DRAFT REPORT
                       OF
           EPA TASK  FORCE
                       ON
           ENVIRONMENTAL
                EDUCATION
IINVIKONMCNTAI. PROTECTION AGENCY, WASHINGTON, D.C

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  ry
  fe^
   o
                                       DRAFT REPORT


                                            of


                           TASK FORCE  ON ENVIRONMENTAL EDUCATION
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   (.  •.,
        January 7, 1972



         United States

Environmental Protection Agency

    Washington, D.C.  20460

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                     Environmental Education Task Force Members
                                    Full Time Staff

                                    Bernard Lukco, Chairman
                                    John Leslie
                                    Judith Ahola
                                    Part Time Staff

                                    Stephen Bassett
                                    Donald Cook
                                    Peter Cotton
                                    Steven Ebbin
                                    Allan Kulakow
                                    Bruce Lee
                                    Jean Lightfoot
                                    Emily Lodge
                                    Arthur Peters
                                    Ronald Tipton
                                    Jean Wilson
                                    George Ziener
                                    Clerical Staff

                                    Betty Kramer
                                    Madeline Seidner
r\

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                         TABLE OF CONTENTS
PART I

   Section 1

   Section 2

   Section 3
PART II

   Section 4

   Section 5

   Section 6
           A.

           B.

           C.

           D.
           E.

           F.
           G.
                                             Page

PREFACE	   iii


FINDINGS

Introduction	     2

State of the Art.. .;	     4

Task Force Surveys	    15

  EPA Survey	    16
  Federal Agency Survey	    24
  Field Survey of Five Areas	    33
  Survey of Citizen, Service and
    Professional Organizations	    43
  Legislative Survey	    45
  Minority Consciousness Survey	    49
  Survey of Washington Area Colleges
    and Universities	    52

                                  \
CONCLUSIONS

Assumptions and Policy Questions..	    58

Discussion on Policy	    60

Conclusions and Recommendations..	    75


APPENDICES

Task Force Parameters (letter and 5
  Briefing charts)	    84
Environmental Education Grant Proposals
  and Inquiries Received by EPA	    89
Environmental Education Grants
  Awarded by USOE (FY 71)	    94
Federal Agency Liaison Personnel	    97
Federal Agency Survey — officials
  interviewed	    99
Field Surveys — participants	   101
Citizen, Service and Professional
  Organizations — officials interviewed..   112
Washington Area Colleges and Universities
  In te rviews	   114
                                   ii

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                         PREFACE
When asked to define the environment, Buckminster Fuller
replied, "The environment means everything that is not me!"
While this comment is perhaps glib, it is nonetheless true.
In an analogous way it can be said that environmental edu-
cation is understanding how we relate to everything that is
not us.  So imposing is this notion and so great is the need
that each person—children in school, students at universities,
and citizens throughout their adult lives—must develop a
fundamental understanding of environmental values.  This never-
ending learning process, is what we call Environmental Education.

The language of the Senate report explaining the Environmental
Education Act of 1970 (P.L. 91-516) further defines the term:

        "Environmental education is an integrated process
        which deals with man's interrelationship with
        his natural and man-made surroundings, including
        the relation of population growth, pollution,
        resource allocation and depletion, conservation,
        technology, and urban and rural planning to the
        total human environment.  Environmental education
        is a study of the factors influencing ecosystems,
        mental and physical growth, living and working
        conditions, decaying cities, and population
        pressures.  Environmental education is intended
        to promote among citizens the awareness and
        understanding of the environment, our relation-
        ship to it, and the concern and responsible
        action necessary to assure our survival and to
        improve the quality of life."

