Capacity building

For 20 years, School of the Wild has provided weeklong wildlife experiences for students in the Iowa City Community School District. Join our panel to hear how we went from an exploratory pilot to a districtwide program serving all students. Let our team’s experience help you grow your programs.

Environmental education is unique in that it brings together place-specific needs and global-scale awareness at the intersections of the physical and social worlds. Yet, how can lessons learned in one location be repositioned elsewhere without applying one-size-fits-all solutions? Attendees will explore and expand upon this question during this session. The file attached to this post is the handout used during the session, and is an excellent starting point for understanding network leadership. Feel free to reach out to me if you would like more information.

Biological field stations are intrinsically valuable for E-STEM learning because they are located in environmentally and scientifically interesting places. This poster will share an emerging conceptual framework, centered on place-based learning, that establishes field stations as key sites for fostering environmental literacy and advancing informal E-STEM learning.

Come learn about Rhode Island’s statewide survey of K-12 educators and the successful partnerships that were informed by the results. Development and implementation of the tool will be shared. Consider how to conduct a similar inventory of current practices and leave with access to the survey for your own organization.

This session discusses “Science Strikes Back” (SSB), an annual, all-ages community science fair held in Milwaukee, Wisconsin. SSB increases access to environmental education for diverse students in urban settings through place-based, community-oriented programming. The session will highlight SSB’s successes and suggestions for best practices in environmental education.

Freelance educators are uniquely positioned to connect the public to history, culture, and nature in a variety of informal learning environments. The contributions freelance educators make to lifelong learning is unknown. Who are freelance educators? What do they do? How do they create change? These are some of the questions I aim to answer in my investigation, "The Freelance Condition & Lifelong Learning in Communities." Freelance educators working in natural resource fields and environmental education are encouraged to share how they create change in their communities.

Through a partnership with the Kettering Foundation, NAAEE has been developing materials that foster community level deliberation of critical issues. But, what do you do after a great deliberative discussion? What do we need to do to move towards community based solutions? This presentation introduces a new Extension community engagement program in Florida--Community Voices, Informed Choices (CIVIC). Launched in 2017 as a cross-disciplinary initiative to enable teams of Extension faculty serve as conveners and facilitators of community dialogue, CIVIC aims to strengthen communities' capacity to identify common ground around complex issues such as climate change and sea-level rise and move from deliberation to action.

Calling all Urban Engineers: You are the director of this Anthropo(s)cene! Our citizens need your help designing their future. Your objective is to take ancient wisdom and combine it with cutting-edge ideas to create resilient and adaptable cities! Using tools like systems thinking, causal maps, story chips and hands-on models, your team will define the big ideas, design for a specific geography & climate, test the resiliency of your design and ultimately tell your city story. Our future depends on how we decide to shape it!

For over 20 years, the Field Museum's Action Center has engaged more than 100,000 students in conservation work throughout Chicago. Staff will share lessons learned from their community-based model. Attendees will gain insight into building stakeholder partnerships, measuring outcomes, working with volunteers, and ensuring that students make contributions to conservation.

I will present an analysis of the unspoken role of environmental violence in EE practice, and offer suggestions as to how EE practitioners can deal with environmental violence in their classrooms and/or programming. The term ‘’violence’ has never appeared in the titles or abstracts of NAAEEC conferences over the past seven years, and virtually never appears in our published literature. My theoretical lens is based on the work of Norwegian peace scholar Johan Galtung, who contrasts direct (the outcome of an actor with intent to commit violence), structural (the result of human systems that cause violence either through intent or unintentionally) and cultural violence (the result of social legitimization and justification of direct or structural violence). Environmental educators can address all of these forms of violence through appropriate acts of environmental non-violence, anti-violence, and contra-violence (working to undo violence we all are complicit in).

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