NONFQRMAl ENVIRONMENTAL EDUCATION PROGRAMS:
GUIDELINES FOR EXCELLENCE
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The North American Association
for Environmental Education
The North American Association for Environmental Education (NAAEE) is a network
of professionals, students, and volunteers working in the field of environmental
education throughout North America and in over 55 countries around the world.
NAAEE combines the perspectives of the environmental and educational
communities, taking a cooperative, non-confrontational, scientifically balanced
approach to promoting life-long learning about environmental issues.
NAAEE members think about how people become literate concerning environmental
issues and believe education must go beyond consciousness-raising about these issues.
It must prepare people to think together about the difficult decisions they have to make
concerning environmental stewardship, and to work together to improve, and try to
solve, environmental problems.
NAAEE recognizes the need for a coherent body of information about environmental
issues. Its members also recognize that information and analysis are only part of an
effective education program. To be truly effective, this body of knowledge must be
integrated into all aspects of the curriculum and into all types of educating institutions
for the widest array of audiences.
In order to provide support for environmental education and its practitioners, NAAEE
offers a variety of professional products, events, and services. These include the
NAAEE Annual Conference, printed and electronic publications, Internet-based
resources, and representation among leading organizations within the educational and
environmental communities.
NAAEE
2000 P Street, NW - Suite 540
Washington, DC 20036
USA
Telephone: (202) 419-0412
Fax: (202)419-0415
Email: email@naaee.org
www.naaee.org
www.eelink.net
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NONFORMAL
ENVIRONMENTAL
EDUCATION PROGRAMS
GUIDELINES FOR
EXCELLENCE
NAAE
NORTH AMF.RICAN
ASSOCIATION FOR
ENVIRONMENTAL
EDUCATION
North American Association
for Environmental Education
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This book represents another in a series of documents published by NAAEE as part of the National Project
for Excellence in Environmental Education. For more information on the National Project for Excellence in
Environmental Education, visit: www.naaee.org/npeee.
Members of the Guidelines Writing Team
Bora Simmons
Ed McCrea
Andrea Shotkin
Drew Burnett
Director, National Project for Excellence in Environmental Education, Institute for a
Sustainable Environment, University of Oregon, Eugene, Oregon
Writer, Environmental Education and Conservation Global, Coudersport, Pennsylvania
Editor/Layout & Design, Rockville, Maryland
Office of Environmental Education, Environmental Protection Agency, Washington,
D.C.
Kathy McGlauflin Project Learning Tree, Washington, D.C.
Richard Osorio
Celeste Prussia
Andy Spencer
Brenda Weiser
College of Agricultural and Environmental Science, Cooperative Extension Service,
University of Georgia, Athens, Georgia
Missouri Botanical Garden, Saint Louis, Missouri
Denver Zoo, Denver, Colorado
Environmental Institute of Houston, University of Houston-Clear Lake, Houston, Texas
Special thanks to the hundreds of environmental educators who reviewed drafts of this document.
The United States Environmental Protection Agency's Environmental Education Division funded this project
through the Environmental Education and Training Partnership (EETAP) under U.S. EPA agreements NT-
82865901-3 and NT-83272501-3. The contents of this document do not necessarily reflect the views and policies of
the U.S. EPA, nor does mention of trade names or commercial products constitute endorsement or recommendation
for use.
EETAP and Northern Illinois Universityprovided additional funding and support for this project.
Additional copies of this book, plus others in the series, can be obtained from:
NAAEE
2000 P Street, NW - Suite 540
Washington, DC 20036
USA
ISBN 1-884008-89-5
Telephone: (202) 419-0412
Fax:(202)419-0415
Email: email@naaee.org
www.naaee.org
www.eelink.net
Copyright © 2004, 2009 by the North American Association for Environmental Education (NAAEE). Commercial
reproduction of any material in this publication is strictly prohibited without written
permission from the publisher, NAAEE. Educators may photocopy up to 100 copies of
these materials for non-commercial educational purposes.
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TABLE OF CONTENTS
Introduction 1
How to Use These Guidelines 1
How Were the Guidelines Developed? 2
A Step-by-Step Guide to the Flow of Program Development 3
How Do These Guidelines Link to Other Guidelines in This Series? 4
Why Environmental Education? 4
The Roots of Environmental Education 5
Summary ofNonformal Environmental Education Programs: Guidelines
for Excellence 6
Key Characteristic #1
NEEDS ASSESSMENT 7
Key Characteristic #2
ORGANIZATIONAL NEEDS AND CAPACITIES 10
Key Characteristic #3
PROGRAM SCOPE AND STRUCTURE 12
Key Characteristic #4
PROGRAM DELIVERY RESOURCES 16
Key Characteristic #5
PROGRAM QUALITY AND APPROPRIATENESS 19
Key Characteristic #6
EVALUATION 23
Appendices 27
A: Writing SMART Objectives 28
B: Using Rubrics 29
C: Working with Adult Learners 30
D: What You Need to Know About Children Under Six 31
E: Logic Models as a Tool for Program Development and Evaluation 32
Selected References 33
Glossary of Key Terms 35
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INTRODUCTION
The ultimate goal of environmental
education is the development of an
environmentally literate citizenry.
Environmentally literate individuals understand
environmental issues and how environmental
quality is impacted by human decisions. In
addition, they use this knowledge to make
informed, well-reasoned choices that also take
social and political considerations into account.
Nonformal Environmental Education Programs:
Guidelines for Excellence comprises a set
of recommendations for developing and
administering high quality nonformal
environmental education programs. These
recommendations provide a tool that can be used
to ensure a firm foundation for new programs or
to trigger improvements in existing ones. The
overall goal of these guidelines is to facilitate
a superior educational process leading to the
environmental quality that people desire. This
overall goal is shared with the other guidelines
produced by the North American Association for
Environmental Education's National Project for
Excellence in Environmental Education.
The term "environmental education program"
is used in these guidelines to mean an
integrated sequence of planned educational
experiences and materials intended to reach
a particular set of objectives. Programs,
taken together, are the methods by which
an organization's education goals are
accomplished. Programs can be small or large
and can range from short-term, one-time
events to long-term, community capacity-
building efforts.
Nonformal environmental education programs
can be extremely diverse in their settings and in
their target audiences. Community-based groups,
service organizations, government agencies,
boys and girls clubs, Elderhostels, parks and
reserves, state and national forests, residential
centers, nature centers, zoos, museums, 4-H
clubs, scouting organizations, etc., all may
be involved in nonformal environmental
education. (See the glossary for definitions
of terms such as "environmental justice,"
"environmental social marketing," "informal
environmental education," and "environmental
interpretation," which are often considered to be
part of or related to "nonformal environmental
education.")
HOW TO USE THESE GUIDELINES
Nonformal Environmental Education Programs:
Guidelines for Excellence points out six key
characteristics of high quality nonformal
environmental education programs. For each
characteristic, guidelines are listed for nonformal
program developers or educators to consider.
Finally, each guideline is accompanied by
several indicators listed under the heading,
"What to look for:'' These indicators are simply
clusters of attributes you might look for to help
gauge whether the characteristic is embodied
in the nonformal program you are reviewing or
developing.
Nonformal Environmental Education Programs:
Guidelines for Excellence can help the educator,
administrator, or program developer who is
concerned about the quality of nonformal
environmental education programs. It provides
direction while allowing flexibility in shaping
content, technique, and other aspects of program
delivery. These guidelines offer a way of judging
the relative merit of different programs, a
standard to aim for in developing new programs,
and a set of ideas about what a well-rounded
nonformal environmental education program
might be like.
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It is not reasonable to expect that every
nonformal environmental education program
will follow all of the guidelines. For example, a
nonformal program might not have a structured
evaluation plan in place. This shortcoming
does not necessarily mean that the program
is fatally flawed. In cases such as this one,
Nonformal Environmental Education Programs:
Guidelines for Excellence can point out areas for
improvement.
Similarly, it is likely that specific indicators
for one or more of the key characteristics may
not apply to a particular program. For instance,
planners for a series of evening community
forums would likely not have to concern
themselves with the indicator that states,
"The program's goals and objectives ... are
consistent with applicable national, state, and
local educational goals and objectives." Users of
these Guidelines will need to determine which
key characteristics, guidelines, and indicators
are relevant in their particular situation. (See
table entitled "A Step-by-Step
Guide to the Flow of Program
Development" on the next
page.)
HOW WERE THE GUIDELINES
DEVELOPED?
In an effort to assure that Nonformal
Environmental Education Programs: Guidelines
for Excellence reflects a widely shared
understanding of environmental education,
a writing team comprised of environmental
education professionals from a variety of
backgrounds and organizational affiliations
developed the document. This team took on
the challenge of turning ideas about quality
into usable guidelines. In addition, drafts of
these guidelines were circulated widely to
practitioners and scholars in the field (e.g., zoo
and museum educators, community educators,
administrators, environmental scientists, and
youth leaders), and their comments were
incorporated into successive revisions of the
document.
