ENVIRONMENTAL
EDUCATION
AT A GLANCE
Status • Resources @ Success Stories
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ENVIRONMENTAL
EDUCATION AT A GLANCE
was developed and printed by the National
Association for Conservation Districts, League
City, Texas in cooperation with the
Environmental Education and Training
Partnership.
Environmental Education at a Glance
was funded by the US. Environmental
Protection Agency under agreement NT-902897-
01-0 with the North American Association for
Environmental Education.
The contents of this document do not necessarily
reflect the view of the United States
Environmental Protection Agency, the North
American Association for Environmental
Education, or the National Association of
Conservation Districts, nor does mention of trade
names or commercial products constitute
endorsement or recommendations for use.
Educators may photocopy the information in
Environmental Education at a Glance for
the noncommercial purpose of educational
advancement.
© 1998, National Association of Conservation
Districts, League City, Texas
To obtain price and order information for
additional copies of Environmental Education
at a Glance, contact:
Maxine Mathis
National Association of Conservation Districts
P.O. Box 855
League City, TX 77574
Phone 800-825-5547, x32
Fax 281-332-5259
Printed on recycled paper
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ENVIRONMENTAL
EDUCATION AT A GLANCE
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Preface
Environmental Education at a Glance introduces
environmental education (EE) to educators, school
administrators, education and environmental
organizations, the media and others. It also provides
seasoned environmental educators with information
on where to obtain additional EE resources and
information.
The booklet summarizes the history of EE and its
present status, provides contact information for some
of the leading EE organizations, and lists useful
resources. It is designed to be read as a whole, or to
be used in sections. The major sections are:
• "Environmental Education for Today and
Tomorrow," an introduction to EE that discusses the
importance and relevance of EE in our daily lives.
• "History of Environmental Education," which
provides background information on the education
movements associated with EE, the legislation from
the 1970s through 1998, and conferences that have
influenced EE over the years.
• "Status of State-Level Environmental Education,"
which provides a quick overview of EE programs at
the state level.
• Information on the U.S. Environmental Protection
Agency and its role in EE.
• Descriptions of the Environmental Education and
Training Partnership (EETAP), a national EE project
providing EE training and related support services to
education professionals.
• "Developing EE Guidelines," which focuses on the
interrelated efforts to develop and publish guidelines
for EE.
• Case studies of successful programs that focus on
how EE is being used to meet state outcomes, reach
challenged students, teach across the curriculum,
• and reach multicultural and urban students.
• Contact information for EETAP partners, affiliates of
the North American Association for Environmental
Education, and EE online and print resources.
The booklet's producers invite educators to
copy the pages and distribute them as a
means of informing the public and other
audiences about environmental education.
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ENVIRONMENTAL
EDUCATION
AT A GLANCE
CONTENTS
Preface
Introduction: Environmental Education for Today and Tomorrow
History of Environmental Education
Status of State-Level Environmental Education
About U.S. EPA and Environmental Education
Developing Environmental Education Guidelines
8
About the Environmental Education and Training Partnership (EETAP) 10
12
Environmental Education Success Stories
13
Current EETAP Partners
24
NAAEE Affiliates
27
Information Sources
30
Acknowledgments
Inside Back Cover
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Introduction
ENVIRONMENTS
EDUCATION FOR TODAY
AND TOMORROW
Ensuring a better qualify of
life for our children, and our
grandchildren.
During the last 25 years,
environmental education
(EE) has helped Americans
reach a deeper understanding of
their roles as stewards of our
natural resources.
We have made great progress
in the protection of public health
and the environment. Individuals,
businesses, and governments have
worked together to find creative
solutions to critical environmental
problems. As a result, many areas
have cleaner skies, less polluted
rivers, and expanding environmen-
tal technology that will aid our
country and our world in the
protection of vital resources.
Carol M. Browner, Administra-
tor of the U.S. Environmental
Protection Agency (EPA), stresses
that the challenges of the next 25
years require even greater under-
standing and commitment to the
future of our environment. EE
is striving through its many
programs to challenge Americans
from all walks of life to examine
the complexities of environmental
issues facing our world.
'An informed and involved local
community always does a better
job of environmental protection
than some distant bureaucracy,"
said Browner. "If we are to move
beyond environmental regulation
to true environmental protection,
Americans in business and
communities throughout the
country must be full and active
EHVmONHENTM EDUCM1DH AT A GlANU
participants in solving environ-
mental problems."
Across the country, innovative
EE programs bring people together
to solve the problems facing their
communities. In Brooklyn, New
York, an EE program teaches
children and adults how to pre-
serve and enhance their urban
environment. In the San Francisco
Bay Delta, a three-decade water
dispute has been resolved with an
alternative that protects both the
environment and the rights of
those who depend on the resource.
And educators across the country
are initiating creative EE programs
that make lasting connections
between students and their envi-
ronment. These examples show
how EE is making a difference in
the daily life of American citizens
and the future of our country and
our planet.
In the Spring of 1996, Senator
James Inhofe (R-OK) gave a speech
to support reauthorization of the
National Environmental Education
Act. (The Act was not reauthorized
in 1996, but is pending in 1998.)
He stressed the necessity of provid-
ing programs that fund EE at the
local level.
"National Environmental
Education Training Foundation and
EPA programs provide grant and
seed money to encourage local
primary and secondary schools
and universities to educate children
on environmental issues," Inhofe
said. "Grants have not been used
for advocacy or to lobby the gov-
ernment, as other grant programs
have been accused of doing."
Inhofe said the reauthorization
bill's language ensures programs
are "balanced and scientifically
sound" and not lobbying efforts.
"The personal values and
prejudices of the educators should
not be instilled in our children.
We must teach them to think for
themselves after they have been
presented with all of the facts and
information," Inhofe said.
"Environmental ideas must be
grounded in science and not in
emotional bias."
The North American Association
for Environmental Education
(NAAEE) has developed materials
guidelines to ensure high quality
EE. Over 1000 educational admin-
istrators, environmental scientists,
and curriculum developers
reviewed the guidelines, which
focus on six major areas: fairness
and accuracy, depth, skill building,
action orientation, instructional
soundness, and usability.
"Expanding information,
expanding involvement: These
are key to solving environmental
problems...," Browner said. "In
the past 25 years, environmental
education has helped the people
of this country reach a new
understanding [of environmental
issues]."
Environmental education meets
the needs of our future by creating
programs and materials that
broaden students' knowledge of
the complexities of our environ-
ment and society. Environmental
education gives students the
information and resources they
need to become environmentally
literate citizens who are able to
make sound decisions based on
facts instead of biases.
TEAL MARIE CHIMBLO
National Association of
Conservation Districts
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HISTORVQF
EDUCTION
ORIGIN
LEGISLATION
Environmental education began in the 1960s as a
response to our growing awareness of environ-
mental problems. It grew from three important
education movements:
NATURE STUDY
• In the early 1900s, focused on studying
natural history of plants and animals.
• Today, focuses on increasing student's
awareness and appreciation for nature and
emphasizes the use of discovery learning.
CONSERVATION EDUCATION
B Begun in the 1930s as a response to soil
erosion and flooding disasters of that decade.
Congress passed laws requiring teachers to
include conservation education programs
in their curricula. Many programs were
subsequently abandoned due to lack of funds.
fl Today, reflects concerns about natural resource
management.
OUTDOOR EDUCATION
• Responds to concerns that urban youth are not
experiencing direct contact with nature or the
environment.
B Outdoor education encourages educators to
teach many different subjects in the outdoors.
By learning outside, students have the oppor-
tunity to experience the natural environment
objectively and subjectively.
ENVIRONMENTAL EDUCATION
AS AN EDUCATION MOVEMENT:
B Seeks to increase awareness and knowledge
about environmental issues and to provide the
public with the skills necessary to make
informed decisions and the motivation to take
responsible actions.
B Enhances critical-thinking, problem-solving
and decision-making skills.
B Does not advocate a particular viewpoint or
course of action.
1970 The first National Environmental
Education Act was signed into law by President
Nixon. The Act supported research, pilot studies,
demonstrations, and projects on how to educate
the public about environmental problems. Grants
and contracts were given to state departments of
education, local school districts, universities, and
other institutions and organizations.
Although the Act was limited in scope and
was funded at levels much lower than those
authorized, it provided funding for important
research and curriculum development projects
focusing on environmental issues. It also created
an Office of Environmental Education within the
U.S. Department of Health, Education and
Welfare, and established the National Advisory
Council for Environmental Education.
1975 Federal Interagency Committee on
Education (FICE), Subcommittee on
Environmental Education, was established to act
as coordinator of federal efforts for the Office of
Environmental Education.
1981 The National Environmental Education
Act was not reauthorized.
1990 On November 16, President Bush signed
into law RL.101-169 or the new National Envi-
ronmental Education Act. It established a grant
program, a training program for education pro-
fessionals, an internship program, and a youth
awards program. It also established a Federal
Task Force and a National EE Advisory Council.
Unlike the 1970 law, this new Act contains
provisions for a private "National Environmental
Education and Training Foundation" (NEETF) to
raise private funds to supplement federal appro-
priations. It also required the establishment of a
new Office of Environmental Education in the
U.S. Environmental Protection Agency (EPA).
FICE, Subcommittee on EE, disbanded after the
1990 EE Act created the Office of Environmental
Education within EPA and a new Federal Task
Force on Environmental Education was established.
ENVIRONMENTAL EDUCATION AT A GLANCE
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1992 EPA awarded the first multiyear phase
of tine Environmental Education and Training
Program under Section 5 of the National
Environmental Education Act of 1990 to a
consortium of universities and nonprofit organi-
zations headed by the University of Michigan.
The program, called the National Consortium for
Environmental Education and Training (NCEET),
supported K-12 inservice teacher training by
developing resource materials, establishing an
electronic database of EE information, and
conducting training workshops.
1.995 EPA awarded the second multiyear phase
of the training program to a consortium of
universities and nonprofit organizations headed
by the North American Association for Environ-
mental Education (NAAEE). The consortium,
the Environmental Education and Training
Partnership (EETAP), provides training for educa-
tion professionals, expands linkages between
electronic databases of EE information and
resources, and strengthens partnerships by build-
ing state-level capacity to deliver environmental
education. EETAP includes and builds upon work
initiated by the University of Michigan.
1996 Legislation to reauthorize the National
Environmental Education Act was introduced in
Congress; it passed in the Senate, but the House
version was not voted out of committee.
1998 Legislation to reauthorize the National
Environmental Education Act was reintroduced.
Action was pending at the time of publication.
••i CONFERENCES
1972 United Nations Conference on the
Human Environment, in Stockholm, Sweden,
focused on the environment and environmental
degradation.
Recommendation #96: "It is recommended that
the secretary-general, the organizations of the
U.N. system, especially the U.N. Educational,
Scientific, and Cultural Organization (UNESCO),
and the other international agencies concerned,
should, after consultation and agreement, take
the necessary steps to establish an international
program in environmental education."
1977 Intergovernmental Conference on Envi-
ronmental Education in Tbilisi, USSR. Organized
by UNESCO/UNEP (United Nations Environment
Programme), this conference supported world-
wide environmental education goals, objectives,
guiding principles, and target outcomes.
,- * EmUOHMtNTAt. EOUCfflOH AT A GLAHCE
General goals for environmental education
reflect holistic, interdisciplinary, and problem-
focused approaches that emphasize ecological
interdependence and the need for changes in
human values and behaviors.
Goals adopted at the conference included:
• To foster a clear awareness of, and concern
about, economic, social, political and ecological
interdependence in urban and rural areas.
H To provide every person with opportunities to
acquire the knowledge, values, attitudes, com-
mitment and skills needed to protect and
improve the environment.
• To create new patterns of behavior of individu-
als, groups, and society as a whole towards
the environment.
1978 National Leadership Conference in
Washington, DC, proposed national strategies for
implementing the Tbilisi recommendations.
Federal, state, corporate, and nongovernmental
organizations were involved in work groups that
addressed the major needs and responsibilities of
the United States.
1992 The U.N. Conference on the Environment
and Development (UNCED) in Rio de Janeiro,
Brazil. This conference, now referred to as the
Earth Summit, was attended by representatives
from 179 states and countries. The conference
focused on the environment and environmental
issues; education was a topic, but not as high a
profile as other topics such as biodiversity and
climate change.
In Agenda 21, the chapter on Public
Awareness, Education and Training was passed
without debate. This chapter stresses that
"education is critical for promoting sustainable
development and effective public participation in
decision making." Proposals include "focusing
on reorienting education towards sustainable
development, increasing public awareness, and
promoting training."
1992 The World Congress for Education and
Communication on Environment and Develop-
ment (ECO-ED) Conference in Toronto, Canada.
ECO-ED's purpose was to stimulate informed
action by improving the accuracy, quality, and
delivery of education and communication about
the environment and sustainable development.
