At the core of the Teton Science Schools’ framework are the interlinked inquiry and design cycles. In inquiring more about a place and asking questions, you find opportunities to answer those questions and to design solutions. This process takes practice, and that’s just what veteran place-based education teachers from across Bhutan have been doing for the past week in our workshop.
When you say that you work in field education in Jackson, Wyoming, the first question that most people ask is “Even in the winter?” Frigid toes, frozen noses, snow-filled boots . . . these things will certainly be part of everyday life in the field with Teton Science Schools these next few months, but so will beautiful snow crystals, perfect moose tracks, the thrill of a first ski, the swoosh swoosh of making a snow angel, lessons on animal and plant adaptations, and so many more marvels of the winter world.
As January and the new year roll around, the Field Education team at Teton Science Schools is celebrating the transition of three influential faculty members that have touched the lives of countless students, educators, and community members during their combined 17 years at Teton Science Schools. They leave behind a legacy that will continue to inspire generations of educators and students for years to come.
Editor’s Note: This is Nicole Gautier’s second blog entry about her experiences as a graduate student. In this piece, written after her fall teaching practicum, Nicole shares her thoughts about the dual roles of being a teacher and a student. Click here to read Nicole's first blog entry.
For many people, the transition from fall to winter is characterized by gift-giving, decorations, warm jackets and cozy sweaters, not to mention cookies, pies, and other sweets. However, from a naturalist’s perspective, winter is perhaps best characterized by change: change in weather, foliage, animal behavior, and more.