This term, Environmental Education, then, is generic, and encom-
passes the synthesis and transfer of all types of environmental
information to all kinds of audiences.  It includes various.
forms of human development from structured, intellectual pursuits
to casually acquired information.  In one sense, it connotes the
formal study and the academic process of learning in the scientific
environmental disciplines.  In another sense, it embraces most
types of formal and nonformal learning.  Environmental education
includes such specific pursuits as informing the public of environ-
mental needs, assisting citizen groups in how to influence environ-
mental decisions, instructing individuals on-the-job, formally
educating students in our schools and universities, and performing
environmentally oriented research.
                           iii

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                        Section 1
                      INTRODUCTION
In early July 1971 the Office of Public Affairs established
the Environmental Education Task Force to examine what the role
of the EPA should be in environmental education.   Specifically,
the Task Force was to

        survey environmental information, education
        and manpower activities within the EPA,
        other governmental agencies, the education
        establishment, and throughout the public;

        identify education and manpower programs
        conducted by EPA under a broad range of
        definitions of environmental education;
               i
        recommend how EPA should implement an
        environmental education program.
               I
In accomplishing its mission, the Task Force staff interviewed
hundreds of individuals in and out of government, met with key
officials of federal agencies and private groups, visited five
areas of the nation, and surveyed EPA's existing programs in
environmental education.  The Task Force has identified the
educational needs of the environmental field and the programs
EPA should conduct to meet these needs.

The Task Force assumed an all-inclusive view of environmental
education:  a lifelong process not confined to traditional
concepts of formal education.  Environmental education deals
with Individual behaviour patterns and attitudes  which have an
impact on those of every other citizen and with the physical
environment within which we all live.  The growing environmental
movement has identified the need to make environmental education
a basic part of the learning process of every citizen, of every
age, in every walk of life.

In order to analyze EPA's role in this broad field the Task
Force used a working definition with two basic, overlapping
components; formal environmental education which  deals with
institutional learning programs, and nonformal environmental
education which deals with informing the public and with learning
that takes place outside the institutional framework.  In the
reports that follow, formal education will also be referred to

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as structured learning and environmental studies, while
nonformal education will be further broken down into community
involvement and public awareness.  This definition and the
general mission of the Task Force is presented in greater
detail in the Task Force Parameters (See Appendix A).

The Task Force also had to relate formal education activities
to manpower and training.  It recognized that there was a
wealth of existing EPA training information that could be
readily translated for use by schools and universities.  Much
overlap occurs, of course, between definitions of education
and training.  Since previous task force reports had covered
EPA's grants and manpower programs the Environmental Education
Task Force did not substantially restudy these programs.

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  PART I
FINDINGS

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                        Section 2

                    STATE OF THE ART
Environmental education is the study of man and environments in their
total relationship.  Concepts such as conservation education, resource
management studies or outdoor education are not alone adequate to
interpret environmental needs.  Environmental education must create
a full awareness and understanding of how human beings interact
with each other and with their biophysical context.   Essentially,
as expressed by Clay Schoenfeld, editor of the Environmental Educa-
tion Journal, environmental education views resources as a community
of which man is a part rather than as a commodity which man is to
exploit.  It seeks to lay a basis for action in the public interest,
to elucidate the choices in environmental utilization and relate
them to general values and social objectives, to provide integrated
approaches to environmental management consistent with ecological
principles, economic facts, esthetic insights and ethical dimensions.

The goal of environmental education, in a phrase, is to develop
ecological accountability as a fundamental part of man's value
structure and thus, environmental quality as a basic factor in
all human behavior.  The following is a report on the general
progress toward that goal—the state of the art.

Succintly, the state of the art is oversell and underfund, overtalk
and underevaluate.  This is not to say there isn't a great deal-
being done—there is.  Most of the efforts are commendable, some
of them are outstanding.  Encouraging prototypes of all kinds
exist.  On a general scale of four levels, awareness, concern,
commitment, and action, it appears that most current environmental
education efforts are in the commitment-action range.

Yet, with ecology riding a crest of popularity, the issue right
now is less one of opportunities to initiate educational activity
than it is a question of sustaining quality:  the ability to
properly sustainj expand, and replicate programs, and the development
of a coherent; and comprehensive philosophical framework to insure
continuity through the entire spectrum of education.       j>
                                                           %
Many approaches to studying the environment are being pursued
under widely varying administrative circumstances.  Whatever.the
situation, the impressive aspect is the range of activities being
carried out at the local level:  access to outdoor education
facilities, addition of courses in environmental problems to high
school curricula, increased media coverage of local and national
environmental issues, development of projects involving schools
with their community, conduct of field studies utilizing a local
problems approach, and restructuring of academic departments to
environmental orientation.