A practical and action-oriented event, ECO-ED
fostered the exchange of knowledge among
educators, scientists, businesses, governments,
nonprofit organizations, and the media.
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STMB-LEV/Et •
EDUCMIOM
State-level environmental education programs
are as diverse as the states involved and as
varied as the interpretations of environmental
education (EE). To advance environmental
education, leaders in the field needed to find out
the status of state-level programs and what
these programs had in common. A survey was
conducted during 1995 by the National
Environmental Education Advancement Project
(NEEAP) at the University of Wisconsin-Stevens
Point. Surveys were constructed and mailed to
environmental education associations; results
were compiled in the winter of 1995-96.
BHI SURVEY HIGHLIGHTS
State EE Associations 48 states
Help support and implement EE program-
ming; provide members with opportunities
for professional development, and communi-
cation about EE concerns.
State EE Office 16 states
Missions range from assessing the status
of environmental literacy to promoting and
aiding the development of EE preservice and
inservice teacher training.
State Level EE Centers and/or Regional
Offices 20 states
Provide services such as inservice EE
programs, resource libraries, and school
networking programs.
State EE Board or Advisory Council 22 states
Make policy and oversee implementation of
state EE programs.
Interagency State EE Committee 23 states
Representatives from state agencies and some
federal agencies who work to eliminate over-
lap in EE programs and maximize resources.
State EE Master Plan 11 states
Sets forth the goals and objectives for EE at
the state level, and specifies who is most suit-
able to implement the goals and objectives.
State Bylaw or Requirement for K-12 EE
Instruction 12 states
Requires incorporation of EE into existing
K-12 curricula.
Coordinated Statewide Teacher Inservice
Training in EE 15 states
Targets K-12 teachers with inservice training
to enable them to become fully competent to
teach EE.
Required Preservice EE Training 3 states
Requires teacher-training institutions to
provide courses in EE methods and content
for K-12 teachers before they are licensed or
certified.
Computerized Networking System for EE
Materials and Services 11 states
Provides educators and EE leaders with access
to EE resources, events, funding opportuni-
ties, and other helpful information.
Funding Source for EE 24 states
Sustainable sources of funding such as
general revenue, polluter fines, taxes, lotter-
ies, license plate fees, resource user
fees; plus private donations and grants.
EE Trust Fund 5 states
Permanent funds that enable EE leaders to
collect and spend both private (grants and
donations) and/or government dollars.
These are just a sampling of possible compo-
nents of a state-level environmental education
program. No single state program has all the
components, and programs may change as
leadership and institutions change. For example,
since the survey, model EE schools have
emerged in response to education reform
initiatives at the state and local level. They use
EE as a vehicle for improving the curriculum,
school-community connection, and school site.
Updates on specific states or trends may be
acquired from NEEAP. Another survey of
comprehensive EE programs will be conducted
in the fall of 1998.
MAKING
CONTACT
Abby Ruskey
NEEAP Coordinator
College of Natural
Resources, UWSP
Stevens Point, WI
54481
Phone
715-346-4179
Fax
715-346-4748
E-mail
aruskey@uwsp.edu
URL
www.uwsp.edu/
acad/cnr/affil/
neeap/neeap.htm
ENVIRONMENTAL EDUCATION AT A GLANCE
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ABOUT U.S. EPA AND
ENVIRONMENTAL
EDUO1TION
LEGISLATION
The National Environmental Education Act of
1990 calls on the U.S. Environmental Protection
Agency (EPA) to provide national leadership to
increase environmental literacy. The Act also
encourages partnerships and builds upon
long-standing efforts conducted by federal and
state agencies, education institutions, nonprofit
organizations, and the private sector. To
implement the Act, EPA's Office of Environmental
Education in Washington, DC, has developed a
mission statement, goals, and programs with
support from EPA's ten regional offices.
•• MISSION
To advance and support education efforts
that develop an environmentally conscious
and responsible public and inspire personal
responsibility in caring for the environment.
• Expand communication and partnerships.
• Educate youth to protect the environment.
• Promote environmental careers.
• Educate the adult public to increase
environmental literacy.
• Bridge international boundaries.
••I PRIMARY PROGRAMS
ANDPARTNERSHIPS
GRANTS
Each year EPA awards over 200 grants, worth
between $2 and $3 million, to support quality
environmental education (EE) projects across the
country. Since 1992, EPA has awarded more than
1500 grants worth $16 million to education
institutions such as schools and universities;
state, local, and tribal education agencies; and
nonprofit organizations in all 50 states, the
District of Columbia, Puerto Rico, and other U.S.
territories.
EPA's ten regional offices award the majority
of grants—those for requests of up to $25,000,
especially $5,000 or less. EPA's priorities have
included projects that build state, local, or tribal
capacity to deliver EE; use environmental educa-
tion to advance state, local, or tribal education
reform goals; educate the public about human
health threats from pollution; improve teaching
skills; and educate low-income and culturaUy-
diverse audiences.
TRAINING FOR EDUCATION PROFESSIONALS
EPA awarded a multiyear cooperative agreement
to support a nationwide program to provide
training and related support to education profes-
sionals. EPA initiated this program in 1992 with
a three-year $5.4 million cooperative agreement
to a consortium of universities and nonprofit
organizations headed by the University of
Michigan. Under this phase of the program., the
consortium supported K-12 inservice teacher
training by developing resource materials, estab-
lishing an electronic database of environmental
education information and materials, and
conducting training workshops.
In September 1995, EPA initiated a second
multiyear phase of this program with an award
of approximately $9 million over five years to a
consortium headed by the North American Asso-
ciation for Environmental Education (NAAEE).
The consortium, titled the Environmental
Education and Training Partnership (EETAP),
includes and builds upon the work initiated by
the University of Michigan.
The program focuses on delivering training to
education professionals through existing pro-
grams; improving access to quality EE materials
by expanding linkages between databases, and by
an
S~ Jj EHVlltGKHtHTAL EDUCATION AT A GLANCE
1 1
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developing and disseminating EE guidelines; and
sustaining long-term training efforts by
strengthening partnerships and building capaci-
ty to deliver environmental education at the
state and local level.
FELLOWSHIPS
The National Network for Environmental
Management Studies is a fellowship program
that encourages college students to pursue pro-
fessional environmental careers. The program
reaches over 100 students annually from more
than 400 participating universities with the
opportunity to gain a valuable educational
experience while conducting an environmental
research project. Each year, EPA managers and
scientists design new projects based on agency
priorities.
YOUTH AWARDS
The President's Environmental Youth Awards
(PEYA) program recognizes youth across
America for creating projects that demonstrate
their outstanding commitment to the environ-
ment. All PEYA nominees receive certificates
from EPA's ten regional offices; one from each
region becomes a national winner who is hon-
ored in Washington, DC.
FOUNDATION
The National Environmental Education and
Training Foundation (NEETF) was created by
Congress as a nonprofit organization under the
National Environmental Education Act to
encourage public-private partnerships in
support of environmental education, and to
complement EPA's environmental education
efforts. NEETF awards one-year challenge
grants in amounts ranging from $5,000 to
$40,000. NEETF also has initiated programs
in environmental health, business, natural
resource management, and educational
achievement in the classroom.
EPA ADVISORY BOARD
The EPA Environmental Education Advisory
Board advises the Administrator of EPA on
implementing the National Environmental
Education Act. The advisory board also
facilitates communication and coordination
of environmental education activities within
EPA. This board, which has 25 members,
represents EPA's headquarters program offices,
its regional offices, and its research laboratories
across the country.
FEDERAL TASK FORCE
The Federal Task Force on Environmental
Education advises the Administrator of EPA on
implementing the National Environmental
Education Act. It also facilitates communication
and coordination of environmental education
activities across the federal government.
Members include representatives from the
Departments of Education, Interior, and
Agriculture, the National Aeronautics and Space
Administration (NASA), and the National
Science Foundation. The task force is chaired
by EPA.
NATIONAL ADVISORY COUNCIL
The National Environmental Education Advisory
Council advises the Administrator of EPA on
implementing the National Environmental
Education Act. This eleven-member council rep-
resents schools, universities, states, nonprofit
organizations, and the private sector.
MAKING
CONTACT
U.S.
Environmental
Protection
Agency
Office of
Environmental
Education
401 M Street, SW
#1704
Washington, DC
20460
Phone
202-260-4965
Fax
202-260-4095
URL
www.epa.gov/
enviroed
EPA
Environmental
Education Grant
Information
Phone
202-260-8619
URL
www.epa.gov/
enviroed
OR
www.epa.gov/epa
home/grants.htm
ENVIRONMENTAL EDUCATION ATA GLAHCC
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ABOUT THE
ENVIRONMENTAL EDUCATION
AND TRAINING PARTNERSHIP
(EETAP)
INTRODUOION
In 1995 the North American Association for
Environmental Education (NAAEE) and the U.S.
Environmental Protection Agency (EPA) signed a
cooperative agreement to undertake a multiyear
national project to deliver environmental educa-
tion (EE) training and related support services to
education professionals. As a first step, NAAEE
formed the Environmental Education and
Training Partnership (EETAP) with funding
provided by EPA under Section 5 of the National
Environmental Education Act of 1990.
EETAP is a consortium of organizations
working together in a coordinated manner to
implement the project's EE and training
objectives. EETAP augments and enhances
existing quality training efforts for education
professionals. Like all good EE programs, EETAP
does not advocate a particular viewpoint or
course of action on environmental issues.
EETAP is a national project designed to
increase the number of education professionals
trained in EE. During the life of the project,
EETAP will train over 75,000 education profes-
sionals from all 50 states, the District of Colum-
bia, Puerto Rico, Guam, and other territories.
However, training by itself does not ensure
that educators will incorporate EE into their
teaching. Educators need access to good quality
EE resources, information, and support at the
local level. To address these needs, EETAP assists
with the related support services that educators
require to successfully incorporate EE into their
work.
••I CORE THEMES AND
PROGRAMMATIC AREAS
EETAP is focusing on six core themes that cut
across all programmatic areas and partners:
1. Building State-Level Capacity for EE
Developing effective organizations and leaders
EKmwHBttAt. EDUCATION AT A GUHCE
to achieve comprehensive EE programs at the
state and local level.
2. Linking EE and Education Reform
Identifying, designing, and implementing
strategies for achieving state and local
education reform goals through EE.
3. Increasing Diversity in EE
Increasing participation in EE by targeting
under-represented audiences such as
educators of low-income and culturally
diverse audiences.
4. Enhancing EE Quality
Developing and applying guidelines to assist
educators in evaluating EE materials and
programs, and in preparing themselves to
teach EE.
5. Using Communication Technology to
Disseminate EE Resources and
Information, and Build Networks
Using the Internet and computer technology
to improve access to EE information,
resources, and to facilitate communication
among environmental educators and other
education professionals.
6. Promoting Synergy
With EETAP Partners and other organizations,
supporting and advancing EE by maximizing
resources and minimizing duplication.
EETAP's program is divided into three areas:
1. Support Environmental Education Training
for Education Professionals
The primary audience for EETAP training
activities is education professionals working in
a variety of formal and nonformal settings.
The training helps education professionals
understand EE concepts and methods so that
they can incorporate EE into their teaching.
EETAP Partners who are conducting the
majority of the training are Project Learning
Tree, National Project WET, Council for
EE/Project WILD, and WestEd. They are link-
ing their training and materials to the needs
-------
of local educators by developing correlations
with state and discipline standards. They are
also showing how their EE programs and
resources can help educators successfully
meet the goals of education reform and
support student learning.
2. Increase Access to Quality EE Resources
and Information
EETAP's Environmental Education Materials:
Guidelines for Excellence is assisting curricu-
lum specialists, material designers, and other
educators to develop more effective resources
and give them a standard for assessing the
quality of EE materials. Because the EE
guidelines are closely linked to the education
standards produced by the other disciplines,
educators can clearly see how EE supports
the learning objectives of various subjects. To
assist professional educators in finding high
quality materials, EETAP is applying the
guidelines to 150 sets of EE resources and
disseminating the results. Two volumes are
complete as of 1998.
EETAP is developing environmental educa-
tion learner guidelines and environmental
educator preparation guidelines using a
critique and consensus process that involves
over 1000 professional educators and other
interested persons.
EETAP is improving access to EE resources
by ensuring the acquisition of curricula,
activity guides, and other EE materials for
cataloging into national education clearing-
house data bases. EE-Link, the University of
Michigan's EE information site on the
Internet, is now accessed by over 120,000
users per week.
EETAP is also developing a new Internet
site that will provide a place for the
exchange of ideas and information regarding
education reform and EE. In addition, EETAP
is supporting development of a publication
that will explore how EE supports education
reform. These efforts will promote increased
interaction among EE and the formal
education system and work to ensure that
EE contributes to high quality education for
all students.
