When I was 21, I headed to the Sierra Nevadas for two months as a part of my forestry degree, studying the scientific and professional dimensions of forest and wildland resource management. I received training in simple field orienteering principles, ran transects, cruised timber, and assessed the ecological conditions around Quincy, California. Being out at Starrigavan this past Friday with SCS's Scott Harris and Kitty LaBounty and Foresters Chris Leeseberg and Craig Bueler, I felt nostalgic as we also ran transects, assessed forests for deer habitat, and sampled gaps for regeneration of herbaceous layers however there was something quite different about this experience—instead of university peers, we were working with students from Sitka High whose ages ranged from 15 to 19.
The Forest Team emerged unofficially three years ago as an occasional field trip opportunity to Starrigavan and False Island in Kent Bovee's Field Science course, yet there is talk of having the program adopted into the curriculum for Sitka High's Life Science course. This would guarantee every 10th grader field-based instruction on forest and wildland resource management topics in the hopes that these students will develop a better understanding of public stewardship and what this stewardship means for the forests that sustain us.
What these students get to learn in the field is an experience many of us do not have until college. I watched the teachers hand off GPSs to the students, while the three stations they visited—the riparian stream station, the gap station, and the quick cruise station—equipped the students with transects, compasses, a plot mapper, and prisms to come up with data needed to assess the health of riparian and forest habitats. The gap vegetation monitoring the students did will eventually turn into a long term study about understory plant regeneration and will be published with the intent to spread awareness on the importance thinned forests have for growing winter deer food.
Streams and forests together determine the health of Tongass watersheds. Sharing knowledge through field-based instruction gives high school students a clearer, scientific understanding of what goes on in the woods and also sheds light on career opportunities they could have as Tongass stewards.