No set of guidelines could
contain every possible detail
of what constitutes a quality
program. However, Nonformal
Environmental Education
Programs: Guidelines
for Excellence provides a
foundation on which to build
programs that work. As a tool
to inform judgment, these
Guidelines can contribute to
more effective environmental
education.
Sample format for the guidelines:
KEY CHARACTERISTIC #1:
Description of Key Characteristic
1.1) Guideline
What to look for:
Indicator
Indicator
1.2) Guideline
What to look for:
Indicator
Indicator
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A Step-by-Step Guide to the Flow of Program Development
STEPS START HERE
SPECIFIC ACTIONS
1. Needs assessment.
(What needs will the program meet?)
Identify environmental issue(s) to be addressed.
Inventory existing programs.
Seek input from community and potential audience(s).
2. Assessment of organizational needs
and capacities.
(How will the program support the parent
organization's goals?)
Consider goals and priorities of parent organization.
Identify parent organization's need for the program.
Determine resources and capacities of parent
organization.
3. Determination of the program scope
and structure.
(How is the program structured and what does it
hope to accomplish?)
Develop program goals and objectives.
Assess overall fit with field of EE.
Determine format, techniques, and training needs.
Explore potential for partnerships.
4. Program delivery resources.
(Are instructional staff members fully prepared
to deliver the program? Are needed supplies,
materials, and facilities ready and available?)
Assess logistical and resource needs.
Assess staff competencies and training needs.
Arrange needed facilities, supplies, and equipment.
5. Program quality and appropriateness.
(Are instructional materials educationally
sound?)
Obtain or develop educationally sound materials.
Field test new instructional materials.
Market program.
Develop sustainability strategies.
6. Evaluation.
(Has an evaluation strategy been developed
and implemented?)
Develop evaluation strategies, techniques, and criteria.
Implement practical program evaluation and use results.
FINISH/STARTAGAIN
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DO LINK
TO GUIDELINES IN THIS
SERIES?
Nonformal Environmental Education Programs:
Guidelines for Excellence is one in an ongoing
series of guidelines being developed as part of
NAAEE's National Project for Excellence in
Environmental Education. Taken together, the
comprehensive set of guidelines constitutes a
collection of tools that can provide practitioners
with a firm grounding in the theory and practice
of environmental education and can help elevate
their work to the highest level of quality. (To
learn more about the National Project for
Excellence in Environmental Education and the
guidelines, visit www.naaee.org/npeee.)
Each resource in the series has been
developed to respond to specific needs that the
environmental education community identified.
As with this publication, each resource in the
series was developed with an intensive research-
based and peer-review process. Particularly
relevant Guidelines documents are detailed
below, and the entire series is described inside
the back cover of this publication.
Nonformal Environmental Education Programs:
Guidelines for Excellence is designed to
integrate synergistically with other publications
in the Guidelines series:
Excellence in Environmental Education:
Guidelines for Learning (K-12) details the
understandings and skills needed for students'
environmental literacy;
Environmental Education Materials: Guidelines
for Excellence provides criteria for the selection
or development of quality environmental
education instructional materials; and,
Guidelines for the Preparation and Professional
Development of Environmental Educators
specifies the competencies that instructors need
in order to use educational materials and other
resources to successfully teach towards the goal
of environmental literacy.
Nonformal Environmental Education Programs:
Guidelines for Excellence builds on the other
Guidelines publications. It delineates ways to
think about programmatic structure, goals and
objectives, and logistical considerations to help
environmental educators develop and implement
effective programs that promote environmental
literacy.
WHY ENVIRONMENTAL
EDUCATION?
For many, environmental education is rooted
in the belief that humans can live compatibly
with nature and act equitably toward each
other. Another fundamental belief is that people
can make informed decisions that consider
future generations. Environmental education
aims for an effective, environmentally literate
citizenry able to participate with creativity and
responsibility in a democratic society.
Environmental education often begins close
to home, encouraging learners to understand
and forge connections with their immediate
surroundings. The environmental awareness,
knowledge, and skills needed for this localized
learning provide a basis for moving out into
larger systems, broader issues, and a more
sophisticated comprehension of causes,
connections, and consequences.
Whether working with adults or children,
environmental education is learner-centered
and provides participants with opportunities
to construct their own understanding through
hands-on, minds-on investigations. Engaged in
direct experiences, learners are challenged to
use higher order thinking skills. Environmental
education provides real-world contexts and
issues from which concepts and skills can be
learned.
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THE OF ENVIRONMENTAL
EDUCATION
The Belgrade Charter was adopted by a
United Nations conference in 1976 and
provides a widely accepted goal statement
for environmental education: "The goal of
environmental education is to develop a world
population that is aware of, and concerned
about, the environment and its associated
problems, and which has the knowledge, skills,
attitudes, motivations, and commitment to
work individually and collectively toward the
solutions of current problems and the prevention
of new ones."
A few years later, the world's first
intergovernmental conference on environmental
education adopted the Tbilisi Declaration. This
declaration built on the Belgrade Charter and
established three broad goals for environmental
education. These goals, which follow, provide
the foundation for much of what has been done
in the field since 1978:
« To foster clear awareness of, and concern
about, economic, social, political, and
ecological interdependence in urban and rural
areas;
To provide every person with opportunities
to acquire the knowledge, values, attitudes,
commitment, and skills needed to protect and
improve the environment;
To create new patterns of behavior of
individuals, groups, and society as a whole
towards the environment.
As the field has evolved, these goals have been
researched, critiqued, revisited, and expanded.
They still stand as a strong foundation for
an internationally shared view of the core
concepts and skills that environmentally literate
citizens need. Since 1978, bodies such as the
Brundtland Commission (Brundtland, 1987),
the United Nations Conference on Environment
and Development in Rio (UNCED, 1992),
the International Conference on Environment
and Society in Thessaloniki (UNESCO, 1997)
and the 2002 World Summit on Sustainable
Development in Johannesburg have influenced
the work of many environmental educators.
By highlighting the importance of viewing
the environment within the context of human
influences, these perspectives have expanded the
emphasis of environmental education to focus
more attention on social equity, economics,
culture, and political structure.
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Summary of
Nonformal Environmental Education Programs:
Guidelines for Excellence
Key Characteristic #1 - Needs Assessment.
Nonformal environmental education programs are designed to address identified environmental,
educational, and community needs and to produce responsive, responsible benefits that address
those identified needs.
1.1 Environmental issue or condition;
1.2 Inventory of existing programs and materials; and
1.3 Audience needs.
Key Characteristic #2 - Organizational Needs and Capacities.
Nonformal environmental education programs support and complement their parent organization's
mission, purpose, and goals.
2.1 Consistent with organizational priorities;
2.2 Organization's need for the program identified; and
2.3 Organization's existing resources inventoried.
Key Characteristic #3 - Program Scope and Structure.
Nonformal environmental education programs should be designed with well-articulated goals and
objectives that state how the program will contribute to the development of environmental literacy.
3.1 Goals and objectives for the program;
3.2 Fit with goals and objectives of environmental education;
3.3 Program format and delivery; and
3.4 Partnerships and collaboration.
Key Characteristic #4 - Program Delivery Resources.
Nonformal environmental education programs require careful planning to ensure that well-trained
staff, facilities, and support materials are available to accomplish program goals and objectives.
4.1 Assessment of resource needs;
4.2 Quality instructional staff;
4.3 Facilities management;
4.4 Provision of support materials; and
4.5 Emergency planning.
Key Characteristic #5 - Program Quality and Appropriateness.
Nonformal environmental education programs are built on a foundation of quality instructional
materials and thorough planning.
5.1 Quality instructional materials and techniques;
5.2 Field testing;
5.3 Promotion, marketing, and dissemination; and
5.4 Sustainability.
Key Characteristic #6 - Evaluation.
Nonformal environmental education programs define and measure results in order to improve
current programs, ensure accountability, and maximize the effects of future efforts.
6.1 Determination of evaluation strategies;
6.2 Effective evaluation techniques and criteria; and
6.3 Use of evaluation results.
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KEY CHARACTERISTIC #1: NEEDS ASSESSMENT
Nonformal environmental education programs are designed to address identified
environmental, educational, and community needs and to produce responsive, responsible
benefits that address those identified needs.
1.1) Environmental Issue or
Condition.
The environmental education program is
designed to respond to carefully considered
needs and issues.
What to look for:
The need for the program has been
identified and confirmed cooperatively with
stakeholders such as community residents,
intended audiences, community leaders, etc.
Specific environmental conditions or issues
to be addressed by the program have been
identified through the needs assessment.
1.2) Inventory of Existing Programs
and Materials.
The environmental education program builds
on existing resources and complements existing
programs.
