Alaska Resource Education outlines statewide natural‑resources STEM programs; cites $500,000 state support that expanded reach

Ella Eade, executive director of Alaska Resource Education (ARE), told the House Finance Education Subcommittee on Feb. 20 that ARE develops hands‑on, standards‑aligned curriculum and teacher training that introduce Alaskan students to forestry, mining, energy and related careers. Eade said ARE’s programming includes classroom visits, youth camps, a high‑school natural resource management curriculum piloted at Diamond High School and teacher externships that bring educators to industry sites.

State support and reach. Eade said ARE received $500,000 in state funding in 2024, which allowed the nonprofit to expand classroom visits and camps and reach new districts. With that appropriation, ARE taught in 22 different school districts over the last year and planned additional visits to Unalaska, Unalakleet, Nuiqsut, Utqiagvik, Ketchikan and Valdez before the school year’s end.

Program highlights and teacher support. ARE runs multi‑hour and week‑long programs (branded “spark,” “ignite” and “launch”) and provides teacher continuing‑education credits. Notable efforts include a week‑long energy camp, a Rock Stars program introducing students to mining‑related careers in Bering Strait communities, and a pilot year‑long high‑school course in natural resource management aligned to Alaska standards. ARE also launched a teacher externship program that takes teachers to industry sites including mines, wind and solar facilities and pipeline training centers to strengthen teacher content knowledge and classroom delivery.

Equity and workforce focus. Eade emphasized that lessons are place‑based and designed to expose rural students to local resource‑sector jobs and careers while aligning with required state standards so classroom time is not displaced. ARE runs a “POWER” program to increase female participation in resource‑industry careers, and it works with industry partners to connect students to internships and local employers.

Budget and sustainability. ARE reported a mix of corporate donations, federal grants and state funding in its 2024 budget, and presented a 2025 budget projection. Eade told the committee ARE is not primarily fee‑for‑service and that travel costs and teacher turnover make rural programming expensive; the state appropriation substantially increased the nonprofit’s reach. Committee members praised the programs and asked about scaling and sustainability; Eade said ARE continues to seek diversified funding and will use existing state funds to finish the current school year’s travel schedule.

Ending: Committee members thanked ARE for the testimony and the program’s emphasis on teacher support and place‑based career pathways. ARE’s materials show contact‑hour tracking, program outcomes, and partner lists that committee staff may review for follow‑up when considering education and workforce investments.