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Notice
This report was written to fulfill the mission of the National Environmental Education Advisory Council (the Council),
a federal advisory committee mandated under Section 9(a) of the National Environmental Education Act of 1990
(RL. 101-619). The U.S. Environmental Protection Agency (EPA) manages the operations of the Council. However,
this report has not been reviewed for approval by EPA and, hence, the report's contents and recommendations do not
necessarily represent the views and policies of EPA, nor of other agencies in the Executive Branch of the federal
government, nor does mention of trade names or commercial products constitute a recommendation for use.
EPA 240-R-05-001
An electronic copy of this report can be found at www.epa.gov/enviroed/advisory
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Setting the Standard,
Measuring Results,
Celebrating Successes
A Report to Congress on the Status
of Environmental Education
in the United States
Submitted by
The National Environmental Education Advisory Council
March 2005
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Contents
Executive Summary Fifteen Years of Progress 3
The Challenge Ahead 3
Setting the Standard 4
Measuring Results 4
Celebrating Successes 5
Section 1 The Changing Nature of Environmental Protection 9
ciuvg The Need for Citizen Involvement 9
The Link Between Environmental Education and
Environmental Literacy 10
Capacity Building to Deliver Environmental Education 11
The Importance of Educator Preparation 12
Learner Outcomes and Achievements 13
Section 2 - Charting the Direction 17
J^^f*01! Grant Program 18
of tile National y
Environmental Environmental Education and Training Partnership 22
Education Act Nationa| Network for Environmental Management
Studies Fellowship Program 23
President's Environmental Youth Awards Program 24
Other Initiatives 24
Staffing and Allocation of Funds 27
SectIOll3~ Setting the Standard 32
Measuring Results 34
Celebrating Successes 36
Appendices Summary of the National Environmental Education
Act of 1990 A-1
Bibliography of Selected Reports
on Environmental Education B-1
Members of the National Environmental Education
Advisory Council C-1
Environmental Education Contacts
at the U.S. Environmental Protection Agency D-1
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Executive Summary
This report to Congress, mandated under the National Environmental
Education Act of 1990 (P.L. 101-619), describes the status of environmental
education in the United States. The report details the standards established,
the results measured, and the successes achieved since the Act's passage. The
National Environmental Education Advisory Council, the citizens' committee
created by the Act, developed this document as part of its mission to assess
the status of environmental education and to report on its effects.
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"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 solutions of current problems
d the preVentlOn OjneW OneS. United Nations Environmental, Scientific, and Cultural Organization (UNESCO) 1975
The Belgrade Charter. Adopted at the International Workshop on Environmental Education,
13 to 22 October Belgrade, Yugoslavia p 3
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Fifteen Years of Progress
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In December 1996, the National Environmental Education Advisory Council submitted its first report to
Congress on environmental education. The report made a number of policy recommendations, including
a call for greater resources and support, more professional development, and better access to quality
programs and information. The report also noted that important audiences were not being reached and
that environmental education needed to become more institutionalized to be a national priority.
The Council finds abundant evidence that every state in the nation has responded to this call for action.
Since the National Environmental Education Act was passed in 1990, the overall quality of environmental
education has improved measurably across the nation. Professional development programs are flourishing,
and high-quality instructional materials (increasingly aligned to state academic standards) are being used
in both formal and nonformal settings. Environmental education with its emphasis on critical thinking,
interdisciplinary teaching, and learner achievement - is also helping to meet educational reform goals.
Not only has environmental education achieved national prominence in its development as a profession,
but it has also proven to be a viable strategy for enhancing environmental stewardship. The field has
reached a juncture where it is positioned to become an equal partner with enforcement as a strategy for
environmental management.
The Challenge Ahead
The primary challenge ahead is to raise the level of environmental literacy of the American citizenry as
a whole and to ensure the environmental literacy of each successive generation. If the nation can meet
this challenge, individuals will be more capable of analyzing environmental issues and making informed
decisions as consumers, employees, parents, youth, students, and voters.
The Council has developed eight recommendations to chart a course for the years ahead. Implementing
these recommendations will position the profession to set the standard for excellence, measure results,
and celebrate successes. By focusing on these carefully chosen, critical areas of need, environmental
education will more effectively and equitably fulfill its crucial role in society.
Recommendations for Action
Setting the Standard
1. Update the National Environmental Education Act for the 21st century.
2. Broaden the audience and leadership of the environmental education field.
3. Improve the quality, accessibility, and dissemination of environmental education materials and
programs.
Measuring Results
4. Develop a framework and tools for measuring the effectiveness of environmental education.
5. Support and strengthen long-term research initiatives.
6. Establish an outcome-based grant program to enable states, territories, and tribes to deliver
environmental education programs and services.
Celebrating Successes
7. Develop assessment-based professional development programs for formal and nonformal
educators to improve their ability to teach environmental concepts and skills to learners of all ages.
8. Build public understanding of the value of environmental education and increase the number
f and diversity of talented young people pursuing environmental careers.
Executive Summary 3
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Setting the Standard
Since the passage of the National Environmental Education Act 15 years ago, environmental education
has proven to be a viable force for promoting environmental and health protection, economic prosperity,
learner achievement, and community engagement. The U.S. Environmental Protection Agency's (EPA)
Office of Environmental Education has been integral to these outcomes. The Office of Environmental
Education has provided $30 million in grants to support high-quality environmental education initiatives
in every state and territory in the nation. It has provided training and long term support to over 100,000
educators nationwide. It has also strengthened research and measurement initiatives in the field,
improved access to quality environmental education information, and encouraged students to pursue
environmental careers.
The Council recommends that Congress update the National Environmental Education Act for
the 21st century to reflect the growth and maturation of the environmental education profession. The
mandate of the Office of Environmental Education must be enhanced so that environmental education
becomes institutionalized across the country. Enhancing the mandate of the office will only be achieved
by new legislation that provides the authority to raise the bar for environmental education nationwide
and to establish mechanisms for ensuring that standards are met.
Leadership must be expanded beyond the Office of Environmental Education. Environmental issues
affect all people and professions, including transportation, planning, health, labor, agriculture, business,
and industry. To bolster the effectiveness of the field, collaboration and synergy among all of these
groups are imperative. The audience and leadership of the environmental education profession
must be broadened by more actively engaging all sectors of society.
Myriad successful environmental education programs are in place and working across the country. A
wide and varied body of environmental education resources and information also exists. The Office of
Environmental Education has taken many of the initial steps to increase the quality and availability of
these materials and programs. It is imperative, however, that all schools and communities have access
to the highest level of quality programs and materials. Toward this end, additional steps must be taken
to improve the quality, accessibility, and dissemination of environmental education materials
and programs.
Measuring Results
With so many programs and initiatives under way across the nation, it is essential to know which ones
are working - and why. The Council recommends that a framework be developed and tools
created for measuring the effectiveness of environmental education. In this way, outcomes
of individual initiatives can be appropriately measured, and a cumulative body of outcomes can be
collected.
In addition to bolstering learner achievement, the ultimate goal of environmental education is to improve
environmental literacy. Environmental literacy, in turn, must translate into positive behaviors and actions
toward the environment. To ensure that environmental education is achieving these overarching goals,
the scope of existing research studies must be broadened, gaps filled, and improvements identified.
4 Executive Summary
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The Council recommends that comprehensive, long-term research initiatives be supported
and strengthened to assess the effectiveness of environmental education in improving environmental
literacy and stewardship and in promoting student academic achievement.
Once benchmarks, measurements, and routine evaluations are more fully incorporated into the field,
practitioners will require guidance to deliver outcome-based programs and services. As part of the new
National Environmental Education Act, the Council recommends that Congress establish an outcome-
based grant program to enable states, territories, and tribes to deliver environmental
education programs and services.
Celebrating Successes
Thousands of environmental education activities are taking place - indoors and outdoors; in classrooms
and laboratories; in zoos, environmental education centers, and museums; and in boardrooms, hospitals,
and economic development offices - in communities all across the nation. Learners of all ages from all
cultures and socioeconomic backgrounds are gathering environmental data, studying habitats and
ecosystems, developing sustainable communities, restoring abandoned lands, conserving natural spaces,
preventing pollution, creating opportunities for ecotourism and other businesses, discovering their own
individual ecological footprints, and much more.
Environmental education programs have proliferated as more educators receive top-quality training to
teach environmental concepts. National environmental education guidelines are helping to guide this
professional development. These guidelines outline the skills and knowledge needed to effectively
foster environmental literacy to ensure effective teaching strategies.
Teacher preparation is being further enhanced through state certification programs, and a national
accreditation program is under way. The Council supports the development of assessment-based
professional development programs to improve the ability of educators to effectively
teach environmental concepts and skills to learners of all ages.
The country's future relies on well-educated citizens to be wise stewards of the environment. It is
environmental education that can best help individuals make the complex conceptual connections
among environmental protection, economic prosperity, benefits to society, and their own well-being.
For these reasons, the Council recommends that leaders in the field take additional steps to build
public understanding of the value of environmental education and increase the number
and diversity of talented young people pursuing environmental careers.
Ultimately, the collective wisdom that American people gain through education will be the most
compelling and most successful strategy for environmental protection, restoration, and management.
Executive Sumi nary 5
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"We are moving beyond a time when we can rely on a cadre of environmental
experts to fix our environmental problems A stronger public understanding of
environmental science and related issues is a growing necessity, and comprehensive
environmental education is the only answer that makes complete sense."
Coyle, K 2004 Understanding Environmental Literacy in America And Making it a Reality
National Environmcnral Education and Training Foundation Washington, DC
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The Changing Nature of Environmental Protection
It is not an exaggeration to say that the world has changed significantly since the National Environmental
Education Act was passed in 1990. As the world has changed, so too have the nature and complexity
of environmental challenges.
The United States has made significant progress in cleaning up the nation's air, water, and land.