What to look for:
An analysis has been conducted to confirm
that the program does not duplicate existing
efforts and is complementary to ongoing
programs of other organizations. A survey
of the literature, existing environmental
education programs, potential partners,
community residents, etc., has been conducted
as part of this analysis.
Community and organizational strengths and
resources (human, environmental, material,
and programmatic) have been inventoried
to see if present resources can be adapted or
adopted to fill the need.
Community and organizational strengths and
resources (human, environmental, material,
and programmatic) that could contribute to the
environmental education program have been
identified, as well as gaps that might hinder
the successful development of the program.
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Windows on the Wild
World Wildlife Fund Washington, B.C.
In 1993, World Wildlife Fund, with support from Eastman Kodak Company, launched a national
environmental education program, Windows on the Wild, to increase environmental literacy using
biodiversity as the organizing theme.
To assess educators' needs and help guide development of Windows on the Wild, WWF conducted
a national education survey. Two national samples of educators were selected to assess interest
in, status of, and perceived needs related to biodiversity education. Surveys were administered to
a national sample of middle school science and social science teachers and to a national sample
of educators from zoos, aquariums, nature/science centers, museums, and botanical gardens. A
total of 2,081 teachers and 708 nonformal educators responded to the survey. The following key
findings are taken from the survey results:
The majority of middle school and nonformal
educators agreed that biodiversity education
should be established as a priority in their
given institutions.
The majority of teacher respondents
expressed a need for teacher workshops
related to biodiversity education.
Both middle school and nonformal educators
identified barriers that prevent them from
conducting biodiversity education programs.
The majority of teachers expressed a need
for educational resources to help them
incorporate biodiversity into their teaching
programs.
The majority of nonformal educators wanted
assistance in developing and offering
biodiversity education programs for schools.
Both middle school and nonformal educators
felt that, given appropriate resources, it
would be beneficial for them to develop
collaborative biodiversity education efforts.
Environmental education is strongly
supported as an important education
initiative by both middle school and
nonformal educators responding to this
survey.
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1.3)
The environmental education program
reflects a careful analysis and
consideration of the target audience(s).
What to look for:
The cultural perspectives, needs, and
interests of the target audience (the
precise segments of the population
or community with which you will
work) have been identified, understood,
accommodated, and addressed in
program development and activities.
* An assessment of target audience
understandings and skills has been
conducted, including consideration of
such issues as literacy levels, languages
spoken, etc.
* Appropriate educational methodologies
are identified for the specific
characteristics (age, experience, cultural
background, and education background)
of the target audience.
* The kind and duration of program that is
most appropriate to reach and meet the
needs of the audience has been identified.
* The interrelationship of audience needs
and provider needs has been examined.
The program seeks to be inclusive and
promotes a multicultural experience.
It is sensitive to the culture, ethnic
background, and gender of the audience.
Facilities and activities used are broadly
accessible and comply with both the
spirit and letter of the Americans with
Disabilities Act.
Wonders in Nature - Wonders in
Neighborhoods
Denver Zoo Denver, Colorado
The Wonders in Nature - Wonders in
Neighborhoods (W.I.N.-W.I.N.) Program was
developed and is co-managed by the Denver
Zoo and the Colorado Division of Wildlife, but
is truly a partnership of many organizations,
people, and foundations. Instruction place
at W.I.N.-W.I.N. partner schools oral outdoor
learning sites provided by many of the program's
40 community partners. Currently the program
services over 7,000 students in 19 urban, socio-
economically diverse schools in the Denver
metropolitan area.
To ensure accessibility to the target audience,
W.I.N.-W.I.N. has reduced or eliminated many
obstacles that often prevent urban children,
families, and schools from taking advantage
of the numerous environmental opportunities
that abound in Colorado. For example, to make
sure that W.I.N.-W.I.N. is affordable, all program
components, including classroom material, in-
instruction, bus transportation, entry fees,
and field site instruction, are currently provided
at no cost to students or schools. To address
the most common language barrier, all student
pages, worksheets, and parent communications
are available in English and Spanish.
Furthermore, when possible and appropriate,
schools are provided with bilingual instructors.
During the school year, each class participating
in the W.I.N.-W.I.N. program receives four to
seven classroom visits with lessons provided
by a program educator. The content of each
lesson correlates with Colorado state education
standard requirements. These hands-on,
interdisciplinary lessons include science
resources not always available to the classroom
teacher. Many lessons taught by W.I.N.-W.I.N.
include student interaction with live animals and
plants. After each lesson, students reflect on the
day's activity by writing or drawing in their W.I.N.-
W.I.N. journals.
For more information about W.I.N.-W.I.N., go to:
http://www. denverzoo. org/education/win. asp
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KEY CHARACTERISTIC #2: ORGANIZATIONAL NEEDS AND CAPACITIES
Nonformal environmental education programs support and complement their parent
organization's mission, purpose, and goals.
2.1) Consistent with
Organizational Priorities.
The environmental education program is
consistent with, and supportive of, parent
organization priorities and objectives.
What to look for:
The program is consistent with the
parent organization's mission, goals,
objectives, long-range plan, and any
applicable mandates.
Program staff and program materials
articulate the relationships among the
program and the parent organization's
mission, goals, objectives, long-range
plan, and any applicable mandates.
The program supports organizational
communication strategies and priorities.
The program's budget is consistent
with and fully integrated into the parent
organization's overall budget.
Project WILD Long-range Plan
Council for Environmental
Education Houston, TX
In 1995, the Council for Environmental
Education prepared the current long-range
plan for Project WILD. During development,
CEE was particularly concerned that the final
plan should be consistent with the missions of
its "parent" organizationsthe State Fish and
Game agencies and other integral members of
the WILD team working together to produce the
WILD program. To help accomplish this, CEE
included the following goal and objectives:
GOAL 4: Project WILD will demonstrate the
relevancy and benefits of its programs to
sponsors and partners.
Objective 1: A plan will be developed in
cooperation with coordinators and directors of
sponsoring state agencies to define Project
WILD in the context of state agency goals on a
state-by-state basis.
Steps:
1) Solicit state agency environmental/
conservation education goals from state
directors and coordinators.
2) Develop a model program and/or case
studies that demonstrate the connections
between Project WILD and the state agency
goals.
3) Disseminate program and/or case studies.
4) Assist coordinators in developing Project
WILD state plans that reflect state agency
missions and goals.
For more information about Project WILD, go to:
www. projectwild. org
10
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2.2)
The environmental education program fills an
identified need within existing activities of the
sponsoring organization.
What to look for:
« Programs sponsored by the organization
have been inventoried, the interrelationship
of all programs considered, and the function
of proposed new programs contrasted with
existing activities.
« The role that any proposed new program plays
in the overall offerings of the organization has
been identified.
2.3)
The sponsoring organization has the means and
will to support the program.
Wh at to look for:
* The capacities and resources of the
organization (human, financial, physical site,
material resources, and supplies) have been
inventoried and are sufficient to support the
program successfully.
« Detailed consideration has been given to
program resource needs over the long term.
« Organizational or agency leadership,
including other departments and the Board of
Directors, if applicable, support the program.
« Staff and volunteers to be involved in
implementing the program support its
development and implementation.
11
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KEY CHARACTERISTIC #3: PROGRAM SCOPE AND STRUCTURE
Nonformal environmental education programs should be designed with well-articulated
goals and objectives that state how the program will contribute to the development of
environmental literacy.
3.1) Goals and Objectives for the
Program.
The environmental education program is based
on well-considered goals and objectives. (See
also Appendix A: Writing SMART Objectives
and Appendix B: Using Rubrics.)
What to look for:
The environmental education program is
based on clearly delineated, relevant goals
and objectives related to the ultimate goal
of an environmentally literate citizenry and
environmental quality.
Canon Envirothon
League City, Texas
The Canon Envirothon's mission is to develop knowledgeable, skilled, and dedicated citizens who
are willing and prepared to work towards achieving and maintaining a natural balance between
the quality of life and the quality of the environment. This mission is accomplished by developing
in young people an understanding of the principles and practices of natural resource management
and ecology, and through practice dealing with complex resource management decisions. The
Canon Envirothon fosters a working partnership with resource professionals and the general
public to promote goals of environmental education in grades 9-12 and to recognize students who
achieve excellence in environmental and natural resource knowledge and skills. Below is an edited
example of a program goal and its associated objectives.
Goal 2
To promote stewardship of natural resources and to encourage the development of the critical
thinking, cooperative problem-solving, and decision-making skills required to achieve and maintain a
natural balance between the quality of life and the quality of the environment.
Objectives:
b. Students should be able to investigate issues
using both primary and secondary sources of
information and synthesize the data gathered.
Students should demonstrate the ability to:
Listen with comprehension;
Frame appropriate questions to guide their
investigation;
Collect, organize, and analyze information;
Use a range of resources and technologies
in addressing questions; and
Critically examine information from a variety
of sources.
d. Students should be able to identify
alternative solutions for various issues and
their associated value perspectives. They
should be able to evaluate alternative solutions
with respect to their ecological and cultural
implications.
