While Students Recharge, Educators Level Up: Summer STEM Learning

I teach students in grades 3 – 8 at Loranger Memorial School in Old Orchard Beach. Over the years, I’ve had many opportunities to learn with GMRI, and this summer I participated in my third ash workshop, held August 4–6 at Wilderness Pines in Monticello, as well as the Connected Learning Ecosystem (CLE) Gathering at the University of Maine in Orono.

At the Ash Workshop, I deepened my understanding of ash trees — from identification and ecological roles to their cultural importance to Wabanaki communities. I appreciated the chance to connect with partners, including Wabanaki educators and foresters, and to hear how others have implemented and expanded the curriculum. Sessions were held outdoors, which gave us time to learn in the forest and share meals in community. I even left with emerald ash borer specimens from entomologist Colleen Teerling, whom I’ve known through GMRI’s hemlock woolly adelgid project — a highlight of the week.

At the CLE Gathering, I attended presentations by Wabanaki educators and learned about mapping activities and data resources I can bring to my classroom. I’m planning to adapt a coastal erosion mapping unit shared by fellow educators Plansowes and Seana, and I connected with librarians who are interested in GMRI’s Climate Change kits and the Healing Library. I also learned about NASA modeling tools, precipitation activities from the Mount Washington Observatory, and temperature weaving lessons I can share with my colleagues.

Over the past ten years, GMRI has played an essential role in my growth as a science educator. I was originally trained as an English teacher, literacy specialist, and gifted and talented educator, but GMRI’s professional learning has given me the knowledge and confidence to teach science — from studying invasive species and local ecosystems to using authentic data and scientific models. These experiences connect me and my students directly with scientists, provide access to resources and funding, and offer a strong network of support.

As a result, my students engage in current, relevant science connected to their communities — from hemlock woolly adelgid monitoring to ash stewardship and coastal change. GMRI’s evolving professional learning opportunities continue to make me a stronger teacher and community partner.

I coordinate the Maine Forest Collaborative through the Rural Aspirations Project, where I work with educators and students across Maine. This summer, I participated in the GMRI Ash Workshop and other professional development opportunities focused on forest ecosystems, invasive species, and stewardship.

The Ash Workshop was an incredible experience that far exceeded my expectations. It was well organized, flexible, and engaging, offering time to learn from experts about ash trees and the emerald ash borer (EAB). I gained practical skills in species identification, determining the sex of ash trees, and understanding the history and current impacts of EAB. The sessions also highlighted the cultural importance of ash to the Wabanaki people and introduced action plans for how students can meaningfully contribute to ash and EAB community science projects. One of the most valuable outcomes was building connections with the experts involved in seed collection and preservation work — now I know who to reach out to as I continue this work with my students.

Every GMRI learning experience — whether a focused workshop or a larger CLE gathering — leaves me with inspiration, confidence, and practical tools I can immediately use with students. The time spent learning from others and practicing new approaches makes the experience memorable and transferable to the classroom. I also appreciate the range of lessons and methods shared, which gives me options for tailoring learning experiences to my students’ needs.

As a result of working with GMRI, I’ve strengthened my commitment to continuous learning, authentic data collection, and community connection in education. These experiences remind me how powerful it is when students engage with real science and see how their work contributes to something larger. The network and knowledge I’ve gained through GMRI continue to shape the way I teach and support my students’ curiosity and sense of purpose.

I teach grades 9 – 12 at Washington Academy in East Machias, where our students have strong ties to Maine’s working waterfront. GMRI professional development opportunities lean into real-world, local science issues connected to climate change, fisheries, and coastal ecosystems, and this has become an essential part of my teaching.

Through this summer’s training sessions and Connected Learning Ecosystem meetings — I’ve deepened my understanding of how to bring authentic scientific data into the classroom. The resources GMRI provides are hands-on and directly connected to our local environment. They allow my students to engage meaningfully with science that affects their lives and communities. This year’s training boosted my confidence in teaching inquiry-based science and supporting students as problem-solvers and critical thinkers.

One of the most important things I’ve learned from GMRI is how to connect classroom lessons to the Gulf of Maine and to local ecosystems so students can see the relevance of science in their own lives. Many of my students are part of families who work on or near the water, so these lessons resonate deeply. I also appreciate how GMRI resources help link science, math, engineering, and technology with social studies, literacy, and art — making STEM learning more integrated and engaging. We’ve even tackled community issues like coastal flooding in Machias using GMRI tools and lessons.

One of the things I value most about GMRI professional development is how it helps me as an educator empower students to see themselves as scientists and community problem-solvers. My teaching now emphasizes the interconnectedness of environment, economy, and community — helping students understand that their curiosity and problem-solving skills can make a real difference. The CLE meetings are both informative and enjoyable, and I look forward to continuing these connections in the coming school year.

I teach students in grades 5 – 10 through Roberts Farm and the Oxford Hills School District in Norway. My work focuses on connecting students to the places they live through hands-on, community-based science learning. Working with GMRI has been instrumental in shaping how I approach that goal.

Through the CLE program, I’ve gained access to inspiring curriculum and a network of educators and scientists who share a passion for place-based climate education. GMRI resources help students see themselves as contributors to science — collecting real data, working with experts, and understanding their local environment in deeper ways. Whether we’re connecting in person or virtually, the network offers constant inspiration and practical ideas I can bring back to my students.

This summer’s professional development reinforced how valuable those connections are. Reconnecting with the CLE network reminded me of the incredible diversity of expertise and generosity among educators in Maine. A simple request for help with ArcGIS mapping, for example, led to several peers offering their time and expertise to support my learning — a true testament to the collaborative spirit of this community.

The principles I carry forward from GMRI professional learning opportunities are celebration and curiosity. Each gathering holds space for participants to share and celebrate their work, while also nurturing the curiosity that keeps us all growing. GMRI models this lifelong learning mindset beautifully — one that I strive to cultivate in my own students as they explore, question, and connect with the world around them.