ee360

From Inspiration to Impact

ee360 is NAAEE’s newest initiative supporting innovative environmental education across the country. NAAEE, through a cooperative agreement with U.S. EPA and seven partner organizations, is leading an ambitious five-year initiative to support a diverse cadre of environmental education leaders that are better prepared to increase environmental literacy for everyone, everywhere. 

NAAEE is strengthening the field, advancing environmental literacy, and building a more inclusive movement that we hope will have both short- and long-term impacts. Together with our partners and advisors, NAAEE is bringing more than four decades of expertise to our effort to grow, strengthen, and diversify the field of environmental education. 

ee360 builds on 25 years of U.S. EPA’s long-standing commitment to support a nationwide effort to strengthen the field and support professional development. This effort supports innovative leaders in the environmental education field through leadership training, state-of-the-art education materials and research, networking opportunities, and an online hub where educators can share new approaches and best practices. 

ee360 is powered by collaboration. Keep reading below to learn more about our work, sign up for eePRO, take part in local training opportunities, and be a part of this exciting initiative. 

VISION: An environmentally literate and engaged public is building more resilient communities resulting in a healthier, more sustainable future for all.

MISSION: To train a cadre of culturally diverse education professionals who have the knowledge, skills, and tools needed to deliver high-quality environmental education in formal and non-formal settings and to strengthen the environmental education field so it can sustain these efforts over the long-term.

GOAL 1. Driving Educator Excellence

A diverse cadre of pre-service students, faculty, in-service educators, leaders, and trainers is more environmentally literate and better prepared to be effective environmental educators.

ee360 is committed to promoting diversity, inclusion, and equity in all aspects of our work. We are working with the Center for Diversity and the Environment (CDE) to provide training to help our network increase cultural competency and become more inclusive and relevant to the diverse communities in which we work.

Earth Force is identifying and training educators, trainers, and organizations in expanding their skills for understanding and addressing environmental issues, and personal and civic responsibility.

Project Learning Tree (PLT) is working with a network of EE leaders to collaborate and deliver training to formal and non-formal educators focusing on leadership training, building on existing quality environmental education programs, and engaging with diverse audiences (both primary and secondary).

Project Learning Tree is working with its networks of EE leaders to collaborate and deliver training to preservice faculty from across the U.S., using successful methods for integrating EE into preservice methods courses.

The University of Oregon and Antioch University of New England are conducting a number of training workshops on the Guidelines for Excellence, including the Community Engagement guidelines, the newest publication in the series.

NAAEE will convene a group of community leaders to address environmental issues at the local level, equipping them with the skills to communicate, network, mentor, and share best practices to stimulate local community resiliency efforts in their communities.

GOAL 2. Cultivating Collective Impact

An inclusive, dynamic, and robust environmental education field with the structures and programs needed to sustain high-quality environmental education over the long-term at the state, regional, and national levels.

NAAEE is helping the Affiliate Network increase their capacity and become stronger leaders in the field of environmental education, through trainings, networking, and long-term action planning.

NAAEE Accreditation formally recognizes high quality college and university programs that consistently prepare well-qualified environmental educators who possess the understanding, skills, and dispositions associated with environmental literacy, as well as the ability to apply them in their educational practices.

NAAEE is working with experts to improve its educator certification program, developed to ensure individuals are well prepared to design and implement high quality programs that meet the national Guidelines for Excellence in environmental education.

GOAL 3. Mobilizing Access to High-Quality Resources and Networks

Greater usability and access to quality EE resources and reduced duplication of effort through increased coordination and collaboration among institutions and agencies.

NAAEE is continuing to ensure educators are using outstanding materials by developing and implementing an online process—rooted in the Guidelines for Excellence—to review materials and programs and showcase those that are most highly rated.

NAAEE is leveraging the success of eePRO, an online hub for professional development in environmental education, by expanding the content and services and growing the number and diversity of users.

Stanford University is developing workshops focused on the research-and-practice connection and is producing Research Bulletins, summarizing and annotating environmental education research, written in accessible language and tailored for formal and nonformal environmental education practitioners.

NAAEE, the University of Oregon, and Antioch University of New England are producing training modules for the new Guidelines for Excellence: Community Engagement, as well as working to update the current Guidelines series to align with current trends and needs.

GOAL 4. Maintaining Project Excellence through Evaluation, Communication, and Management

A well-managed program, guided by expert advisors and supported by a communication strategy, adaptive management strategy, and input from a rigorous and independent evaluation.

NAAEE’s team is effectively overseeing the ee360 network of hundreds of organizations and individuals to our goals are accomplished.

A communication strategy is guiding the ee360 team to inform and engage a broad cross section of educators and leaders in the project.

A diverse and multi-disciplinary Advisory Council is providing expert guidance to the project.