EETAP Partners with major responsibilities
in this area include the National Project for
Excellence in Environmental Education
(NPEEE), Ohio State University, the
University of Michigan, and WestEd.
Develop the Infrastructure to Support
Quality EE and Training
This area concentrates on strengthening the
EE infrastructure at the national, state, and
local levels, and promoting networking
among educators. An important component
of this area is training and supporting 12
state-level committees and over 20 EE
associations to work for sustainable EE
within their state. EETAP is also promoting
EE for urban and culturally diverse
audiences through its Urban Leadership
Collaboratives (a consortium of organiza-
tions in 13 cities). EETAP is providing
financial support, technical assistance, and
networking to these groups to strengthen
their capacity to deliver EE training.
EETAP Partners working in this program
area include the University of Wisconsin-
Stevens Point and NAAEE.
EETAP is increasing the number of professional
educators that use EE, establishing support
mechanisms that educators need to incorporate
EE, and creating stronger alliances to support
EE at the local, state, and national levels. In
collaboration with its partners and EPA, EETAP
is increasing the capacity of education profes-
sionals to deliver quality EE in a wide variety
of settings.
MAKING
CONTACT
EETAP
1255 Twenty-
Third Street, NW
Suite 400
Washington, DC
20037
Phone
202-884-8828
Fox
202-884-8701
E-mail
questions
@eetap.org
URL
www.eetap.org
Also, EETAP's
partners are
listed beginning
on page 24.
ENVIRONMENTAL EDUCATION ATA GLANCE
-------
DEVELOPING
ENVIRONMElVmL
EDUCATION
GUIDELINES
MAKING =j=
CONTACT SS
Bora Simmons
Professor,
Curriculum and
Instruction
Northern Illinois
University
P.O. Box 299
Oregon, IL 61061
Phone
815-753-0205
X113
Fax
815 732-4242
E-mail
boras@niu.edu
URL
VAVw.naaee.org/
html/npeee.htm
To order these
publications:
NAAEE
P.O. Box 400
Troy, OH 45373
Phone & Fax
937-676-2514
URL
naaee.org
What does it mean to be an environmentally
literate citizen? The National Project for
Excellence in Environmental Education (NPEEE),
initiated by the North American Association for
Environmental Education (NAAEE), is attempt-
ing to answer that question. Environmental
education (EE) is a process that aims to develop
environmentally literate citizens who can
compete in our global economy; who have the
skills, knowledge, and inclination to make well-
informed choices; and who exercise the rights
and responsibilities of community members.
NPEEE is focusing on four interrelated efforts:
• Environmental Education Materials:
Guidelines for Excellence
These guidelines provide recommendations for
developing and selecting environmental educa-
tion materials. They aim to help developers
of activity guides, lesson plans, and other
instructional materials produce high quality
products, and to provide educators with a tool
to evaluate the wide array of EE materials that
are available.
These guidelines, developed through a
process of critique and consensus, are grounded
in a common understanding of effective envi-
ronmental education. Over 1000 practitioners
and scholars in the field (e.g. teachers, adminis-
trators, scientists, curriculum developers)
participated in the review of this document.
• The Environmental Education Collection—
A Review of Resources for Educators
We know that teachers want high quality
environmental education materials, but that
they can be overwhelmed by the thousands of
products to select from. To help provide guid-
ance, NPEEE is developing a series of educators'
resource guides to quality environmental
education materials. A broad range of
educational materials (e.g. curriculum guides,
CD-ROM, laser discs, video tapes) are included.
All materials in the resource guide will go
through an extensive review conducted by a
panel of classroom teachers, environmental
educators, curriculum developers, and environ-
mental scientists. The review criteria have been
drawn from Environmental Education Materials:
Guidelines for Excellence.
Volume 1 was published in November 1997;
volume 2 in May 1998; volume 3 is due in late
1998.-A companion volume, The Biodiversity
Collection—A Review of Resources for Educators,
was produced by the World Wildlife Fund in
February 1998. When completed, the collection
will be disseminated to educators throughout
the United States.
• Learner Guidelines for Environmental
Education
Through a process of critique and consensus,
NPEEE is developing voluntary learner guide-
lines for EE. These guidelines will be modeled
after those developed by the various discipline-
based groups (e.g., National Council of
Geographic Education, Center for Civic
Education, National Council for the Social
Studies). The EE guidelines will provide teachers
with ideas to develop coherent, comprehensive
environmental education programs that meet
the high standards already set by the core
disciplines.
• Preparation Guidelines for Teachers aind
Other Environmental Educators
These guidelines will be developed in a process
similar to that for the EE learner guidelines.
They will provide education institutions with
ideas to develop coherent, comprehensive pre-
service training for environmental educators..
The National Project for Excellence in
Environmental Education, which is funded by
the U.S. Environmental Protection Agency
through the Environmental Education and
Training Partnership (EETAP), is particularly
interested in gaining input from classroom
teachers, program developers, and curriculum
specialists. To be truly effective and
representative, the environmental education
guidelines must reflect a wide variety of voices
and interests.
EmmoNHiNTAL EDUCATION AT A Gutice
-------
pjfmfopift^^tjii, »<•» ~ - -~
hat is a successful
environmental
\
CP"* r «w, I" education program?
&v*W5jf- ! * ^ <* ^*^ ^ ••^'J*'
^^.^rl'Jsljeing used to meet
.*%% Estate outcomes, reach
^ *s!r, *i f ^ ^
challenged students,
teach across the
curriculum, and reach
-, culturally diverse and
urban students.
-------
PKVE JOG CENTER FOR
ENVIRONMENTAL EDUCATION
MAKING
CONTACT
'm
Susan Toth
Pine Jog Center
for Environmental
Education
6301 Summit
Boulevard
West Palm Beach,
FL 33415
Phone
561-686-6600
Fax
561-687-4968
"An important element of making education work is
making it interesting and relevant to our students.
Becoming an EE Model School has helped us bring the
real world into the classroom."
Melaleuca Elementary Principal
CONNIE GREGORY
In January 1995, Pine Jog Center for
Environmental Education and Palm Beach
County Florida School District combined
efforts to create an Environmental Education
Model School Project. A countywide application
and selection process determined the five
participants. These schools have implemented
the program at grades three, four and five.
The interdisciplinary program addresses the
Florida Blueprint 2000 Initiative and the Florida
Sunshine State Standards, which establish
guidelines for improved school programs and
accountability. In addition, the program meets
the demand for well-rounded environmental
education (EE) programs. The resulting program
uses environmental education as a real-world
contact to implement integrated instructional
strategies.
The program is school-driven and credits its
early successes to excellent teacher training and
enthusiasm on the part of teachers, administra-
tors, and students. Teachers receive training in
EE through frequent inservice programs at the
Pine Jog Center. The Pine Jog Program targets
basic ecological concepts that are used at each
grade level (i.e. interrelationships in third grade,
energy in fourth grade). Teachers then develop
nine-week units combining activities for the
classroom and hands-on projects in the field.
Students compile portfolios to document their
progress.
"Our teachers are turned on by the new
instructional strategies they are using and the
improvements they are seeing in their students,"
said Connie Gregory, Melaleuca Elementary
School principal. "And we all know a turned-on
teacher is a better teacher."
EwwsowffNTXi EDUCATION AT A GUWCE
The project is being evaluated using a variety
of measurements including teacher-developed
student performance assessments; teacher
reflective journaling; student, teacher, and
administrator interviews; and parent surveys.
Evaluation of the program by teachers, stu-
dents, and their parents has been enthusiastic.
Administrators are encouraged by the positive
impact the program is having on state out-
comes. Two EE Model Schools began the
1995-96 year on the "critical list" because of
poor student performance. They finished the
year with greatly improved test scores that they
credit, in part, to their involvement in the Model
School Project.
The success of the
pilot program has
resulted in the
school district
identifying four
new elementary
schools for the
1996-97 school
year.
"We found our
students tested
better," said Gregory, "making significant
improvement in their writing and language
arts skills because they were choosing to write
about what interested them, which was the
environment. In writing about the environment,
their writing had meaning to them."
The program has grown from the original
five schools to include eleven elementary and
one middle school. Future directions include
expanding the program to grades K-2;
marketing the program to other schools
throughout Florida; identifying community-
based action projects; and partnering between
community members and schools.
-------
"Technology empowers Learning."
SES Prindpal DAN BODETTE
"Leadership is defined by action rather than position."
from the SES Mission Statement
"Common vision and energy define our school..."
from the SES Mission Statement
The School of Environmental Studies (SES)
at the Minnesota Zoo, located in Apple
Valley, has created a World Wide Learning
Network that links schools online around the
world for environmental projects. The develop-
ment of this web site is the culmination of the
technology-oriented approach to education
taken by the school since it opened in 1995.
"We expect to have folks from every conti-
nent interacting with our school," said Principal
Dan Bodette.
The school is connected via the Internet with
students doing environmental research in
Sweden, Chile, and Egypt. Plans are in the
works for summer workshops at the school for
selected students and staff from around the
globe.
According to Bodette, the mission of the
school is "to develop active citizens who are
environmentally informed, self perpetuating
learners connected to the local and global
community."
The school takes a hands-on, interdisciplinary
approach to learning, with environmental
themes flowing throughout the curriculum. The
program's emphasis on technology is apparent
in the classroom structure that consists of open
"pods" of ten students working at computers.
Students are able to gather information on the
Internet, synthesize scientific data, and create
multimedia presentations of their research with
the help of computers.
In addition to the core curriculum, special
courses are offered in areas such as introductory
veterinary techniques, environmental policies
and law, and exhibit development. School field
trips range from domestic to the exotic, with
trips to locations such as Florida, the Dakotas,
and Costa Rica.
The school coordinates with the Minnesota
Zoo for many of its classes and projects. Dan
George, a junior at the school, recently produced
an interactive information kiosk for the zoo's
coral reef exhibit. "If they see a fish they like,"
George explained, "they just touch the picture
on the screen to find the common and scientific
names, distinctive features, habitat, natural
predators, and other data."
Bodette believes that environmental education
helps the school meet state standards by provid-
ing a framework to connect subjects and
encourage critical thinking. He also stresses the
importance of the school's impact on the local
community.
"Feedback from parents and students has
been tremendous," Bodette said. Students are
able to assist communities with projects that
would otherwise be too costly. For example,
students completed a water quality study for
the City of Eagan's 20 ponds. They collected
water, algae and plankton, fish, insects, and
plants; and analyzed them to determine the
levels and types of contaminants in the ponds.
Agencies in the community used the students'
results to improve water quality.
On Earth Day 1997, Jane Goodall was the
school's special guest. Students from SES are
working with Goodall on a project posted on
the Internet that documents her field research
and analysis of chimpanzees.
The school's philosophy stresses helping
students become independent thinkers and
learners. "We're concerned here with students
constructing their own knowledge," said science
teacher Brad Johnson. "We'll do a set of activi-
ties, typically outside the school, that mirror
what people do in the real world. Then we'll
do some background reading, and the lights
will go on. The kids will say, 'I saw that, now
I understand.' "
ENVIRONMENTAL EDUCATION AT A GLANCE
MAKING
CONTACT
Dan Bodette,
Prindpal
School of
Environmental
Studies
12155 Johnny
Cake Ridge Road
Apple Valley, MN
55124
Phone
612-431-8750
E-mail
Bodettda@ses.isd
196.K12.mn.us
URL
www/isdl96.k!2.
mn.us/isd!96.
html
-------
JEFFERSON HIGH SCHOOL
INTEGRATED
SCIENCE PROGRAM
MAKING
CONTACT
Naomi White
Thomas Jefferson
High School
1319 East
41st Street
Los Angeles, CA
90011
Phone
213-232-Z262
Fax
213-231-4755
E-mail
nwhite@laedu.
Iatc.kl2.ca.us
"Many of the parents of our children have little or no
formal education, but they do have experience growing
food—by sharing their knowledge with their children,
they share in their children's education."
10th Grade Science Teacher
NAOMI WHITE
Students at Jefferson High School, in South
Central Los Angeles, are developing action
plans for local environmental problems as
part of their integrated science program.
"The quality of our local environment is one
of the most serious barriers our students face on
a daily basis," said Naomi White, a 10th grade
science teacher at Jefferson High School. "Poor
air, severe overpopulation, toxic waste sites all
exist within walking distance of the school. Poor
environment is often at the root of socioeco-
nomic problems that prevent our students from
leading successful, productive lives."
'Along with the traditional study of environ-
mental sciences that includes experiments and
other hands-on activities, written in both
English and Spanish, students must research
and initiate a project involving a local urban
environmental problem," she explained.
Students work in small groups to complete
projects. For example, four students began a
campaign to clean a vacant lot located next to
the school. The lot was strewn with piles of
wood chips, and had trash-filled dumpsters
covered with graffiti.