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However,  these  activities have been generally fragmentary in the
sense  that  there  are  few, if  any, school programs K-12 fully
executing a comprehensive philosophy of environmental education and
projects  or programs which  are both educationally and environmentally
well-conceived  or implemented are very rare.  Fragmentation also
might  be  used to  describe the fact that seldom is one program
communicating with, or even aware of, others.

In  environmental  education, as in other complex problem areas,
the barriers to progress are  not so much lack of data or promising
opportunity as  a  deficiency in theories of structure or lack
of  systematic integration.  Current jargon supplies a particularly
apt expression  for the emerging pattern of environmental education
needs—getting  it together.'

    —getting educators together with environmentalists.
    —getting scientists together with humanists.
    '—getting successful programs together with emerging programs.
    —getting environmental expertise together with communications
       media and teachers.

Representative  examples of  the variety of activities in environmental
education would take several  volumes.  Only a short time ago this
was not the case—a long article would have adequately covered the
field.  Today,  an understanding of specific ideas and activities
can only  be obtained by monitoring a number of journals, by having
access to environmental education communication centers or by
consulting  the  documents of several major inventories that have
recently  been undertaken.   The intention in this report is not to
indicate,  the state of the art through a catalogue of examples, but
to  identify  trends, patterns  and exemplary programs.

To  accomplish this goal there are two areas of activity which, for
the purpose of  discussion,  must be distinguished from one another.
These  areas may be characterized as formal and nonformal education.

Formal education  refers to  the efforts of the institutions in our
system of education and recognizes that basic change in society's
environmental attitudes must  come about primarily through respon-
sive and  responsible teaching in the nation's schools.   These in-
clude  elementary  and secondary schools, colleges and universities ,
vocational  schools, extension services and continuing education.
Nonformal education means the general development of .public awareness
and knowledge of the environmental crisis, an urgent need which
cannot be met by the normal pace and scope of response from the
educational establishment.

Nonformal education can often be defined as the absence of a
structured learning situation.  The active agent, when there is one,
would be referred to as a transmitter.  Transmitters include

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films, songs and graphics as well as news commentators, public .
officials, attorneys, planners, outspoken scientists and scholars, '
community programs, housewives, and students who report, discuss
and opine—those who transmit but do not necessarily instruct.

It is clear, however, that schools are the key to meeting the
challenge in time.  The use of the educational system will de-
termine the culture's ultimate ability to cope with environmental
p roblems.

Also readily apparent is the importance of immediate public
awareness, concern, and action, not only in manifesting the
citizen's rightful role in determining the future but in waging
an 'environmental holding action" until developing reinforce-
ments can be deployed (i.e. the expertise of trained or retrained
environmental management professionals, the increasingly eco-aware
officials and leaders, the burgeoning citizen lobbies).

Not quite so obvious is the critical role that nonformal education
must play on behalf of formal education.  Effective environmental
education will usually require difficult and substantial school
reforms which the public must understand, support, and sustain—
both philosophically and financially, '

It is not a question of which area we should concentrate upon.
They are equally essential.  Development of pervasive environmental
education in the schools must progress immediately as must systematic
public effort toward a knowledgeable base of support for compre-
hensive environmental protection.

Nonformal Education—Public Awareness  For most Americans the first
explicit realization of environmental awareness came from activities
associated with Earth Day, April 22, 1970—the National Environmental
Teach-in.  Since the avalanche of communication generated by that
phenomenon there has been a great deal of nonformal education activity;
the noteworthy aspect being the amount .and level of overall activity.

Mass Media  General media coverage, electronic and print, continues to
be substantial while considerably less strident than before.  The
reality of the threat to survival is not diminished but the phase of
doomsday alarmism which opened the new era of awareness seems to
have passed.  Special coverage is less frequent but more rentable, and
reportage is more oriented to specific problems than to fundamental
issues.

Established magazines of all description run environmental material
regularly and several have included new environmental sections  in
their basic format.  New national circulation magazines and news-
letters devoted expressly to environmental concern abound.