Regulations, enforcement, voluntary efforts, advances in technology, and pollution prevention have all
helped business and industry to meet their responsibilities for environmental protection while maintaining
healthy bottom lines. The public's consistent, documented support for a healthy environment1 has also
altered the way that business and industry view environmental protection, which is now more often
seen as a smart investment than as a resource burden.
As a result, the nation has experienced significant reductions in "point source" pollution (that is,
pollution from a particular, identifiable source such as a power plant or water treatment facility). Now
"nonpoint source" pollution (that is, pollution from diffuse sources such as automobile emissions or
runoff from parking lots, lawns, and farms) is the major form of pollution in the United States, and this
trend is expected to continue. In addition, new challenges - such as stratospheric ozone depletion and
indoor air pollution - have come to light as issues requiring attention.
Globally, many developing countries are now experiencing booms in industrialization and urbanization.
Both point and nonpoint sources generate significant levels of pollution in these countries, many of
which are just beginning to adopt targeted pollution control measures and policies. Additionally, an
expanding global population continues to place demands on the world's natural resources. Some
industrialized countries like the United States are also consuming disproportionate amounts of these
resources, leading to concerns that overconsumption could eventually lead to resource depletion.
The Need for Citizen Involvement
Many of today's environmental challenges are complex and intractable, and they cannot be solved by
government regulations alone. Addressing these issues will require a citizenry that is informed and
environmentally literate - and willing to translate its knowledge into action.
For nearly four decades, polls have consistently shown that the majority of Americans care about a
healthy environment.2 Most of these individuals, however, lack a basic understanding of environmental
issues. Since 1997, the National Environmental Education and Training Foundation (www.neetf.org)
has conducted a yearly survey on environmental awareness. In a typical year, Americans can correctly
answer fewer than 25 percent of the basic environmental literacy questions asked.*
In addition, many people are misinformed about environmental problems and influenced by
environmental myths. The need for enhanced environmental literacy among all citizens is clear.
1 Coyle, K. 2004. Understanding Environmental Literacy in America: And Making It a Reality. National Environmental Education
and Training Foundation. Washington, DC. p. 4.
2 The Gallup Organization. 2003. Gallup Poll Social Series: The Environment. Princeton, NJ.
' Coyle, K. 2004. Understanding Environmental Literacy in America: And Making It a Reality. National Environmental Education
and Training Foundation. Washington, DC. p. 16.
Section 1 - Backgri
d 9
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The cumulative effects of citizens' daily behavior can have a positive or negative impact on environmental
quality and human health. Environmental education, with its emphasis on informed decision-making
and responsible behavior, comes to the forefront as the most appropriate tool for achieving the next level
of environmental and health protection and economic prosperity.
The Link Between Environmental Education and Environmental Literacy
Effective environmental education can provide individuals with the knowledge, skills, and tools needed
to address concerns about our health and environment while also enabling people to integrate this
knowledge into sustainable social and economic planning. Two United Nations conferences held in
Belgrade, Serbia, and Tbilisi, Republic of Georgia, in the 1970s established definitions, goals, and
objectives for the field of environmental education that are still widely accepted. As defined at Tbilisi,
environmental education is a learning process that:
Increases people's knowledge and awareness of the environment and associated challenges.
Develops the necessary skills and expertise to address the challenges.
Fosters attitudes, motivations, and commitments to make informed decisions and take responsible
action.4
Environmental education enhances lifelong learning skills, including critical thinking, problem-solving,
collaboration, and decision-making. As a result, individuals are more capable of weighing various
sides of an environmental issue to make informed and responsible decisions. The components of
environmental education are:
Key Characteristics of Environmental Education
Relates to an environmental topic or issue.
Makes use of the outdoors as a learning environment
whenever possible and appropriate.
Is a lifelong learning process.
Is interdisciplinary and draws upon many fields of study and
learning.
Is relevant to the needs, interests, and motivations of the
learner.
Is based on accurate and factual information.
Presents information in a balanced and unbiased manner.
Inspires critical thinking and decision-making.
Motivates people to take responsible action.
Improves learner achievement and outcomes.
Source: Meredith, J., D. Cantrell, and M. Conner. 2000. Best Practices for
Environmental Education: Guidelines for Success. Environmental Education
Council of Ohio. p. 5.
10
Awareness and sensitivity to the environment and
environmental challenges.
Knowledge and understanding of the
environment and environmental challenges.
Attitudes of concern for the environment and
motivation to improve or maintain environmental
quality.
Skills to identify and help resolve environmental
challenges.
Participation in activities that lead to the
resolution of environmental challenges.0
Environmental literacy is the desired outcome of
environmental education programs. In 1993, the
North American Association for Environmental
Education (www.naaee.org), which promotes
environmental education and supports the work
of educators, began a multiyear project called the
4 United Nations Environmental, Scientific, and Cultural Organization (UNESCO). 1977. Final Report - Tbilisi. Paper Presented at
the Intergovernmental Conference on Environmental Education, 14 to 26 October. Tbilisi, Republic of Georgia, pp. 26-27.
5 Ibid.
>n 1 Background
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National Project for Excellence in Environmental Education. The initiative is addressing environmental
literacy and identifying examples of high-quality environmental education practices. As part of this
project, a framework has been established to depict four facets of environmental literacy:
Personal and civic responsibility.
Knowledge of environmental processes and systems.
H Skills for understanding and addressing environmental issues.
Questioning and analysis skills.
Multiple experiences are needed to help learners develop the combination of knowledge, skills, and
attitudes required to be environmentally literate. Given that environmental education is a process, it
cannot in itself make immediate improvements in the environment, such as enhancing local air or water
quality. Instead, environmental education gives individuals the capability and skills over time to analyze
environmental issues, conduct problem-solving, and take action to make improvements happen.
Capacity Building to Deliver Environmental Education
Components of a Comprehensive
State-Level EE Program
Many activities are under way at the federal, state, and local levels to establish comprehensive
environmental education programs to advance
environmental literacy. The term "environmental
education capacity building" is often used to describe
these activities. The National Environmental Education
Advancement Project (www.uwsp.edu/cnr/neeap}, which
supports local and state capacity building efforts, has
defined the term as "the development of effective leaders,
organizations, networks, plans and evaluation in order to
achieve comprehensive environmental education
programs at the state and local levels."6
As part of the project, a survey was conducted to help
establish the key components of state-level comprehensive
environmental education programs.7 The "wheel"
depicted to the right has been used to illustrate the
components that environmental educators identified in
the survey as being important for developing strong
environmental education programs. These include:
Structure: Components provide support to
environmental education through policy, funding,
administration, and implementation.
'' National Environmental Education Advancement Project. University of Wisconsin-Stevens Point. http://ivwui.uwsp.edu/cnr/National
Environmental Education ActplresearchjEECapacityBuilding.htm
7 Kirk, M., R. Wilke, and A. Ruskey. 1997. "A Survey of the Status of State-Level Environmental Education in the United States."
Journal of Environmental Education. Volume 29, Number 1. pp. 9-16.
Section 1 Backgr
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Program: Components provide support to environmental education through instructional
requirements, teacher resources, training programs, and other elements.
Funding: Components are related to sources, strategies, and training that support both the
programming and structural components of environmental education.
The Importance of Educator Preparation
Capacity building efforts are helping to ensure the professional training and development of formal and
nonformal educators. Environmental education is a highly complex endeavor requiring knowledge of
both natural and human systems and familiarity with the unique instructional strategies used to teach
about these systems. Improved preparation of environmental educators is key to (1) increasing both the
quantity and quality of environmental education in formal and nonformal education and (2) using
environmental education to improve environmental learning by people of all ages and, specifically,
student academic achievement.
12 Se<
Leading environmental education entities,
including EPA's Office of Environmental
Education, the North American Association for
Environmental Education, and many other state
and national partners, have created tools and
strategies to better define the complex set of
concepts and skills that encompass environmental
education as well as the best instructional
strategies for implementing them effectively and
without bias. These tools include guidelines for
what learners of all ages should know and be able
to do to address environmental issues, guidelines
for the preparation of environmental educators,
and guidelines for assessing the effectiveness of
materials and programs.
A strong network of environmental education
trainers exists through national programs such
as Project Food, Land and People; Project
Learning Tree; Project WET; and Project WILD.
Individual states have also developed state-specific environmental education programs with strong
internal networks of trainers and facilitators. Through these programs, more than 100,000 educators
are developing professionally each year.
In addition, the National Council for the Accreditation of Teacher Education (www.ncate.org) has
accepted the North American Association for Environmental Education as a partner, which will lead to
stronger requirements for environmental education at the initial level of teacher preparation. The
National Council for the Accreditation of Teacher Education is a coalition of national organizations that
sets standards for colleges and universities and prepares educators and other professional personnel for
work in elementary and secondary schools. It uses a performance-based accreditation process to foster
ml Background
Formal Education: A societally approved sanctioning system
in which participants are required to learn and demonstrate
certain competencies. This includes, for example:
Public and private preschools, elementary schools, middle
schools, secondary schools, colleges, and universities.
Courses, seminars, and workshops for certification or licensing.
School groups attending environmental education programs or
events as part of a school's curriculum.
School field trips to zoos or museums.
Nonformal Education: Voluntary education in which learners
are not officially required to learn. This includes, for example:
Recreational visits to parks, museums, zoos, and nature centers.
Noncredit courses, seminars, and workshops.
Summer camps for youth.
Elderhostel programs.
Source: Meredith, J., D. Cantrell, and M. Conner. 2000. Best Practices for
Environmental Education: Guidelines for Success. Environmental Education
Council of Ohio. p. 5.
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the competency of preservice and in-service
teachers and other educators at the preschool
through grade 12 levels.
Finally, several states have developed certification
programs for formal and nonformal environmental
educators based on the national Guidelines for
the Preparation and Professional Development of
Environmental Educators. Though still in their
infancy, most of these programs include
performance outcomes, coursework, mentoring,
codes of ethics, and assessments.
Learner Outcomes and Achievements
As the field of environmental education
matures and capacity building increases, the
results of all of the activities described on the
previous pages must be documented. Top-
quality environmental education programs are
assessing learner progress and documenting
results.
