Proudly Announcing the 2025 Grants in Place Fellows!

Rural Schools Collaborative is excited to announce the 2024-25 Grants in Place Fellow Awardees. The Grants in Place Fellows Program is offered annually to rural classroom teachers who teach in school districts that are located in one of Rural Schools Collaborative's 17 Regional Hubs service areas.

Each 2025 Fellow will lead impactful projects that strengthen ties between their classrooms and local communities. The program provides grant funding to support their Place-Based Education initiatives, professional development opportunities for the educators, and spotlights their projects during the 2025 Celebration of Learning. Rural Schools Collaborative is honored to champion these outstanding teachers as they bring meaningful, Place-Based Education initiatives to life in their schools and communities.

Rural Schools Collaborative would like to extend a sincere thank you to The 2024-25 Grants in Place Selection Committee for their dedication and support of this project.

Our 2024-25 Grants in Place Fellows Selection Committee is comprised of outstanding rural advocates and representatives from RSC's Regional Hubs across the US. Our thanks is extended to Leslie Cook (Wyoming); Dave Dallas (Oregon); Lori Goodson (Kansas); Melissa Harris (Georgia); Tammy La Prad (Illinois); Ann Schulte (Northern California) for their commitment to Place-Based Education and rural schools & communities.

We invite you to meet our incredible 2025 Fellows and learn more about their Place-Based Education projects to take place this spring!

Appalachia: Amanda Mattingly

Amanda Mattingly is the Director of Special Education and Diversity, Equity, and Inclusion for Washington County Schools in Springfield, Kentucky. Amanda has worked in the field of education for 21 years, where she has previously served the district as a special education teacher and principal. A true connector, Amanda loves her community and has a strong passion to continuously improve the opportunities, services, and human connections available to allow everyone a true and meaningful sense of belonging.

Amanda’s project, Ability Friendly Athletic and Club Opportunities, focuses on fostering inclusion and meaningful opportunities for students with moderate to severe disabilities in their rural Kentucky school district. By expanding an existing Peer Mentor program, the initiative aims to provide inclusive experiences that go beyond the classroom and involve all-ability-friendly activities led by trained high school student leaders.

The program will include Saturday sports camps for basketball, cheerleading, track, and volleyball, as well as after-school clubs in art, chorus, and cooking. These activities are designed to be accessible, free, and tailored to meet the diverse needs of participants. Each series will culminate in a showcase event, celebrating the talents of all involved. Grant funding will support training for student leaders, stipends for adult facilitators, necessary supplies, and celebration events, addressing the unique challenges faced by rural communities, where resources for individuals with disabilities are limited.

Arizona: Karen Estridge & Alicia Jimenez

Karen Estridge is a 7th grade English Language Arts teacher at Holbrook Junior High with 25 years of teaching experience spanning Kindergarten through 7th grade. Karen is passionate about increasing community involvement with her students and looks forward to fostering connections through this project.

Alicia Jimenez is in her 18th year of teaching. She currently teaches 6th, 7th, and 8th Grade Science, STEM and AVID at Holbrook Junior High School. She has taught kindergarten through 8th grade, has been a Technology Instructional Coach, and also teaches for Northern Arizona University.

Their project, Walking Through History Historical Footprints of Holbrook, creates a walking tour of Holbrook’s history, starting at the historic courthouse. Participants will use a student-designed pamphlet and map to explore 5-6 key locations around town, each featuring interactive exhibits. These exhibits will include QR codes linking to videos, audio clips, and additional information created by students. Students will conduct interviews with local community members, write scripts, and produce videos for each site. A field trip to the courthouse, guided by local historians, will deepen students’ understanding of the town’s history.

This project will benefit both students and the local community. Students will gain valuable skills in research, writing, technology, and collaboration, while developing a deeper connection to Holbrook’s history. The community will benefit from the preservation and sharing of its historical stories, as well as increased engagement with local heritage through the walking tour. Additionally, visitors to the town will enjoy an interactive, educational experience that highlights Holbrook’s unique historical significance.

