His Story
Harlan Kredit grew up in northwest Washington, where every fall large salmon would swim up Fishtrap Creek behind his home and he would watch them for hours. By high school he had “fallen in love with fish, mountains and the outdoors,” and at 15 he decided to become a biology teacher who would make the outdoors a big part of his classroom. He grew up in a family of teachers, with aunts and uncles, three siblings, cousins, his wife and a daughter all in the profession. “I was challenged by others who were brimming with enthusiasm for their subject matter. I wanted to be like them. Forty four years later, I am still trying to model that every day.”
He earned a bachelor’s degree at Calvin College in Grand Rapids, Michigan, in 1961 and a master’s in science teaching at the College of William and Mary in 1967. He taught at Unity Christian High School in Hudsonville, Michigan, from 1962 to 1973, then returned home to teach at Lynden Christian High School from 1973 to 2005. There he taught tenth grade biology, advanced biology for seniors and earth science. Every summer since 1972 he has been a ranger naturalist in Yellowstone National Park, and he has been an EMT since 1980.
His honors include the Disney Teacher Award (2005), the Presidential Award for Excellence in Science Teaching (2004), the Conservation Fund’s National Environmental Education Award (2002), Safari Club International National Educator of the Year (1995) and National Secondary Conservation Teacher of the Year (1994). He has also been named Washington State Secondary Science Teacher of the Year (2003) and Washington State Conservation Teacher of the Year (1994 and 2004), and has received the Washington State Department of Fisheries Governor’s Award (1987) and Calvin College’s Distinguished Alumni Award (1997).
Beyond the Classroom
When Kredit came home to teach, he checked the creek for the big fish to return, but “they never came back, just a few stragglers.” He decided to design projects that would restore the salmon runs, and for the last thirty years they have been the heart of his science classes. His students, with some help from parents, built a small hatchery that now raises about 100,000 coho salmon a year. The students run it, feeding the fish five times a day and releasing them into the stream as fingerlings. So far his students have raised and released more than 2,000,000 salmon, planted over 15,000 trees and shrubs along the creek and marked 1,400 storm drains with information plaques. They have also put signs at every stream crossing and distributed 4,000 copies of a student-designed streamside brochure. About 3,000 students have taken part, along with their parents, local Kiwanis and Rotary clubs, farmers, tribes and agencies.
Every summer from 1986 to 2005, Kredit has taught environmental education to teachers at the American Wilderness Leadership School in Jackson, Wyoming, leading at least five groups of about 50 K-12 teachers each. He has given about 25 science workshops at Pacific Northwest teachers’ conventions, led a stream restoration workshop at the 2003 NSTA convention in Kansas City, and written about the stream project in The Science Teacher (“A True Fish Story,” May 2003). He serves on his state committee that selects applicants for the Presidential science teaching awards and mentors new teachers at his school.
He also serves as athletic director for the school, which is the only non-public school in a 14-school league. His students collect food for the local food bank, run a community recycling program, serve dinner at a senior center and have adopted four miles of roadside to clean up twice a year.
Philosophy Into Practice
Kredit wants his classroom to be “the safest place in school,” where students can be affirmed as individuals of worth. A sign above the door says “Courtesy Is Always in Style,” and he greets each student at the door. Every class begins with “your time,” when students share anything they have read, seen or observed about science. One day a student’s question about a newspaper article on trumpeter swans dying from lead poisoning led the class into a discussion of the chemistry of lead, the biology of the swans and what their own responsibilities might be.
He gives students little direction in labs so that “it is their experiment, not mine,” and he asks them afterward what they discovered and what they would do differently next time. He rarely sends students out of class for discipline and instead asks, “Are you choosing to leave?” Each summer he writes short letters from Yellowstone to about 40 students, especially those who need extra encouragement.
“I want my classroom to be the safest place in school — a place where students can be affirmed as individuals of worth.”— Harlan Kredit
“Students learn so much better if they take ownership of their classroom, of special projects, and of their behavior.”— Harlan Kredit
In His Own Words
“I am adamant about the need for kids to connect to the world outside of their school for education to be meaningful and productive.”— Harlan Kredit
“”Sweat equity” is what I strongly believe in — students will “own” a project if they do the work themselves — blisters help!”— Harlan Kredit
“It is my goal (and duty) to find something that can hook every student so they will be lifelong learners and approach the world with curiosity.”— Harlan Kredit
“I want them to see me model the behavior of someone who believes it is essential for all citizens to know, to care, and to make a difference.”— Harlan Kredit
“I want them to know that I care about them deeply and will help them with their careers, whether it is a cosmetologist, or welder or fisheries biologist.”— Harlan Kredit
“Each kid is very important to me and I want to be sure they know that!”— Harlan Kredit
What Others Said
“Harlan is an outstanding science educator with 44 years teaching experience. He is an inspiration to thousands of students and fellow teachers.”— Hector Ibarra, Ph.D., nominator, colleague and 1998 NTHF inductee
“Harlan educates children, he is a teacher of teachers, he provides leadership in the educational and scientific community, and does so with energy, enthusiasm, dedication, and deep commitment.”— Don Kok, Superintendent, Lynden Christian School
“Whether Mr. Kredit is teaching from within or outside of the classroom (everywhere is his classroom), his wealth of knowledge, his love for his students, and the passion for his area of instruction are contagious.”— Don Kok, Superintendent, Lynden Christian School
“Harlan’s students have released literally millions of salmon into a creek which they have improved through the planting of literally thousands of trees!”— Karen M. M. Steensma, former student and parent; Director of Environmental Studies, Trinity Western University
“I remember noticing that even classmates who were not that interested in science were drawn into his lessons.”— Randall J. DeJong, Ph.D., former student
“I stand amazed that his enthusiasm and style have remained unfettered and uncluttered after all these years. He expects 110% so he gives 110% — all the time.”— Colleen Unema, colleague and former student