Guidelines for Excellence
The National Project for Excellence in Environmental Education
(vvwiv.naaee.org/npeee) has produced national guidelines for
environmental education materials, student learning objectives,
educator preparation, and nonformal education programs:
Environmental Education Materials: Guidelines for Excellence
provides a set of recommendations for developing and selecting
environmental education materials. These guidelines were
designed to help developers of instructional materials produce
high-quality products and to help educators evaluate the wide
array of existing products.
Excellence in Environmental Education: Guidelines for Learning
(Pre-K-12) outlines core concepts and skills for environmental
literacy, suggests guidelines and performance measures, and
demonstrates how environmental education can be used to meet
standards.
Guidelines for the Preparation and Professional Development of
Environmental Educators outlines the knowledge and skills needed
to effectively foster environmental literacy.
Nonformal Environmental Education Programs: Guidelines for
Excellence presents 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.
Across the United States, students are gaining
an awareness of their own environment as well
as the complex, cause-and-effect relationships that underlie and influence environmental conditions.
They are also learning how personal and societal actions can have local and global impacts. As a
result, educators across the nation are reporting that their students are performing at higher levels,
getting better test scores, learning how to think more critically, and building the quality of their character.
These reports are backed up by research illustrating that environmental education has become a valuable
tool in improving learner achievement.
For example, the State Education and Environment Roundtable8 (www.seer.org), which is made
up of education agencies in 16 states, conducted a study of 60 schools that used the Environment
as an Integrating Context system of educational practices developed by the organization. The
study found that most students learn more effectively within an environment-based context that is
not primarily focused on learning about the environment but that uses a school and the surrounding
community as a framework within which students can construct their own learning. Environment-
based learning is interdisciplinary, collaborative, student-centered, and hands-on. Not only did
the students' performance improve on traditional measures of competence - earning higher grades
and scoring better in reading, math, and writing - but their interest and motivation were also
enhanced.
" Lieberman, G.A., and L.L. Hoody. 1998. Closing the Achievement Gap: Using the Environment as an Integrating Context for
Learning. State Education and Environment Roundtable. Poway, CA.
Section 1 - Backgr
M3
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14 Secti
The National Environmental Education and Training Foundation examined case studies of schools that
use environmental education as the focus for their curriculum and found ample evidence that environmental
education improves academic performance across the curriculum.9 The study found that:
Reading and math scores improved.
Students performed better in science and social studies.
Students developed the ability to make connections and transfer their knowledge from familiar to
unfamiliar contexts.
Students learned to "do science" rather than just "learn about science."
Classroom discipline problems declined.
Every child had the opportunity to learn at a high level.
9 Glenn, J.L. 2000. Environment-based Education: Creating High Performance Schools and Students. The National Environmental
Education and Training Foundation. Washington, DC.
>n 1 - Background
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^ntation of the National
J'- .' ' '-.QV:, J ' :
nm&iiial Education A$t
This section focuses on the progress made by EPA's Office of Environmental
Education in implementing the National Environmental Education Act.
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The signing of the National Environmental Education Act in 1990 gave EPA its first mandate to
strengthen and expand environmental education as part of its overall mission to protect people's health
and the environment. The Act also established the Office of Environmental Education within the
Agency to design, implement, and manage its environmental education programs.
Since 1992, when it first received funding
under the Act, the Office of Environmental
Education has provided leadership and
financial support to broaden the reach of
environmental education. EPA has done more
to advance and institutionalize environmental
education than any other organization in the
past 15 years. The Agency is the most
appropriate leader for environmental education.
Charting the Direction
Advisory Groups
The National Environmental Education Act also mandated the
creation of two advisory groups for the U.S. Environmental Protection
Agency's Office of Environmental Education:
The National Environmental Education Advisory Council
(www.epa.gov/enviroed/neeac.html) assesses the status of
environmental education and reports on the effects of the Act.
The Council is an 11-member citizen body with diverse
representation from across the country. It provides EPA with
recommendations for enhancing environmental education in the
Agency. In addition, the Council serves as a national voice for
environmental education and helps to provide a strategic vision
in support of institutionalizing the field.
The Federal Task Force on Environmental Education
(www.epa.gov/enviroed/ftfee.html) facilitates communication and
collaboration among federal agencies and departments that have
common interests in supporting and implementing environmental
education programs. Chaired by the Office of Environmental
Education, the task force includes the U.S. Departments of
Education, Interior, Agriculture, and Energy as well as the National
Aeronautics and Space Administration, the National Science
Foundation, and the Peace Corps.
Both of these groups are essential in keeping the Office of
Environmental Education connected to other environmental
education policymakers, practitioners, providers, and researchers
inside and outside the federal government.
The vision of the Office of Environmental
Education is to develop an environmentally
conscious and responsible public and to
increase public commitment to environmental
stewardship by improving environmental
literacy. In 2000, the Office developed a
strategic plan to help meet its important
mandate and make wise use of government
dollars. In 2004, the Office updated the plan
to chart a direction for the years 2005 to 2008.
The plan is intended to:
Improve performance.
M Better align program goals, objectives, and performance and efficiency measures with the Agency's
strategic planning initiatives.
8 Better reflect the needs of the environmental education profession.
The Office invited key stakeholders within EPA, other federal agencies, and the private sector to
participate in the planning process and build support for its initiatives. The plan establishes five long-
term goals along with associated objectives, outputs, outcomes, and performance and efficiency measures:
Goal 1: Support environmental education in formal and nonformal settings.
Goal 2: Improve organizational and community capacity to develop and deliver coordinated
environmental literacy programs across a state or across multiple states.
Goal 3: Develop and implement a national environmental education research strategy to assess the
effectiveness of environmental education in improving environmental quality and student achievement.
Section 2 Implementation of the National Environmental Educatio
Act 17
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18 Sect
Goal 4: Improve the quality, accessibility, and coordination of environmental education information,
resources, and programs.
Goal 5: Promote and support environmental careers.
As directed by the National Environmental Education Act, the Office of Environmental Education has
established a number of programs and partnerships to support these goals, as illustrated in the chart
below and detailed in the following sections.
Organization of EPA's Office of Environmental Education
Office of Environmental Education
Programs and Projects
National Environmental
Education Advisory Council
Grants
Program
Environmental
Education
and Training
Partnership
University
of Michigan
Federal Task Force
on Environmental Education
National Network
for Environmental
Management
Studies
President's
Environmental
Youth Awards
Other
Initiatives
North American
Association
for Environmental
Education
University
of Wisconsin-
Stevens Point
Federal
Agency
Partnerships
Research
Research
Program
Access
to Resources
(Internet)
Research
Agenda
Workshops
Projects
Grant Program
Supports Strategic Plan Goals 1, 2, 3, 4, 5
www, epa.govIenviroedI grants, html
The Office of Environmental Education's grant program supports environmental education projects that
enhance the public's awareness, knowledge, and skills so that people can make informed decisions
that affect environmental quality. Through the grant program, the Office seeks to (1) strengthen existing
formal and nonformal environmental education efforts and (2) sustain high-quality programs and projects.
Training, education reform, and state and local capacity building are three of the most important priorities
»n 2 Implementation of the National Environmental Education Act
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of the grant program, and grants funded in these topic areas have reached hundreds of thousands of
people, improving their knowledge of the environment.
Since 1992, the Office of Environmental
Education has awarded more than 2,750 grants
providing a total of approximately $30 million
in federal funding. Public and private schools,
environmental education centers, museums,
nature centers, grassroots organizations,
community groups, Native American tribes,
Alaska Native villages, and state and local
governments have all received grants. In
addition, every state and U.S. territory has
received at least one grant.
Tribal education
or tribal non-profit
organization (2 4%)
State government
agency (4 5%)
School/
school district/
school board (19.3%)
College/university (17 1%)
Local government
agency (county/city) (7 7%)
Non-commercial
broadcaster (0.4%)
More than 1,000 proposals are received from
across the nation each year, and the
competition for the grants is intense. The Office
of Environmental Education has a well-established process for soliciting, receiving, and reviewing
grant applications, and the grant program has served as a model for other programs within EPA.
Non-profit
organization (48.8%)
Available funding allows EPA's Headquarters Office to award 10 to 12
grants a year - approximately 5 percent of the proposals received.
Each of the Agency's 10 regional offices funds approximately 20 grants,
or about 30 percent of the proposals received. A budget of $2 million
to $3 million is used to fund these 200+ grants; by law, 25 percent of
all the grants awarded must be for $5,000 or less.
The grant program has also successfully leveraged nonfederal matching
funds. Because federal funds cannot exceed 75 percent of the total
funding for a project, each grant recipient is required to provide a
matching contribution from its organization or a partner organization
with a value of at least $1 for every $3 provided by the Agency. The
total matching funds leveraged nationwide each year have often
exceeded the required amount and surpassed the total funding provided
by the Agency. For example, in fiscal year 2002, Congress appropriated
almost $2.8 million for the grant program, which leveraged more than
$5.2 million in matching funds.
Ratio of OEE Funds vs.
Non-Federal Matching Funds
(2002-2004)
Non-Federal OEE Grants
Matching Funds Program Funds
(58.6%) (41.4%)
Section 2 - Implementation of the National Environmental Educatio
19
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Grants Awarded Since 1992
Grints in Action
Highlighted on these two pages are just a few examples of
the thousands of environmental education grants awarded
by EPA's Office of Environmental Education. Educational
priorities for the grants have included projects that build state-
wide capacity to deliver environmental education, advance
state education reform goals, educate the public about health
threats from pollution, improve teaching skills, encourage
environmental careers, educate low-income and culturally
diverse audiences, and educate the public through
community-based organizations.
Multidisciplinary Approach Enriches Learning
Environmental education draws upon many fields of study and
provides abundant learning opportunities in math, science,
language arts, and other subjects. The multidisciplinary approach
that is inherent to environmental education supports development
of lifelong learning skills and makes learning more relevant to
students' lives.