The students photographed the lot, and then
wrote or called parties in the school district who
were responsible for the lot. After meeting with
several administrators, students telephoned the
school district's Chief of Maintenance. School
officials responded by sending the students
hand-delivered letters that promised removal of
the dumpsters and clean up of the lot.
One student in the group, a teen mother, was
especially excited that her actions yielded such a
positive and swift response. White said, "It was
the closest thing, for me as a teacher, to seeing
empowerment stretched across a student's face."
The school also uses environmental education
to bridge the gap of language and culture for its
newly arrived immigrant students. Students
cultivate a garden containing vegetables such as
chile, epazote, cilantro, and chazote that supple-
ment their families' food supply. In the garden,
students can demonstrate their knowledge in a
nonthreatening, nonlanguage based learning
environment.
The garden also promotes parental involve-
ment in the class. "Many of the parents of our
students have little or no formal education, but
they do have experience growing food,"
explained White. "By sharing their knowledge
with their children, they share in their children's
education."
White believes projects that benefit the health
of the urban environment also benefit the spirit
of community. She says, 'As EE teachers, we
need to focus on local environmental issues.
Although saving the rain forest may be a laud-
able goal, students need to begin solving the
myriad of serious environmental problems in
their own neighborhoods."
ijj.6 EmaoiiHiNTAi EoucmoH AT A GLANCE
fa_J
-------
.
X^
"Titos project is truly multicultural, reaching
populations that we have been previously
unable to service."
Treasure Lake Job Corps Counselor
RANDY HALE
Treasure Lake Job Corps, located on the
Wichita Mountains National Wildlife
Refuge in southwest Oklahoma, has cre-
ated an Environmental Education (EE) Action
Program for at-risk youth. The program's goal
is to raise students' awareness of the control
they have over their environment, and to
encourage them to take the same responsibility
over other aspects of their lives.
"Prior to the EE Project, Job Corps students
exhibited no awareness of the value of a healthy
environment and often engaged in activities that
negatively impacted the surrounding refuge
habitat," explained Randy Hale, Job Corps
Counselor. 'As a result of their participation in
the EE program, the students have begun to
take ownership and pride in the refuge."
Using a hands-on approach, Job Corps stu-
dents are immersed in the Wichita Mountains
environment as they work to assess and
improve the quality of that environment. The
program's curriculum has a strong foundation
in the biological sciences and integrates work in
the field, creative journaling, and analysis of
environmental issues from all perspectives.
Students experienced the complexity inherent
in environmental issues firsthand in the fall of
1995, when a local nursery owner offered three
dollars per pound for acorns gathered from the
refuge. Several students began collecting large
bags of the acorns, but other students realized
the collection would impact animals that depend
on acorns as a food source.
The students discussed the matter with Hale
and with refuge personnel. The refuge's law
enforcement officers informed the nursery
owner that the fine for removing acorns from
the refuge would be $50 per acorn. The nursery
owner stopped soliciting for acorns, and the
students returned all of the acorns to where
they had originally been collected.
"This is a highly significant incident because
it demonstrates the highest level of environmen-
tal literacy—action," Hale said. "Students on
both sides of the issue successfully participated
in a situation in which conflict was confronted
and resolved through leadership, negotiation,
and cooperation."
Recently, a mentoring component was added
to the program. The Job Corps students go back
into the community and share their knowledge
on environmental concerns with school
children. They have reached more than 1600
children through teaching at county fairs, 4-H
programs, and by conducting field trips to the
Wichita Mountains Refuge.
"Students have shown an increased personal
value for the environment as well as heightened
self esteem from the service they provide to
others," Hale said.
Many students come to the program from
disadvantaged backgrounds, but return to their
communities empowered with knowledge and
a sense of purpose to become role models for
natural resource conservation. One student
recently initiated the clean up of an oil dumping
site on his family farm.
"This example, in particular, illustrates the
potential outreach effect of the program,"
Hale said.
MAKING
CONTACT
Randy Hale
Treasure Lake
Job Corps
Wichita Mountains
National Wildlife
Refuge
Rt.1 Box 448
Indiahoma, OK
73552
Phone
580-429-3222
Fax
580-429-9323
ENVIRONMENTAL EDUCATION AT A GLANCE
-------
RECREATJON UNLIMITED
NATIONAL CHALLENGE
CENTER FOR" .': / ' ' v
PEOPLE WITH DisABHJtiEs
MAKING
CONTACT
fSS
•¥•
Karen Ricker
4327 Conover
Place
Columbus, OH
43227
Phone
H: 614-239-4215
W: 614-292-8949
E-mail
ricker.!5@
osu.edu
"I think that by including special needs students with
regular education students, you break down that fear
barrier and that unknown barrier that people take with
them into adulthood. The other class begins to see our
kids as being real people; that they're not to be feared,
that they may not function in the same ways they do,
but that's okay."
Multiple Disability Student Teacher
SANDY WALTON
ecreation Unlimited National Challenge
Center for People With Disabilities in
shley, Ohio, sponsored Project Ohio
Outdoor Access, an environmental education
(EE) project for K-12 students with disabilities.
Funded by the Ohio Environmental Protection
Agency and Recreation Unlimited, the project
was conducted from May 1995 to November
1996.
The project took the position that an outdoor
environment may provide greater opportunities
in the "least restrictive environment" for dis-
abled students and their nondisabled peers.
"With a finite and rapidly shrinking
amount of natural resources on our Earth, it is
imperative that we foster and facilitate learning
about our environment with every student,
regardless of ability," said Karen Ricker, Project
Coordinator.
Approximately 140 students with develop-
mental, physical, and behavioral disabilities
from schools in Central Ohio participated in
the project. Teachers field-tested existing EE
materials from Project Learning Tree (PLT),
Project WET, and Project WILD, focusing on the
process and modifications needed to meet the
needs of special education students.
The resulting book, Unlimited Classrooms:
A Resource Guide for Inclusive Environmental
Education, provides information on adapting
existing EE materials for inclusive and self-
contained special education groups. The book
also provides information on community service
opportunities, disability awareness, and related
resources. It was distributed during one-day
hands-on educator workshops held at
Recreation Unlimited; and it can still be accessed
through the ERIC Clearinghouse.
"We hold the belief that all students can learn
and will learn if conditions are right," Karen
Ricker said. 'An environmental education com-
ponent adapted to the needs of students is essen-
tial for making conditions right for learning."
Environmental activities were used to create
a hands-on, student-centered program that
also helped teachers achieve curriculum and
Individualized Education Plan (IEP) goals.
"By providing various learning environments
and experiential activities, students have the
opportunity to seek and find the conditions that
are right for them," said Ricker. "Information
gained about the students' learning styles by
participating in environmental education
activities will be valuable to educators and
parents as they develop curricula, IEP goals, and
assessment strategies."
Students completed service projects in the
community, helped field-test activities, and
worked with area businesses to enhance
locations in their neighborhoods. These projects
provided opportunities for students to internal-
ize new concepts while fostering strong
social foundations with the community, thus
dispelling many stereotypes of the disabled
individual.
For example, a group of students began corre-
sponding with and visiting an elderly woman in
a nearby nursing home. The students were the
woman's only contact with the outside world.
They involved her in their EE activities and built
a bird feeder to hang outside her window.
The program allowed teachers to provide
their students with unlimited challenges while
learning about their environment and each
other. "The activities required students to make
decisions, solve problems, work together with
community resources, and practice implement-
ing projects that reflect stewardship and a wise
use of our natural resources," explained Ricker.
13 EmmmHHiHTAL EDUCATION ArA GIAHCC
-------
"The program teaches students to be good
environmental stewards as well as giving them
practical farming experience."
County Graduate and Science Teacher
STEVE MOBLEY CLAY
"When we get everything done, just Look out!"
Clay County Science Teacher
JOCELYN WOLFE
Students at Clay County High School in
Manchester, Kentucky, are improving the
environmental quality of their 100-acre
campus and learning about Appalachia's rich
history in the process. The school's
Environmental Research Center is staffed with
volunteer environmental professionals, universi-
ty scholars, and local business people who teach
students how to conduct water quality moni-
toring and how to cultivate trees, shrubs, and
cover crops.
The center's curriculum fully integrates the
biological and physical sciences, mathematics,
art history, and anthropology using a hands-on
approach to learning. Teachers are enthusiastic
about the integrated approach and the opportu-
nities it provides to collaborate with each other.
This integration is illustrated by some of the
projects that students have completed around
their campus. The physics class designed and
constructed a functioning sundial; students
from agricultural science and environmental
technology classes have created nesting boxes
for wood ducks; and biology students have
cultivated native trees and flowers along the
Anakawi Nature Trail and written their own
curriculum guide, Lessons In Learning: A
Comprehensive Guide to Environmental Education.
Students present the lessons in their guide to
students at local elementary schools.
Teachers at the school believe the program
provides the students with links to their rich
Appalachian heritage, and helps construct a
bridge to the future of the region. With major
regional industries such as coal and tobacco
farming in decline, students are searching for
alternative career directions in agriculture and
industry. The program seeks to provide students
with the guidance and hands-on training that
will prepare them for their futures.
"I don't want them going out of here saying
'I'm from a welfare community,'" Wolfe said.
"We want them to know how hard-working
their ancestors were—and independent—and
maybe bring back some of that."
For example, students participated in projects
that explored two cultures in their region. They
researched and constructed a Cherokee summer
village where they planted native trees, prairie
grasses, pumpkins and squash; they also learned
about the Cherokee people's holistic coexistence
with nature. To explore the culture of European-
American settlers, they constructed a log cabin
using materials from a 200-year-old barn. They
cultivated a garden in front of the cabin that
contained medicinal, culinary and fragrant herbs
used by the settlers. The Manchester Garden
Club donated and planted herbs for the garden,
and the Kentucky Arts Council volunteered their
expertise in creating an authentic experience of
traditional Appalachian culture.
The school has also held an Appalachian
Heritage Festival, which brought together
students, teachers, local craftspeople, and
community members to provide the local
community with sights, smells, and tastes of
authentic Appalachia. This event showcased the
accomplishments of the Clay County program
while involving the local community.
Teachers have seen an increase in their stu-
dents' self esteem since beginning the program.
Working in groups on community projects
fosters a sense of pride and responsibility in the
students. These successes have led to future
plans that include the continuation of student
planned environmental education workshops,
the construction of a wildlife observatory and
greenhouse, and the establishment of a nature
hike for children.
MAKING
CONTACT
Jocelyn Wolfe
Clay County High
School
Route 7 Box 44
Manchester, KY
40962
Phone
606-598-3737
Fax
606-598-8976
E-Mail
Cchsl@Skm.Net
URL
www.Clay.K12.
Ky.Us
ENVIRONMENTAL EDUCATION ATA GLANCE
-------
OAK HIDGE ELEMENTARY
NATURESCAPING PROJECT
MAKING
CONTACT
Gayen Wharton
1024 Ramona
Avenue
Salt Lake City, UT
84105
Phone
801-486-8883
E-mail
hiker!321@
aol.com
Tim Brown
Utah Society for
Environmental
Education
350 South 400
East
Salt Lake City, UT
84111
Phone
801-326-1549
"When students are able to go outdoors to see and
experience plants and animals in their biomes, this
makes [earning much more meaningful and fun."
GAYEN WHARTON
Students at Oak Ridge Elementary School in
Salt Lake City, Utah, are showing others
how to garden in a desert through their
Naturescaping Project. Limited water resources
and an increasing population are making new,
more efficient yard maintenance techniques a
necessity in Western states.
"Students are landscaping a portion of their
school grounds to create a nature trail using
native plants, which provide a model of water
conservation and wildlife habitat enhancement,"
said Gayen Wharton, former Oak Ridge
Elementary teacher.
The technique utilizes plants and cultivation
techniques that require minimal water usage.
The plants and landscaping used in Nature-
scaping support and encourage the existing
ecosystem, creating a virtually self-sustaining
trail.
Wharton has heen delighted by local interest
in the trail. Teachers from local schools visit Oak
Ridge regularly and have begun adopting her
Naturescaping principles at their own schools.
Because her techniques are site specific—relying
on food webs and plants already in an area-
teachers must adapt her principles to their own
sites. They can consult Wharton's guide to
Naturescaping, which is being reproduced by
the Department of Natural Resources.
The trail and other environmental education
projects and programs have helped students
meet state and district goals and objectives that
have been recently updated. Wharton uses
programs such as Project Learning Tree (PLT),
Project WET, and Project WILD to aid her in her
lessons.
According to Wharton, "Testing in the fourth
grade covers Utah's biomes. When students are
able to go outdoors to see and experience the
EHVOIDNHCHTAL louanou AT A GLANCE
plants and animals in the biomes, this makes
learning much more meaningful and fun."