For more information about the Canon
Envirothon, go to: www.envirothon.org
12
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« Program goals and objectives
o describe accurately and specifically what
the program is designed to accomplish.
Objectives are attainable and measurable.
o reflect the value of long-term commitments
by the organization and partners.
o relate specifically to the needs and interests
of the identified audience(s).
o address any applicable standards or
mandates of the organization.
o consider relevant aspects of state or federal
planning documents and, for school-
focused youth programs, are consistent
with applicable national, state, and local
educational goals and objectives.
o are consistent with the purposes for which
the program was funded and responsive to
intended uses specified by the funder.
* Partners develop program goals and objectives
collaboratively.
* Program materials clearly explain the
program's importance.
* Topics to be included, major concepts to
cover, and key questions to be considered by
the program clearly follow from the goals and
objectives.
* The tangible and intangible costs and
benefits of reaching goals and objectives are
considered as the goals and objectives are
developed.
* Evaluation criteria and indicators of success
are specified for the program and tied to
program goals and objectives.
3.2) Fit with Goals and Objectives of
Education.
The environmental education program builds
towards the larger goals and objectives of the
environmental education field.
What to look for:
* The program clearly establishes how
it contributes to the larger goals of
environmental literacy and responsible
action such as those detailed in Excellence
in Environmental Education: Guide lines for
Learning (K-12), published by the North
American Association for Environmental
Education. (See sidebar on next page.)
* The program considers how it contributes to
a comprehensive environmental education
program in the local area, state, and region,
and includes applicable state plans as
resources.
3.3) Format and Delivery.
The environmental education program is built
on careful consideration of the program format
and delivery system(s) that will most effectively
reach the target audience.
What to look for:
The "medium" or format (e.g., workshop,
demonstration area, community forum,
festival, course, guest speaker) is appropriate
to meet the set goals and objectives, and
thought has been given to the appropriate
context needed to accomplish objectives. For
instance, is it a stand-alone event or activity?
Is it infused throughout other programs or
curricula? Is it a module, activity, or event
inserted into an existing program or part of a
regular community group activity?
* The program's scope and duration are
appropriate to meet the goals and objectives.
* Program format and delivery mechanisms
meet the needs of the intended audience.
* Program format and delivery are designed to
provide a "safe" and comfortable atmosphere
for audience members of all races, genders,
ages, or cultures.
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Summary of Excellence in Environmental Education:
Guidelines for Learning (K-12)
These guidelines set a standard for high-quality environmental
education across the country, based on what an environmentally
literate person should know and be able to do. By setting expectations
for performance and achievement in fourth, eighth, and twelfth grades,
Guidelines for Learning suggests a framework for effective and
comprehensive environmental education programs and curricula.
Strand #1 - Questioning, Analysis and Interpretation Skills
Environmental literacy depends on learners' ability to ask questions,
speculate, and hypothesize about the world around them, seek
information, and develop answers to their questions. Learners must
be familiar with inquiry, master fundamental skills forgathering and
organizing information, and interpret and synthesize information to
develop and communicate explanations.
Strand #2 - Knowledge of Environmental Processes
and Systems
An important component of environmental literacy is understanding
the processes and systems that comprise the environment, including
human systems and influences. That understanding is based on
knowledge synthesized from across traditional disciplines. The
guidelines in this section are grouped in four sub-categories:
2.1 The Earth as a physical system;
2.2 The living environment;
2.3 Humans and their societies; and
2.4 Environment and society.
Strand #3 - Skills for Understanding and Addressing
Environmental Issues
Skills and knowledge are refined and applied in the context of
environmental issues. These environmental issues are real-life
dramas where differing viewpoints about environmental problems
and their potential solutions are played out. Environmental literacy
includes the abilities to define, learn about, evaluate, and act on
environmental issues. In this section, the guidelines are grouped in
two sub-categories:
3.1 Skills for analyzing and investigating environmental issues;
and
3.2 Decision-making and citizenship skills.
Strand #4 - Personal and Civic Responsibility
Environmentally literate citizens are willing and able to act on their
own conclusions about what should be done to ensure environmental
quality. As learners develop and apply concepts and skills for
inquiry, analysis, and action, they also understand that what they do
individually and in groups can make a difference.
For more information on the Learner Guidelines, go to: http://www.naaee.org/programs-
and-initiatives/guidelines-for-excellence/materials-guidelines/learner-guidelines
The design of program
format and delivery
mechanisms includes a
detailed consideration of
how the program fits with a
larger scope and sequence
for environmental
education and learner
readiness for the concepts
and skills presented.
Evaluation strategies are
designed and implemented
to provide feedback to
program partners and the
audiences involved so
that learning is not just
unidirectional.
3.4) Partnerships and
Collaboration.
The environmental education
program maximizes
effectiveness and efficiency
by working in partnership
with groups of similar
interest or with shared goals.
What to look for:
Potential partners and
collaborators have been
identified.
The relationship of
the program to desired
long-term cooperative
activities between and
among partners is clearly
articulated and understood.
Partners have been
involved in the process of
developing the program.
Roles of partners and
collaborators are clearly
established and are linked
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to the expertise, resources, and skills each
partner brings.
* Duration of commitment to the program is
clearly articulated among partners.
The relationships among program goals
and the goals of partners' programs and
collaborators' interests are clear.
A program development team represents
partner and collaborator interests.
BirdCOR
Rochester, NY
When BirdCOR, originally a program of Environmental Education and Conservation Global
(EECG), but more recently a program of the Genesee Valley Audubon Society, was considering
active participation in international Migratory Bird Day (IMBD) in 2003, one of the first things
it did was to survey Rochester-area organizations and agencies involved in wildlife or habitat
conservation. BirdCOR asked these groups if they felt that participation in IMBD activities would be
beneficial to their organizations and to international migratory birds. They also asked if the groups
would be willing to join a coalition of Rochester organizations and agencies, under the coordination
of BirdCOR, to develop plans fora local celebration of International Migratory Bird Day.
Eventually, 14 groups responded and became part of the coalition. Approximately half of these
organizations were active in coalition planning meetings for IMBD over an eight-month period.
The others were kept informed and their opinions solicited by frequent emails and summaries of
planning decisions. To ensure that the programs and activities developed were supportive of the
overall goals of coalition members, the following two objectives were stated:
Objective: Strengthen coordination among
organizations in the Rochester area engaged in
migratory bird conservation and research.
Steps
Create a coordinating council to plan the
migratory bird day activities and develop
cooperative efforts in the local area to benefit
migratory birds.
Establish a successful record of cooperation
through exemplary production of the
migratory bird activities.
Objective: Strengthen individual organizations
in the coalition and enable them to better reach
organizational objectives.
Increased membership in organizations
occurring immediately after IMBD in 2003.
Increased inquiries and hits on organizations'
web sites immediately after IMBD in 2003.
Increased participation in organizations' field
trips and meetings after IMBD in 2003.
The coalition decided to sponsor a festival on International Migratory Bird Day and planned
educational programs and service projects focused on migratory birds leading up to the festival
itself. On the day of the festival, coalition members presented educational programs and exhibits.
Some 1500 people from the Rochester visited the festival to learn more about migratory birds
and their needs.
After the festival was completed, BirdCOR surveyed coalition members, asking a variety of
questions, including how well the festival supported the goals of the organizations involved.
BirdCOR also asked whether the process and content of the festival were seen as worthwhile,
both from the standpoint of benefits to migratory birds and from the standpoint of benefits to the
organizations. The responses to both questions were decidedly positive.
For more information about BirdCOR go to www.birdcor.org
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KEY CHARACTERISTIC #4: PROGRAM DELIVERY RESOURCES
Nonformal environmental education programs require careful planning to ensure that well-
trained staff, facilities, and support materials are available to accomplish program goals
and objectives.
4.1) Assessment of Resource Needs.
The environmental education program has taken
steps to ensure that staff, support materials, and
facilities needed to conduct the program will be
available.
What to look for:
Resources needed to develop and implement
the program have been clearly identified.
Needed resources, both from within the
organization and from its partners or clients,
have been agreed to, and are available.
4.2) Quality Instructional Staff.
The planning and conducting of the
environmental education program is based on
a highly qualified and trained cadre of staff and
volunteers.
What to look for:
Background checks have been performed on
prospective staff or volunteers, as appropriate.
The competencies of program educators (staff
or volunteers) have been assessed and it has
been determined that they meet applicable
competencies such as those outlined in
NAAEE's Guidelines for the Preparation and
Professional Development of Environmental
Educators. (See sidebar on next page.)
The training needs of staff, volunteers, and
other presenters or educators have been
assessed. Training extends beyond subject
matter and technique, and includes safety
and emergency preparedness, handling of
disruptive behavior, need for objectivity and
balance, etc.