Green Schools Program
Philadelphia, Pennsylvania
"Energy" is the integrating theme for learning at 20 Philadelphia
schools that participate in the Green Schools Program. Under
the program, students in the city's elementary, middle, and high
schools have performed energy audits, created energy patrols,
distributed flyers with energy-saving tips, and even constructed
architectural models of "green" buildings. The students sharpen
their skills in math, social science, language arts, and other
subjects while learning valuable teamwork and community
involvement skills.
The national Green Schools Program is sponsored by the Alliance
to Save Energy, a nonprofit coalition of business, government,
environmental, and consumer leaders. The program encourages
students to engage in energy-saving activities in their schools,
homes, and communities. The Alliance supports each
participating school by conducting meetings and planning
sessions and by providing educational materials.
Collaboration Leading to Environmental Awareness in
Rockford (CLEAR)
Rockford, Illinois
Students in a Rockford school district are literally rolling up their
sleeves and getting their hands dirty as part of a multidisciplinary
environmental education program. The Collaboration Leading
to Environmental Awareness in Rockford (CLEAR) program
teaches middle school students about water resource issues with
emphasis on social science, math, English, and communications.
CLEAR begins with a teacher training workshop that is facilitated
by educational staff from the Burpee Museum of Natural Science
and local conservation and ecology experts. The teachers then
develop lesson plans that incorporate both classroom and field
components. Lessons focus on the health of a local river, and
students get an opportunity to collect and test river water samples.
In the process, the students also learn how to handle scientific
equipment, test hypotheses, conduct experiments, and solve
problems.
Promoting Environmental Stewardship in Communities
Environmental education is an essential tool for raising people's
awareness, changing their behavior, and empowering them to
help develop a sustainable society. Many diverse groups are
working in partnership to promote and strengthen environmental
education in their communities.
Blacklick Environmental Education Center
Johnstown, PA
The goal of the Opportunities for Educational and Wildlife
Enhancement Program and the Vintondale Wetlands Project is to
improve the quality of life for communities in Pennsylvania. The
project involves reclamation of 35 acres of abandoned coal mine
landsmany of which have been scarred by mine tunnels or
polluted by acid mine drainageto turn them into thriving
wetlands. The wetlands will become a "living classroom" for
students in area schools and local community members and will
provide diverse educational and recreational opportunities.
International Sonoran Desert Alliance
Ajo, Arizona
U.S., Mexican, and Native American residents are working
together to protect and sustain their Sonoran Desert communities.
Members of the International Sonoran Desert Alliance are creating
habitat projects, green spaces, and ecologically friendly parks.
In addition, bilingual teacher training and curriculum materials
are helping educators to teach their students about the unique
cultural and biological heritage of the region. Through the
collaboration of the various residents, the Alliance hopes to
address the complex economic and environmental challenges
facing border communities in the area.
hi 2 - Implementation of the National Environmental Education Act
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Denver Zoological Foundation
Denver, CO
Students and community members in the Denver metropolitan
area are working together to implement environmental
improvement projects. The Wonders in Nature - Wonders in
Neighborhoods (WIN - WIN) program encourages elementary
school students to work with parents, businesses, and local
agencies to define issues of importance in their communities as
well as to apply the knowledge that they have gained from
environmental education classes. The program strives to foster
appreciation of wildlife and conservation, especially among
children and families who have limited access to natural places.
Building Capacity to Deliver Environmental Education
Building Capacity with a Master Plan
Lincoln, Nebraska
The Nebraska Alliance for Conservation and Environmental
Education is developing a master plan to lay a strong foundation
for environmental education in the state. The target audiences
for the plan include environmental education leaders; nonformal
and formal educators; legislators; state and federal agencies;
business and industry; and urban, rural, and agricultural groups.
The plan will build on environmental education components that
are already in place in Nebraska, including coordinated,
statewide, in-service teacher training and state-supported grants.
Advancing State Education Reform Goals
Lessons Keep Pace with Reform Goals
Anchorage, Alaska
A hands-on project in Alaska is providing students with broad-
based learning opportunities in conformance with state standards
and educational reform objectives. The project integrates
science-based tools into middle school curricula for both math
and science. As part of the project, students collect water samples
from local creeks, analyze the samples, and enter the results
into an Internet database shared by classes across the state.
The students learn how natural systems are interconnected, how
human activities affect watersheds, and how changes in human
behavior can improve water quality.
The project was initiated by the University of Alaska Anchorage's
Environment and Natural Resources Institute, which also
provided training for teachers and support for participating
schools.
Encouraging Environmental Careers
EnviroVan Steers Students to Careers
Tampa, Florida
Tomorrow's environment lies in the hands of today's youth. To
educate high school students about careers in environmental
studies, the University of South Florida brings a high-tech science
laboratory to their doorstepsliterally. The "EnviroVan," which
is equipped with instruments for field testing, sample analysis,
research, and hands-on training, visits schools to engage students
in environmental and public health studies through participation
in applied science experiments. Students also gain access to
advanced laboratory equipment that is not available in a typical
classroom. The project's ultimate goal is to give students a first-
hand look at different environmental and health career paths.
Students can learn about the public health field, for example, by
testing drinking water for safety after a hurricane. Discovering
that science is relevant to their own lives rather than just a subject
in school encourages the students to take what they learn in the
laboratory and make contributions to their communities.
Educating the Public about Human Health
A Community-Based Approach to Health Education
Providence, Rhode Island
Environmental education can help people understand the
relationship between where they live and how they feel. Since
1998, the Environmental Health Action Project in Providence has
offered a community-based workshop series to help asthmatics
understand and control their condition. Brown University students
enlist participants for each workshop series, help to prepare for
and conduct the workshops, and perform follow-up visits and
interviews. The process enables the students to gain valuable
health education experience while offering potentially life-saving
information to the community.
The project is a joint effort of the Providence Community Health
Centers, Providence Community HealthCorps, and Swearer
Center for Public Service. Workshops are tailored to the languages,
literacy levels, and health needs of the individual participants,
which include both children and adults.
Environmental Education for Adult Learners
Adult Learners Become Resource-Efficient
Chalmette, Louisiana
Environmental education is for learners of all ages. At Nunez
Community College in southeastern Louisiana, homeowners and
business proprietors are learning how to use resources more
efficiently. Through the Resource Efficiency for the Millennium
project, adult learners are learning about energy efficiency, water
conservation, tree and lawn planting, and efficient automotive
fuels. Experts from local power plants, water departments, and
agricultural organizations lead the project workshops, which
challenge the participants to think about the environment when
making decisions regarding their homes or offices. The ultimate
goal of the project is to help people become better informed about
environmental issues in order to reduce pollution and increase
environmental stewardship.
Section 2 - Implementation of the National Environmental EducatioJ
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Environmental Education and Training Partnership
Supports Strategic Plan Goals 1, 2, 3, 4
www.eefap.org
www.epa.gov/enwroed/eefap.Atfm/
The Office of Environmental Education awards a multiyear cooperative agreement with a consortium of
universities and nonprofit organizations to deliver training and related support to education professionals.
Since 1992, three cooperative agreements have been signed with the University of Michigan (1992-
1994), the North American Association for Environmental Education (1995-1999), and the University
of Wisconsin-Stevens Point (2000-2005).
What started as a modest program has matured into a focused effort that has brought together partners
who are leading environmental education practitioners, policymakers, and providers in ways that have
responded to the needs of environmental educators, leveraged resources, reduced duplication of efforts,
and created cost-effective programs. Enabling states to sustain environmental education over the long
term has become a clear theme, as has improving the quality of environmental education through
development of national environmental education guidelines that are linked to state and national
education standards.
Under the current program, partner training and support activities are organized around three goals.
These goals are presented below along with highlights of the many achievements that have been
accomplished.
1. Capacity Building Strengthen the capacity of organizations at the state level to strategically plan
and coordinate their educator training programs statewide.
Educator training initiatives have been supported in eight states: Arizona, California, Illinois,
Missouri, Ohio, Oklahoma, Utah, and Washington.
A survey is under way to assess progress made by all 50 states over the past 10 years in establishing
comprehensive environmental education programs.
2. Professional Development - Assist educators in using environmental education as a tool for
improving student achievement.
More than 75,000 teachers and other educators have been trained in scientifically accurate and
effective environmental education.
Up-to-date national guidelines have been produced for environmental education materials, student
learning objectives, educator preparation, and nonformal education programs.
Two online educator training courses have been developed for teachers and nonformal educators.
Four pilot states (Kentucky, Georgia, Utah, and Texas) have received assistance to develop
environmental education certification programs to improve the quality of environmental education
instruction. Other states have long-established certification programs, and as the profession
advances, these states are now developing a second generation of advanced environmental
education certification programs.
in 2 Implementation of the National Environmental Education Act
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m Resources have been developed to assist educators in understanding and using environmental
education, including Advancing Education Through Environmental Literacy and Meeting
Standards Naturally, which demonstrates how environmental education can be used to support
education reform efforts.
3. Quality Assurance - Promote quality environmental education that is scientifically accurate,
educationally sound, and responsive to community needs.
'M A Web site (www.eelink.net) has been established to serve as a central access point for
environmental education resources, information, and services and professional development
opportunities.
& A sustainable and rigorous process for reviewing the quality of environmental education materials
is in development.
National Network for Environmental Management Studies Fellowship Program
Supports Strategic Plan Goals 1, 3, 5
Mww.epa.gov/env/roed/sfudenfs.ftfm/
The National Network for Environmental Management Studies Fellowship Program has enabled 1,300
postsecondary students interested in pursuing environmental careers to gain valuable work experience
in the field, and the program continues to be named "One of America's Top 109 Internships" by the
Princeton Review. The fellowships provide students with practical research opportunities and experiences
in offices and laboratories within EPA. The program also helps to defray the costs associated with the
students' pursuit of academic programs.
