9 FOCUS - FALL 2025 For Yvette Picard, an enrolled member of the Confederated Tribes of Warm Springs and an undergraduate natural resources student, her roots in natural resource stewardship run deep — both culturally and professionally. “I’ve always seen the land not just as a resource, but as a relative,” she said. With over 20 years of experience in forestry and fire management, Picard brings a deep well of knowledge to her academic journey. She chose OSU’s College of Forestry not only for its strong foundation in applied research, community partnerships and expertise in restoring fire-adapted ecosystems, but also for its meaningful commitment to Tribal engagement and Indigenous knowledge. “I’m deeply involved in Tribal community work, restoration projects and cultural education,” she said. “It’s important to me that my academic journey offers new tools I can bring back to my people.” Picard’s path toward her undergraduate degree has been over two decades in the making. After earning her GED in 2002, she launched a career in fire management, working on engine, helitack and as a fill in on the Interagency Hotshot Crew. While raising her family, she transitioned into a role with The Confederated Tribes of Warm Springs Department of Forestry, eventually returning to school at Central Oregon Community College and later transferring to Salish Kootenai Tribal College. Now, with her children grown and her role evolving from mother to grandmother, Picard is completing her degree in natural resources through OSU’s Ecampus, focusing on forest management in cultural and public lands. In addition to her studies, she serves as the Timber Committee Chairwoman for the Confederated Tribes of Warm Springs, a leadership role she’s held for four years, three as chair. “As a grandmother, I encourage my family and community to pursue higher education — especially at Oregon State University because of its sincere dedication to working with tribes,” Picard said. “OSU works hard to bring out the best in each person — encouraging us to gather, ask questions and learn about timber, water, wildlife and salmon, shaping students into stewards of the land.” One of the most impactful courses for Picard has been a class on rangeland, which explored the interconnectedness of wildlife, water, plants and fire — not only through a scientific lens, but also as a natural process long practiced by Indigenous tribes. “The class gave me both scientific frameworks and space to reflect on the cultural and spiritual dimensions of fire,” she said. “That’s central to where I want to advance my studies — particularly around cultural burning.” As she nears completion of her degree, Picard hopes to continue supporting Tribal-led natural resource restoration. “My goal is to elevate Indigenous voices in land management and mentor the next generation of Native stewards through education and community engagement,” Picard said. “By bridging gaps between federal agencies and Tribal communities, we can create more inclusive and effective land management strategies.” Stewarding the future: One grandmother’s journey to educate and restore
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