If needed, a training program for staff,
volunteers, and other presenters or educators
has been designed and implemented.
Professional development and enrichment
activities are available for staff and
volunteers.
A performance review system to evaluate
staff and volunteers is included as part of
the organization's personnel policies and
procedures. The review system is drawn
from and supports specific program goals and
objectives.
4.3) Facilities Management.
Safe and appropriate facilities are available for
the environmental education program.
What to look for:
Needed facilities have been reserved or
rented.
Facilities and areas to be used for the program
have been surveyed to ensure that there are no
medical or safety hazards.
Needed permits and permissions have been
obtained.
Facilities and grounds meet the letter and
spirit of the American's with Disabilities Act.
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4.4) Provision of Support Materials. What to look for:
Effective environmental education programs
require that adequate supplies and resources be
on hand.
Equipment, supplies, refills, etc., have been
obtained or ordered with sufficient time before
the program is scheduled to begin.
Summary of Guidelines for the Preparation and Professional Development of
Environmental Educators
Guidelines for the Preparation and Professional Development of Environmental Educators provides a
set of recommendations about the basic knowledge and abilities educators need in order to provide
high-quality environmental education. Instead of offering fixed rules, these guidelines suggest a broad
vision a goal to work toward and a guide for professional and programmatic development.
Theme #1 - Environmental Literacy
Educators must be competent in the skills
and understandings outlined in Excellence
in Environmental Education: Guidelines for
Learning (K-12).
1.1 Questioning and analysis skills;
1 .2 Knowledge of environmental processes
and systems;
1 .3 Skills for understanding and addressing
environmental issues; and
1 .4 Personal and civic responsibility.
Theme #2 - Foundations of Environmental
Education
Educators must have a basic understanding of
the goals, theory, practice, and history of the
field of environmental education.
2.1 Fundamental characteristics and goals
of environmental education;
2.2 How environmental education is
implemented; and
2.3 The evolution of the field.
Theme #3 - Professional Responsibilities of the
Environmental Educator
Educators must understand and accept the
responsibilities associated with practicing
environmental education.
3.1 Exemplary environmental education
J
practice;
3.2 Emphasis on education, not advocacy;
and
3.3 Ongoing learning and professional
development.
Theme #4 - Planning and Implementing
Environmental Education Programs
Educators must combine the fundamentals of
high-quality education with the unique features
of environmental education to design and
implement effective instruction.
4.1 Knowledge of learners;
4.2 Knowledge of instructional
methodologies;
4.3 Planning for instruction;
4.4 Knowledge of environmental education
materials and resources;
4.5 Technologies that assist learning;
4.6 Settings for instruction; and
4.7 Curriculum planning.
Theme #5 - Fostering Learning
Educators must enable learners to engage in
open inquiry and investigation, especially when
considering environmental issues that are
controversial and require students to seriously
reflect on their own and others' perspectives.
5.1 A climate for learning about and
exploring the environment;
5.2 An inclusive and collaborative learning
environment; and
5.3 Flexible and responsive instruction.
Theme #6 - Assessment and Evaluation
Environmental educators must possess the
knowledge, abilities, and commitment to
make assessment and evaluation integral to
instruction and programs.
6.1 Learner outcomes;
6.2 Assessment that is part of instruction; and
6.3 Improving instruction.
For more information on the Preparation Guidelines, go to www.naaee.org/npeee
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Arrangements have been made for needed
food, drinks, lodging, etc.
Financial arrangements have been made to
pay for food, entrance fees, supplies, etc.,
needed during the program and to collect
applicable program charges.
All equipment has been tested under
conditions comparable to those likely during
the program, and staff members are trained in
its use and maintenance.
4.5) Emergency Planning.
A safe and effective environmental education
program includes thorough emergency planning.
What to look for:
Appropriate staff members have received
training in first aid and cardiopulmonary
resuscitation (CPR).
Staff members
o know whom to contact for medical
assistance and to report an emergency such
as a fire, and they know where the nearest
phone or radio is to make the contact.
o have been trained to recognize poisonous
animals and plants and how to avoid them.
o have been trained to respond to all
emergency situations they might reasonably
be expected to encounter, such as missing
persons.
A system is in place to warn staff of severe
weather (or other emergency situations) and
staff members know where to go for shelter or
how to evacuate.
Participants have been provided with relevant
information about the program, including
level of physical activity, appropriate clothing,
equipment needed, safety concerns, etc.
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KEY CHARACTERISTIC #5: PROGRAM QUALITY AND APPROPRIATENESS
Nonformal environmental education programs are built on a foundation of quality
instructional materials and thorough planning.
5.1) Quality Instructional Materials
and Techniques.
The environmental education program employs
instructional materials and techniques of the
highest quality.
What to look for:
Any educational materials developed or
used as part of the program include the
characteristics of quality environmental
education materials as outlined in NAAEE's
Environmental Education Materials:
Guidelines for Excellence. (See sidebar on
next page.)
Program elements and materials
o are broadly inclusive and recognize the
integral connections between environmental
concerns and the wider questions of social
needs, welfare, and economic opportunity.
o are integrated with relevant curricula or with
program goals from the organization.
o comply with all applicable regulations,
standards, and safety guidelines.
Program elements, instructional strategies, and
materials
o reflect learning theory appropriate for the
target audience. (See also Appendix C:
Working with Adult Learners and Appendix
D: What You Need to Know About Children
Under Six.)
o consider innovative and novel ways to
achieve objectives rather than assuming that
traditional or historical methods are most
appropriate.
o aid in developing critical and creative
thinking skills.
o are culturally and gender sensitive and
inclusive, and are age, audience, and content
appropriate.
o are integrated into an appropriate scope and
sequence.
The program uses instructional methodologies
based on respected, research-based practices.
Methods address the varied learning styles
of audience members, including attention to
theories of multiple intelligences.
Life-long learning strategies are incorporated
into program design.
The overall program and specific activities
are broadly accessible and are responsive
to concepts and standards expressed in the
Americans with Disabilities Act (ADA).
The program
o uses appropriate and effective technology.
o is safe and comfortable for the audience.
o is integrated into a continuum of
environmental education, with readiness
and follow-up activities conducted as
appropriate.
Materials have been reviewed by experts
in education and subject matter and by
their intended audience to assure that they
are pedagogically sound, value-fair, and
scientifically accurate.
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Summary of Environmental Education Materials: Guidelines for Excellence
Environmental Education Materials: Guidelines for Excellence is designed to help the educator,
administrator, curriculum designer, or materials developer evaluate the quality of environmental
education materials. These Guidelines offer a way of judging the relative merit of different materials,
a standard to aim for in developing new materials, and a set of ideas about what a well-rounded
environmental education curriculum might be like.
The Guidelines point out six key characteristics of high quality environmental education materials:
Key Characteristic #1 -
Fairness and Accuracy
EE materials should be fair and accurate in
describing environmental problems, issues,
and conditions, and in reflecting the diversity of
perspectives on them.
1.1 Factual accuracy;
1.2 Balanced presentation of differing
viewpoints and theories;
1.3 Openness to inquiry; and
1.4 Reflection of diversity.
Key Characteristic #2 - Depth
EE materials should foster awareness
of the natural and built environments; an
understanding of environmental concepts,
conditions, and issues; and an awareness of
the feelings, values, attitudes, and perceptions
at the heart of environmental issues, as
appropriate for different developmental levels.
2.1 Awareness;
2.2 Focus on concepts;
2.3 Concepts in context; and
2.4 Attention to different scales.
Key Characteristic #3 -
Emphasis on Skills Building
EE materials should build lifelong skills that
enable learners to address environmental
issues.
3.1 Critical and creative thinking;
3.2 Applying skills to issues; and
3.3 Action skills.
Key Characteristic #4 -
Action Orientation
EE materials should promote civic responsibility
by encouraging learners to use their
knowledge, personal skills, and assessments
of environmental issues as a basis for
environmental problem solving and action.
4.1 Sense of personal stake and
responsibility; and
4.2 Self-efficacy.
Key Characteristic #5 -
Instructional Soundness
EE materials should rely on instructional
techniques that create an effective learning
environment.
5.1 Learner-centered instruction
5.2 Different ways of learning;
5.3 Connection to learners' everyday lives;
5.4 Expanded learning environment;
5.5 Interdisciplinary;
5.6 Goals and objectives;
5.7 Appropriateness for specific learning
settings; and
5.8 Assessment.
Key Characteristic #6 - Usability
EE materials should be well-designed and easy
to use.
6.1 Clarity and logic;
6.2 Easy to use;
6.3 Long-lived;
6.4 Adaptable;
6.5 Accompanied by instruction and
support;
6.6 Make substantiated claims; and
6.7 Fit with national, state, or local
requirements.