Wharton believes that the outdoor classroom
brings the wonder of natural discovery to her
students. Every outdoor lesson brings an oppor-
tunity for the serendipitous discovery of some
aspect of the natural world. For example, during
a nature journaling session, students began
noticing wasps buzzing around them. Some of
the students became very curious about the
wasps' activities, and discovered that the wasps
were laying eggs on
the surface of the
leaves. Wharton
feels discoveries like
these make a lasting
impression on her
students.
Last year her
students joined
1000 students from
local schools in
March For Parks, which publicized the need for
connecting nature trails between two state
parks. The Utah legislature recognized the need
and appropriated funds for the project.
Wharton's class also participated in the state
Division of Water Quality's Adopt-A-Water-
Body program. In 1997, they teamed up with
students from a central city school, Jackson
Elementary, to restore portions of a canyon
stream. The land has been under the protection
of the U.S. Forest Service, but a lack of funding
has prevented improvements to the site.
Wharton explained that the program contin-
ues with new projects. "Students from Oak
Ridge and Jackson Elementary used the creative
problem-solving model to help out along the
Jordan River this spring," she said.
-------
"Urban surroundings limit our connection to the
natural environment...making these connections gives
students appreciation, wonder and the security that
they have lacked."
Golightly Educational Center Science Teacher
BETH CLAWSON
Students at the Golightly Educational
Center in Detroit, Michigan, have
cultivated an urban forest on their inner
city campus. The project began when students
in Beth Clawson's 5th and 6th grade science
classes noticed that birds were not coming to
the feeders they had assembled. Through
observation and research, students discovered
that the fields surrounding the school, where
houses had been torn down, did not provide
enough cover to attract the animals.
Clawson saw this as a unique opportunity to
connect her students to their environment while
exploring core science concepts, teaching
environmental education, and meeting new
state outcomes.
After extensive studies of soil types, moisture,
and light; and researching appropriate trees for
a North Woods forest, students planted their
own forest of 100 trees.
Because students are in Clawson's classes for
two years, they can observe and study their
trees for an extended period. Each student cares
for a plot with several trees, learning first hand
the needs of plants and trees. Clawson believes
they also develop a concrete connection to the
natural world that they had not developed
living in an urban environment.
Before the project, students doing tree obser-
vations thought the barren deciduous trees had
actually died in the winter. Now students visit
the urban forest year-round and observe the
cycle of regeneration.
Students have also become involved in their
community. They participate in the community
effort to reforest Detroit, bringing beauty and
health benefits to stark urban surroundings.
Parents have become active in the program,
serving as counselors on the annual three-day
camping trip. The parent counselors receive
training from Clawson prior to the trip.
Clawson has found that parental involvement
profoundly affects both the parents and chil-
dren. A number of parents have been so inspired
by their experiences with the program that they
have gone back to school to pursue college
degrees. Clawson believes that this has an
immeasurable affect on the lives of her students.
When parents pursue a higher education,
she believes they are "setting a standard, and
marking a path for their children."
During the spring camping trip in Michigan's
North Woods, students complete projects in
astronomy, tree and rock identification, the
microhabitat of a rotting log, climatic studies
and predictions, map and compass use, and
microbiotic life and water quality in ponds.
"I take my students to camp in the North
Woods every spring to provide a connection
with the natural environment," Clawson said.
"Many students live behind locked doors in
dense urban neighborhoods and when we first
get to camp, students are very concerned about
safety. The cabin doors do not have locks, some-
thing the students have not experienced before"
Clawson takes her students on an "owl hunt"
and star observation their first night without
flashlights. The students cling to the parent-
counselors. By the second night, the students
have embraced their new freedoms. By the end
of camp, students do not want to leave.
When students return to their own forest,
they are excited to see some of the same trees
growing there that they identified in the woods.
These new connections foster interest in science
projects during the rest of the school year.
Much to Clawson's delight, graduating eighth
graders at the Golightly Center unanimously
voted science camp as their most significant
experience at the school.
ENVIRONMENTAL EDUCATION AT A GLANCE
MAKING
CONTACT
Beth Clawson
Golightly
Educational
Center
5536 St. Antoine
Detroit, MI
48202
Phone
313-494-2538
Fax
313-873-3160
-------
YELLOWSTONE
RIVERWATCH PROJECT
MAKING
CONTACTJgj
John W. Miller
Billings West
High School
703 Highland
Park Drive
Billings, MT
59102
Phone
406-655-1487 or
406-259-1320
E-mail
MilleraD@in-tch.
com
"The students who spend time on the river have
developed a connection to it and understand what a
valuable resource it is. I believe that as adults, if they
are to remain in this community, they will make
responsible decisions concerning environmental issues."
Yellowstone Riverwatch Project Teacher
JOHN W. MILLER
Addressing a need for an integrated
environmental education curriculum,
several science teachers in Billings,
Montana, implemented the Yellowstone
Riverwatch Project. This program gives students
first-hand experience in dealing with water
conservation issues.
John W Miller, science teacher at Billings
West High School, said that he and his col-
leagues wanted "to get students to apply what
they learn in class to a field study experience."
"I believe it is important for students to be
ecologically literate," he asserts. "If they are
going to live their lives on a sustainable basis
with their environment, then they must have
knowledge about how their lives impact the
environment and how they are tied directly and
indirectly to their surroundings." Miller then
adds, "I also believe this knowledge helps them
to work through controversial environmental
issues."
Yellowstone Riverwatch involves teams of six
to eight students from 20 schools along the
length of the river in Montana, which is about
600 miles. The teams investigate their area at
least twice a year; usually once in the fall and
EHVJMHHCHTAI. EDUCATION Ar A GLANCE
again in the spring. All students sample for
macro-invertebrates and conduct chemical and
physical analyses to determine the river's water
quality. The macro-invertebrate sampling
involves three categories of pollution sensitivity:
intolerant, moderately intolerant, and tolerant.
The project's concepts are fundamental
to environmental education and helps Miller
satisfy the ecology goals and outcomes of his
district's science curriculum. His guides and
texts include S.O.S. (Save Our Streams) and
Project GREEN.
Miller described a moment of discovery for
students that he witnessed while teaching
environmental education in the classroom.
"When I brought in live aquatic insects from the
Yellowstone River, I placed our samples in large
trays and had students pick, sort, and identify
the samples. They had no idea that such
creatures existed and the kids enjoyed learning
how to identify them."
The Yellowstone Riverwatch Project also
involves the public sector. The project's students
have sponsored a Kids Fishing Day, where chil-
dren learned to identify aquatic insects and fish.
They've also participated in water conservation
workshops and field trips conducted by the
Montana Department of Fish, Wildlife, and
Parks.
"The students who spend time on the river
have developed a connection to it and under-
stand what a valuable resource it is," Miller
contends. "I believe that as adults, if they are to
remain in this community, they will make
responsible decisions concerning environmental
issues."
-------
"Every person affects the environment in some way.
Through environmental education students understand
the impact they have and can take action to minimize
their-negative impact."
PROJECT F.U.R. Teacher
Sue Ellen Lyons
"Jf TTnowledge without action is sterile. This is
H& the motto of Project F.U.R., an environ-
JtSkmental education program at Holy
Cross School in New Orleans, Louisiana. High
school students at Holy Cross receive training in
wetlands ecology and become peer teachers for
field trips and wetlands restoration projects.
The students' efforts have proven invaluable
to the community by restoring coastal wetlands
and areas of Lake Pontchartrain. Their outreach
efforts have also served to educate the commu-
nity about environmental problems in the area
and encouraged greater community involve-
ment finding solutions to those problems.
"Project F.U.R. is a twofold program of
environmental awareness and civic action,"
explained science teacher Sue Ellen Lyons.
"Students research environmental problems in
the Lake Pontchartrain Basin and then educate
and involve others about possible solutions."
Students in the program have visited other
schools and environmental fairs to share then-
knowledge on environmental issues. They have
also participated in many preventive projects
such as storm drain stenciling and programs to
crush and recycle used motor oil filters.
The goal of the program, said Lyons is to
"move students through a progression from
environmental knowledge to environmental
stewardship." According to the teachers
involved, this goal is being met. They say that
students come out of the program with a deeper
understanding of the social, economic and
political complexities that face our society when
approaching environmental issues.
Louisiana is one of several states that has
adopted a Systemic Initiative Program (LaSIP)
and one of the few to have their program
funded through the National Science Foundation
(NSF). Lyons explains the importance of this
support: "Many LaSIP projects and workshops
have raised the level of environmental education
in Louisiana. A state science framework has
been developed in conjunction with National
Science Standards, including benchmarks
for EE."
Lyons and her colleagues have developed
WILD Louisiana, a curriculum supplement
based on Project WILD. They have also devel-
oped a teacher's guide to the Lake Pontchartrain
Basin, which includes many of Project F.U.R.'s
endeavors.
Project F.U.R. participants have received
national recognition including the President's
Environmental Youth Award and Youth
Conservation of the Year Award.
The field work done by the students in the
program provides opportunities for moments of
discovery that stay with students for a lifetime.
Lyons and other teachers involved in the project
delight in the excitement of students discovering
new aquatic invertebrates and other diverse life
forms in the marshes. Students witness the
fruits of their labors by revisiting areas where
they have replanted cypress and Christmas
trees. And many of Project F.U.R.'s students
have gone on to pursue careers related to the
environment.
MAKING
CONTACT
Sue Ellen Lyons
Holy Cross School
4950 Dauphine
Street
New Orleans, LA
70117
Phone
504-943-0285
Fax
504-943-7676
E-mail
hchs@iAmerica.
net
OR
slyons2033@aol.
com
ENVIRONMENTAL EDUCATION AT A GLANCE
-------
The following organizations are partners in the Environmental Education and Training Partnership (EETAP), a
consortium that is delivering environmental education training and related support services for education professionals.
The project is managed by the North American Association for Environmental Education; and funded by the U.S.
Environmental Protection Agency under Section 5 of the National Environmental Education Act of 1990.
COUNCIL FOR ENVIRONMENTAL
EDUCATION AND PROJECT WILD
CEE is a nonprofit education
organization founded in 1970
for the purpose of improving
education about the environment.
CEE has a 28-year history of
accomplishment in the area of
environmental education. Its
training network is one of the
most expansive in the country.
CEE co-sponsors Project Learning
Tree, Project WET, and Project
WILD.
Josetta Hawthorne
Executive Director, CEE
5555 Morningside Drive, Suite 212
Houston, TX 77005
Phone 713-520-1936
Fax 713-520-8008
E-mail! josettah@aol.com
Donna Asbury
Director, Project WILD
707 Conservation Lane
Gaithersburg, MD 20878
Phone 301-527-8900
E-mail dasbury@projectwild.org
URL www.projectwild.org
NOTIONAL PROJECT FOR EXCELLENCE
IN ENVIRONMENTAL EDUCATION
National Project for Excellence in
Environmental Education (NPEEE),
initiated by the North American
Association for Environmental
Education (NAAEE) and managed
by Northern Illinois University, is
a multiyear program designed to
identify and provide examples of
high quality environmental educa-
tion practice. NPEEE is producing:
1) Environmental Education
Aiaterials: Guidelines for Excellence
(1996); 2) The Environmental
Education Collection—A Review of
Resources for Educators, (Volume 1
was published in November 1997;
Volume 2 in May 1998; Volume 3
EmnRONnami. EDUCATION AT A GUHCE
due late 1998); 3) environmental
education learner guidelines; and
4) guidelines for the preparation of
teachers and other environmental
educators.
Bora Simmons
Professor, Curriculum and
Instruction
Northern Illinois University
EO. Box 299
Oregon, IL 61061
Phone 815-753-0205x113
Fax 815-732-4242
E-mail boras@niu.edu
URL naaee.org/html/npeee.htm
NATIONAL PROJECT WET
The goal of Project WET is to
facilitate and promote awareness,
appreciation, knowledge, and
stewardship of water resources
through the development and
dissemination of classroom-ready
teaching aids and through the
establishment of state and interna-
tionally sponsored Project WET
programs.
Dennis Nelson
Executive Director, Project WET
Suite 201 Culbertson Hall, MSU
Bozeman, MT 59717-0057
Phone 406-994-5392
Fax 406-994-1919
E-mail rwwdn@montana.edu
Sandra DeYonge
Director, Project WET U.S.A.
Suite 201 Culbertson Hall, MSU
Bozeman, MT 59717-0057
Phone 406-994-1913
Fax 406-994-1919
E-mail rwwsr@montana.edu
URL
www.montana.edu:80/wwwwet/
NORTH AMERICAN ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
(NAAEE)
The world's largest association of
environmental educators, NAAEE
is a network of professionals and
students working in the field of
environmental education through-
out North America and in over 55
countries around the world.
NAAEE takes a positive, coopera-
tive, nonconfrontational approach
in dealing with education about
environmental issues.
