Instruction in arts, science, technology, engineering, and mathematics that connects nature experiences, or environmental stewardship. Included is also the opportunity to promote service learning between the schools and community, assess the impact on students through pre/post surveys, promote community outreach and civic engagement through local environmental justice and career pathway exploration in the local parks and recreation department. Planning and implementation were supported by college partner, National Parks Service River, Trails, Conservation Assistance program based out of Los Angeles and the California Department of Fish and Wildlife.

West Hills Community College District STEM and Agriculture faculty, with Masters and Doctorate degrees in their respective fields, developed an inclusive curriculum for all ages and residents that promoted discussions between the local parks departments and the natural flora/fauna and biological/geological considerations when parks are being developed. During the Pinnacles National Park trip, a faculty member led a guided discussion of the Biodiversity in Pinnacles National Park. During the Sequoia National Park trip, a faculty member led a guided discussion on the Economic Value of parks and nature. During the Hearst Castle/Salmon Creek Falls trip, a faculty member led a guided discussion on the History of William Randolph Hearst and Hearst Castle. During the Yosemite National Park Trip, a faculty member led a guided discussion on the history of John Muir and advocacy for the park system. During the Sequoia National Park trip, a faculty member led a guided science activity testing for water quality and anthropomorphic impact on waterways. After each discussion and activity, faculty field questions from participants, and the project director synthesizes learned information allowing self-reflection as self-discovery begins.

One of the methods for measuring the objectives is achieved through consistent feedback from the trip participants (real-time group discussions, individual participant conversations, feedback from participants, etc.,) throughout the entirety of the trip. This allows self-reflection to take place ensures programmatic changes occur where needed driving the programs evolution and growth. Educational goals on each trip are met by having a faculty member deliver an in-person lecture directly related to the trip destination, followed by a faculty led participant discussion. After completing the scheduled educational component, participants are allowed sufficient time to self-explore and experience the destination independently. While exploring, each participant is encouraged to use faculty provided educational materials to enhance their learning experience. Anonymous post-trip surveys are also conducted with participants, allowing participants to share their thoughts and experiences.

Partnerships are a critical component to the success of the CUSP project. As the program matures, these linkages will broaden outreach, inform decision-making, and improve the participant's experience. To date, the following partnerships have been established: The District’s Taskforce on Undergraduate Research (TOUR) continues to evolve throughout this project. The ability of the Project Coordinator to use this platform to present information about forthcoming Faculty trips and recruit faculty has grown tenfold. The thoughts and ideas shared amongst faculty and the Project Coordinator evolve for each trip and are most beneficial to the participants.

Choosing to partner with West Hills College Lemoore and West Hills College Coalinga has positively impacted the ability to successfully find faculty to lead the lessons on the trips. Community partnerships with the City of Coalinga, Big 5, Chevron Gas Station, and Fastrip continue to evolve and have proven to be instrumental in coordination, food, supplies, and ongoing outreach within our community. The partners are now reaching out to us for information for upcoming trips, and the interest amongst the community has grown tremendously as a direct result.

The partnership with the National Farmworkers Jobs Program (NFJP) continues to garner results, allowing us to continue to target participants who are largely living under the poverty line and provide an opportunity that they otherwise may not be able to experience. The ongoing partnership with the National Park Service continues to be invaluable, allowing the Project Coordinator to successfully plan future trips with information and knowledge gathered from the Park Service.

California Department of Fish and Wildlife (CDFW) is another partnership we established early on. We continue to communicate regularly when planning upcoming trips. CDFW provides invaluable information about accessible areas for upcoming trips, allowing effective planning and coordination and an amazing participant experience. These relationships will continue to grow and deepen as the project continues. New partnerships are always on the horizon and will be developed and cultivated as needed.

Established and new partnerships are a critical component to the success of the CUSP project. As the program continues to mature, these linkages will broaden outreach, inform decision making, and improve the participant experience. Since our last status, we have continued growing our partnerships, focusing on a micro level tied to specific entities directly related to trip destinations. The OEP program has established new relationships with staff in multiple areas (Mammoth Lakes, Lassen Volcanic State Park, Crissy Field State Beach). These new partnerships developed have been instrumental in allowing the development, planning, and implementation of grant objectives, ensuring goals are met and creating the best experience possible for all participants. To date, the following partnerships have been established: Lemoore College, Coalinga College, City of Coalinga, Big 5, Parks California, Chevron Gas Station, Fastrip, Senior Citizen Center, National Park Service, and the CDFW.

Unforeseen challenges include Participant no-show and lack of communication, effective delivery of food, and weather conditions that limit travel.

Recommended Solutions: Ensure participants have submitted accurate and up to date contact information, regular communication with participants through various means (email, phone, text message, etc.).

WHCCD has provided sack lunches for participants on trips, however not all meals can be provided in advance. For example, meals cannot be premade for a two-night trip and receipts for all meals are required.

WHCCD recommends OGALS allowing grantees to provide participants with the per diem, so they can eat on their schedule.

WHCCD has had to reschedule a few trips due to inclement weather and recommends swapping trips or postponing for a later date.

One of the most successful aspects of the Outdoor Equity Program was the establishment of strong community partnerships. From the outset, it was recognized that collaboration with local organizations, schools, and community leaders would be essential to reaching the populations most in need. One significant unforeseen challenge was the cultural and language barriers that many of our participants faced. We assumed that access to outdoor spaces would be the primary concern, but quickly realized that some communities, particularly those from immigrant or non-English speaking backgrounds, had reservations about participating in outdoor activities due to unfamiliarity or cultural differences. A key solution to overcome the Cultural and Language Barriers was ensuring that all promotional materials, registration forms, and event guides are available in multiple languages. Additionally, provide bilingual staff or translators during the trips to foster an inclusive environment.