Underserved audiences

Environmental education can be a powerful tool for promoting skills and interest in STEM in an after school setting. This session was intended as an interactive opportunity to share examples of successful projects from a pilot after school EE grant program, as well as discuss how STEM-focused funding sources may be leveraged to support environmental education activities. Contact information for the presenters is provided for anyone who would like more information about the planned session discussion topics.

Learn more about becoming a Certified Phenology Leader in your community! Join us for a discussion of the Nature’s Notebook Local Phenology Leader Certification Program, bringing educators together with new audiences, natural resource managers, practitioners, and other leaders across the US who are teaching about climate change through citizen science.

The NOAA Bay-Watershed Education and Training (B-WET) program is implementing a national evaluation system designed to inform seven diverse regional programs, serving approximately 3,600 educators and 48,000 students annually. Learn about how evaluation results are used to monitor and adjust program activities and support grantees in implementing best practices.

The emerging framework of environmental health literacy (EHL) provides a context for understanding how environmental exposures affect health. Its application can lead to greater engagement of underserved populations and improved understanding of the role of self-efficacy beliefs in nonformal education. This poster summarizes the results of a systematic review of the literature on characterizing and measuring EHL and identifies implications for connecting EHL and free-choice learning.

Can an online undergraduate environmental science class aid in promoting environmental concern? Employing the modified Environmental Attitudes Inventory of Sutton and Gyuris (2015), we examined how Ashford University students’ environmental attitudes were affected by taking an environmental science course. We found that students having taken the course expressed less support for altering nature for human purposes, along with less support for conservation purely for anthropocentric reasons. Based upon findings relating to differences in survey response rate by race/ethnicity, combined with statistically significant differences in environmental attitudes by ethnicity/race, we posit that the socioeconomic status of respondents (and non-respondents) ought to be taken into consideration in future research. Study results will provide baseline data for course revisions promoting environmental stewardship.

This workshop brings liberating creativities to life, introducing EE practitioners and researchers to arts-based educational research and program design. Together we explore justice and empathy, surface and value diversity through multiple ways of knowing, and engage with arts-informed ways of researching. We introduce arts-based approaches by sharing affirmations, theories, resources, approaches, examples, and practices to support your discovery. The four motivations for this work involve building inclusion and multiple ways of knowing, developing a critical lens, leveraging creativity to build capacity for handling complexity (from the Tbilisi Declaration), and creating brave spaces for research and program design. Theories explored include environmental justice, feminist materialism, Gaian lens, and intersectionality and brave spaces, as well as the approaches of just sustainability arts, socially conscious/engaged art, STEAM, and art as a spiritual practice.

Institute for Earth Regenerative Studies & Prescott College

Over the past year, organizations have been applying the results from two surveys of EE related organizations in Wisconsin to inform their programming decisions. This includes a look at participation trends, economic impact, program evaluations, inclusion, accessibility, use of technology, land management, and professional development needs.

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