Bridging Traditions and Technology: Inside the LEKDA Project

In the remote coastal villages of Alaska’s Prince William Sound and Cook Inlet, a transformative educational journey is unfolding. The Local Ecological Knowledge + Data = Action (LEKDA) project is a three-year initiative designed to empower students and teachers with a deep mastery of their local marine environments. By blending the abundance of Traditional Ecological Knowledge (TEK) of the Alutiiq/Sugpiaq people with Western scientific tools and locally collected data, LEKDA is cultivating a new generation of civic leaders ready to address environmental challenges like ocean acidification, coastal erosion, and climate change.

What is LEKDA?

The core philosophy of LEKDA—often referred to as TEKDA—is that when students combine ancestral wisdom with modern data, they gain the agency to take meaningful action in their communities. The project serves schools in Chenega Bay, Tatitlek, Whittier, Port Graham, and Nanwalek, areas where the marine food web is the foundation of both the economy and a way of life.

Students don't just study science in a classroom; they engage in place-based engineering, constructing model boats to calculate velocity and building Ocean Observation Notebooks (OON). These high-tech notebooks utilize microprocessors and paper circuitry to help students visualize real-time data streams, such as water temperature and salinity, alongside observations shared by village Elders.

Wild Rose Education: A Partnership Grounded in Praxis

Wild Rose Education (WRE) serves as a vital collaborator in this mission, providing specialized expertise through its Transformative Praxis Lab. WRE defines "Praxis" as the commitment to fusing program design (theory) with equitable data methods (application) to achieve transformative outcomes.

WRE’s role in LEKDA is focused on Culturally Responsive and Equitable Evaluation (CREE). This means WRE doesn’t just "measure" student progress; they ensure the evaluation process respects Indigenous principles, addresses power dynamics, and centers the community's voice. By using a Systems Lens, WRE helps the project target the root causes of environmental and community inequity rather than just the symptoms.

A Foundation of Collaboration: Sarah Johnson

The partnership between Wild Rose Education and the Chugach School District began at the very inception of the project. Sarah Johnson, Director of WRE, was a co-author of the original Office of Naval Research (ONR) grant application and has been a key collaborator from the beginning in 2023. The grant was received and the work began in 2024 and will continue through the end of the 2026-2027 school year.

Bringing her extensive background in experiential field science and environmental education, Sarah contributed to the foundational design and development of the project. Her broad professional network of STEM and natural resource educators helps ensure the longevity and reach of LEKDA’s impact.

Moving from Observation to Action

Through WRE's evaluation framework, the project is structured in three phases: Shift Perception, Deepen Capacity, and Mobilize Action. The ultimate goal is for students to present their scientific findings and local observations at public venues like the Youth Summit or CRRC Annual Gatherings, using their knowledge to influence local decisions and advocate for community resilience.

By valuing Native ways of knowing as equal to Western science, the LEKDA project is not only preparing students for STEM careers but also ensuring the survival of the cultural wisdom necessary for the Chugach people to thrive in a changing world.

Below are a collection of photos from the LEKDA project with Chugach School District students and project lead, Sheryl Sotello beginning in September 2024.