The Office of Environmental Education awards 35 to 40 fellowships each year in five areas: (1)
environmental policy, regulation, and law; (2) environmental management and administration; (3)
environmental science; (4) public relations and communications; and (5) computer programming and
development. The Office works with 300 representatives of colleges and universities to promote the
program on campuses nationwide.
In 2003, the Office of Environmental Education experienced an overwhelming response to the program
evidence of growing student interest in the environmental field. More than 470 applications were
received, representing a nearly 400 percent increase in a single year. The Office awarded 37 fellowships
in 2003 that provided a total of nearly $620,000 in funding.
The Office of Environmental Education also sponsors graduate students conducting research projects
in environmental education. Twelve studies have been completed or are in progress. Most of these
studies are documented in doctoral theses and have contributed to quantifying the success of
environmental education in supporting student academic achievement and in reaching environmental
protection goals. For example, one study examined the extent to which environmental education increases
critical thinking skills among students in grades 6 to 8; another study evaluated the success rate of an
inquiry-based model curriculum called Investigating and Evaluating Environmental Issues and Actions.
Section 2 - Implementation of the National Environmental Educatio
Act 23
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President's Environmental Youth Awards Program
Supports Strategic Plan Goals 1, 5
www. epa.gov/enviroed/awards. html
Tens of thousands of students have participated in the President's Environmental Youth Awards Program
in the past 30 years, creating innovative environmental projects in local communities. EPA has sponsored
the awards program since 1971, and the Office of Environmental Education has managed the program
since 1992. The program recognizes young people in grades kindergarten through 12 across America
for projects that demonstrate their commitment to the environment in their local communities. Individuals,
school classes, summer camps, public interest groups, and other youth organizations in all the states
and U.S. territories have participated. One outstanding project from each of the Agency's 10 regional
offices is selected for national recognition each year.
Young Leader Inspires Learning in Southwest
An artist, a teacher, a birder, and a
conservationist, Andrew was one of ten
recipients of the President's Environmental
Youth Awards for 2003. The 17-year-old
Andrew was recognized for advancing the
field of avian ecology in the Southwest United
States and for translating his knowledge into
inspiring learning experiences for others.
After participating in several bird surveys in
his home state of New Mexico, Andrew
decided to develop an environmental
education curriculum that focused on the
study of migratory birds. In partnership with
an educator at a school in his community,
Andrew taught fourth-grade students about
the ecological diversity of the Southwest
and the environmental issues facing birds
that breed in New Mexico and winter south
of the Mexican border. The students gained
an appreciation of the different bird species
and their habitat requirements and learned
about ecological networks, biodiversity, and
conservation.
To enhance the students' understanding of
migratory birds and to give the students an
opportunity to share their knowledge with
others, Andrew added an artwork component
to the class. The students' artwork was
ultimately exhibited at a state park. Andrew's
young students felt empowered by their
capacity to educate their community and were
inspired by their ability to make a difference
by enhancing environmental understanding.
Andrew is a remarkable example of a young
person who integrates scientific study, hands-
on learning, and promotion of public
awareness in a way that maximizes his
contribution to environmental education.
Teaching has been one of my
most rewarding experiences.
As much as you can inspire
these kids, they inspire you
more.
Andrew, as quoted in ABQ Journal.
2004. Albuquerque, New Mexico.
July 13.
Other Initiatives
In addition to the programs specifically mandated by the National Environmental Education Act, the
Office of Environmental Education has developed and sponsors several other initiatives to further
support and institutionalize the environmental education field. Each initiative supports one or more of
the Office's strategic objectives. The efforts include:
Federal agency partnerships.
Environmental education research.
Environmental education on the Internet.
24
Ln 2 - Implementation of the National Environmental Education Act
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Federal Agency Partnerships
The Office of Environmental Education works with program offices within EPA to help them design
environmental education initiatives and materials about specific environmental topics. The Office has
collaborated with all the major program offices in the Agency, including the Office of Air and Radiation;
the Office of Water; the Office of Prevention, Pesticides and Toxic Substances; and the Office of Solid
Waste and Emergency Response. The Office of Environmental Education provides program assessment,
product and material review, and training in the use of the national environmental education guidelines.
The Office of Environmental Education also works with other federal agencies pursuing environmental
education activities. Since 1992, the Office has managed more than 40 collaborative projects worth
approximately $13 million through interagency agreements with dozens of federal agencies. The Office
of Environmental Education has contributed about $5.7 million to these projects; other federal agencies
and their state and local partners have provided approximately $7.5 million. A complete list of the joint
agency projects is available at www.epa.gov/enviroed/iag.html.
These efforts are helping to coordinate programs, eliminate duplication of effort, and leverage resources.
Working in partnership with others involved in environmental education and related fields is a cost-
effective use of government resources.
Environmental Education Research
One of the most important ways to improve the quality of environmental education is with a body of
empirical research that identifies strengths, weaknesses, and gaps in all aspects of the field. Investment
in research is essential for:
Showing the connection between environmental education and improved student achievement.
Showing the connection between environmental education and achieving environmental and health
protection goals.
Understanding ways to improve environmental education.
8 Increasing the environmental literacy of the public.
In addition to the National Network for Environmental Management Studies Fellowship Program, the
Office of Environmental Education has funded many initiatives in support of research. In conjunction
with the North American Association for Environmental Education and the National Environmental
Education and Training Foundation, the Office of Environmental Education developed a national
research agenda for environmental education in 1998. Leading practitioners, providers, policymakers,
and researchers in environmental education came together to develop a research road map that could
be used to further the field. These individuals identified six research areas as crucial to understanding
and improving environmental education and environmental literacy:
What is the status of environmental literacy in the United States in terms of knowledge, attitudes,
thinking skills, and behaviors across age groups and populations?
'" Dietz, T. 2002. New Tools for Environmental Protection: Education, Information and Voluntary Measures. National Academies Press.
pp. 107-144.
Section 2 Implementation of the National Environmental Educatio
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National Environmental Education
and Training Foundation
Under the National Environmental Education
Act, Congress established the National
Environmental Education and Training
Foundation to develop policies, grantmaking
approaches, and direct programming to
advance environmental literacy in America. The
foundation is a private, nonprofit organization
dedicated to advancing environmental
education in its many forms. It awards $5,000
to $40,000 in challenge grants annually. Its
members also initiate programs in
environmental health, business and the
environment, volunteerism in natural resource
management, and educational achievement.
What impact does environmental education
in the United States have on improving
student academic performance?
What is the status of preservice and in-
service environmental education training for
formal and nonformal educators?
How effective are environmental education
materials, programs, instructional strategies,
and models in improving environmental
literacy and in achieving broad educational
goals in schools and in nonformal education
settings?
What is the status of environmental
education in the United States?
How effective is environmental education in the United States in helping to meet environmental
protection goals?
In 2000, the Office of Environmental Education collaborated with the
National Academy of Sciences/National Research Council Committee
on the Human Dimensions of Global Change to conduct a workshop
exploring the impact of education, information, and voluntary compliance
programs on environmental protection. More than 100 environmental
protection and educational professionals in the public and private sectors
presented research papers, and their findings have been published.10
As described earlier, the Office of Environmental Education also has
supported graduate research studies as part of the National Network
for Environmental Management Studies Fellowship Program. This
research has addressed two broad topic areas: (1) the effectiveness of
environmental education in achieving environmental protection goals
and (2) the extent to which environmental education improves student
academic performance when integrated within various core subjects.
Environmental Education on the Internet
ivww.epa.gov/Wds
www.epa.gov/sfuc/ente
www. epa. gov/highschool
www.epa.gov/teachers
Although many high-quality materials and curricula for environmental education are available, accessing
these materials continues to be a problem, especially for educators and schools in rural, low-population,
and low-income areas. Since its inception, the Office of Environmental Education has recognized the
need for a strong presence on the Internet to help improve the quality and accessibility of environmental
education information, programs, and materials.
in 2 Implementation of the National Environmental Education Act
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Funding from the Office of Environmental Education has leveraged the production of state environmental
education Web sites and supported the development of EE-Link (www.eelink.net), which provides
access to a wealth of environmental education resources and services.
The Office of Environmental Education has substantially improved access to environmental education
information and resources within EPA with the development of a dynamic, searchable Intranet site for
Agency staff. The Office also has provided the public with easy access to its programs, materials, and
information.
The Agency's main Web page provides four education-related sites: the Environmental Explorers'
Club (grades kindergarten through 4), the Student Center (grades 5 through 8), the High School
Environmental Center (grades 9 through 12), and the Teachers' Page. The Office of Environmental
Education participates in an Agency workgroup that evaluates all the materials on these sites for their
educational content, age appropriateness, and suitability for the Web. These sites are among the most
popular on the Agency's Web site, receiving hundreds of
thousands of "hits" each month.
Staffing and Allocation of Funds
The National Environmental Education Act establishes the
allocation of funds for all of the Office of Environmental
Education's programs and activities as well as its staffing.
As stipulated by the Act, the staffing should include a
director, a Headquarters staff of not less than six and not
more than 10 full-time employees, and one full-time
employee in each of the Agency's 10 regional offices. The
Office of Environmental Education has never been staffed
by the full number of Headquarters employees mentioned
in the Act but has always had a representative in each
regional office. Currently, the Office has six full-time
Headquarters staff, including the director.
Leveraging Funds for Maximum Impact
The Office of Environmental Education has consistently
leveraged the limited federal funds appropriated for
environmental education into impressive gains for the field.
For example:
The grant program has secured at least $1 in nonfederal
matching funds for every $3 awarded.
The National Environmental Education Training
Foundation has provided matching funds of $2 for every
$3 contributed by grantees and has realized an
estimated $58 million "business impact."
Since 1995, the Environmental Education Training and
Partnership Program has leveraged its $14.2 million in
federal funding with $8 million in partner contributions.
$14
$12
$10
NEEA authorizes Congress to appropriate to OEE
a maximum of $14 million per year
$7.8 $78
$78 $78
$6.5
$7.3 $7.2 $7.2 $7.3 $7
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
* The amounts shown above reflect program dollars; therefore, costs
associated with salaries or benefits are not included.