Arkansas & Delta: Johna Burchett

Johna Burchett is a dedicated GT Teacher at Palestine-Wheatley Elementary School. Johna has 17 years of teaching experience, including 15 years in first grade, one year as a Literacy Interventionist, and her current role as a Gifted & Talented teacher. Passionate about Place-Based Education, she enjoys participating in missions across her state, country, and the world.

Johna’s project, Read & Succeed: Book Vending Machine Initiative, is a creative project designed to enhance literacy and foster a love for reading among rural students. This innovative program will provide students with access to a variety of books through a specialized vending machine, creating excitement and autonomy in the reading experience. While offering a diverse selection of books and fostering a Reading Culture: Featuring themed book selections, challenges like "Read Around the World," and engaging events to make reading a celebrated activity.

Students will play a central role by participating in book selection, organizing events, and leading discussions, further enriching their educational experience and connection to the community. The Read & Succeed project not only strengthens literacy skills but also promotes a deeper sense of belonging and civic pride. This project will foster an environment where learning is both locally grounded and transformative, inspiring students to become lifelong learners and engaged citizens.

Black Belt: Karen Scarbrough

Karen Scarbrough is a dedicated and experienced elementary special education resource teacher at Amelia Love Johnson High School, fostering a supportive and inclusive learning environment. Throughout her career spanning more than two decades, Karen has worked with students of diverse abilities, tailoring individualized education plans (IEPs) to meet each student's unique needs. Karen collaborates closely with teachers, parents, and staff to create an educational atmosphere that promotes growth, confidence, and success. Her passion for advocating for students with disabilities and her expertise in special education make Mrs. Scarbrough an invaluable asset to the school community.

Karen’s Place-Based Education project, Connecting Our Past to Our Future, aims to provide rural students in Alabama's Black Belt region with a meaningful learning experience in the nearby, historically significant community of Gee’s Bend. Despite being just 25 miles away, many students have never visited Gee’s Bend, a location central to civil rights history and known for its world-famous quilting tradition.

The project will involve a trip where students travel to Camden, board the nation’s only fully electric ferry to cross the Alabama River, and explore Gee’s Bend. They will visit the quilting collective to observe historic and contemporary quilt-making and engage with community members who will share the rich cultural and civil rights heritage of the area. Karen looks forward to working collaboratively with the teachers to encourage students to develop connections with their community and culture through exploring Gee’s Bend Alabama.

Driftless Region: Travis Whittington

Travis Whittington is a 5th Grade Digital STEAM teacher at Gene Dillon Elementary. As an early adopter of 3D printing technology in the classroom more than a decade ago, he has found a variety of ways to implement 3D design into cross-curricular projects. After a trip to Gilby, North Dakota for a geocaching event, he was inspired to integrate some of these outdoor challenges into a meaningful learning experience for his students.

Elementary students are set to embark on an exciting journey through the Geocaching for Outdoor Learning and Ojibwe Culture project, which combines outdoor adventure with academic enrichment and cultural discovery. This innovative program will take learning beyond the classroom, offering students hands-on experiences in their school forest while deepening their connection to the Ojibwe culture and language.

Travis will engage students in active exploration, fostering environmental awareness and stewardship while integrating Ojibwe heritage into activities, promoting respect for indigenous traditions.

The initiative invites collaboration with Ojibwe elders and community members, offering students a chance to learn directly from cultural experts and strengthen ties to their regional heritage. Through the process of designing and locating geocaches, students will gain valuable academic skills and develop a deeper appreciation for their local environment and cultural history. The project inspires curiosity and fosters a sense of belonging, making learning both engaging and meaningful for students and their communities.

Illinois: Jessica Carsrud

Jessica Carsrud serves as the Media Specialist at Giant City School in southern Illinois, a role she has passionately held since 2007. Dedicated to fostering a love of reading and engaging students in STEM activities, she works with Kindergarten through 8th-grade learners to inspire creativity and curiosity. She is thrilled to embark on the student-led murals project, bringing her community together through art and collaboration.

