From the Classroom to the Rainforest
Q&A with High School Biology Teacher Matt Holden
DISCOVER HOW A HIGH SCHOOL TEACHER TURNED A PASSION FOR SCIENCE AND CONSERVATION INTO LIFE-CHANGING, HANDS-ON EXPERIENCES FOR HIS STUDENTS WITH EARTHWATCH.
In 2022, high school biology teacher Matt Holden watched as several of his students caught their very first fish, which just so happened to be piranhas…on the Amazon River. It was a moment they’d remember for the rest of their lives.
Before joining the ÃÀ¼§ÉçÇø expedition, Amazon Riverboat Exploration, some of Matt’s students had never been on an airplane or even left the state of Arkansas. However, thanks to his commitment and leadership, these students experienced what it means to be real scientists in one of the most spectacular and biodiverse places in the world.
Matt Holden is a high school biology teacher from Fayetteville, Arkansas, whose passion for environmental science has taken him from the classroom to Acadia National Park in Maine, the Peruvian Amazon, and beyond. After participating in ÃÀ¼§ÉçÇø’s Project Kindle program—one of our education fellowship opportunities—he brought his students on a life-changing expedition. He even started a nonprofit to help make it possible. We spoke with Matt about his experiences and the advice he has for other educators who want to inspire their students through field research expeditions.
Q: HOW DID YOU FIRST HEAR ABOUT EARTHWATCH, AND WHAT DREW YOU TO APPLY?
A: I first heard about ÃÀ¼§ÉçÇø through a colleague—another biology teacher—who told me about their programs. When I looked into them, I realized how much they aligned with the lessons and values I want my students to learn. I applied and was lucky enough to be selected for Project Kindle. In 2022, I joined the Climate Change: Sea to Trees in Acadia National Park expedition, which was incredible. I’d never been to the East Coast before, and Acadia was just unbelievably gorgeous. ÃÀ¼§ÉçÇø’s mission to promote sustainability, conservation, and student action really aligns with my teaching philosophy.
Q: TELL US A LITTLE ABOUT YOUR TEACHING BACKGROUND.
A: I’ve just finished my seventh year as a high school biology teacher at Fayetteville High School in Arkansas. It’s a large public school with about 3,000 students. I teach all levels of biology, as well as environmental science, anatomy, and physiology.
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Q: WHAT WAS THE BEST PART OF YOUR PROJECT KINDLE EXPERIENCE IN MAINE?
A: Project Kindle gave me the tools to plan and lead a student research expedition—everything from booking travel to logistics to daily activities for the students. Being in Maine was also just amazing. We stayed at the Schoodic Institute in Acadia National Park and worked on a microplastics project. We learned how to collect and analyze water samples, and I actually brought that back to my classroom. My students now do their own microplastics projects, and some have even presented them at science fairs. It’s been amazing to integrate that kind of real-world science into my curriculum.
Q: AFTER PROJECT KINDLE, HOW DID YOU MOVE FORWARD WITH ORGANIZING A STUDENT GROUP EXPEDITION?
A: I had already been talking with another teacher and some administrators about doing this. Kindle gave me the skills and expertise to really make it happen. We had our sights set on the Amazon Riverboat Exploration expedition, but the challenge was mostly fundraising. Our school supports fundraising for athletics and other types of activities, but not so much for student research or service trips.
So, a fellow teacher and I started a nonprofit, . Through that, we’ve been able to fundraise and organize student conservation trips, including ones with ÃÀ¼§ÉçÇø.
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Q: WHAT WAS THE AMAZON EXPEDITION LIKE FOR YOUR STUDENTS?
A: For some of the students, it was their first time flying or even leaving the state. None had been to the Amazon before, and certainly not in such an immersive way. We stayed on this 125-year-old riverboat, and it was just mind-blowing. The students felt that as well. Some students had never gone fishing before, and the first fish they caught was a piranha. Others had never been in a canoe, and their first canoe trip was on the Amazon River.
It was also amazing for the students to learn all the different techniques that the scientists are using to collect data, and then to be a part of that. I can’t think of a more authentic way for students to learn science than doing it in this way.
Q: ARE THERE PARTICULAR MOMENTS FROM THE TRIP THAT REALLY STAND OUT TO YOU?
A: Every night, the students would call home, and they’d tell their families about everything they got to do throughout the day—how they caught a piranha, or that they just saw a monkey outside their window, and they were just so excited. You could tell they were truly enjoying the experience. And when we got back, a lot of them wanted to find ways to participate in conservation initiatives here in our own community. It’s great to see their excitement igniting action.
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Q: YOU MENTIONED YOU WERE A WILDLIFE CONSERVATION BIOLOGIST BEFORE TEACHING. DID THAT BACKGROUND INFLUENCE YOUR DECISION TO GET INVOLVED WITH EARTHWATCH?
A: I have a bachelor's and master’s in biology, focused on ecology and herpetology. I worked in Costa Rica with poison dart frogs and did fieldwork in the Everglades and Arizona. But I shifted to teaching due to a lack of funding for conservation and science research at the time. One of the biggest reasons I went into teaching was to inspire the next generation to care about the world, so they take care of it and learn better ways to protect it. On the Amazon expedition, I felt like that desire was fulfilled. There’s nothing more you can hope for as a teacher.
Q: WHAT MAKES EARTHWATCH DIFFERENT FROM OTHER PROGRAMS YOU’VE EXPERIENCED?
A: The authenticity. The students and teachers are actually doing the science. They’re not just learning about it from the experts. They’re becoming scientists—going out there, experiencing what it’s like to use different methodologies and scientific equipment. They’re collecting data and learning about experimental design. That kind of hands-on experience is unmatched.
Q: WHAT ADVICE WOULD YOU GIVE TO OTHER TEACHERS OR ADMINISTRATORS WHO ARE THINKING ABOUT JOINING AN EARTHWATCH PROGRAM OR BRINGING STUDENTS ON AN EXPEDITION?
A: Absolutely do it. ÃÀ¼§ÉçÇø’s programs—Project Kindle, Teach Earth, and the student group expeditions—are all incredible opportunities. My two biggest pieces of advice are:
- Ask questions and reach out to ÃÀ¼§ÉçÇø staff. Everyone I’ve worked with has been super friendly and willing to help. There’s always someone available to answer your questions.
- Be open-minded and flexible. Fieldwork can be unpredictable, but that’s all part of the experience.
So, if you’re looking for a way to engage your students in science and inspire them to consider becoming scientists, I can’t think of a more authentic or meaningful way than an ÃÀ¼§ÉçÇø expedition..
— Matt Holden, High School Biology Teacher
Ready to Turn Curiosity Into Action?
You don’t have to be a scientist to spark change—you just need the passion to lead. Whether you’re dreaming of your own expedition or eager to bring students into the field, ÃÀ¼§ÉçÇø can help make it happen. Inspire the next generation by letting them do the science.
Join us and bring science to life for your students.
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