We achieved educational goal number one- Instruction in arts, science, technology, engineering, and mathematics that connects nature experiences, or environmental stewardship. We did this through the Nuestro Desierto workshop series which used UC Agriculture and Natural Resources naturalist curriculum. The naturalist certification is a community college level, interdisciplinary, science centered courses that combine a minimum of 40 hours of classroom and field learning. The California Naturalist course introduces Californians to the wonders of our unique ecology and engages the public in study and stewardship of California’s natural communities

Stewardship activity of school habitat at two elemenaries. Activities focused on age-appropriate education tied to the NGSS. Stewardship activities highlighted environmental principles and concepts tied to environmental justice, environmental sustainability, pollution prevention, public health & the environment, and resource conservation, waste reduction and recycling. Methods used to measure objectives: # of participants who engaged in community walk and stewardship activity. Verbal feedback regarding increased feelings of connection to nature through art instruction. Staff observation of participant enjoyment during stewardship activities and visual assessment of habitat before & after activity. Implemented curriculum that is aligned to the content standards for CA public schools, including, but not limited to, the Next Generation Science standards. Methods used to measure objectives: # of activities aligned with NGSS and with the CA Desired Results Developmental Profile (DRDPs).

Our partners, Cactus to Cloud and UCR Palm Desert participated in adapting the UC Agriculture and Natural Resources naturalist certification curriculum. Cactus to Cloud and UCR Palm Desert continued to assist in instructing the workshop series. Cactus to Cloud regularly partners with COFEM on outreach events to promote the workshop series. Together, we have accomplished the recruitment, implementation, and culmination of two Nuestro Desierto workshop series and have successfully given Naturalist certificates to almost 40 participants.

We initiated our partnership with two local elementaries, engaging them in three activities each. These activities included both community-based programs and trips to natural areas. Our ongoing partnership with Nature Nexus Institute (NNI) resulted in impactful stewardship activities on two school campuses and guided visits through Kenneth Hahn Park and Malibu Creek State Park. Additionally, we provided training for NNI's youth internship program, supporting the development of the next generation of environmental leaders. We continued our strong relationship with All for Kids, offering classes for their preschool students and integrating environmental education into their early learning curriculum.

The main lesson learned is how seemingly unrelated organizational occurrences can profoundly affect the work of the whole organization. As restructuring and staff transitions have occurred over the past year, the Coachella Conservation manager has taken on extra responsibilities as positions get filled and new employees are trained. Because of the organization's change, Sendy identified the need for additional staff to focus solely on the Coachella conservation program to accommodate the increasing workload. To address this need, Sendy has secured additional funding to support the work of two interns who will support conservation program campaign efforts. COFEM has also filled various vacancies and has alleviated some of the workload that Sendy had to take on due to those vacancies.

Another lesson learned was the importance of adapting to unforeseen circumstances. We recently had some flooding conditions in the Coachella area, and because of that, it was necessary to host our Nuestro Desierto: Energy, Environmental Challenges, and Justice class as a hybrid. We recognized the importance of helping students complete the course and worked to find a way to provide it despite the issues we and our students were facing.

Inviting community members to take leadership positions for activities in the community has resulted in increased engagement and the development of new skills & relationships that benefit individuals & the community. Prioritizing the voices of participants when adapting or introducing new activities has resulted in programs that are more relevant, engaging, & impactful, as well as fostering a deeper sense of inclusion & community ownership. Working with trusted local vendors has strengthened community partnerships, and ensured culturally relevant and high-quality services. A drop-in model for activities is best for our community members. A cohort model is impactful and works best when a set of activities is spread over a longer period of time (for example, 1 activity/month). When partnering with schools, attending in-person events (back to school, conferences, etc) to conduct outreach increases participation. This is most important when participants are not from specific classes/clubs.