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We are Indigenous knowledge holders, herbalists, academics, and community environmental health staff who have the honor and responsibility of curating and sharing knowledge about traditional plants and medicines. Together, we created the Native Plants and Foods Curriculum Portal. This online sharing platform increases accessibility to Indigenous knowledge that is vital to the wellbeing of our environment and all those within it. In this article, we tell our story to concurrently share the knowledge itself as well as the importance of respecting the knowledge and the responsibility of holding that knowledge. 

Program work with American Indian and Alaska Native (AI/AN) communities necessitates Indigenous approaches and methods for evaluation. AI/AN researchers are working to reclaim evaluation as a traditional value and identify methods that fit into existing Indigenous evaluation frameworks. However, an increased understanding of how to utilize data collection tools appropriately and how they fit within these Indigenous frameworks is still needed. In this article, the author describes the process, rationale, and reflections on using a social network analysis tool while grounded in Indigenous evaluation principles. We discuss how displaying the results using a GIS story map can tell the story of a community of practice of Indigenous plants and foods educators. This article addresses the Southern Door—Be of Good Mind—as it describes a method that centres on community, honors relationships, and focuses on resiliency. By presenting the results through a GIS story map, the data can be gifted back to the communities and connect the relationships on a spatial scale to honour the inseparable connections between Indigenous plants and foods work and the land on which it takes place. 

The Swinomish Indian Tribal Community developed an informal environmental health and sustainability (EHS) curriculum based on Swinomish beliefs and practices. EHS programs developed and implemented by Indigenous communities are extremely scarce. The mainstream view of EHS does not do justice to how many Indigenous peoples define EHS as reciprocal relationships between people, nonhuman beings, homelands, air, and waters. The curriculum provides an alternative informal educational platform for teaching science, technology, engineering, art, and mathematics (STEAM) using identification, harvest, and preparation activities of First Foods and medicines that are important to community members in order to increase awareness and understanding of local EHS issues. The curriculum, called 13 Moons, is founded on a set of guiding principles which may be useful for other Indigenous communities seeking to develop their own curricula.