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Non-education Profession Efforts  Environmental education is not a
new pursuit for many national organizations or associations.  None-
theless j increasing demands or opportunities for service have caused
organizations such as the Wildlife Federation, the Audubon Society,
the Sierra Club, the Izaak Walton League and the Conservation Foundation,
to reappraise their environmental education role.  Friends of the Earth,
the League of Women Voters, and the American Institute of Architects
are prime examples of organizations whose commitment to general
education is both cause and effect of the call for environmental
literacy.  In addition to transmitting information to their respective
memberships which is a top priority to these organizations, their
environmental education activities prominently feature sponsorship
of conferences and workshops, publication of books and production/
distribution of films.  The Friends of the Earth's paperback environ-
mental library, the  Sierra Club's magnificent books and the Conservation
Foundation's CF Newsletter and films are cases-in-point.

Citizen Action Groups  A similar evolution can be seen in the educational
efforts of local citizen action groups and environmental coalitions.
Usually originating in response to specific issues, such groups as the
Oregon Environmental Council and the Colorado Open Space Coordinating
Council have now progressed beyond their 'citizen alert1 activities
to explicit environmental education activity—workshops, seminars
and materials development.  Other groups such as Ecology Action in
Modesto and the Environmental Action Coalition in New York City
specialize in action projects with significant environmental education
ramifications.

A very important nonformal education vehicle which has been a common
manifestation of the ecology center movement is the local environ-
mental resource library and bookstore such as that maintained by
Ecology Action in Berkeley.  Of particular note is the Environmental
Library of Minnesota (ELM)—an independent library intended to stimulate
research and foster basic community awareness.  ELM has received a
grant from.the Environmental Education Office of OE to more actively
extend its -services to the community.

A landmark nonformal education program is the "Quality of Life"
project developed by the Puget Sound Coalition in the Seattle area.
This impressive effort involved an extensive community-neighborhood
network of 400 discussion—action groups which based their .learning
experience on shared impressions of a series of TV presentations
with related readings and simple information-gathering tasks.  It
should be noted that the 3 TV shows on Pacific Northwest environ-
mental issues were seen by thousands in addition to the action group
participants.

The project was a tremendous success in terms of both accolades and
objectives.  "Quality of Life" won the Sigma Delta Chi National Award
for Public service in TV journalism and 1971 Saturday Review TV Award.
Rigorous evaluation also showed evidence of significant attitude
change and increased awareness among its audience.

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There is no question that fine things are being done in the area
of public awareness but a great deal more is clearly required.   The
need for citizen/community education projects is dramatically expressed,
for example, by the pattern of funding for fiscal year 1971 under
Public Law 91-516, the Environmental Education Act.   The Office of
Education was able to fund only 7A out of 1,925 proposals in FY 1971
and of those, 28 or nearly half (accounting for about 1/3 of the
available funds) were community education projects.

Although the nonformal aspects of environmental education have
developed considerably in recent years, there is much room for
improvement.  A particularly vital problem is the lack of an in depth
understanding of the issue and principles involved in environmental
education, even where there is general and intense public support
of the environmental perspective.

Formal Education—Colleges and Universities  Many schools are moving
to meet the environmental challenge but despite the impressive
exemplary programs which exist, the overall response is inadequate.

The development and management of environmental quality requires
contributions by all the arts, sciences, and professions; multi or
transdisciplinarity based on a solid sense of gestalt is the key
concept for successful environmental education.   Understanding
and protecting the environment requires a comprehensive perspective—
a thinking-together that includes social, psychological, cultural,
economic and aesthetic as well as physical and biological aspects.
It would seem that universities and colleges are in a unique position
to facilitate development- Of that perspective.  There are under-
standable reasons why they have not, but these should be overcome.

The essential problem for higher education in dealing with environ-
mental education is the complexity and interdependence of the eco-
logical approach which is not readily adaptable to standard curricula
or traditional organization of disciplines and departments.  The
problem-solving orientation of environmental education also fuels the
age-old philosophical controversy over the university's function—
the increase of man's fund of knowledge through scholarship versus
the application of knowledge to solutions of problems and performance
of services.

Environmental courses are now being offered in virtually ali^schools
through three basic types of structural response:

1.  Existing departments expanded  Established schools in many  univer-
sities have expanded the scope of once sharply-defined disciplines -or
departments (i.e. engineering, health science, natural resources,
environmental design schools, etc. at Harvard, Purdue, Michigan,
Johns Hopkins, MIT, Illinois, UC Berkeley, etc.)

