The Oregon Coast, with its rugged cliffs and misty shores, has a way of putting things into perspective. For a group of Eastern Oregon University students, their Spring Break trip offered more than just a scenic escape; it was an opportunity to explore academic themes, connect with peers, and reflect on the deeper relationships we have with the environment around us.
This year, 20 students participated in a special Spring Break trip to the Oregon Coast, blending academic growth with adventure. The trip, which is part of the Summer Bridge program, allowed students to connect with one another, enhance academic skills, and engage with the communities they visit. However, the trip came with challenges, both for students and those organizing it.
The Oregon Coast Spring Break trip was open to students in the Summer Bridge program, but due to limited availability, only 20 spots were offered. According to Professor Cori Brewster, director of the Summer Bridge Program, the selection process was primarily based on a first-come, first-served basis. However, academic need plays a key role. The trip, which is worth two credits, was especially beneficial for students who have been involved in Summer Bridge.
“Students who apply must answer questions about why they want to go on the trip,” Brewster said. “This helps us identify those who will benefit the most from the experience.”
The trip’s accessibility was another challenge, as financial factors impact some students’ ability to participate. Unlike previous years, where everything was fully funded, students were responsible for paying for the two credits and bringing their own sleeping bags and backpacks.
“It’s unfortunate because we wanted students to be able to have access to it, regardless of funding,” Brewster said. While funding may be more limited this year, Brewster and her team continue to work to ensure that students have a chance to be part of the trip.
To make the trip possible, Brewster worked with student mentors like Madelyn Sturm, a senior lead mentor in the Summer Bridge program, to help plan and build the curriculum for the trip. For Sturm, the opportunity to contribute was particularly meaningful. Growing up in Oregon and having a strong background in Native American studies, she was eager to learn more about the Indigenous tribes of Oregon while leading the students on their journey. “I’m really excited to share one of my favorite places with some of my favorite people,” Sturm said.
The trip focused on the theme of “Waterways,” which connected students’ academic learning with real-world environmental and cultural issues. Students examined how communities interact with water systems and how these issues affect cultural identity, using the Oregon coast’s natural environment as a backdrop for discussions on water, culture, and society.
In addition to academic goals, the trip offered experiential learning opportunities. Students visited sites such as the Redwoods and explored the Oregon coast while engaging with local communities. Brewster sees these visits as a critical part of the trip’s educational value.
“We can’t fully understand these issues until we’re actually in the communities and experiencing these places firsthand,” Brewster said. “It’s about creating context and allowing students to see how academic work ties into everyday life.”
In line with the Summer Bridge program’s goal of supporting students’ transition to college, this trip provided a unique opportunity for personal and academic growth. Sturm noted that students will learn about each other on a deeper level as they work together for several days. “Traveling together fosters a community, and I’m excited to see how that impacts everyone,” Sturm said. “It’s about giving them the space to connect with others and gain confidence in their academic skills.”
Students will also participate in reflection activities after the trip to assess its educational impact. They kept journals throughout the journey, engaged with the readings related to the “Waterways” theme, and wrote more formal reflections after the trip.
Brewster emphasized the importance of the mentors in the program, noting their significant role in shaping the experience for students.
“I’ve been so proud of the mentors,” Brewster said. “They’ve played a huge role in building the curriculum, coming up with activities, and handling their own discomfort while guiding students.”
Looking ahead, Brewster hopes to make the Alternative Spring Break a recurring part of the Summer Bridge program. However, funding remains a challenge. Despite these challenges, Brewster and her team are committed to ensuring the success of the program for future students.
“I’d love to see it continue every year,” Brewster said. “But we need to figure out how to make it happen.”