COSI’s Lifelong Learning Group, independent evaluation team, is determining the project’s effectiveness and providing recommendations for improvement.

ee360 Partners

Janet Ady

Washington
District of Columbia

Division Chief
Bureau of Land Management
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Nicole Ardoin

Stanford
California

Associate Professor
Stanford University
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Sarah Bodor

Annapolis
Maryland

Director, Affiliate Relations and Advocacy
NAAEE
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Drew Burnett

Washington
District of Columbia

Consultant
Rock Bottom Inc.
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Steve Chase

Shepherdstown
West Virginia

Chief, Division of Education Outreach
US Fish & Wildlife Service
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Esther Cowles

Washington
District of Columbia

Senior Director, Programs
Project Learning Tree
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Laura Downey

Manhattan
Kansas

Executive Director
Kansas Association for Conservation and Environmental Education
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Cynthia Espinosa Marrero

Holyoke
Massachusetts

Lead Consultant
Pulegium Consulting
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Regina Fong

Washington
District of Columbia


NAAEE
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Alice Fu

San Francisco
California


Stanford University
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Queta González

Portland
Oregon

Executive Director
Center for Diversity & the Environment
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Joe E. Heimlich

Columbus
Ohio

Principal Researcher; Professor Emeritus
Lifelong Learning Group/COSI
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Ashley Hoffman

Upton
Kentucky

Executive Director
Southeastern Environmental Education Alliance
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Elaine Horr

Columbus
Ohio

Research and Evaluation Associate
Center for Research and Evaluation (at COSI) and Lifelong Learning Group
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Jean Kayira

Keene
New Hampshire


Antioch University New England
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Louisa Koch

Washington
District of Columbia

Director of Education
NOAA
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Kristen Kunkle

Washington
District of Columbia

Research and Program Manager
NAAEE
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Dawn Lagrotteria

Shepherdstown
West Virginia

Branch Chief
U.S. Fish and Wildlife Service
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Heidi McAllister

Silver Spring
Maryland

Assistant Director, Conservation Education
US Forest Service
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Elizabeth (Libby) McCann

Keene
New Hampshire

Core Faculty & Director, Environmental Education
Antioch University- New England
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Kathy McGlauflin

Purcellville
Virginia

Senior Advisor
Upstream Alliance
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Anna Mooney

Lake Wylie
South Carolina

Director of Environmental Education
YMCA Camp Thunderbird
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Sai Muddasani

Washington
District of Columbia

Communications & Web Specialist
NAAEE
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Ginger Potter

Washington
District of Columbia

Sr. Environmental Education Specialist
US EPA
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Drew Price

Chicago
Illinois

Operations and Program Manager
NAAEE
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Traci Price

Portland
Oregon

Consultant
3 Ways to Change
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Luciana Ranelli

Keene
New Hampshire

Environmental Education Master's Candidate
Antioch University New England
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Samantha Selby

Tucson
Arizona

Research Associate, Graduate School of Education
Stanford University
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Bora Simmons

Eugene
Oregon

Director
National Project for Excellence in Environmental Education
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Donna Stowe

Denver
Colorado

VP of Programs
Earth Force
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Mele Wheaton

Santa Cruz
California


Stanford University
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U.S. EPA's Office of Environmental Education established the Environmental Education and Training Program as provided for under Section 5 of the National Environmental Education Act (1990). U.S. EPA initiated the program in 1992 with a three-year cooperative agreement to a consortium of universities and nonprofit organizations headed by the University of Michigan, titled the National Consortium for Environmental Education and Training (NCEET). Under this phase of the program, the consortium supported K-12 in-service teacher training by developing resource materials, establishing an electronic database of EE information and materials, and conducting training workshops.

In September 1995, EPA initiated a second phase of the program with an award to the North American Association of Environmental Education. The consortium built upon the work initiated by the University of Michigan. The program focused on delivering training to education professionals through existing programs; improving access to quality EE materials by expanding linkages between databases, developing and disseminating the Guidelines for Excellence; and sustaining long-term training efforts by strengthening partnerships and building capacity to deliver comprehensive EE programs at the state and local level. This program was called the Environmental Education and Training Partnership (EETAP).

The award to the University of Wisconsin-Stevens Point in September 2000 was the third phase of U.S. EPA's EE and Training Program. This phase focused on educator training, strategic initiatives such as the National Guidelines for Excellence in EE, accreditation, certification, and continuation and enhancement of efforts such as EE-Link. This program was also called Environmental Education and Training Partnership (EETAP2).

The fourth phase of the National EE and Training Program was awarded to the University of Wisconsin-Stevens Point in 2005 and is known as the third Environmental Education and Training Partnership (EETAP3). Phase four continued educator training, EE-Link, and strategic initiatives started under EETAP2. In addition, new initiatives to work with tribal communities and conservation practitioners were added.

In 2011, U.S. EPA awarded the fifth phase of its National Training Program known as the Expanding Capacity in Environmental Education (EECapacity) project to Cornell University's Civic Ecology Lab. Cornell’s work focused on not only expanding, but diversifying, the field of EE.  A major component also included researching what works in EE, which looked at how diverse groups of educators, given opportunities to share practices and ideas, develop innovative environmental education practices.

The sixth phase, known as ee360, was awarded to NAAEE in 2016.

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