For more information on the Materials Guidelines,
go to www.naaee.org/npeee
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An Autumn Walk by a Stream
A Natural Resource Leadership Retreat
for Women
In 2001, the Kentucky Cooperative Extension
Service sponsored An Autumn Walk in the
Woods, A Natural Resource Leadership
retreat for women. The retreat targeted
women who, as volunteers or staff members,
teach in extension programs in their own
home areas. Retreat organizers recognized
that although women often make natural
resources decisions, they had historically
been underserved by education programs.
The retreat was such a success, it was
repeated in 2002 and 2003.
The retreat was designed specifically to
meet the needs of its target audience. The
strategy of the Autumn Walk Series is to use
local traditions and hobbies as interesting
and effective teaching tools. The women
participated in hands-on workshops led
by natural resource specialists and artists.
With their help, the women not only gained
a better understanding of natural resource
concepts, but also learned that natural
resource education could be passed on
through storytelling, painting, photography,
and music.
The Autumn Walk Series has produced
several notable products that the women
now use as tools in their own education
programs. A video on making paper used the
participants as actors. A calendar included
quotes and teaching tips by the participants.
They composed a song that was sung by
the music instructor and distributed on a CD.
Poems and watercolor sketches created by
the participants were included in a desktop
flipchart that chronicles one of the retreats.
Submitted by Gwenda Adkins, Elliott
County (Kentucky) Extension Agent for Family
and Consumer Sciences, From an article
byAimee D. Heald, University of Kentucky
Agriculture Communications,
5,2)
Educational activities and strategies used in the
environmental education program are tested to
ensure their effectiveness.
What to look for:
Educational activities, materials, and
strategies are tested in the field with samples
of the target audience, and revisions are made
based on this testing whenever possible.
The evaluation plan is implemented and
updated as needed, based on field testing.
Equipment, consumables, money, and other
resources needed to conduct the program are
assembled or readily available, and items are
tested or reviewed before they are needed for
the program.
5.3) Promotion,
Dissemination.
The environmental education program has
an effective promotion, marketing, and
dissemination plan to ensure that it reaches
its target audience and has the opportunity to
achieve its goals and objectives.
What to look for:
The availability and content of the program
are widely known to target audiences
in the local community, and elsewhere
if appropriate. Members of the target
audience(s) know how they can participate
in the program and where they can obtain
additional information about the program.
* Media contacts and publicity strategies are
detailed in print for use on an ongoing basis.
* Event schedules are coordinated with partners
and collaborators to avoid conflicts.
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To the extent possible, events are scheduled so
as not to compete with other programs for the
target audience(s) and in order to maximize
opportunities for the target audience(s) to
participate.
Partners and collaborators help in marketing
and promotion efforts.
Programs are coordinated with other
environmental education programs to
maximize effect and opportunity for
integration.
Photographs (with signed releases from
participants depicted in photos, granting their
permission to publish or otherwise use the
photographs), case studies, or other forms
of documentation are collected to facilitate
marketing and sharing of information gained.
5.4)
The environmental education program can be
sustained if a long-term initiative is necessary
for effectiveness.
What to look for:
* The program's goals and objectives are valid
and appropriate for the entire length of the
program cycle.
A long-term funding strategy for the program
has been developed that details how the
program will be continued after initial funding
is exhausted. Alternatives such as fees for
services and charging for materials are
incorporated as appropriate.
Partnerships and other "ownership"
possibilities are included in strategies for
sustaining the program.
* Accurate records of programs, goals,
objectives, content, participants, training,
resources, and evaluation results are compiled
and kept in order to contribute to the
organization's institutional memory.
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KEY CHARACTERISTIC #6: EVALUATION
Nonformal environmental education programs define and measure results in order to
improve current programs, ensure accountability, and maximize the effects of future efforts.
Note: This section deals primarily with evaluation of program outcomes and impacts and is only
one part of the overall evaluation cycle as indicated in the evaluation example below. Other parts
of the cycle are included in previous sections of these guidelines (i.e., 1.1, 1.2, 1.3, 2.2, 3.1, 3.3,
4.2, 5.2, and 5.4). (See also Appendix E: Logic Models as a Tool for Program Development and
Evaluation.)
6.1) Determination of Evaluation
Strategies.
The environmental education program has both
formative and summative evaluation built into
key parts of its development.
What to look for:
Evaluation techniques appropriate for the
program and its goals have been determined
up front.
Assessment techniques and tools are
integrated into the program and considered
early in the planning stage.
Measurement of program outcomes and
impacts are integrated into the evaluation
process.
Type of program outputs, outcomes, and
impacts (e.g., short-term, medium-range, and
long-term) are appropriate given program
goals, objectives, and duration.
Overall evaluation design and the collection
and analysis of data conform to accepted
practices.
Impacts are monitored on an ongoing basis,
as appropriate, for the scope of the program.
6.2) Effective Evaluation Techniques
and Criteria.
The environmental education program employs
an effective evaluation strategy in order to
promote success.
What to look for:
The program evaluation determines the
degree to which the program
o contributes to overall environmental
literacy.
o meets stated goals, objectives, and learning
outcomes.
o used resources such as funds and supplies
responsibly.
The program is evaluated to determine if it
addressed needs identified in the original
needs assessment.
The program evaluation includes ways to
capture and assess unanticipated outcomes.
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Increasing Public Awareness and Knowledge of Wildland Fire Through
County Programs
During the summer of 1998 Florida experienced
a severe wildfire season. Though no lives
were lost, approximately 330 structures were
damaged or destroyed and 500,000 acres were
burned. Land managers and homeowners are
not helpless against such a fury, however, and
can take a variety of precautionary actions to
reduce their risk of wildfire. In a special initiative
led by University of Florida's Cooperative
Extension Service, an education program was
developed that targeted adult citizens living
in rural and suburban Florida. The project
increased awareness of the benefits of fire-
dependent ecosystems and prescribed fire, the
risks of living in wildfire-prone areas, and the
actions that could be taken to reduce risk.
The project created a toolkit of resources and
conducted training for county extension agents,
Division of Forestry (DOF) field staff, and other
agency staff. It began with a needs assessment
of 675 randomly selected rural and suburban
residents from northern and central Florida. A
series of questions explored these residents'
knowledge and attitudes about wildfires and
prescribed fires. This information helped
prioritize the development of fact sheets and
modify program goals.
Twenty-three agencies and organizations
interested in fire, landscaping, and natural
resource management attended a workshop
early on to better refine a common message
about landscaping for fire in Florida. This
cooperative approach generated new
information and enabled the toolkit materials to
promote concepts that were unique to Florida.
The goal of this project was for county
extension agents and DOF personnel to share
a locally specific message about wildland fire
with a target audience by conducting public
programs, establishing demonstration areas,
and obtaining increased media coverage. To
do this, the toolkit needed to have flexible,
multiple resources. The kits included a manual,
press kit, CD-ROM, video library, fact sheets,
brochures, doorhangers, educator guide, and a
roadside sign. Experts reviewed the materials
before production.
The toolkits were distributed at a series of
one-day workshops held at three in
northern and central Florida. The training
workshops were designed to help county
personnel adapt the toolkit resources,
target high-risk populations, and deliver
informative and influential programs. Training
participants completed pre- and post-workshop
assessments about fire management and the
content and utility of the toolkits. By having
forestry, fire and emergency management,
and other resource specialists team up with
their county extension agents during these
workshops, extension agents were to meet
outside experts they could later tap to conduct
programs, hold demonstration burns, and
answer questions in their areas.
Toolkit users asked participants in their public
programs to complete evaluation forms, which
demonstrated that the participants had gained
knowledge and intended to take some type of
action. Follow-up phone calls one year later
indicated these participants had reduced their
risk of fire and that the information they received
at the workshop complemented the messages
they heard from other sources. County teams
that returned reporting forms highlighted
success stories of the public programs and
media coverage, and expressed a need to
increase attendance at these public programs.
Submitted by Martha Monroe and Susan Jacobson,
University of Florida; adapted from "Professional
Development for Natural Resource Education: Florida's
Wildland Fire Outreach Program," In Simmons, B.
(ed.) Preparing Effective Environmental Educators.
Washington, DC: NAAEE.
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6.3) of
Reasons for evaluating the environmental
education program and the use of data obtained
are considered as an integral part of program
development.
What to look for:
* The intended uses and dissemination methods
for the information developed during the
evaluation process are specified beforehand
and built into the evaluation process along
with recommendations for revisions and
improvements, cycle of evaluation and
improvement, monitoring of results, etc.
* Evaluation results are reviewed to determine
whether the needs of the participants,
organization, partners, audience, sponsors,
and funders have been met.
Evaluation results are used
o to help determine areas of strength and
potential gaps, how work has impacted
the community, and how to function more
effectively.
o within the planning group to identify
strengths and achievements to be
celebrated, to identify areas needing attention
or improvement, to help clarify issues and/or
build consensus, to provide direction, and to
inform group decision-making.
o with external groups to promote the
program within the community, to increase
understanding of the organization's work, to
communicate within one's own agency or
organization, to use in funding requests, to
build group visibility in the community, and
to recruit other participants.