Jessica’s project, Student Led Murals to Enhance Place Based Learning and Community Spirit, will be a student-designed mural initiative that will bring their local environment, history, and culture to life. This project will transform the school’s walls into vibrant expressions of creativity, community pride, and interdisciplinary learning. Guided by teachers and local artists, students will explore questions like, “What makes our community special?” and “How can art inspire social change?” These explorations will inform murals that highlight themes such as local landmarks, environmental conservation efforts, and the rich history of the area.

Students will take center stage in every step of the process, from conducting research into the unique aspects of our community to conceptualizing and painting the murals. The project braids together elements of visual art, history, environmental science, and social studies, creating a hands-on learning experience that fosters both creativity and critical thinking. Each mural will serve as a reflection of our community’s identity and values, inspiring pride and ownership among students, teachers, and residents alike. This initiative is more than just an art project; it’s an opportunity for students to connect deeply with their community and see the impact of their contributions in a tangible way.

Indiana & Great Lakes: Christin Johnson

Christin Johnson is the STEM Teacher and Fabrication Lab Director at Shoals Elementary & Middle School. Christin has been teaching for 9 years. She earned her Bachelor’s degree in elementary education and special education from Vincennes University. Passionate about community service and developing service-minded youth, she is dedicated to projects that enhance her unique community and highlight Shoals’ rich history.

Johnson will guide her students in her project, Fit for the Future Building Health and History Stations for Our Community, where Shoals’ sixth-grade students are undertaking a project to revitalize the local ballpark, transforming it into a safer, more interactive community hub. This student-led initiative includes installing stationary exercise equipment to encourage adult presence, creating painted outdoor games for creative play, and adding QR code plaques to highlight local historical sites. These improvements aim to promote intergenerational engagement, foster community pride, and enhance physical activity while addressing safety concerns for youth.

The project integrates Place-Based Education principles, emphasizing hands-on learning, inquiry, and community engagement. Students will lead the design and implementation process, applying research and design thinking to address community needs. By connecting local improvements to broader themes like public health and rural design, the project not only enriches academic learning across STEM, art, and social studies but also cultivates civic responsibility and a deeper connection to their community.

Iowa: Dede Henderson

Dede Henderson, an educator with twenty-seven years of experience, teaches STEM and TAG (Talented and Gifted) at South Hamilton School, a rural district in Iowa. She is passionate about creating innovative and engaging learning experiences. Her passion for connecting students to the outdoors and enhancing well-being has driven her to lead projects incorporating biophilic design and creating classroom spaces inspired by Iowa’s rich prairie heritage. She continues to seek opportunities to expand her impact through hands-on learning initiatives.

Dede Henderson’s project, Inspired by the Prairie, aims to transform the indoor classroom environment by drawing on biophilic design principles and Iowa’s natural and artistic heritage. Rooted in the state’s history and the evidence linking outdoor experiences with mental, social, and emotional health, this project brings nature indoors to improve students' well-being. Students will study local natural landmarks and artists, like Grant Wood and Frank Lloyd Wright, to inspire designs for their classrooms.

Through units on design thinking, art, and architecture, students will collaboratively reimagine and create spaces that foster calm, creativity and focus. This biophilic project cultivates both a sense of connection to Iowa’s heritage and a commitment to healthier, more engaging learning environments. These enhancements will benefit future classes, creating a legacy of thoughtful design and community engagement that transcends individual projects.

Kansas: Kelsy Sproul

Kelsy Sproul is a kindergarten teacher at Sedan Elementary in Sedan, Kansas, and a graduate student at Kansas State University, pursuing a Master’s degree in Curriculum and Instruction. With three years of teaching experience, she has started a Place-Based Elementary agriculture program for grades K-5, connecting students to the role of agriculture in their lives. As a rancher’s wife and proud Native American, Kelsy brings her rural roots to the classroom. She is passionate about fostering hands-on, cross-curricular learning through Place-Based Education.

