​Monday, August 5, 2019 8:00 am-4:30 pm
Third Street Center, Carbondale, Colorado
$20/participant 

Join Wild Rose Education's Youth Water Leadership Program and Earth Force for a one-day educator professional development event! Participants will be introduced to Earth Force’s award-winning Community Action and Problem Solving Process. The Earth Force Process is a six-step approach that combines the best of action civics, environmental education, and STEM to provide a framework of action for teachers seeking to engage students in hands-on community environmental action projects. This professional development gives West Slope educators the opportunity to understand how incorporating youth voice, student-driven inquiry, democratic decision-making and place-based authentic problem-solving into their classrooms prepares students for life-long environmental stewardship, civic engagement, and collaborative action. Participants will gain a better understanding of how to engage students in learning that makes a difference, for students and communities.
 
Participating educators will receive an Earth Force Educator Guide to the Community Action and Problem-Solving Process, a TIPS Cards reference set, web-based classroom resources, and a digital archive. Earth Force in partnership with Wild Rose Education, provides trained educators ongoing teacher support from class visits to stakeholder outreach, at no cost. 

Monday - Friday, June 10-14, 2019
Western State Colorado University, Gunnison, Colorado
Utilize western rivers to meet interdisciplinary academic standards creating relevant place based context for your students.
​Registration opens February 2019 through the Extended Studies program. 
See last year's participant reflections, photos, and more here. 

River as Text: Ecology (3 days)
Monday-Wednesday June 10-12, 2019, 2 credit course
Learn how to utilize rivers and riparian habitat as the context to meet your curriculum through observations, explorations, discussions, and journaling to create student-centered learning experiences. During this field-based course, participants will explore the three major components of a river ecosystem: aquatic life, water quality, and riparian habitat. Inter-disciplinary field experiences include field trips to local riverside parks, Roaring Judy Fish Hatchery, and Curecanti National Recreation Area. Participants will also create an online Google My Maps river field trip asset map for their school. Physical ability to walk across uneven terrain, stand for long durations, and carry equipment is highly suggested. ​

Water in the West (2 days)
​Thursday-Friday June 13-14, 2019, 1 credit course
Learn how to incorporate the complexities of water management in the West into your curriculum through cross-curricular field and classroom activities and routines. Using questioning, observing, and reflecting routines participants will explore western water management, water law, and watershed geography. Participants will also create an ESRI Story Map using online GIS tools to explore and explain water management concepts and corresponding geography more closely. Field experiences include a Blue Mesa Dam visit, a visit to Taylor Reservoir, and time at Gunnison Mountain Park. Physical ability to walk across uneven terrain and stand for long durations is highly suggested. 

Eighteen educators from across Colorado, Nebraska, and Nevada convened for a River Ecology and Water Management courses during the 2nd annual Western Rivers Teacher Workshop during Western State Colorado University's Summer Teacher Institute in June 2018. 

• Never underestimate the power of giving your students a voice and a magnifying glass!
• I feel that this class was helpful to me by giving me more knowledge, ideas, and empowerment to lead students in outdoor science experiences myself.  I feel that this class gave me more tools that I could use to creatively teach many different science standards outdoors, particularly about rivers and streams.
• This course left me with more questions than answers, which is a very good thing from my social science perspective. The content and discussion will continue to inform the questions and perspectives I explore personally, as well as shape the strategies and activities I employ as an educator.
• I became a better observer by the sustained practice of looking closely and thoughtfully at my environment, but in this class I learned more about how to help my students become better observers.   
• The teaching strategies that were used in this class were good models of teaching strategies that I can use for my students who are learning English as a second language, whether in science or in another subject.  
• I think that what I learned in this class will help me better consider and articulate what all students need to be curious and inquisitive learners.
• I will remember that it is most important to instill an intrinsic love of learning and active curiosity,  rather than teaching students that their job as learners is to find a right answer.
• I feel I gained such new understanding about macro-invertebrates through the way Sarah intentionally led us through the process of exploring, observing, asking questions, making connections, discovering scientific mysteries, and making evidence based explanations...
• One of the most significant insights that I come away with is not only giving students time to observe the natural world but teaching them how to observe the natural world.
• My ways of teaching students about the river have changed after taking this class.
• The course made me think about our water differently and what I can do to help conserve and teach others about the importance of our water.
• After this course I have come to see that we live in an arid west and because of many things, water is being used up. I need to be even more intentional about the way I think about and use water.
• I will start with myself and thinking about how I can help. Then, I will teach my students the facts and encourage them to look past themselves and into the solution. One small stone thrown into a lake creates a ripple that continues over the surface of the lake. My goal is to create a lot of ripples because my students know the facts and have a heart to help.

• I felt the class (instructor) did an excellent job of bridging the gaps and providing valuable insights, resources, and activities for any type of teacher in any environment.
• Outstanding field trips and impressive, compelling speakers. Wow! 
• Instruction was intentionally well-modeled, engaging, and hands-on, providing many ready-to-go classroom activities, and a variety of resources and lesson ideas.
• The workshop has helped me realize how to make my classes student-centered.
• The workshop information was mostly appropriate for students I teach and I felt I left with projects I could use immediately (mapping water basins, relief maps, buckets, vocabulary list, and a deeper understanding of local water issues).
• The class is so applicable to living here in southern Nevada.
• Excellent use of pedagogy, content, and discussion! VERY applicable for teachers!
• I really enjoyed all aspects of the class, even those that I didn't see a direct path for what I teach. It was nice to participate with a group of experienced teachers and hear their perspectives on the activities and lessons we learned.
• This class emphasized the process of science and the need for curiosity in learning.
• I'm looking forward to showing the kids the story map program so that they can use it in the class.