Staff should be able to speak knowledgeably
about evaluation results.
Systematic activities are planned to
share evaluation results with the larger
environmental education community so that
successes, problems, and unintended outcomes
can be used as learning tools by others.
Measurements of the efficiency and
effectiveness of staff, instructors, and
volunteers are included in the evaluation.
Attempts to measure the overall impact of the
program and to document numbers served are
included in the evaluation.
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26
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APPENDICES
27
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Appendix A: Writing SMART Objectives
Effective program development and implementation depends on the clear articulation of goals and
objectives. While goals provide a vision and overall description of the program, objectives chart
expected outputs and outcomes. In writing meaningful objectives, many program developers have
found a set of criteria, summarized by the acronym SMART, to be helpful. A SMART objective is:
Specific - Describes an action, behavior, outcome, or achievement that is observable.
Measurable - Details quantifiable indicator(s) of progress towards meeting the goal (e.g., 70% of
participants..., five or more...).
Audience - Names the audience (e.g., workshop participants, community members) and describes
outcomes from the perspective of the audience (i.e., what the audience will be able to do).
Relevant - Is meaningful, realistic, and ambitious; the audience can (given the appropriate tools,
knowledge, skills, authority, resources) accomplish the task or make the specified impact.
Time-bound - Delineates a specific time frame.
Specific action words that describe what the learner will be able to do as a result of participating
in the program are used in writing SMART objectives. Action words can help to categorize types
of learning in a hierarchy ranging from simple to complex. For example, analysis is a different
level of learning than is application. One of the best known tools for developing objectives is the
1956 publication Taxonomy of educational objectives: The classification of educational goals.
Handbook I. Cognitive Domain by Benjamin Bloom and a team of educational psychologists. The
Taxonomy categorizes six levels of learning that commonly occur in education settings: knowledge,
comprehend, apply, analyze, synthesize, and evaluate. (See the following table for some of the verbs
that could be associated with each of the six levels of learning.)
Examples of Action Words Used to Help Set Objectives for Different Levels of Learning
KNOWLEDGE
define
record
list
name
COMPREHEND
discuss
explain
differentiate
identify
APPLY
demonstrate
employ
illustrate
translate
ANALYZE
distinguish
debate
calculate
diagram
SYNTHESIZE
design
construct
create
propose
EVALUATE
appraise
assess
judge
predict
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Appendix B: Using Rubrics
Designing meaningful assessments of learning is
essential to the development and implementation
of effective nonformal environmental education
programs. Assessments allow us to gauge
whether expected learner outcomes have been
achieved. Many educators have found the use
of rubrics to be a valuable tool when assessing
learner outcomes. Rubrics can be thought of as
a logical extension of program and instructional
objectives. With a well-written rubric, it is
reasonable to expect that all performances
will be measured with the same yardstick.
Additionally, when rubrics are used, learners
know what is to be expected of them.
SAMPLE RUBRIC:
Taking water samples
SCORE
4
Fully meets
standards
3
+j
Partially
meets
standards
2
M^
Major
departure
from some
aspect of
standards
1
A
Does
not meet
standards
SAFETY:
Degree to which
learner follows
correct safety
procedures
Handles
chemicals and
glassware safely.
No serious
safety issues
during analysis,
but procedures
deviate from
ideal.
Shows some
concern or
knowledge about
safety issues,
but is careless
in handling
materials.
Disregards
safety concerns
when handling
materials.
PROCEDURES:
Degree to which
learner follows
proper mechanics
in water quality
analysis
Obtains
uncontaminated
samples and
follows correct
steps for pH
analysis.
Has some
problems following
instructions, but
procedure adequate
for approximate
correct test results.
Major problems
with procedures
that will likely yield
incorrect results.
Does not follow
necessary steps in
analysis and cannot
obtain useful
results.
RESULTS:
Degree
to which
learner ob-
tains proper
sample
values
Both samples
within .3
points of the
correct pH.
One sample
within .3
points of the
correct pH.
Neither
sample within
.3 points, but
at least one
sample within
.5 points.
Neither
sample within
.5 points.
INTERPRETATION:
Degree to which
learner develops likely
hypotheses
Can list three plausible
reasons why the pH of
the two samples differs
and can defend reasoning
behind hypotheses.
Can list two plausible
reasons why the pH of
the two samples differs
and can defend reasoning
behind hypotheses.
Can list one plausible
reason why the pH of
the two samples differs
and can defend reasoning
behind hypothesis.
Cannot list even one
plausible reason why the
two samples differ.
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Appendix C: Working with Adult Learners
Understanding the audience is essential to the success of an environmental education program,
particularly when working with adult learners.
Adult Learners...
...need to feel physically and mentally comfortable during learning experiences.
Avoid situations where self-esteem could be harmed.
..often participate in nonformal learning for social reasons.
Include opportunities to interact with others and to discuss ideas.
...enjoy learning from peers and bring considerable and diverse life and learning experiences.
Differing life stages and viewpoints should be honored, accommodated, and utilized to increase
learning.
...create personal meaning and understanding from learning.
Build in opportunities for active learning and allow time for participants to reflect individually on their
learning.
...want to know how information presented is relevant and applicable in their personal and professional
lives.
Build in opportunities to apply learning.
...are voluntary participants and prefer self-directed learning.
Programming should be focused, yet flexible enough for adults to take away what is best suited to their
needs. Involve participants in setting educational goals. Clarify expectations.
...enjoy active learning and direct participation. Involve participants in discussions and hands-on activities.
Avoid long lectures and periods of sitting.
...make a conscious decision to participate in a learning situation and are guided through an experience by
their motivation to learn.
Adults are aware of their learning.
...need to feel a sense of equality and respect in order to fully appreciate an experience.
Treat adults as equals.
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Appendix D: What You Need to Know About Children Under Six
What you need to know about
children under six
What you can do to help them
learn and grow
They think differently than we do.
Concrete thinkers.
No concept of time.
Appearance is reality.
Cannot think logically or abstractly.
Think inanimate objects have feelings, thoughts, and
desires.
Can think of only a few things at one time.
Choose topics relevant to their lives and limited
experience.
Choose concrete topicsclouds, not weather; squirrels,
not mammals.
Use simple languageavoid cliches.
Use mystery, puppets, etc., to capture attention.
Avoid referring to the past or future.
Give one or two directions at a time and repeat
activities.
Everything is about "Me!"
Think everyone thinks, feels, and acts like they do.
Rigid sense of equality and fairness.
Unable to distinguish between intentional and
unintentional acts.
Use puppets, costumes, and dramatic play to give
children a change of perspective.
Make sure everyone can participate to the same extent.
Provide enough time and materials for everyone.
When in doubt, they make it up.
They construct their own understandings of how the
world works.
Develop their own theories about the world based on
prior knowledge and experience.
Instead of correcting inaccurate information, find out
why they think what they do.
Use open-ended questions to challenge them to think in
different ways.
Facilitate learning rather than teach facts.
They can do it themselves!
Learn best when they can decide for themselves what,
when, and how to do things.
Provide lots of materials for experimentation.
Provide choice whenever possible.
Provide enough time and space to explore things
thoroughly.
They are learning about everything all at once,
all the time.
Learning occurs through every domainsocial,
cognitive, physical, emotional, and so forth.
Playing is learning.
Integrate natural concepts in with social play, material
manipulation, and hands-on experimentation.
Incorporate movement into programs.
They make sense of their world through play.
Like to experience new things in familiar ways and
familiar things in new ways.
Approach materials in four stages: awareness, explora-
tion, inquiry, and utilization.
Use familiar stories, songs, nursery rhymes, and so
forth, but add a new verse or twist.
Don't jump into teaching facts before children have had
a chance to explore and experiment.
From Natural Wonders: A Guide to Early Childhood for Environmental Educators. Marcie Oltman, editor
(2002). MN: Early Childhood Environmental Education Consortium. Reprinted with permission from the
Minnesota Children's Museum and the Minnesota Office of Environmental Assistance.
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Appendix E: Logic Models as a Tool for Program Development and Evaluation
The logic model provides a visual representation of the program and its evaluation. The logic model illustrates
the relationships among the various program components: initial situation (e.g., degraded coastal areas with
declining numbers of species), identified priorities (e.g., restoring coastal areas, increasing species diversity);
inputs (i.e., resources needed to accomplish a set of activities); outputs (i.e., activities designed to accomplish
the program goal, as well as the audiences that participate in those activities); and short-term (immediate),
medium-term (2-3 years), and long-term (4-10 years) outcomes-impacts. The logic model can help guide
program planning, implementation, and evaluation. It can serve as a tool for clarifying program elements,
identifying evaluation questions and indicators, and conducting ongoing self-evaluation.