Kelsy’s project, Cultivating Roots: Integrating Agriculture and Education in Rural Classrooms, connects students to both local and global agricultural practices through hands-on, inquiry-driven learning. By studying Kansas crops like corn, wheat, and soybeans alongside global crops such as silk, rubber, and jute, students gain a comprehensive understanding of farming's regional and international significance. Activities include soil testing, crop growth experiments, and discussions on sustainability.

This program involves a collaborative partnership with Kansas State University and ED ASTRA and brings future educators who are interested in teaching in a rural setting, into the community. Kansas State University’s ED ASTRA students gain exposure to rural culture, and the project promotes sustainable agricultural practices for the benefit of both local ecosystems and global awareness.

Mississippi: Tammie Marlow

Tammie Marlow is a 7th grade science teacher at Cleveland Central Middle School. She was raised on a family farm and has taught science for 20 years. Tammie has sponsored gardening, science, and 4-H after-school programs, providing students safe places for interaction and opportunities for community service while promoting stewardship of our environment. Tammie is excited to introduce her students and their student-led project that will help diminish food insecurity in their community.

Tammie’s project, Student Community Food Forest, will enable students of Cleveland Central Middle School’s Home-Garden-Science Club to address food insecurity in their community by creating a Food Forest in the local community park. Despite being surrounded by farms, the communities surrounding the school are considered a food desert, with many lacking access to fresh fruit and vegetables. The Food Forest will provide free, year-round access to fresh produce, including nut trees, berries, fruits, and perennial vegetables, offering a sustainable food source for families.

Students are central to this initiative, driving research, planning, and execution. They’ve collaborated with the Parks Commission, receiving support and permission to establish the project. Through this effort, students are learning about sustainability, ecological considerations, and cultural diversity as they incorporate community food preferences into their plans. Beyond addressing hunger, the project fosters stewardship, teamwork, and problem-solving skills, building stronger ties between students, the park, and the broader community. This initiative aims to inspire lifelong lessons in sustainability and community impact, starting with one plant at a time.

Missouri Ozarks: Carolyn Harman

Carolyn Harman is an English and ELL teacher at Elsberry High School with 21 years of experience in education. She teaches a diverse range of subjects, including dual credit courses through Missouri Baptist University, AP English, and Yearbook.

Carolyn will lead students in her project, Global Stories and Local Voices, engaging in an immersive study of universal themes from world literature. Students will analyze how concepts such as identity, belonging, justice, love, and conflict are portrayed in the texts they read and contrast these themes within their own community. Through the lens of global literature, students will identify connections to local issues, history, and cultural traditions. By researching, interviewing community members, and documenting local stories, they will uncover how universal themes intersect with their own lives.

The culmination of this exploration will be a documentary film that blends their analysis of world literature with stories from their town. Students will use visual storytelling to highlight shared human experiences, weaving together global literary narratives with local voices. This project will not only deepen their understanding of literature but also amplify community stories, offering a unique intersection of academic insight and creative expression.

New England: Amy Clapp

Amy Clapp is a fourth grade teacher at Salisbury Community School in Salisbury, Vermont. She has been teaching for 26 years, as a classroom teacher in 4th, 5th, and 6th grade and as a K-6 science curriculum specialist. Amy’s passion inside and outside the classroom is connecting and spending time in nature. She has a firmly held belief that if kids can engage with the plants and animals in their local habitat, they will continue to take nature into account when making decisions that concern the environment for the rest of their lives. She is excited to learn right alongside her students about how the Nulhegan Abenaki Tribe connect to the land as they build a wigwam in the forest classroom at her school.

Amy’s project, Building a Wigwam in the Forest Classroom, will allow Salisbury students to deepen their connection to both the land and its Native American heritage. The students will work alongside Chief Don Stevens of the Abenaki Nation to build a wigwam on school grounds.