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2.  Existing departments inter-connected  More and more campuses are
offering interdepartmental, multidisciplinary "Environmental Manage-
ment" programs (i.e. physical/biological science—planning—engineering—
earth science—social science—systems analysis—health—resource
management complexes at Portland State, USC Wisconsin, Cal Tech, LSU,
Purdue, Lehigh, Stanford, Williams, etc.) either as degree programs or
through an Environmental Studies Institute or certificate program.

3.  Environmentally structured schools  A special response to pro-
viding for the multidisciplinary approach and action orientation
has been to start entirely new schools which organize the whole
college or university within an environmental studies context.
The Green Bay Campus of the University of Wisconsin is the best
known example of this alternative; others are Huxley College of
the Washington State system, Ecology College, A Buffalo campus in
the State University of New York system.  A variation of this category
is the liberal arts college such as Hampshire College in Massachusetts,
Evergreen College in Washington and Prescott College in Arizona which
provide a decidely environmental focus to their entire curriculum.

Along these same lines the Community College phenomenon represents
a particularly significant force with its:prollferation of campuses
which are community oriented by definition.  Dedicated to practical
service and particularly responsive to local needs due to their
financial base, the community college is also not subject to traditional
academic bias and narrow scholarly pursuits.  There has been a relatively
formal national commitment to environmental studies on the part of
community colleges and some particularly innovative responses to that
commitment.  Man and the Environment, a freshman course at Miami Bade
Junior College, is an example of such a response.  The entire range
of man's involvement with the environment is covered in an inter-
disciplinary course which stresses psychological, sociological, economic,
and physical factors, the scope of current ecological problems and
the rational knowledge needed to solve them.
    i

Elementary and Secondary  It appears at the moment that it will be  no
problem to attract sufficient numbers of students to careers in
environmental management.  A more difficult and important job is to
make environmentalists or "new conservationists" of each citizen.

The purpose of environmental education should also be the development
of a citizenry responsive to and knowledgeable about the enin. ronmen t
and the issues associated with it—a citizenry with basic problem-
solving skills, aware of the opportunities for citizen participation
in environmental problem-solving and motivated to take part.  Environ-
mental education in elementary and secondary schools will carry the
major burden of responsibility for that development.

In this area, especially, there is too much activity to document.
Although nowhere approaching the pervasiveness that is hoped for,
environmental education in the public schools is increasing and
undergoing significant development.  Overall, there seems to be a
shift from the concepts and practices of outdoor education and
conservation education toward the study of human ecology and pollution.

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                               1.0
 The  great majority  of programs,' however, are still "outdoor edu-
 cation"  in  that  they intend  to give a general acquaintance with the
 outdoors or,  at  best, a very  general sense of human ecology.  One
 reason for  this  majority  is  that environmental education in the
 schools  exists primarily  in  the upper elementary grades, a level
 where nature  study  is perhaps the appropriate orientation.  Nature
 study continues  to  be emphasized even though the academic focus
 of junior and senior high environmental education is on scientific
 and  technical aspects.  Programs which emphasize the man-environment
 relation very rarely occur.

 Another  reason for  this outdoor orientation is that a majority of
 programs combine classroom study with some type of on-site experience
 and  utilize sites characterized by noteworthy natural features or
 facilities  designed specifically for appreciation of the outdoors.
 Schools, especially in the west, make extensive use of rich natural
 resources and sites.  On  the  other hand, city schools, with some
 notable  exceptions, exhibit  a puzzling lack of on-site urban eco-
.logical  study or use of city  institutions and facilities—a fact
 which may reflect administrative timidity but which also indicates
 that a broader concept of the environment is not widely accepted.

 Ordinarily, teachers do their own environmental education curriculum
 planning.   The standard personnel for environmental education are,
 typically,  specialists in science from the regular school staff.

 It is not surprising then that current environmental education
 curricula are dominated by science and applied science—especially
 conservation, ecology, biology, entomology, geology, botany, general
 science  and meteorology.  The realization is growing, however, that
 material of tremendous potential for relevant and vital schooling is
 not  being utilized.  There is increasing awareness of the broader
 eco-environmental implications, not only in terms of subject matter,
 but  with regard  to  instructional technique and the very aims of
 education itself.