Joan Haley
Deputy Director
NAAEE
1255 23rd Street, NW, Suite 400
Washington, DC 2003 7
Phone 202-884-8913
Fax 202-884-8701
E-mail jhaley@aed.org
URL naaee.org
OHIO STATE UNIVERSITY & ENC
AND ERIC/CSMEE
The Eisenhower National
Clearinghouse for Mathematics
and Science Education (ENC) and
Educational Resources Information
Center Clearinghouse for Science,
Mathematics, and Environmental
Education (ERIC/CSMEE) are at
The Ohio State University in Col-
umbus. They create, maintain., and
catalog databases of multimedia
materials and programs, including
the EETAP Resource Library; they
also train educators to search
these resources.
Joe E. Heimlich
Project Coordinator
Associate Professor, School
of Natural Resources
Ohio State University
700 Ackerman Road, Suite 235
Columbus, OH 43202-1578
Phone 614-292-6926
-------
Fax 614-292-7341
E-mail heimlich.l@osu.edu
Sabiha Daudi
Publications and Training
Graduate Research Associate
OSU Extension
Ohio State University
700 Ackerman Road, Suite 235
Columbus, OH 43202-1578
Phone 614-292-8436
Fax 614-292-7341
E-mail daudi.2@osu.edu
URL www.ericse.org/ OR
www.enc.org
PROJECT LEARNING TREE (PLT)
Established in 1973, Project
Learning Tree is an environmental
education program designed for
educators working with students
in pre kindergarten through
12th grades. PLT's international
network of coordinators—drawn
from businesses, natural resource
professions, and the education
community—provide training
and support to both the formal
education community and
nonformal education professionals.
These coordinators and volunteer
workshop facilitators have
provided training for over 400,000
educators. The mission of PLT is to
increase students' understanding
of our complex environment and
to develop students' abilities to
make informed decisions and take
responsible action on behalf of the
environment.
Kathy McGlauflin
Director, PLT
1111 19th Street, NW, Suite 780
Washington, DC 20036
Phone 202-463-2468
Fax 202-463-2461
E-mail kathy_mcglauflin@plt.org
Tess Erb
Project Coordinator, PLT
1111 19th Street, NW, Suite 780
Washington, DC 20036
Phone 202-463-2457
Fax 202-463-2461
E-mail elizabeth_erb@plt.org
URL www.plt.org
UNIVERSITY OF MICHIGAN AND
EE-LiNK
The Environmental Education-Link
(EE-Link) is a program of the
University of Michigan that fosters
effective environmental education
in grades K-12. It promotes pro-
fessional development through its
EE Toolbox. EE-Link also maintains
the EE-Link WebSite, which pro-
vides a comprehensive starting
point for explorations of EE on the
Internet.
Paul F. Nowak, Jr.
EE-Link Administrator
University of Michigan-SNRE
430 E. University-
2546 Dana Bldg.
Ann Arbor, MI 48109-1115
Phone 313-763-1312
Fax 313-936-2195
E-mail p-nowark@eelink.net
URL eelink.net
UNIVERSITY OF WISCONSIN-STEVENS
POINT AND NEEAP
The University of Wisconsin-
Stevens Point, the National
Environmental Education
Advancement Project (NEEAP) and
its EE 2000 program promote
comprehensive EE programs at the
state and local level. NEEAP works
with state and national partners
to provide leadership and organi-
zational development. NEEAP
also conducts inservice workshops,
and networking and strategic
planning meetings to achieve
specific EE initiatives such as
grants programs, preservice and
curriculum requirements and
assessments.
Richard Wilke
Associate Dean, College of Natural
Resources and Professor of
Environmental Education
University of Wisconsin-
Stevens Point
CNR Building
Stevens Point, WI 54481
Phone 715-346-4777
Fax 715-346-3624
E-mail rwilke@uwsp.edu
Abby Ruskey
NEEAP Coordinator
College of Natural Resources,
UWSP
Stevens Point, WI 54481
Phone 715-346-4179
Fax 715-346-4748
E-mail aruskey@uwsp.edu
URL www.uwsp.edu/acad/cnr/
affil/neeap/neeap.htm
WESTED
WestEd is a nonprofit agency that
provides educators and policy
makers with information and
support based on the best
knowledge from educational
research and practice. WestEd
plays a pivotal role in school
reform by translating research
into practice, providing state-of-
the-art knowledge and assistance,
and promoting the kind of risk
taking that leads to real change.
Art Sussman
WestEd
Director, Regional Math/Science
Consortium
730 Harrison Street
San Francisco, CA 94107
Phone 415-241-2728
Fax 415-512-2024
E-mail asussma@wested.org
URL www.wested.org OR
www.EdGateway.net
ADDITIONAL PARTNERS-
YEAR ONE
THE ACADEMY FOR EDUCATIONAL
DEVELOPMENT (AED)
The independent and nonprofit
AED specializes in education,
communication, social marketing,
information management, technol-
ogy transfer, and training in fields
such as the environment, agricul-
ture, population, and health.
Richard E Bossi
Director, Environment ETC
1255 23rd Street, NW
Washington, DC 20037
Phone 202-884-8898
Fax 202-884-8701
E-mail rbossi@aed.org
ENVIRONMENTAL EDUCATION AT A GLANCE
-------
CENTER FOR INSTRUCTION, STAFF
DEVELOPMENT AND EVALUATION IN
SCIENCE AND ENVIRONMENTAL
EDUCATION (CISDE)
CISDE is a nonprofit foundation
with a special interest in environ-
mental education and science
education. CISDE collaborates with
both science and environmental
educators to design and deliver
high quality staff development
programs. The staff at CISDE also
evaluates numerous programs.
Harold Hungerford
President, CISDE
1925 New Era Road
Carbondale, IL 62901
Phone 618-457-8927 OR
618-549-9865
Fax 618-457-8927
E-mail cisde@midwest.net
INSTITUTE FOR ECOSYSTEM STUDIES
(IBS)
IBS is dedicated to the creation,
dissemination, and application of
knowledge about ecological
systems and the promotion of a
broader awareness about the
importance of ecological relation-
ships to human welfare.
Alan R. Berkowitz
Head of Education, IBS
Box R. (Route 44A)
Millbrook, NY 12545-0178
Phone 914-677-7657
Fax 914-677-6455
E-mail
BerkowitzA@ecostudies.org
URL www.ecostudies.org
NATIONAL ASSOCIATION OF
CONSERVATION DISTRICTS (NACD)
Founded in 1946, NACD is a non-
profit organization serving as the
national voice of its membership—
3000 local districts and 54 state
and territorial associations.
Conservation districts work with
environmental educators to
promote the conservation and
proper management of land,
water, forests, wildlife, and related
natural resources. NACD also part-
ners with the National Envirothon.
EHVOISIIUCNTM EDUCATION AT A GLANCE
Maxine Mathis
NACD
EO. Box 855
League City, TX 77574
Phone 800-825-5547, x32
Fax 281-332-5259
Brenda Weiser
National Envirothon
P.O. Box 855
League City, TX 775 74
Phone 281-332-3402, x27
Fax 281-332-5259
E-mail Brenda-Weiser@nacdnet.org
NATIONAL GEOGRAPHIC SOCIETY
The Geographic Alliance, a
National Geographic Society pro-
gram, consists^of school teachers,
college professors, and school
administrators in each state who
form the core of a grassroots
effort to strengthen geography.
education throughout the nation.
Lydia Lewis
Project Specialist (Teacher Training)
National Geographic Society
1145 17th Street, NW
Washington, DC 20036-4688
Phone 202-828-6646
Fax 202-429-5701
E-mail llewis@ngs.org
URL
www.nationalgeographic.com
SECOND NATURE
Second Nature supports the
worldwide development of an
environmentally literate citizenry
with the knowledge, skills, and
values necessary to live in a sus-
tainable manner. Second Nature
works to make environment and
development concerns a central
part of education by creating part-
nerships with university consortia.
Anthony D. Cortese, CEO
Second Nature, Inc.
44 Bromfield Street
5th Floor
Boston, MA 02108
Phone 617-292-7771
Fax 617-292-0150
E-mail tcortese@2nature.org
URL www.2nature.org/erc
SOUTHERN ILLINOIS
The Center for Science and
Environmental Education is housed
within the Department of
Curriculum and Instruction at
Southern Illinois University,
Carbondale. The mission of the
Center is to support curriculum
development, teacher training, and
research.
Dr. Trudi Volk
Associate Professor
Southern Illinois
LIniversity-Carbondale
Dept. of Curriculum & Instruction
Carbondale, IL 62901-4610
Phone 618-453-4214
Fax 618-453-4244
E-mail tvolk@siu.edu OR
cisde@midwest.net
WORLD WILDLIFE FUND (WWF)
World Wildlife Fund, one of the
largest private conservation orga-
nizations in the world, works in
more than 100 countries to protect
the abundance and diversity of life
on Earth. Windows on the Wild is
WWF's national environmental
education program designed to
educate people of all ages about
biodiversity and to stimulate
critical thinking, discussion, and
responsible action on behalf of the
environment.