Loaic Model. Evaluation Questions, and Indicators
Inputs
Staff
Money
Time
Materials
Partners
Research
Outputs
Activities Participants
Workshops
Publications
Services
Events
Products
Teachers
Youths
Community
members
Outcomes-Impacts
Short-term Medium-term Long-term
Increased
knowledge
Increased
level of skills
Increased
knowledge and
skills used in
appropriate
settings
Goal is
reached
and
sustained
EXAMPLE:
Workshops
focusing
on coastal
restoration
Community
members
living in
coastal
areas
Community
members who
participate in
workshops
understand
basics of
coastal
restoration
Ongoing
participation
in restoration
activities by
community
msmbsrs
Species
diversity in
restored
areas
increased
Evaluation Questions: What do you want to know?
Were the
inputs
sufficient
and timely?
Did they
meet the
program
goals?
Indicators: How will you know it?
Did all
activities
occur as
intended?
What was the
quality of the
intervention?
Was the
content
appropriate?
Did targeted
community
members
participate?
Who did not
participate?
Who
else was
reached?
Did
knowledge
increase? Did
understanding
of coastal
restoration
techniques
increase?
What else
happened?
Are community
members
continuing to
participate in
restoration
activities?
Are they
participating in
other activities?
To what
extent has the
biodiversity of
the targeted
coastal area
been increased?
In what other
ways has
ecosystem quality
increased?
# workshops
scheduled;
Publications
printed;
# events
Actual vs.
desired
attendance;
#, % that
attended per
workshop or
session
#, % with
increased
knowledge
of coastal
restoration;
Additional
outcomes:
+, -
#, % using new
knowledge and
skills to monitor
progress of
restoration
activities;
Additional
outcomes: +, -
# of species
recovered;
Other positive
environmental
benefits;
Additional
outcomes: +, -
Adapted from Taylor-Powell, E., Jones, L. & Henert, E. (2002) Enhancing Program Performance with Logic Models.
Retrieved December 1, 2003, from the University of Wisconsin-Extension web site: www.uwex.edu/ces/pdande/
evaluation/pdf/WaterQuality Program, pdf.
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SELECTED REFERENCES
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GLOSSARY OF KEY TERMS
Assessment: Evaluation of skills and knowledge acquired by learners during a learning experience.
Assessment can take many forms, from basic testing such as true/false, multiple choice, or
matching tests to documenting complex thinking skills and performances.
Comprehensive State Plan: Charts a course of action and provides an implementation schedule for
meeting state goals for environmental education. These plans set forth the goals and objectives
for environmental education within the state and typically list who is best suited to achieve
or implement these goals and objectives (e.g., the legislature, the business community, school
administrators, etc.).
Creative Thinking: Thinking which results in connections or possibilities previously unrecognized
or unknown to the learner.
Critical Thinking: Analysis or consideration based on careful examination of information or
evidence. Critical thinking relies on thoughtful questioning and logical thinking skills such as
inductive and deductive reasoning.
Education: The imparting or creation of knowledge through any of several means including training,
instruction, and facilitation.
Educational Objective: A statement of a specific measurable or observable result desired from an
activity.
Environmental Education: A process that enables people to acquire knowledge, skills, and positive
environmental experiences in order to analyze issues, assess benefits and risks, make informed
decisions, and take responsible actions to achieve and sustain environmental quality. (NAAEE,
1993.)
Environmental Interpretation: "... an educational activity which aims to reveal meanings and
relationships through the use of original objects, by firsthand experience, and by illustrative media
rather than simply to communicate factual information." (Tilden, 1957). Usually occurs in parks
and natural areas with non-captive audiences (i.e., visitors).
Environmental Issue: Related to, but distinguished from, an environmental problem. An
environmental issue reflects the presence of differing perspectives on possible solutions to an
environmental problem.
Environmental Justice: "... the pursuit of equal justice and equal protection under the law for all
environmental statutes and regulations without discrimination based on race, ethnicity, and/or
socioeconomic status." (University of Michigan Environmental Justice Information Page: www-
personal .umich.edu/~j raj zer/nre/)
Environmental Literacy: Possessing knowledge about the environment and issues related to it;
capable of, and inclined to, further self-directed environmental learning and/or action.
Environmental Problem: An environmental problem is a specific example of existing or potential
environmental degradation, destruction, pollution, etc.
Environmental Social Marketing: An education approach that employs a structured analysis of the
barriers to and benefits of behavior change, and then includes design of media and strategies to
bring about those changes.
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Evaluation: A process designed to determine if planned outcomes have been achieved.
Formative Evaluation: Collecting information and data about your program during its
implementation with the goal of using the information and data to improve the program as it is
implemented.
Goal: A desired result from an activity, lesson, or course of study.
Higher-Order Thinking Skills: Skills reflective of more complex thought processes, such as the
synthesis of new knowledge or analysis of data versus less complex processes such as rote recall or
simple recognition.
Informal Environmental Education: Any unstructured environmental education activity
outside the formal system where people learn from exhibits, mass media, and everyday living
experiences. Also referred to as free choice environmental education. (The term is frequently used
interchangeably with nonformal environmental education, especially within the science education
community.)
Logic Model: A program design and evaluation tool that details the relationship among expected
program components (inputs), activities and participation rates (outputs), and impacts (short-term,
medium-term, long-term).
Needs Assessment: The part of the overall planning and evaluation cycle that ascertains the need for
a particular program by considering such things as audience interest and knowledge, environmental
conditions, etc. Also known as front-end evaluation.
Nonformal Environmental Education: Education about the environment that takes place at
nonformal settings such as parks, zoos, nature centers, community centers, youth camps, etc.,
rather than in a classroom or school. Any organized educational activity about the environment that
takes place outside the formal education system. (The term is frequently used interchangeably with
informal environmental education.)
Objective: A statement of a specific measurable or observable result desired from an activity. See
Educational Objective.
Program: The term "environmental education program" is used in these guidelines to mean an
integrated sequence of planned educational experiences and materials intended to produce a
particular set of outcomes.
Rubric: Specific descriptions of performance of a given task at several different levels of quality.
Teachers use rubrics to evaluate student performance on performance tasks. Students are often
given the rubric, or may even help develop it, so they know in advance what they are expected to
do. (ASCD, A Lexicon of Learning, www.ascd.org/cms/index.cfm?TheViewID=1112)
Standard: A clear and specific statement of what a learner should know or should be able to achieve.
Summative Evaluation: Focuses on the documentation of outputs (e.g., number of participants
reached, number of events held) and impacts/outcomes (e.g., level of knowledge gained, changes
in social, economic, or environmental conditions) of the program once it is completed.
36
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THE FOR
IN
What it mean to be environmentally literate? The National Project for Excellence in
Environmental Education, initiated by the North American Association for Environmental Education
(NAAEE) in 1993, is attempting to answer that question. Environmental education is a process that
aims to develop an environmentally literate citizenry that can compete in our global economy; has
the skills, knowledge, and inclinations to make well-informed choices; and exercises the rights and
responsibilities of members of a community.
Publications
Publications created by the National Project for Excellence in Environmental Education include:
« Environmental Education Guidelines for Excellence (4th edition, 2009). A set of
recommendations for developing and selecting environmental education materials.
in Environmental Education: Guidelines for Learning (K-12) (4th edition, 2010). A
comprehensive framework for environmental education, demonstrating environmental education's
alignment with national academic standards.
in Environmental for Learning (K-12) Executive Summary
& Tool (4th edition, 2010). An easy-to-use outline listing the guidelines and a
set of checklists for analyzing educational activities.
for the Preparation Professional of Environmental
(3rd edition, 2010). A set of competencies for educators preparing to teach environmental
education in a variety of job settings.
Nonformal Education Programs: for (2nd edition,
2009). A set of recommendations to be used in the development of comprehensive environmental
education programs or to trigger improvements in existing ones.
Early Childhood Environmental Education Programs: Guidelines for (2010).
A set of recommendations to be used in the development of comprehensive early childhood
environmental education programs or to trigger improvements in existing ones.
« Environmental Education Guidelines for Excellence Workbook - Bridging Theory
Practice (2000). Activities and examples to deepen your understanding of Environmental
Education Materials: Guidelines for Excellence.
Hard copies of the Environmental Education Guidelines publications can be ordered from NAAEE at www.
naaee.org/publications guidelines-for-excellence.
Free copies may be downloaded from NAAEE's Web site at www.naaee.org/programs-and-initiatives/
guidelines-for-excellence.
« The Environmental Education Collection: A of for Educators, Volume 1
(1997, updated 2004).
Tne Environmental Collection: A of for Volume 2
(1998, updated 2004).
« The Environmental Education Collection: A Review of for Educators, Volume 3
(1998, updated 2004).
The Environmental Education Collection is now available only online at www.naaee.org/publications/
guidelines-for-excellence.
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