 Thus the majority of programs, in addition to calling for increased
 financial support,  acknowledge the critical need for assistance in
 developing  reliable materials as well as for massive retraining of
 teachers.   The demand for personnel with widely differing types
 of expertise  is  becoming  apparent—not only for teachers bud for
 resource people  to  plan curricula, coordinate activities, prepare
 sites or technical  material  and to evaluate what is occuring.

 A major  survey of existing environmental education programs in the
 public schools conducted  by  the National Education Association re- -
 vealed that the  types of  assistance most needed to further their
 efforts  were:

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                               11
 -  financial  aid  from  outside  school systems
'-'financial  aid  from  within
 -  instructional  materials
 -  inservice  training  guidelines
 -  curriculum plans
 -  community  involvement  and assistance
 -  research and evaluation  help
 -  identifications  of  and planning  for use  of  resources
   for environmental studies
 -  public relations  advice
 -  manpower resources  through  vocational  training programs.

 The following discussions  deal with environmental education
 circumstances or manifestations which span all  the previous
 categories.

 Manpower Development   What then is higher  education  environmental
 education supposed to accomplish?  A  college  education must
 certainly help develop responsive  and responsible citizens and
 leaders, and colleges should  become the  forum for discussion,
 research, and action  on  environmental problems.  All students—
 not just environmental career majors—should  be confronted with
 the conflicts about which  as  citizens and  voters they will render
 crucial judgement.  Most apparent  and critical, however,  is  the
 production of professionals in environmental  protection careers.
 This is a function which higher education  fulfills or shares through
 extension services, community colleges  and vocatio'nal programs as
 well as through  higher degree granting  institutions.  Whichever
 the vehicle, the aim  will  be  to meet  the tremendous  demand for
 environmentally  related  manpower which  is  only  now  developing  and
 which is not likely to diminish soon.   The challenge is to be more
 then expedient in  meeting  this demand and, in doing  so  to produce
 technical experts  and specialists  who retain  a  comprehensive under-
 standing of  environmental  problems.

 Manpower needs are an aspect  of  the environmental crisis  that
 nearly everyone  recognizes, yet  few realise  the magnitude of present
 requirements, let  alone  the projected shortage.

 Four major environmental career manpower groups may  be  distingulshed-
 the resource management  professionals,  the quality  control pro-
 fessionals,  the  environmental design  professionals,  and the  vast
 body of subprofessionals and  technicians that will be required to
 support these basic categories.   It might  also  be worthwhile to
 consider a  fifth group as  a vital  manpower need—environmentally
 oriented educators:  teachers, curriculum  designers  and environ-
 mental education consultants. Although the  programs established
 to date are  certainly not  adequate to meet even the  known needs,
 government  agencies have given the most attention and support  to
 environmental education  in the manpower area either  through  special
 training programs  of  their own or  through  contracts  and incentive
 grants to institutions of  learning.

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                            12
 Developing Research  Base  The state  of  the art reveals a single
 overriding need  for  a philosophical  foundation to provide a
 practical  and comprehensive environmental education framework.
 It  is  a double-edged need which must sustain  the diversity essential
 for vitality while meeting the requirements of coordination,
•integration and  continuity.

 One of the encouraging  aspects of  the state of the art is that a
 philosophical base for  environmental education is being validated
 by  extensive and rigorous research.  Work .-toward an integrating
 framework—an ecological/environmental  context for the entire
 education  continuum—is proceeding at the Environmental Education
 Office of  USOE and elsewhere around  the country.  OE's effort is
 emphasizing the  definition of measurable program objectives on
 which  to base environmental education planning.  Another particu-
 larly  noteworthy instance of basic and  applied research which has
 explicitly to do with environmental  educatior. is the doctoral
 study  of Robert  E. Roth at the University of Wisconsin Research
 And Development  Center  for Cognitive Learning.  An abstract follows.

           "It is hard to overemphasize  the contribution
           of this research to meaningful environmental
           education.  Greatly simplified, Roth's methodology
           was as follows:  He reviewed  the literature for
           environmental concepts.  Then he interviewed
           eight  University of Wisconsin scholars interested
           or actively engaged in conservation and/or environ-
           mental education.  They represented forty disciplines,
           including  the sciences, humanities, and social
           studies.   The concepts finally identified then were
           rated  for  -relevancy to environmental education by
           a panel of 350 scholars and representing twenty-
           four universities across the  country.  The results
           were computer-analyzed yielding a ranked order of
           112 concepts  from the most to the least important.