Judy Braus
Director, Environmental Education
World Wildlife Fund
1250 24th Street, NW
Washington, DC 20037
Phone 202-778-9542
Fax 202-861-8378
E-mail judy.braus@wwfus.org
URL www.worldwildlife.org
-------
The Affiliates Program of the North American Association for Environmental Education (NAAEE) is a network of
professional environmental education associations in over 50 states, territories, provinces, and regions throughout
North America. For additional information contact NAAEE, 1255 23rd Street, NW, Suite 400; Washington, DC
20037 or check out their internet site: URL naaee.org/html/affilintro.htm
CANADA
FEESA
AN ENVIRONMENTAL EDUCATION
SOCIETY
#601, 10179 105 Street
Edmonton, AB T5J 3N1
Phone 403-421-1497
Fax 403-425-4506
E-mail feesa@telusplanet.net
NAAEE Affiliate Liaison
Jim Martin
EECOM: THE CANADIAN NETWORK
FOR ENVIRONMENTAL EDUCATION AND
COMMUNICATION
Assiniboine Community College
P.O. Box 218
RusseU, MB ROJ 1WO
Phone 204-773-2101
Fax 204-773-2134
E-mail garry_enns@mbnet.mb.ca
NAAEE Affiliate Liaison
Garry Enns
COUNCIL OF OUTDOOR EDUCATORS
OF ONTARIO
1185 Eglinton Avenue East
North York, ON M3C 3C6
Phone 705-386-2376
Fax 705-386-2345
E-mail mwhitcombe®
headwaters.com
NAAEE Affiliate Liaison
Linda McKenzie
SASKATCHEWAN OUTDOOR AND
ENVIRONMENTAL EDUCATION
ASSOCIATION
Box 802
Lumsden, SK SOG SCO
Phone 306-731-3147
Fax 306-731-2497
E-mail rphil.con@sk.sympatico.ca
NAAEE Affiliate Liaison
Rhonda Phillips
UNITED OTKTES
ENVIRONMENTAL EDUCATION
ASSOCIATION OF ALABAMA
Center for Environmental Research
and Service
Troy State University
Troy, AL 36082
Phone 334-670-3595
Fax 334-670-3626
NAAEE Affiliate Liaison
Bettye Anne Force
ALASKA. NATURAL RESOURCES
AND OUTDOOR EDUCATION
ASSOCIATION
P.O. Box 82758
Fairbanks, AK 99708
Phone 907-474-4527
Fax 907-474-7962
E-mail rfoster@tananachiefs.org
NAAEE Affiliate Liaison
Rick Foster
ARIZONA ASSOCIATION FOR LEARNING
IN AND ABOUT THE ENVIRONMENT
(AALE)
11341 West Crimson Lane
Avondale, AZ 85323
Phone 602-877-7510
NAAEE Affiliate Liaison
Michael Baker
ARKANSAS ENVIRONMENTAL
EDUCATION ASSOCIATION
P.O. Box 210
Hackett,AR 7293 7-0210
Phone 501-638-7151
Fax 501-638-7123
E-mail arkenved@aol.com
NAAEE Affiliate Liaison
Robert McAfee
CALIFORNIA ALLIANCE FOR
ENVIRONMENTAL EDUCATION
10110 Kibler Drive
San Diego, CA 92126
Phone 619-271-6656
Fax 619-569-9976
E-mail betsleon@pacbell.net
NAAEE Affiliate Liaison
Betsy Leonard
COLORADO ALLIANCE FOR
ENVIRONMENTAL EDUCATION (CAEE)
15260 South Golden Road
Golden, CO 80401
Phone 303-273-9527
Fax 303-273-5780
E-mail caeel@aol.com
NAAEE Affiliate Liaison
Mike Way
CONNECTICUT OUTDOOR AND
ENVIRONMENTAL EDUCATION
ASSOCIATION
RO. Box 702
Woodbury, CT 06798
Phone 203-263-3711
Fax 203-263-2214
NAAEE Affiliate Liaison
Susan C. Quincy
COUNCIL FOR ENVIRONMENTAL
EDUCATION
5555 Morningside Drive, Suite 212
Houston, TX 77005
Phone 713-520-1936
Fax 713-520-8008
E-mail josettah@aol.com
NAAEE Affiliate Liaison
Josetta Hawthorne
LEAGUE OF ENVIRONMENTAL
EDUCATORS IN FLORIDA (LEEF)
320 Bamboo Road
Palm Beach Shores, EL 33404
Phone 561-686-6600
Fax 561-687-4968
E-mail pinejog@icanect.net
NAAEE Affiliate Liaison
Susan Toth
GEORGIA ENVIRONMENTAL EDUCATION
ALLIANCE
c/o Chartahoochee Nature Preserve
9135 Willeo Road
RosweU, GA 30075
Phone 770-992-2055
Fax 770-552-0926
NAAEE Affiliate Liaison
Madeline Reamy
ENVIRONMENTAL EDUCATION AT A GLANCE
-------
HAWAII ENVIRONMENTAL EDUCATION
ASSOCIATION
P.O. Box 1680
Kaunakakai, HI 96748
Phone 808-553-5928
Fax 808-955-0100
E-mail vickin@aloha.net
NAAEE Affiliate Liaison
Vicky Newberry
IDAHO ENVIRONMENTAL EDUCATION
ASSOCIATION
Box 2167
Sun Valley, ID 83353
Phone 208-788-9686
E-mail cgertsch@micron.net
NAAEE Affiliate Liaison
Chris Gertschen
ENVIRONMENTAL EDUCATION
ASSOCIATION OF ILLINOIS
Chicago Botanic Gardens
1000 Lake Cook Road
Glencoe, IL 60022
Phone 847-835-8239
Fax 847-835-4484
NAAEE Affiliate Liaison
Deb Chapman
ENVIRONMENTAL EDUCATION
ASSOCIATION OF INDIANA
c/o Monroe County Parks and
Recreation
119 West 7th Street
Bloomington, IN 47404
Phone 812-349-2805
Fax 812-333-3877
NAAEE Affiliate Liaison
Cathy Myer
CONSERVATION EDUCATION
COUNCIL
RR 1, Box 53
Guthrie, IA 50115
Phone 515-265-7395
Fax 515-274-6940
NAAEE Affiliate Liaison
Cathy McKee
KANSAS ASSOCIATION FOR
CONSERVATION AND ENVIRONMENTAL
EDUCATION (KACEE)
2610 Claflin Road
Manhattan, KS 66502-2743
Phone 785-532-3300
Fax 785-532-3305
E-mail jstrickl@oz.oznet.ksu.edu
NAAEE Affiliate Liaison
John K. Strickler
KENTUCKY ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
c/o Blackacre State Nature Preserve
3200 Tucker Station Road
Louisville, KY 40299
Phone 502-485-3295
Fax 502-485-8851
EHVUtHKHCHTAL EDUCATION AT A GlAHCE
E-mail
dmwick01@ulkyvm.louisville.edu
NAAEE Affiliate Liaison
David Wicks
LOUISIANA ENVIRONMENTAL
EDUCATION ASSOCIATION
677 Fulwar Skipwith
Baton Rouge, IA 70810
Phone 504-767-4453
Fax 504-767-4299
E-mail cfowler@earthlink.net
NAAEE Affiliate Liaison
Claudia Fowler
MAINE ENVIRONMENTAL EDUCATION
ASSOCIATION
P.O. Box 9
Wiscasset, ME 045 78
Phone 207-781-2330, x212
Fax 207-781-0974
NAAEE Affiliate Liaison
lisa Silverman-Gent
MARYLAND ASSOCIATION FOR
ENVIRONMENTAL AND OUTDOOR
EDUCATION
Box 722
Huntingtown, MD 20639
Phone 410-535-7371
Fax 410-535-7372
E-mail jroberts@chesapeake.net
NAAEE Affiliate Liaison
JoAnn Roberts
MASSACHUSETTS ENVIRONMENTAL
EDUCATION SOCIETY
290 Turnpike Road, Box 105
Westborough, MA 01581
Phone 413-747-8249
NAAEE Affiliate Liaison
Jenny Seydel
MICHIGAN ALLIANCE FOR
ENVIRONMENTAL AND OUTDOOR
EDUCATION
960 Shenandoah Court
Clawson, MI 48107
Phone 810-435-0055
Fax 313-821-8787
NAAEE Affiliate Liaison
Denise Seipke
MINNESOTA ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
3831 Ballantrae Road #1
Eagan, MN 55122
Phone 612-456-9266
612-853-0651
E-maiZ
mmenzies@PioneerPlanet.infi.net
NAAEE Affiliate Liaison
Margaret Menzies
MISSISSIPPI ENVIRONMENTAL
EDUCATION ALLIANCE
Mississippi State University
Cooperative Extension Service
2710 Beach Boulevard, Suite IE
Biloxi, MS 39531
Phone 601-388-4710
Fax 601-388-1375
E-mail jguyton@ces.msstate.edu
NAAEE Affiliate Liaison
John Guyton
MISSOURI ENVIRONMENTAL
EDUCATION ASSOCIATION
1725 Bunker Hill Road
Jefferson City, MO 65109
Phone 573-893-8100
Fax 573-893-8125
E-mail criley@socketis.net
NAAEE Affiliate Liaison
Cheryl Riley
MONTANA ENVIRONMENTAL EDUCATION
ASSOCIATION
RO. Box 8065
Bozeman, MX 59773
Phone 406-848-2270
Fax 406-848-2261 _:
E-mail
duckworth@gomontana.com
NAAEE Affiliate Liaison
Carolyn Duckworth
NEBRASKA ENVIRONMENTAL
EDUCATION ASSOCIATION
3125 Portia
P.O. Box 83581
Lincoln, NE 68501-3581
Phone 402-476-2729
NAAEE Affiliate Liaison
Syd Hime
NEVADA NATURAL RESOURCE
EDUCATION COUNCIL
3040 South Edmonds Drive
Carson City, NV 89701
Phone 702-687-4670, x3008
Fax 702-687-5856
E-mail ssturte@nsn.kl2.uni-.edu
NAAEE Affiliate Liaison
Suzanne Sturtevant
NEW ENGLAND ENVIRONMENTAL
EDUCATION ALLIANCE
27 Pine Island Road
North Dartmouth, MA 02747
Phone/Fax 508-998-3740
E-mail srbwater@ma.ultranet.com
NAAEE Affiliate Liaison
Sandra Ryack-Bell
NEW HAMPSHIRE ENVIRONMENTAL
EDUCATORS
c/o Proctor Academy
P.O. Box 500
Andover, NH 03216
Phone 603-735-6000
Fax 603-735-5129
E-mail Nelson_Lebo@gw.proctor.
pvt.kl2.nh.us
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NAAEE Affiliate Liaison
Nelson Lebo
ALLIANCE FOR NEW JERSEY
ENVIRONMENTAL EDUCATION
c/o NJDEP Division of Parks
CN501 East State Street
Trenton, NJ 08625
Phone 609-292-2734
Fax 609-984-0503
E-mail fgallagher@dep.state.nj .us
NAAEE Affiliate Liaison
Frank Gallagher
ENVIRONMENTAL EDUCATION
ASSOCIATION OF NEW MEXICO
Box 30001, MSC CETP
New Mexico State University
Las Cruces, NM 88003-8001
Phone 505-646-7927
Fax 505-646-5474
E-mail ehampton@nmsu.edu
NAAEE Affiliate Liaison
Elaine Hampton
NEW YORK STATE OUTDOOR
EDUCATION ASSOCIATION
418 Merry Road
Amsterdam, NY 12010
Phone 518-842-0501
Fax 518-842-1646
E-mail nysoea@aol.com
NAAEE Affiliate Liaison
Barbara Altomare
ENVIRONMENTAL EDUCATORS OF
NORTH CAROLINA
Blue Jay Center for Environmental
Education
3200 Pleasant Union Church Road
Raleigh, NC 27614
Phone 919-870-4332
Fax 919-870-4327
E-mail Amberpark@aol.com
NAAEE Affiliate Liaison
Amber Parker
OHIO ALLIANCE FOR THE
ENVIRONMENT
1500 West Third Avenue, Suite 30
Columbus, OH 43212
Phone 614-487-9957
E-mail probasco@ohioalliance.org
NAAEE Affiliate Liaison
Irene Probasco
OKLAHOMA ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
The Nature Conservancy, Oklahoma
Field Office
23 West 4th Street, Suite 200
Tulsa, OK 74103
Phone 918-585-1117
Fax 918-585-2383
E-mail MMcint2415@aol.com
NAAEE Affiliate Liaison
Mary Mclntyre
ENVIRONMENTAL EDUCATION
ASSOCIATION OF OREGON
P.O. Box 62
LoweU, OR 97452
Phone 541-937-2129
Fax 541-937-2032
NAAEE Affiliate Liaison
Sue Baker
PENNSYLVANIA ALLIANCE FOR
ENVIRONMENTAL EDUCATION
PACD
225 Pine Street
Harrisburg, PA 17101
Phone 717-236-1006
Fax 717-236-6410
NAAEE Affiliate Liaison
Kathleen Banski
PUERTO Rico ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
Asociacion Puertorriquena. para.
la Education Ambiental
P.O. Box 1945
Vega Alta, Puerto Rico 00692
Phone/Fax 787-270-2057
NAAEE Affiliate Liaison
Jose Gabriel Maldonado
RHODE ISLAND ENVIRONMENTAL
EDUCATION ASSOCIATION
2185PutmanPike
Chepachet, RI02814
Phone 401-222-1415
Fax 401-222-2527
NAAEE Affiliate Liaison
Paul Dolan
ENVIRONMENTAL EDUCATION
ASSOCIATION OF SOUTH CAROLINA
57HaseUStreet
Charleston, SC 29401
Phone 803-720-1990
Fax 803-720-3861
E-mail wilson@scaquarium.org
NAAEE Affiliate Liaison
Rhet Wilson
ENVIRONMENTAL EDUCATION
CONNECTIONS OF SOUTH DAKOTA
220 North Seventh Street
Spearfish, SD 57783
Phone 605-642-9902
NAAEE Affiliate Liaison
Christopher L. Niewold
TENNESSEE ENVIRONMENTAL
EDUCATION ASSOCIATION
600 Henley Street, Suite 311
Knoxville, TN 37996-4134
Phone 423-974-4251
Fax 423-974-1838
E-mail mckeowni@utk.edu
NAAEE Affiliate Liaison
Rosalyn McKeown-Ice
TEXAS ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
Route 2 Box 25H
Trinity, TX 75862
Phone/Fax 409-594-5554
NAAEE Affiliate Liaison
Carol Miserlian
UTAH SOCIETY FOR ENVIRONMENTAL
EDUCATION
350 South 400 East, #G4
Salt Lake City, UT 84111
Phone 801-328-1549
Fax 801-595-1555
E-mail usee@sisna.com
NAAEE Affiliate Liaison
Tim Brown
VERMONT STATEWIDE EE PROGRAMS
(SWEEP)
Shelburne Farms
Shelburne, VT 05482
Phone 802-985-8686
Fax 802-985-8123
£-maiZ megan_camp@together.org
NAAEE Affiliate Liaison
Megan Camp
VIRGINIA ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
2507 Lafayette Avenue
Richmond, VA 23228
Phone 804-261-5984
E-maiZ ahiggsneet@aol.com
NAAEE Affiliate Liaison
Angela Higgs
ENVIRONMENTAL EDUCATION
ASSOCIATION OF WASHINGTON
619 Commercial Avenue #32
Anacortes, WA 98221
Phone 360-293-3725
Fax 360-293-8426
NAAEE Affiliate Liaison
Denise Crowe
WISCONSIN ASSOCIATION FOR
ENVIRONMENTAL EDUCATION, INC.
N6955 Cty U
Weyauwega, WI 54983
Phone 920-867-4483
E-mail patster@netnet.net
NAAEE Affiliate Liaison
Sterling Strathe
WYOMING ASSOCIATION FOR
ENVIRONMENTAL EDUCATION
c/o WY Department of Game
and Fish
2820 State Highway 120
Cody, WY 82414
Phone 307-527-7126
Fax 307-587-5430
E-mail dhamme@missc.state.wy.us
NAAEE Affiliate Liaison
Dennie Hammer
ENVIRONMENTAL EDUCATION AT A GLANCE
-------
PRINT AND ONLINE
RESOURCES
ACORN NATURALISTS
17300 East 17th Street, #J236
•Justin, CA 92780
Phone 800-422-8886
Fax 800-452-2802
E-mail Acorn@aol.com
URL acorn-group.com OR
acornnaturalists.com
Audiocassettes, books, games,
posters, videos, observation
equipment.