Since 1990, Congress has appropriated
approximately $80 million for the
implementation of the National
Environmental Education Act - the
largest single funding source for the field
of environmental education. Although
the Act authorizes up to $14 million each
year for the Office of Environmental
Education, the largest amount that has
ever been appropriated is $7.8 million.
Section 2 - Implementation of the National Environmental Educatio
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Allocation of OEE Funding as Prescribed
by NEEA
Grants (38°,
NEEASectior
Teacher
^Awards (2%)
NEEA Section 8
NEETF(10%)
NEEA Section 10
Activities and
Initiatives (25%)
"""A Section 4
28
Under the Act, the Office of Environmental Education is
required to implement specific environmental education
programs that are funded with designated percentages of
the appropriated funding. The Office of General Counsel
within EPA has defined these resource allocations as both
a floor and ceiling, meaning that no less and no more than
the prescribed percentage can be used for each program.
Specifically, 38 percent of the funding is spent on grants
to education agencies and nonprofit organizations, 25
percent is used for training and otherwise supporting
environmental educators, 25 percent is spent for the
Office's activities and initiatives, 10 percent is allocated
to the National Environmental Education and Training
Foundation for challenge grants to education agencies and
nonprofit organizations, and 2 percent of the appropriated
funding is used to support teacher awards given by the
Council for Environmental Quality.
The allocation of funds for the Office of Environmental Education's activities and initiatives includes
funds for the National Network for Environmental Management Studies Fellowship Program and the
President's Environmental Youth Awards Program, interagency agreements with other federal agencies,
cooperative agreements and contracts with nonprofit organizations, and support of the National
Environmental Education Advisory Council. Only one-third of the 25 percent allocation for the Office's
activities (8 percent of the total allocation) is spent on the support of the Office itself.
Educator
Training (25%)
NEEA Section 5
-------
fl ,
Section 3 Recommendations for Action
This section of the report presents the eight recommendations made by the
National Environmental Education Advisory Council to enable the profession
to set the standard for excellence, measure results, and celebrate successes.
-.1! \-'V- I'M '">'
ii i!IJ' J
-------
"Ordinary people can do a lot to help the environment, and when people
work together, they can do anything. " u-,,
-------
Over the past 15 years, through the innovative work of EPA's Office of Environmental Education and
its numerous partners across the nation, a set of impressive goals has been accomplished. Although
significant progress has been made to bring the field to its current level, several additional steps must
now be taken for environmental education to reach its full potential. The National Environmental
Education Advisory Council offers the following eight recommendations and associated action items to
serve as strategies for taking those next steps.
Recommendations for Action
Setting the Standard
1. Update the National Environmental Education Act for the 21st century.
2. Broaden the audience and leadership of the environmental education field.
3. Improve the quality, accessibility, and dissemination of environmental education materials and
programs.
Measuring Results
4. Develop a framework and tools for measuring the effectiveness of environmental education.
5. Support and strengthen long-term research initiatives.
6. Establish an outcome-based grant program to enable states, territories, and tribes to deliver
environmental education programs and services.
Celebrating Successes
7. Develop assessment-based professional development programs for formal and nonformal
educators to improve their ability to teach environmental concepts and skills to learners of all ages.
8. Build public understanding of the value of environmental education and increase the number
and diversity of talented young people pursuing environmental careers.
Section 3 - Recommendations for A< don 31
-------
Setting the Standard
Recommendation No. 1
Update the National Environmental Education Act for the 21st century.
Since the passage of the Act, environmental education has proven to be a viable force for environmental
and health protection, student achievement, economic prosperity, and community engagement. The
Office of Environmental Education has been integral to these outcomes.
The Council recommends that the mandate of the Office of Environmental Education be enhanced so
that environmental education becomes institutionalized across the country. Enhancing the mandate of
the Office can only be achieved by new legislation that addresses the great public demand for quality
environmental education. New legislation must also reflect the current state of the field of environmental
education, the focus on evaluation of learner achievement, and the advances in technology and
information transfer.
The field of environmental education is a rapidly growing profession with programs and materials that
are content- and process-driven, coordinated, and focused. New legislation must be passed to sustain
momentum in the field of environmental education today and in the future.
Action Items
Build the new act around the remaining recommendations in this report.
Increase the authorized and appropriated monies to support (1) the administration of programs
and other initiatives that support the field of environmental education (as detailed in the following
action items) and (2) the management and administration of the Office of Environmental Education.
Recommendation No. 2
Broaden the audience and leadership of the environmental education field.
Environmental issues directly impact many sectors of society, including transportation, construction,
planning, health, labor, agriculture, business, and industry. As a result, many businesses and
other organizations have embarked upon their own environmental education initiatives or are
involved in "technical assistance" efforts in which environmental education could be incorporated.
In addition, these stakeholders are often in a unique position to engage adult audiences. For
example, many professions are affiliated with trade associations and membership organizations
that have the ability and resources to effectively reach large numbers of constituents as well as
members of the public.
Technical assistance is training for the
regulated professional community (for
example, engineers, developers, contractors,
and homebuilders), often conducted by a
regulatory agency, to demonstrate how to
meet the requirements of environmental rules
and regulations.
32 Sc
To bolster the effectiveness of the environmental education field,
collaboration and synergy among practitioners, providers,
policymakers, and researchers are imperative. Joint leadership among
the many people involved in environmental education can facilitate
information exchange and expand the impact of environmental
education initiatives while reducing duplication of effort.
m 3 Recommendations for Action
-------
Action Items
Empower the National Environmental Education Advisory Council with more staff and capacity
and broaden the constituency of the Council. With a broader base, environmental education
leadership will flourish.
Encourage collaboration among individuals and groups by encouraging the submission of
environmental education grant applications that involve partnerships.
Establish an emerging leaders program to recognize and inspire a new generation of achievers.
The program would provide cross-disciplinary training, mentoring, and advancement opportunities.
Use available research to ensure that the best means are used to reach key constituents.
Recommendation Nol 3
Improve the quality, accessibility, and dissemination of environmental education
materials and programs.
A large and varied body of environmental information and education materials currently exists in this
country. Across this spectrum of curricula, programs, and other materials are some gaps and some
duplication. This is evidence of a thriving and energetic field, but one that could benefit from improved
communication and shared resources.
The Office of Environmental Education, working with partners across the country, has taken many of
the initial steps to help coordinate development of materials, establish quality control that would benefit
the field, and strategically disseminate the materials. These accomplishments have been achieved in
several ways:
By creating guidelines that define excellence
for environmental education content and
instruction.
By creating Web sites that provide quick and
easy, one-stop shopping for high-quality
materials.
By using grants strategically to begin filling gaps
and avoiding duplication.
Environmental Education vs. Environmental
Information
What passes for environmental education in America is usually
environmental information. One might compare the situation
to the difference between a full-course meal and a quick snack
True education nourishes a deeper understanding and an all-
important ability to apply knowledge, whereas information
simply makes one aware of a topic and stops there.11
Ji By providing funding to existing networks to
implement high-quality environmental education among formal and nonformal educators.
Within the existing body of environmental education resources, there also is a need to define the
difference between information, which is used to provide facts about a specific topic, and education,
which prepares people to critically analyze information and make their own informed decisions.
1' Coyle, K. 2004. Understanding Environmental Literacy in America: And Making It a Reality. National Environmental Education
and Training Foundation. Washington, DC. p. 4.
Section 3 - Recommendations for Action 3 3
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Action Items
Encourage and prepare environmental educators across the country to use the Environmental
Education Materials: Guidelines for Excellence to evaluate environmental education materials
for quality and balance.
Using Environmental Education Materials: Guidelines for Excellence, identify existing high-
quality materials. Through needs assessments and literature reviews, identify gaps and major
areas of duplication. Use this information to help make decisions about which environmental
education projects to fund.
Disseminate examples of the best environmental education materials nationally using EPA's Web
site and provide links to the Web sites of federal, state, tribal, local, and private partners. Include
Web sites that offer pertinent and accurate information on environmental issues.
Measuring Results
Recommendation No. 4
Develop a framework and tools for measuring the effectiveness of environmental
education.
Quality environmental education initiatives are well understood to have catalyzed changes in individuals'
environmental knowledge, skills, attitudes, and behaviors. Assessment is needed to document these
outcomes. These outcomes, in turn, point to which programs, products, and services are working and
why.
The long-term goals of environmental education are to raise the level of environmental literacy among
Americans today and to ensure the environmental literacy of each successive generation in order to
improve environmental and health protection and economic prosperity. Although it is unrealistic to
expect any single environmental education program to achieve these long-term goals, it is possible to
measure the short-term outcomes of a program (such as skill development, knowledge gains, attitude
changes, and the intent to change behavior) as well as the intermediate outcomes (such as actual
changes in behavior related to practices, decisions, policies, and social actions).
Evaluation guidelines must be developed and tools must be disseminated to ensure that measurement
takes place and is conducted consistently. In this way, outcomes of individual initiatives can be
appropriately measured and can contribute to a cumulative body of results that point to the long-term
goals of environmental education - environmental literacy and quality of life.
Comprehensive, long-term evaluation should include both quantitative and qualitative assessment
strategies to provide an in-depth understanding of the effectiveness of environmental education programs
for adults as well as for youth.
3 4 Section 3 Recommendations for Action
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Action Items
Support collaboration between the Office of Environmental Education and other evaluation leaders
in the field to develop the measurement framework and guidelines. Conduct research on what to
evaluate, how to evaluate, and which evaluation tools are most appropriate.
Ensure that the measurement framework and guidelines; existing, proven assessment tools; and
new tools (as they are developed and tested) are accessible to users and easy to find.
Ensure that environmental education grants funded by the Office of Environmental Education include
a strong evaluation component and an appropriate amount of funding to support project evaluation.
Recommendation JVbl $'
Support and strengthen long-term research initiatives.
