My students finished the unit feeling inspired to take care of their community. They feel like they have roles as young people who can make a difference.

I feel like my students could be mediators between the fire protection district and our community. We are working with our fire protection district on ways to get information out to the community in terms they will understand.

I think this brought some perspective to the reality of climate change that encouraged students to become better prepared and look for actionable steps to help elicit change.

I learned a lot about community resilience and how to prevent wildfire, like different regulations in neighborhoods and having emergency personnel to protect people.

RECCS has impacted my life in various ways including social interactions, academic work, research, presenting, and so much more. I was able to develop personal relationships with professionals in the CU community, as well as NOAA. I now have a network of great friends and mentors I can depend on and reach out to if need be. Research and graduate school are now tangible and do not seem unobtainable since completing the RECCS program

It was so lovely to meet my fellow RECCS students, who have similar interests and approaches to climate and environmental issues. I feel like this is the type of community I don't have access to at my community college. [My mentor] is immensely helpful, structured in his thought-process, but also friendly and easy-going. I often get very nervous around new people, but I felt comfortable working with him, and I also felt like he had my best interests at heart.

This was an excellent workshop, and easily one of the best workshops on leadership I have ever attended. I really appreciated the concrete examples of how to use our own strengths in leadership. 

This conference was a great experience, in which I developed a deeper understanding of my own project, gained valuable skills presenting my work to the public, got to network with other scientists, shared bonding experiences with remote collaborators, and learned more about other experiments in the community. I am deeply grateful to the PSECCO!

Thanks to the PSECCO BAJEDI micro-grant for helping us build a polar climate and weather aware community in Fairbanks and Interior Alaska!

Small local actions taken in bite size pieces is how change is made. Having resources
like Earth Force to help guide students with the Climate Literacy Seal is invaluable
and the opportunities for field trips to tie it all together is going to help me really
lean into the Climate Literacy Seal pathway.

Wow! We knew from the titles of the talks that they would be so helpful to us, but I
never dreamed of walking away with so many ideas. I didn't feel like a single minute
was wasted. My favorite sessions were the Data Puzzles, Data Art, Nature
Journaling, and Storytelling, but I took something away from every session. I think
incorporating art and creativity is so important so these sessions felt the most
impactful.

The energy of the workshop was phenomenal - beginning with grounding ourselves in our current reality, then hearing from students about their passion and need for more climate education, to seeing the excitement, relationship building, and support teachers showed for each other.

The best part about the class was that it made me realize the importance of community hazard resilience and how it can blend into existing science curriculum (not previously on my radar). Prior to this class, hazards were taught in more of a strictly science cause-effect context without the thought of resilience. The resources that were shared and experienced throughout the class were excellent. I have already learned a great deal about our local OEM and the resources they offer through the preparations for a potential Hazard Expo

The support from PSECCO... was instrumental in enabling me to attend this conference. It was a privilege to bring the voices and concerns of Arctic Indigenous communities to a global audience.

RECCS program not only improved my research experience, but it also gave me an opportunity to learn how to communicate with my peers and mentors. I gained communication skills, independent research skills, creating scatter plots, which were very difficult for me in the beginning of my project, and making a professional poster as well.

I've been lucky enough to spend a lot of time outdoors, but this helped me gain more of an interest in outdoor sciences, and especially like wildlife biology. And it made me feel like, maybe I want to explore this as like a career option.

I feel more comfortable doing research. I wanted to do research with teenagers in rural Alaska that is meaningful to them and their communities, but I put that dream on hold for the last year. Getting through this and creating the product I did makes me more confident and willing to go back to research.

It is important for youth to understand that there isn’t one specific route you are supposed to go. As an at-risk Indigenous youth I never thought I could be a scientist, but I found mentors who believed in me and Elders who spoke very wise words of encouragement. Youth should look to Elders. Elders have wisdom. You should foster those relationships with Elders to make changes and grow as a community so you can pass down knowledge our ancestors fought hard to keep.

It [has] widened my perspective on how climate change affects communities and how researchers affect communities and that there needs to be change to better the process of how community informed research is done to better involve communities and prioritize their values practices and perspectives.

(What participants learned from the program): That everyone has something to learn from one another, there are opportunities out there and [that] learning isn’t always linear. Collaboration is extremely important in moving science forward and building relationships properly and genuinely with those from various communities and backgrounds