This hands-on project allows students to learn about the Abenaki culture—both historical and present—by engaging in the traditional construction of a wigwam, learning Abenaki games, and studying the culture’s stories and tools. Through this interdisciplinary approach, students will not only gain practical skills in building and research but will also serve as knowledge holders, sharing what they learn with their peers and the broader community.

The completed wigwam will become a lasting educational tool, enabling students to teach others about the land’s rich history and its original inhabitants. This project offers an immersive and meaningful way to connect students, the school, and the Salisbury community to the land and its history, promoting a deeper understanding of Native American traditions that will be shared for years to come.

North Dakota: Casey Mills

Casey Mills is a 5th grade teacher at Westhope Elementary school in North Dakota. Casey has had 16 years educating youth and being an active member to the community. Casey actively incorporates STEM education to his rural school; with his passion in STEM, he has recently brought drones to his classroom and community to foster promotion of their unique resources.

Casey is leading his students in his project, 3D Printing for Community Connection. This project provides Casey’s elementary students with the opportunity to use 3D printing technology to solve real-world problems for local businesses. Through collaboration, students will identify business needs and design custom solutions, such as signs, prototypes, or other creative items, using CAD programs and 3D printers. Students will then present their designs to local business owners, gaining valuable experience in engineering, prototyping, and marketing.

The project emphasizes teamwork, engineering skills, and entrepreneurial thinking, while fostering a sense of community engagement. Students will learn how to approach real-world challenges, connect with local businesses, and apply their classroom knowledge to create meaningful solutions. This hands-on experience will not only benefit students by teaching STEM skills, but also provide valuable support to the local, rural businesses, strengthening community ties and promoting entrepreneurial thinking.

Northern California: Amy Raschein

With 24 years of experience, Amy Raschein is in her third year teaching middle and high school ELA, Biology, Robotics, and Art at Southern Trinity High School and Van Duzen Elementary. Raschein enjoys hiking and camping with her husband and dogs in the picturesque Northern California community that they call home. Surrounded by national forests, there is always somewhere new to explore, and she hopes to bring that sense of excitement to her students.

Amy’s project, Field Trip Fridays, provides a unique learning opportunity for four students at a rural school situated near Six Rivers National Forest and the Van Duzen River. Every Friday, students explore the natural world through hiking, fishing, and learning about local ecosystems. This year, the program aims to expand by adding a weekend hiking and camping trip. The students will need essential gear like backpacks, tents, and sleeping bags to enhance their field trips and better prepare for extended outdoor experiences. Along the way, they integrate subjects such as Biology, Art, U.S. History, and Auto Shop, connecting academic learning with hands-on outdoor exploration. The students also contribute to the community by publishing their findings and experiences in the school newspaper.

The project will benefit the students by deepening their connection to the land, providing practical outdoor skills, and fostering a sense of local history. This initiative also prepares them for potential careers in the outdoor field, directly benefiting the broader community through a deeper appreciation and understanding of local ecology and history.

Northern Rockies: Lisa Lowenfels

Lisa Lowenfels is a 4th and 5th grade teacher at Kelly Elementary, located on the edge of Grand Teton National Park in northwest Wyoming. She has spent 25 years in the elementary classroom and teaching environmental education throughout Alaska and the Pacific Northwest. When not in the classroom, she can be found in the garden or hiking around local trails. Getting students engaged in the world around them is at the heart of Lisa’s teaching.

Lisa’s project, 100th Anniversary of the Gros Ventre Slide A Community Celebration, commemorates the 100th anniversary of the Gros Ventre Slide, a massive landslide in 1925 that reshaped the community of Kelly, Wyoming. Students at Kelly Elementary will engage in hands-on research about the geological and social impacts of the slide. Over September and October, they will visit the slide site, meet local geologists and historians, and collaborate with the Bridger-Teton Forest Service to design interpretive signage for the Gros Ventre Slide Overlook trail. The signage will be unveiled at a community celebration in June. Additionally, Kelly students will lead guided tours for other fourth-grade classrooms, furthering their knowledge of local history and geology.