A significant body of research exists on various aspects of environmental education, including:
8 Changes in environmental knowledge, skills, attitudes, and behaviors.
M The effectiveness of instructional materials and strategies.
9 The impact of professional development on formal and nonformal educators.
The effectiveness of environmental education in improving student achievement and meeting
education reform goals.
The impact of environmental education on meeting environmental protection goals.
U The overall status of the field.
The scope of this research, however, tends to be limited (particularly in terms of focus, methodology,
geography, and populations), leaving gaps in what is truly known about the field. Also, assessments of
environmental literacy must be broadened beyond simple metrics (such as attitudes, current event
awareness, and knowledge of facts) to include measurements of lifelong skill sets (such as problem
solving and critical thinking) and understanding of complex natural and human systems.
Comprehensive, long-term research initiatives are imperative to address these issues.
Action Items
H Identify quality environmental education research studies to immediately inform the field. Promote
these studies among formal and nonformal educators. Identify both "proven" and "promising"
programs and practices as well as research gaps.
9 Fund long-term, comprehensive research to investigate why and how "proven" and "promising"
programs and practices work. Provide mechanisms for disseminating the findings.
Conduct a national assessment of environmental literacy among youth and adults to establish
baseline data for evaluation of future progress.
Develop and widely distribute comprehensive research-based instruments to enable environmental
educators to assess environmental literacy at the local, state, or regional level and to compare
their progress with data generated by the national assessment.
Section 3 - Recommendations for Action 3 5
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36 Secti
Recommendation No. 6
Establish an outcome-based grant program to enable states, territories, and tribes to
deliver environmental education programs and services.
Each state, tribe, and territory in the nation is ecologically, economically, and educationally unique.
Each one is also at a different stage in building the capacity to develop programs and services to help
its residents become environmentally literate. Common elements exist among the states that are closest
to reaching full environmental education capacity. These include:
A comprehensive, statewide plan for assessing and improving environmental education.
A centralized resource for information about state programs, personnel, facilities, and materials
that support environmental education as well as Web links for other state and national resources.
A strategy for significantly improving the preparation of all those who teach about the environment,
including the possible creation of certification programs for formal and nonformal educators.
A strong and active environmental education professional association.
Because states, territories, and tribes are at different points on the road to full environmental education
capacity, the programs must be managed by people who know what systemic improvements must occur
in their specific geographic or cultural areas.
Action Items
With funding under the National Environmental Education Act, create a performance-based
grant program that provides flexible funding to states, territories, and tribes to develop and deliver
outcome-based environmental education programs in both formal and nonformal settings.
Create guidelines and accountability to ensure that the grants meet their objectives.
Establish a network of schools that are conducting high-quality environmental education to serve
as models for others.
Celebrating Successes
Recommendation No. 7
Develop assessment-based professional development programs for formal and
nonformal educators to improve their ability to teach environmental concepts and
skills to learners of all ages.
Research and practice have demonstrated that educator preparation programs are key to offering top-
quality environmental education. Environmental educator preparation programs must be based on
proven strategies, including:
The ability to present multiple perspectives on environmental issues without advocating a particular
viewpoint.
An emphasis on informed decision-making and responsible action.
Knowledge of methods proven to be most effective in teaching about the environment.
An ability to use assessment to inform and improve practice.
m 3 Recommendations for Action
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Creation of partnerships between formal and nonformal educators.
An understanding of the connection between environmental education and the broader education
reform movement.
Many tools have been developed to enhance educators' knowledge and skills to teach environmental
concepts, including guidelines for the preparation of environmental educators and guidelines to assess
the effectiveness of materials and programs. Several states have also developed certification programs
for educators working in formal and nonformal settings.
Action Items
H Continue to support national and state efforts to include
environmental education in teacher preparation programs.
W Increase support to those states developing model programs
for the preparation and certification of nonformal
environmental educators.
Disseminate information about the model programs to other
states and promote replication of proven programs along
with other innovative approaches.
National Guidelines
With funding from the Office of Environmental
Education, the North American Association for
Environmental Education has published four sets of
guidelines to assist educators in fostering
environmental literacy: (1) Environmental Education
Materials: Guidelines for Excellence, (2) Excellence
in Environmental Education: Guidelines for Learning
(Pre-K-12), (3) Guidelines for the Preparation and
Professional Development of Environmental
Educators, and (4) Nonformal Environmental
Education Programs: Guidelines for Excellence.
{Recommendation No.
Build public understanding of the value of environmental education and increase the
number and diversity of talented young people pursuing environmental careers.
For nearly 40 years, polls have consistently shown that most Americans support environmental protection.
An overwhelming majority of parents also support the teaching of environmental education in schools.
At the same time, however, most people lack a basic understanding of environmental issues.
Skilled leaders will be critical to solving the increasingly complex and multifaceted problems that are
already beginning to characterize health and environmental protection efforts both domestically and
globally. Effort should be focused on recruiting and retaining high-quality students (particularly from
minorities that are currently underrepreserited) for the environmental field to strategically plan for the
next generation of leadership.
Action Items
iD Build interest and investment in the field of environmental education through a multifaceted
public awareness campaign that promotes positive behaviors toward the environment.
ffl Work with environmental organizations to research and document personnel needs in particular
areas of the environmental field. Focus recruitment efforts on those areas where shortages appear
to be greatest.
1H Further institutionalize environmental education in colleges and universities (in schools of education
and other disciplines) and encourage accreditation of their environmental education programs.
1 Promote opportunities in the field of environmental education among students of all ages through
print and electronic media.
Section 3 - Recommendations for Action 3 7
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National Environmental
Education Advisory Council
f -i
pendices
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Appendix A
Summary of National Environmental Education Act of 1990 (P.L101-619)
On November 16, 1990, the National Environmental Education Act (EL. 101-619) was signed into
law. The goal of the Act is to increase public understanding of the environment and to advance and
develop environmental education and training. It provides for the U.S. Environmental Protection Agency
(EPA) to play a leadership role among federal agencies in implementing the new law and encourages
partnerships among federal government agencies, state agencies, local educational institutions, nonprofit
educational and environmental organizations, and the private sector.
The mandates and authorizations under the Act are as follows:
Section 1 - Title - National Environmental Education Act
Section 2 - Findings
Includes a Congressional finding that environmental challenges present a significant threat to human
health and environmental quality and that current federal efforts to educate the public and train a
professional work force about environmental challenges and effective responses are not adequate. The
Act states that it is the policy of the United States to establish and support a program of education on the
environment.
Section 3 - Definitions
Includes various definitions for terms used in the Act.
Section 4 - Office of Environmental Education
Requires the establishment of an Office of Environmental Education at EPA. The staff shall be headed
by a Director who is a member of the Senior Executive Service and shall include a headquarters staff of
not less than six and not more than ten full-time equivalent employees. The regional support staff shall
include one full-time equivalent employee per region.
Section 5 Environmental Education and Training Program
Requires the establishment and operation of an Environmental Education and Training Program. On
an annual basis, the EPA Administrator shall award a grant or cooperative agreement to an institution
of higher education, a nonprofit institution, or a consortium of such institutions to establish and operate
an Environmental Education and Training Program. The purpose of the program is to train education
professionals to develop and deliver environmental education programs. The Act requires the program
to include teacher and education professional exchanges between the United States, Mexico, and
Canada.
Section 6 - Environmental Education Grants
Authorizes EPA to award grants to educational institutions, state and local agencies, and nonprofit
organizations to support environmental education projects. The Act requires publication of regulations
addressing solicitation, selection, and supervision of projects as well as evaluation and dissemination
of results of projects. Grants may not exceed $250,000. Twenty-five percent of grant dollars shall be
awarded as grants of $5,000 or less. The Act authorizes grants that foster international cooperation
between the United States, Mexico, and Canada.
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Section 7 - Internships and Fellowships
Requires EPA to facilitate internships for college students and fellowships for in-service teachers with
agencies of the federal government. To the extent practicable, there shall be 250 internships and 50
fellowships per year.
Section 8 - Awards Programs
Requires EPA to provide for national awards recognizing outstanding contributions to environmental
education. Awards shall be given to commemorate Theodore Roosevelt, Henry David Thoreau, Rachel
Carson, and Gifford Pinchot. The Act also authorizes "President's Environmental Youth Awards"
recognizing young people (K-12) for outstanding local environmental awareness projects.
Section 9 - Federal Task Force and National Environmental Education Advisory Council
Requires the establishment of a Federal Task Force and a National Environmental Education Advisory
Council to advise, consult with, and make recommendations to the EPA Administrator regarding the
Agency's implementation of the Act. The Federal Task Force shall include members of various federal
agencies under the leadership of EPA. The National Environmental Education Advisory Council shall
be composed of 11 members who represent primary and secondary education, colleges and universities,
nonprofit organizations, state agencies, business and industry, and senior Americans.
Section 10 - National Environmental Education and Training Foundation
Requires the establishment of a National Environmental Education and Training Foundation that will
encourage private gifts for the benefit of the environmental education activities of EPA; participate with
foreign governments to further environmental education and training worldwide, and further the
development of environmental awareness.
Section 11 -Authorization of Funds
Authorizes funds to implement the Act as follows: $12 million in fiscal year (FY) 1992; $12 million in
FY 1993, $13 million in FY 1994, $14 million in FY 1995, and $14 million in FY 1996. Note:
Congress actually appropriated less than was originally authorized under the Act as follows: $6.5
million in FY 1992, $7.2 million in FY 1993, $7.8 million in FY 1994, $7.8 million in FY 1995, $5.6
million in FY 1996, and $7.8 million in FY 1997.
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Appendix B
Bibliography of Selected Reports on Environmental Education
Archie, M., R T. Whitacre, J. Glenn, and A. Shotkin (Editors). Environmental Education in the United
States Past. Present, and Future. Collected Papers of the 1996 National Environmental Education
Summit in Burlingame, California. North American Association for Environmental Education.
George C. Marshall Institute. 1997. Are We Building Environmental Literacy? George C. Marshall
Institute. Washington, DC.
