teacher Professional Development.,” under Grant No. IG 72.