This initiative connects students with their local environment and history, offering an opportunity to apply academic concepts to real-world situations, including geology, history, communication, and design. The project will benefit students by enhancing their understanding of their surroundings and community, while also promoting community engagement and education on the region's geological history.

Pacific Northwest: Sharon Fritsch

Sharon Fritsch teaches Spanish, Senior Project and supports online students at Prairie City High School. She has been teaching for 34 years and while she retired from the Westlinn/Wilsonville School District in 2018, she chose to take a position in Prairie City, her hometown. Sharon is active in her community and believes that collaboration between school and community is important in rural towns.

Sharon’s project, Garbage Receptacles with a Story, aims to integrate the community’s history into its ongoing downtown rejuvenation. Students at Prairie City High School will collaborate with the Rejuvenation Committee, the City, and the Greater Prairie City Community Association to design and paint historically accurate scenes on garbage receptacles, telling the story of the town’s development through gold mining, ranching, railroads, and more. This project will incorporate social studies research, language arts through writing, and the arts, culminating in a community celebration where the receptacles will be displayed on the town's main street. The project will foster student pride and a deep understanding of their local history while enhancing the town’s visual appeal for both residents and visitors.

This project uses Prairie City itself as the classroom, with students researching the town’s history and creating artwork based on their findings. They will work with local groups to ensure historical accuracy and engage in a hands-on interdisciplinary project involving research, art, and writing. The project encourages teamwork, civic involvement, and pride in the community, with a lasting impact on the town's public spaces. It will also enhance the rural town's downtown area, benefiting local businesses and residents, while educating visitors about Prairie City's past.

Southeast: Dayan Ospitia & Alejandro Amaya

Dayan Ospitia is an ESL teacher at Dunn Elementary School in Harnett County, North Carolina. With 14 years of teaching experience, including 10 years in Bogotá, Colombia, where she taught math, English, and science, Dayan has spent the past four years focused on ESL in the U.S. Passionate about empowering English learners and multilingual families, she enjoys fostering community through cultural and educational activities. She is dedicated to creating an inclusive learning environment that honors the diverse backgrounds of her students.

Alejandro Amaya is a Ph.D. student at North Carolina State University, focused on rural multilingual education in underserved communities. With experience as a former K-5 ESL teacher in rural Harnett County, NC, he is passionate about fostering educational equity for multilingual learners. Alejandro is particularly interested in empowering English learner families to celebrate their cultural and linguistic identities. Currently, he is working on a project that promotes family-led activities to enhance multilingual education at Dunn Elementary School in North Carolina.

Dayan and Alejandro will lead their students in their project, Empowering EL ML Families through Rural Place Based Education at Dunn Elementary School, which seeks to engage the growing Hispanic and Asian English Learner (EL) and Multilingual Learner (ML) communities through family-led activities that celebrate their cultural contributions. Students and their families will collaborate on activities such as cooking demonstrations, traditional games, storytelling, gardening, and craft-making. These activities will foster cultural exchange, build empathy, and promote a deeper understanding of the local community’s diverse backgrounds. Activities also explore local industries like farming and restaurants, linking global and local contexts. The project will culminate in a public event at a local library, where students and families will showcase their work, contributing to the cultural identity and social fabric of Dunn.

The hands-on nature of the project, such as gardening and cooking, integrates science, math, and cultural history, allowing students to engage in inquiry-based, interdisciplinary learning while strengthening ties with their community. It also strengthens relationships between the school and the local multilingual population, fostering greater inclusivity and understanding. The community at large will benefit from the shared learning experiences, which celebrate the rich cultural diversity within Dunn and contribute to a stronger, more cohesive social fabric.

Since 2015 Rural Schools Collaborative and its partners have awarded more than $700,000 to rural classroom teachers in support of innovative place-based projects. We invite you to check out our roster of Grants in Place Fellows’ projects:

• 2023-24

• 2022-23

• 2021-22

• 2020-21

• 2019-20

• 2018-19

• 2017-18

• 2016-17

• 2015-16