CONNECTING INDIGENOUS YOUTH TO THEIR LANDS THROUGH SCIENCE AND INDIGENOUS KNOWLEDGE, WITH A FOCUS ON THE SUSTAINABLE ADAPTATION TO CLIMATE CHANGE

Tuba City AZ is a town of ~8,000 on the Navajo Nation adjacent to Hopi Tribal lands and about halfway between Flagstaff and Page. It sits on the Navajo Sandstone, which is an excellent aquifer, but the natural springs are not being used sustainably and the sandstone is eroding into dunes which threaten homes. Along the ephemeral Little Colorado River and Moenkopi Wash, invasive plants have altered the ecosystem contributing to the loss of water and native species from bugs to mammals.

The U.S. Geological Survey and the Tuba City USD developed Native Youth in STEM, a camp for Navajo and Hopi 8^th graders in which USGS scientists, local educators, and Tribal Elders co-taught students about their lands, water, and ecosystems in a field setting. The curriculum covered geology, aquifers, rivers, riparian ecosystems, the Colorado River, and the Glen Canyon Dam. The tribes’ goal was for youth to develop a personal stake in the sustainable stewardship of their lands, especially in the face of mounting challenges brought about by a changing climate. Twenty youth participated in the six-day camp. The program was funded by the school district as an academic enrichment program. The overarching theme of the week was the effect of climate change on Tribal lands. Elders took us to fishing holes of their youth that are dry today and highlighted the effects changes on cultural practice. As a final project, students wrote letters to the Secretary of the Interior expressing their concerns about the impacts of climate change on their lives, culture, and the sustainable use of their lands.

Earth sciences and traditional knowledge bases share many characteristics: observations of Earth as a primary data source; stories explaining phenomena; integration of earth systems; and feedback loops that balance forces or drive change. It is natural to engage Indigenous youth in earth sciences by connecting to their traditions and cultures. The geosciences need all the bright minds we can attract, but we particularly need those that bring with them generational knowledge of lands, waters, and ecosystems. By working with tribal partners to focus on needs they identify for their youth, we can build a pathway in the braided stream for Native Youth in STEM. We anticipate this program will continue and will provide a template for STEM programs for underserved student groups.