Hungerford, H. R., W. J. Bluhm, T. L. Volk, and J. M. Ramsey (Editors). 1998. Essential Readings in
Environmental Education. Stipes Publishing Company. Champaign, Illinois.
Lieberman, G. A., and L. L. Hoody. 1998. Closing the Achievement Gap. State Education and
Environmental Roundtable. San Diego, California
Roper Starch Worldwide. 2000. Environmental Readiness for the 21st Century. National Environmental
Education and Training Foundation. Washington, DC. National Environmental Education and Training
Foundation.
U.S. Environmental Protection Agency. 1996. Report Assessing Environmental Education in the
United States and the Implementation of the National Environmental Education Act of 1990. Office of
Environmental Education. Washington, DC.
Volk, T. L., and B. McBeth. 1998. Environmental Literacy in the United States: What Should Be.
What Is. Getting From Here to There. North American Association for Environmental Education.
Washington, DC .
Wilke, R., and A. Ruskey. 1998. "A Survey of the Status of State Level Environmental Education in
the United States 1998 Update." Journal of Environmental Education.
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Appendix C
Current and Former Members of the National Environmental Education
Advisory Council
Dr. Kristina Allen
Arizona (State Dept. of Education)
Arizona Department of Education
(1994-1996)
Richard Bartlett
Texas (Business & Industry)
Mary Kay Holding Company
(2000-2003)
Rodney L. Bates
Nebraska (Business & Industry)
Bates & Associates
(1994-1996)
Dr. Kathleen A. Blanchard
Massachusetts (Nonprofit)
Quebec-Labrador Foundation, Inc.
(1994-1997)
Judy Braus
Washington, DC (Primary/Secondary Education)
World Wildlife Fund
(1994.1997)
Dr. Diane Cantrell
Ohio (College/University)
The Ohio State University
(2000-2004)
Dr. Peter B. Corcoran
Florida (College/University)
Bates College
(1994-1997)
Margaret E. Cowan
Alaska (State Dept. of Education)
Alaska Department of Education
(1991-1993)
Deron Davis
Georgia (State Dept. of Natural Resources)
Georgia Department of Natural Resources
(2006)
James L. Elder
Massachusetts (Business & Industry)
EarthGate.net
(2000-2002)
Jane Wilson Eller
Kentucky (State Dept. of Education)
Kentucky Environmental Education Council
(2000-2004)
Claudia R. Fowler
Louisiana (Primary/Secondary Education)
Louisiana Public Broadcasting
(1998-2000)
Catania C. Galvan
California (Nonprofit)
Multicultural Environmental Communications
(1998-2000)
Fenna Gatty
California (Primary/Secondary Education)
New Haven Unified School District
(1991-1992)
Cynthia A. Georgeson
Wisconsin (Business & Industry)
S.C. Johnson & Sons, Inc.
(1997-1999)
Dennis Grams
Nebraska (Business & Industry)
Olsson Associates
(2004)
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c
Cynthia Harrell-Horn
California (Nonprofit)
The Horn Foundation
(1991-1994)
Dr. Norbert S. Hill
Colorado (Nonprofit)
American Indian Science & Engineering Society
(1991-1992)
Richard S. Holmgren
California (Business & Industry)
Montgomery Energy Corporation
(1991-1994)
Hyder Houston
Washington, DC (Nonprofit)
Greater Washington Urban League
(2000-2002)
Steven C. Hulbert
Washington (Business & Industry)
Hulbert Auto Park
(1994-1997)
Arva J. Jackson
Washington, DC (Senior American)
(1994-1997)
Barry W. Jamason
New York (Senior American)
(1997-2001)
Dr. Paulette Johnson
Pennsylvania (College/University)
Slippery Rock University
(1997-2001)
Robert B. Kochtitzky
Mississippi (Senior American)
(1997-1998)
A. Marie Marrs
Washington (Primary/Secondary Education)
Bainbridge Island School District
(2000-2004)
Kathryn F. May
Georgia (Primary/Secondary Education)
Blue Ridge Elementary School
(1994-1995)
BillMcBeth
Washington (College/University)
University of Wisconsin-Plateville
(2004)
Mary Moulton
Connecticut (Nonprofit)
CT Outdoor and EE Association
(2006)
Colleen N. Murakami
Hawaii (State Dept. of Education)
Hawaii Department of Education
(1997-1999)
Victoria Newberry
Hawaii (State Dept. of Education)
Hawaii Department of Education
(2000-2003)
Tanya Oznowich
New Jersey (State Dept. of Natural Resources)
New Jersey Department of Environmental Protection
(2000-2003)
David W. Patti
Pennsylvania (Business & Industry)
Pennsylvania Chemical Industry Council
(1999)
Michele A. Perrault
California (Nonprofit)
Sierra Club
(1991-1994)
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Barbara R. Pietrucha
New Jersey (PrimaryI Secondary Education)
Neptune Middle School
(1997-1999)
Dr. Elroy Rodriguez
California (College/University)
University of CaliforniaIrvine
(1991)
Joan Rosner
New York (Senior American)
(1991-1992)
Andrew W. Savitz
Massachusetts (Business & Industry)
Coopers & Lybrand, L. L. P.
(1997-1998)
Susan S. Seacrest
Nebraska (Nonprofit)
Groundwater Foundation
(1997-1999)
Virginia S. Smith
Illinois (Nonprofit)
Keep America Beautiful
(1994-1996)
Jim Stark
Washington (Business & Industry)
Weyerhaeuser Co.
(2006)
John K. Strickler
Kansas (State Dept. of Natural Resources)
Kansas Association for Conservation and
Environmental Education
(1991-1997)
Anne Taylor
North Carolina (Nonprofit)
EE Fund
(2006)
Alej andra Tres
Oregon (Nonprofit)
Association of Environmental Health
Academic Programs
(2006)
Dr. Gertrude L.Volk
Illinois (College/University)
Southern Illinois University
(1998-2000)
Sally Wall
Houston (Primary/Secondary Education)
Seabrook Science Magnet School
(2006)
Mike F. Way
Colorado (Nonprofit)
Colorado Alliance for Environmental Education
(1998-2000)
Dr. Richard J.Wilke
Wisconsin (College/University)
University of WisconsinStevens Point
(1991-1997)
Dr. Thomasena H. Woods
Virginia (Primary/Secondary Education)
Newport News Public Schools
(1991-1993)
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Appendix D
Environmental Education Contacts at the Environmental Protection Agency
Office of Environmental Education
Michael Baker, Acting Director
Responsibilities: Management and Liaison to
National Environmental Education and
Training Foundation
Email: baker.michael@epa.gov
Diane Berger, EE Specialist
Responsibilities: Grants
Email: berger.diane@epa.gov
Andrew Burnett, EE Specialist
Responsibilities: Federal EE Task Force,
EE Resource Library, EPA Program Liaison
Email: burnett.andrew@epa.gov
Sheri Jojokian, EE Specialist
Responsibilities: Student Fellowships, Grants,
Contracts
Email: jojokian.sheri@epa.gov
Kathleen MacKinnon, EE Specialist
Responsibilities: Educator Training
Email: mackinnon.kathleen@epa.gov
Ginger Potter, EE Specialist
Responsibilities: Advisory Council, International
Activities
Email: potter.ginger@epa.gov
Janice Queen, Receptionist
Email: queen.janice@epa.gov
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EPA Regional Environmental Education Coordinators
Region 1 CT, ME, MA, NH, RI, VT
Kristen Conroy and Joe Supple
U.S. EPA, Region 1
One Congress Street, Suite 1100 (RAA)
Boston, MA 02114-2023
Email: conroy.kristen@epa.gov (Kristen)
supple.joe@epa.gov (Joe)
Region 2 NJ, NY, Puerto Rico, Virgin Islands
Terry Ippolito and Josephine Lageda
U.S. EPA, Region 2
290 Broadway, 26th Floor
New York, NY 10007
Email: ippolito.teresa@epa.gov (Terry)
lageda.josephine@epa.gov (Joesphine)
Region 3 DE, DC, MD, PA, VA, WV
Larry Brown
U.S. EPA, Region 3
1650 Arch (3C GOO)
Philadelphia, PA 19103
Email: brown.larry@epa.gov
Region 4 AL, FL, GA, KY, MS, NC, SC, TN
Alice Chastain
U.S. EPA, Region 4
61 Forsyth Street, SW
Atlanta, GA 30303
Email: chastain.alice@epa.gov
Region 5 IL, IN, MI, MN, OH, WI
Megan Gavin
U.S. EPA, Region 5
77 West Jackson Boulevard (PI-19J)
Chicago, IL 60604
Email: gavin.megan@epa.gov
Region 6 AR, LA, NM, OK, TX
Patty Senna and Jo Taylor
U.S. EPA, Region 6
1445 Ross Avenue (6XA)
Dallas, TX 75202
Email: senna.patty@epa.gov (Patty)
taylor.jo@epa.gov (Jo)
Region 7 IA, KS, MO, NE
Denise Morrison
U.S. EPA, Region 7
901 North 5th Street
Kansas City, KS 66101
Email: morrison.denise@epa.gov
Region 8 CO, MT, ND, SD, UT, WY
Christine Vigil
U.S. EPA, Region 8
One Denver Place (80C)
999 18th Street, Suite 500
Denver, CO 80202-2405
Email: vigil.christine@epa.gov
Region 9 AZ, CA, HI, NV, American Samoa,
Guam, N. Marianas, Palau
Kathy Goetz and Bruce Sivils
U.S. EPA, Region 9
75 Hawthorne Street (PPA-1)
San Francisco, CA 94105
Email: goetz.kathy@epa.gov (Kathy)
sivils.bruce@epa.gov (Bruce)
Region 10 AK, ID, OR, WA
Sally Hanft and Pamela Emerson
U.S. EPA, Region 10
1200 Sixth Avenue (EXA-142)
Seattle, WA 98101
Email: hanft.sally@epa.gov (Sally)
emerson.pamela@epa.gov (Pam)
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