Land as pedagogy explained by Oxford is, “Land education from an Indigenous perspective can be understood as the learning of deep social, political, ethical, and spiritual relationships on and with the land. By extension, the approach of land-as-pedagogy applies the understanding that the primary and ultimate teacher is the very land itself.” My understanding is that instead of doing busy work, even doing unnecessary classes, or sometimes learning things you may never use, the best teacher is to do it. From what I have experienced within CODES, it has been us having our research teams, and instead of a worksheet or writing useless essays, we have been putting in hands-on work to do what we believe is necessary for our communities and our futures. Mainly, showing up and being willing to learn through trial and error and sometimes just outright failing within what we interpret as failure can be the best teacher. The mentorship program was made possible by researching what impacted the students we worked with and what simply grasped their attention to want to participate.