CENTER FOR ENVIRONMENTAL
EDUCATION
c/o Antioch New England
Graduate School
40 Avon Street
Keene, NH 03431-3516
Phone 603-355-3251
Fax 603-357-0718
E-mail cee@antiochne.edu
URL www.cee-ane.org
Searchable database on EE
issues, curricula, videos, games;
networking database to find
local organizations.
COOPERATIVE STATE RESEARCH
EDUCATION & EXTENSION SERVICE
(CSREES)
URL www.reeusda.gov
Links to state extension offices;
information on agricultural educa-
tion; National 4H curriculum.
EARTH EDUCATION SOURCEBOOK
Institute for Earth Education
Cedar Cove
Greenville, WV 24945
Phone 304-832-6404
Pax 304-832-6077
E-mail IEEl@aol.com
URL slnet.com/cip/iee/
Audiocassettes, post secondary
books and videos.
ECONET
Institute for Global
Communications
Presidio Building 1012, First Floor
Torney Avenue
0 EtmnoHHOiTM. EDUCATION AT A GLANCE
P.O. Box 29904
San Francisco, CA 94129-0904
Phone 415-561-6100
Fax 415-561-6101
E-mail econet@igc.org
URL www.igc.org/igc/econet
Information on environmental
issues.
EE-LiNK
Paul E Nowak, Jr.
EE-Iink Administrator
University of Michigan-SNRE
430 E. University-
2546 Dana Bldg.
Ann Arbor, MI 48109-1115
Phone 313-763-1312
Fax 313-936-2195
E-mail p-nowak@eelink.net
URL eelink.net
Links to EE organizations,
curriculum, and other online
resources; extensive EE-related
databases including GAIN,
Greencom's Resource Library,
and Activity Finder.
EISENHOWER NATIONAL
CLEARINGHOUSE FOR MATHEMATICS
AND SCIENCE EDUCATION (ENC)
Ohio State University
700 Ackerman Road, Suite 235
Columbus, OH 43202-1578
E-mail web@enc.org
URL www.enc.org
Information, articles on mathe-
matics and science education
reform.
ENVIRONMENTAL EDUCATION &
COMMUNICATION RESOURCES
URL eelink.umich.edu/RESLIB/
greencom.html
Collection of environmental
curricula, standards, etc:
ENVIRONMENTAL MEDIA
CORPORATION
EO. Box 99
Beaufort, SC 29901-0099
Phone 800-ENV-EDUC
800-368-3382 in US and Canada
843-986-9034 International
Fax 843-986-9093
URL www.envmedia.com
Media (books, CD-roms, videos) to
support EE in the classroom, and
community.
ERIC CLEARINGHOUSE FOR SCIENCE,
MATHEMATICS AND ENVIRONMENTAL
EDUCATION
Ohio State University
1929 Kenny Road
Columbus, OH 43210-1080
Phone 800-276-0462
Fax 614-292-0263
URL www.ericse.org/
Links to EE digests, organizations,
news, and periodicals.
FORESTRY SUPPLIERS, INC.
EO. Box 8397
Jackson, MS 39284-8397
Phone 800-647-5368
Fax 800-543-4203
E-mail fsi@forestry-suppliers.com
URL www.forestry-suppliers.com
Books (9th-post secondary) and
field equipment.
GLOBAL ACTION AND INFORMATION
NETWORK (GAIN)
Harbinger Communications
616 Sumner Street
Santa Cruz, CA 95062
Phone 408-457-0130
E-mail info@gain.org
URL www.gain.org
Environmental directories and
issue information.
THE GLOBAL LEARNING AND
OBSERWUTIONS TO BENEFIT THE
ENVIRONMENT (GLOBE) PROGRAM
744 Jackson Place, NW
Washington, DC 20503
E-mail Info@globe.gov
URL www.globe.gov
Hands-on international environ-
mental science education program
linking students, teachers, and
scientists.
GREEN (GLOBAL RIVERS
ENVIRONMENTAL EDUCATION
NETWORK)
206 South Fifth Avenue
-------
Suite 150
Ann Arbor, MI 48104
Phone 734-761-8142
Fax 734-761-4951
E-mail GREEN@green.org
URL www.igc.org/green/
Water quality and watershed
education.
THE GREEN BRICK ROAD-CANADIAN
CENTRE FOR GLOBAL AND
ENVIRONMENTAL EDUCATION
429 Danforth Avenue, Suite 408
Toronto, Ontario
Canada M4K 1P1
Phone 800-473-3638
Fax 416-537-7515
E-mail staff@gbr.org
URL gbr.org
Clearinghouse and resource
centre/library for environmental
and global education.
INSTITUTE FOR GLOBAL
ENVIRONMENTAL STRATEGIES (IGES)
Theresa Schwerin
2111 Wilson Boulevard, Suite 700
Arlington, VA 22201
Phone 703-875-8634
Fax 703-875-8635
E-mail theresa_schwerin@
strategies.org
URL www.strategies.org
Lesson plans and classroom activi-
ties; links to education resources
related to global change, Earth sys-
tem science, and remote sensing.
INTERPRETATION PUBLICATIONS AND
RESOURCE CENTER
P.O. Box 398
North Stonington, CT 06359
Phone 800-321-8725 US &
Canada
860-599-3483 International
Fax 860-599-3107
Historical information for inter-
preters; science, nature, and
fundraising resources for teachers
and nonprofits.
ISLAND PRESS
1718 Connecticut Avenue, NW
Suite 300
Washington, DC 20009
Phone 800-828-1302
Fax 707-983-6414
E-mail info@island.press.org
URL www.islandpress.com
Post secondary books.
NATIONAL AERONAUTICS AND SPACE
ADMINISTRATION (NASA)
URL www.nasa.gov
Links to NASA's many education
programs, including Mission to
Planet Earth.
NATIONAL SCIENCE TEACHERS
ASSOCIATION
1840 Wilson Boulevard
Arlington VA 22201-3000
Phone 703-243-7100
(general information)
800-722-6782
(publication sales)
Fax 703-243-7177
URL www.nsta.org
Information on education legisla-
tion, conventions, news; online
ordering of activities and curricula.
NATURE WATCH
9811 Owensmouth Avenue #2
Chatsworth, CA 91311
Phone 800-228-5816
Fax 800-228-5814
E-mail naturific@aol.com
URL naturific.com
Curriculum kits, games, puzzles,
books, field aids.
NORTH AMERICAN ASSOCIATION
FOR ENVIRONMENTAL EDUCATION
(NAAEE)
PO. Box 400
Troy, OH 45373
Phone/Fax 937-676-2514
URL naaee.org
National EE programs, initiatives,
resources, and opportunities.
OUTDOOR PRODUCTS AND PROGRAMS
EO. Box 131
Canyon, TX 79015
Phone 806-655-2511
Animal track replicas and tree leaf
replicas.
THE PEMBINA INSTITUTE FOR
APPROPRIATE DEVELOPMENT
Box 7558
Drayton Valley, AB
Canada T7A 1S7
Phone 403-542-6272
Fax 403-542-6464
E-mail piad@piad.ab.ca
URL www.PEMBINA.ORG
Publishes materials such as The
Climate Change Awareness and
Action Education Kit, Corporate
Action On Climate Change, Alberta
Environmental Directory, Canadian
Environmental Education Catalogue.
THE RAINBOW COLLECTION
409 3rd Avenue West
Mobridge, SD 57601-2414
Phone 888-371-3137
Fax 605-845-5311
Audiocassettes, books, CD-ROMs,
games, and videos.
RE-PRINT CORPORATION
P.O. Box 830677
Birmingham, AL 35283-0677
Phone 800-248-9171
Fax 800-628-6250
E-mail customerservice®
re-print.com
URL www.re-print.com
Audiocassettes, K-12 books,
curricula and games.
SECOND NATURE
44 Bromfield Street
5th Floor
Boston, MA 02108
Phone 617-292-7771
Fax 617-292-0150
E-mail info@2nature.org
URL www.2nature.org/erc
Network and databases for
"education for sustainability."
STATE EDUCATION AND ENVIRONMENT
ROUNDTABLE
16486 Bernardo Center Drive
Suite 328
San Diego, CA 92128
Phone 619-676-0272
Fax 619-676-1088
E-maiZ gerald@seer.org
URL www.seer.org
A program that helps state educa-
tion agencies improve learning
by integrating environmental
education in K-12 curricula and
systemic reform efforts.
ENVIRONMENTAL EDUCATION AT A GLANCE
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UNITED NATIONS PUBLICATIONS
2 United Nations Plaza
Rm. DC2-853
New York, NY 10017
Phone 800-253-9646
Fax 212-963-3489
E-mail publications@un.org
International EE materials.
U.S. DEPARTMENT OF EDUCATION
URL www.ed.gov
Online education publications;
links to education reform sites.
U.S. ENVIRONMENTAL PROTECTION
AGENCY
Office of Environmental Education
401 M Street, SW #1704
Washington, DC 20460
Phone 202-260-4965
Fax 202-260-4095
URL www.epa.gov/enviroed OR
www.epa.gov/ncepihom/
EE programs and information
developed and funded by EPA;
plus, National Center for
Environmental Publications and
Information.
WESTED
730 Harrison Street
San Francisco, CA 94107
Phone 415-241-2728
Fax 415-512-2024
URL www.wested.org OR
www.EdGateway.net
Science and mathematics literacy
programs. Education issues,
including curriculum, instruction,
and assessment; EdGateway, an
online community for environ-
mental and science educators; and
a special focus on linking EE and
education reform.
WORLD RESOURCES INSTITUTE
1709 New York Avenue, NW
Washington, DC 20006
Phone 202-638-6300
Fax 202-638-0036
E-mail kathyd@wri.org
URL www.wri.org/wri/enved
Teacher's guides and videos for
global issues such as biodiversity
and sustainable development.
EnmtonHiiiui. EDUCATION AT A GLANCE
GRANT INFORMATION
AND PUBLICATIONS
THE ENVIRONMENTAL GRANTMAKERS
ASSOCIATION
1290 Avenue of the Americas
Suite 3450
New York, NY 10104
Phone 212-373-4260
Fax 212-315-0996
URL www.ega.org
FOUNDATION CENTER
79 Fifth Avenue
New York, NY 10003-3076
Phone 800-424-9836
Fax 212-691-1828
E-mail library@fdncenter.org
URL fdncenter.org/
GRANTS.CENTRAL.STATION
URL www.fau.edu/grants.
central.station
GKANTSNET
URL gopher.os.dhhs.gov
NATIONAL ENVIRONMENTAL
EDUCATION AND TRAINING
FOUNDATION (NEETF)
734 Fifteenth Street, NW
Suite 420
Washington, DC 20005
Phone 202-628-8200
Fax 202-628-8204
URL www2.getf.org/neetf
THE NATIONAL FISH AND WILDLIFE
FOUNDATION
1120 Connecticut Avenue, NW
Suite 900
Washington, DC 20036
Phone 202-857-0166
Fax 202-857-0162
URL www.nfwf.org/
U.S. ENVIRONMENTAL PROTECTION
AGENCY
Office of Environmental Education
401 M Street, SW #1704
Washington, DC 20460
Phone 202-260-8619
URL www.epa.gov/enviroed OR
www.epa.gov/epahome/
grants.htm
The resources listed do not necessar-
ily reflect the views and policies of
the United States Environmental
Protection Agency, the National
Association of Conservation Districts,
or the North American Association
for Environmental Education, nor
does mention of trade names or
commercial products constitute
endorsement or recommendation for
use. These resources were selected
based on the organizations' broad
national scope and are meant as a
limited representation of available
resources.
Addresses current as of April 1998.
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Acknowledgments
Environmental Education at a Glance was
produced by the Environmental Education and
Training Partnership, the National Association of
Conservation Districts, and the North American
Association for Environmental Education. We
wish to thank the U.S. Environmental Protection
Agency for its support of this project.
Environmental Education at a Glance was
made possible by the dedication of several
individuals. Without their participation, this
publication would have not been possible.
RESEARCH AND WRITING
National Association of Conservation Districts
Teal Marie Chimblo
Sue Hokanson
Brenda Weiser
REVIEWERS
Kathleen MacKinnon, U.S. Environmental
Protection Agency, Office of Environmental
Education
Augusto Medina, Environmental Education and
Training Partnership, North American
Association for Environmental Education
PROJECT MANAGEMENT
Augusto Medina, Environmental Education and
Training Partnership, North American
Association for Environmental Education
Brenda Weiser, National Association of
Conservation Districts
EDITING AND DESIGN
Two Ducks Design
Susie Duckworth
Designer and Illustrator
Carolyn Duckworth
Editor and Project Manager
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