           Upon further  analysis of the  112 concepts , several
           things were especially revealing.  First, a count
           of the words  most frequently  used clearly showed
           the breadth,  or interdisciplinary nature, demanded
           in environmental management.  Consider how broad'^
           a spectrum is covered by some of the most frequently
           used words in these key concepts:  environment, man,
           populations,  resources, economic, social, culture,
         .  individual, life, needs, values, long-range, political,
           public, quality, and society.  The point is clear.
           Environmental management is NOT simply contour
           plowing, white-tail deer management, and life cycles
           of plants.  That is, it is not the narrow focus
           traditionally labeled conservation.  Instead, environ-
           mental management is of  the broadest scope in that
           it requires an understanding  of man and his total
           relationship  to his environment.

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                             13
          The second startling revelation from analysis
          of these key environmental concepts is that forty-
          four of the fifty most important concepts, as
          ranked by the computer, can and should be intro-
          duced in the kindergarten through sixth-grade
          curriculum.  The grade level determination was
          based upon the evaluation of 120 kindergarten
          through twelfth-grade teachers.  Obviously,
          however, these concepts once introduced must extend
          throughout the student's education.  It is manifest
          that educational curricula have not discussed
          man's relationship to his total environment in
          terms of energy flow, values, cultural, social,
          political, legal and long-range quality impli-
          cations.  Nor have we provided any significant!
          environmental instruction at the kindergarten
          through sixth-grade level.  These educational gaps
          have resulted in a nation of socio-ecologic
          illiterates committing an unending series of
          ecological atrocities with little thought of
          the long-term effect.  Furthermore, these gaps
          have contributed to an almost total lack of
          communication among society's present decision-
          makers, and insufficient pressure from the public
          for broad environmental action programs."

This analysis can be further buttressed by the findings of Dr.
William Stapp, Director of Environmental Education and Outdoor
Education, University of Michigan who has identified the more
pertinent deficiencies obstructing a successful national effort
directed toward environmental education through instructional
programs in kindergarten through the twelfth grade.  With
slight| modification for the special problems and logistics of
the nonformal and higher education, these deficiencies are
characteristic of the entire environmental education spectrum:
A general lack of
     - a coherent philosophy of environmental education among
       leaders in the field of conservation education
     - teacher interest and background in environmental education
     - school administrators dedicated to environmental education
       programs for school systems
     - existing programs that focus on environmental education
     - well-conceived instructional material directed toward
       environmental education
     - textbook orientation to environmental education
     - individuals trained to serve as environmental education
       consultants for school systems
     - collegiate programs that provide adequate training in
       environmental education
     - citizen concern in environmental education
     - national, state, and local leadership in environmental
       education
     - coordination among private and public conservation organizations
     - a continuing information system directed toward environmental
       education

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                            14
EPA has, or can readily develop, the capability to offer unique
contributions toward the correction of these deficiencies.  It
is important to note that this can be accomplished well within both
the Agency's environmental protection mandate and the Environmental
Education Task Force premise that EPA's environmental education
effort will in no way duplicate or usurp existing local, state or
federal functions but aim clearly to augment and render service.

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                            15
                      Section 3

                   TASK FORCE SURVEYS
This section contains reports on the following surveys made by
the Task Force:

                A.  EPA Survey
                B.  Federal Agency Survey
                C.  Field Survey of Five Areas
                D.  Survey of Citizen, Service and Professional
                    Organizations
                E.  Legislative Survey
                F.  Minority Consciousness Survey
                G.  Survey of Washington Area Colleges and Universities

It was apparent to the Task Force that EPA should be the subject of
a special survey both to define existing efforts of an educational
nature, and to assess agency potential in environmental education.
At the sane time it was necessary to survey other federal agencies
which had an interest in environmental education in order to avoid
duplication of effort and, more particularly, to set up rudimentary
channels of communication which could lead to cooperative agreements
at a later date.

For similar reasons, national private agencies involved in environ-
mental activities were surveyed.  It was reasoned that non-govern-
mental groups would have a better relationship with and understanding
of citizen groups across the country and could provide alternatives
to existing government programs which could help define the EPA
effort.

The largest survey undertaken by the Task Force included visits to
five U.S. cities in an attempt to get citizen reaction to the idea
of environmental education and suggestions based on area needs as to
how an education program by EPA could best be implemented.  The
cities were selected in part to represent a wide range of geographical
and .environmental conditions, but also because sources within these
cities made it possible for the Task Force to contact and interview
a great number of people in diverse occupations concerned with the
environment and with the role of education in environmentalh^rotection.

A legislative survey was undertaken to review the legislation which
EPA acquired when the various components of the agency were assembled,
and to derive from them implications for environmental education
which could be considered a mandate for the agency.  Environmental
education legislation pending in Congress was also reviewed.

Other surveys covered existing environmental studies programs in area
colleges and universities, potential uses of a volunteer program in
environmental education, and the special needs of Black and Chicano
minorities in relation to environmental education.

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                            16
A.  EPA Survey

EPA is currently giving support to environmental education efforts
in educational institutions through a variety of activities in
public affairs, the program offices, and the regional offices.
Post high school needs are often met by research and manpower
development programs which tend to have a more technical or
scientific nature, while the information for elementary and
secondary schools has been more general and has often been supplied
by public affairs programs.

Direct involvement in education to date has been primarily job
oriented (i.e. fellowships, technician training, research support)
or in response to specific request (i.e. technical papers, films,
manuals, information bulletins).  At present all of these materials
and programs relate to specific EPA program areas—air, water,
solid waste, pesticides, radiation and noise—with the result that
integration of this specific information for environmental instruction
must be done by the institution which receives it.  EPA materials have
not been developed to meet general curriculum needs.

There are indications that the education establishment is looking
to the EPA for guidance and support in general education activities.
To date EPA has received 17 requests from scholars re establishing
university departments of environmental education; 33 unsolicited
grant applications for program and curriculum development; 1400
unfilled requests for EPA funded secondary school curriculum; and
an estimated 3300 inquiries per week from students and teachers for
general environmental information.

Another indication of public interst in environmental education is
the number of proposals and inquiries received by EPA which request
grant support for projects oriented to improving general public
environmental awareness.  Thirty-three such proposals (see Appendix B)
have been referred to the Grants Operations Branch which is normally
concerned with funding programs to train professionals and technicians
in specific pollution control problems.  Of these, twenty-three
were referred to the Office of Education HEW, and the remainder were
filed unresolved pending a policy decision about environmental
education within EPA.

It should be emphasized that EPA stands in a unique relationship
to environmental education efforts because of its access to infor-
mation on pollution and its regulation.  However, it should also be
emphasized that the agency is hampered in its attempts to aid
educational programs due to the lack of coordination.  Communications
are often delayed because no central office exists to coordinate   '
educational programs or to correctly refer inquiries, subsequently,
resources are wasted through deuplication of efforts.

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                             17
The following project reports are included as examples of formal
environmental education activities which are typical of the programs
EPA is capable of significantly aiding.  Also worthy of mention are
a number of EPA programs which could be adapted or used "as is"
in schools, such as the Breathers' Lobby materials produced by OPA.

Training Grants  Four of the program offices within EPA administer a
system of training grants.  These grants, in the fields of air, water,
solid waste and radiation, are awarded to institutions of higher
education ranging from the community college level to that of post
doctoral research.  Monies are intended either for student support
or course development directed toward the production of technicians
and professionals in the various program areas. As shown in the
Summary of Current EPA Programs on pages 21 through 23, the vast majority of
training grants are for graduate education.  The Water Quality Office
with the largest budget, is alone in awarding grants for training
outside the strict technological limit of its program area.  Training
grants for professionals in scientific, engineering, and social
science disciplines which impinge on water pollution control activities
are specifically mentioned.

President's Environmental Merit Awards Program  The President's
Environmental Award Program was developed in response to the
President's interest in encouraging high school participation in
environmental education and community service programs.  Because
EPA is responsible for administering the program, it will focus
even greater attention upon the Agency as a major source of
assistance in environmental education programs, and will increase
the involvement with educational institutions at the pre-college
level.  The OPA has been assigned the direction and implementation
of this program.        :

SPARE  The Summer Program for Action to Renew the Environment (SPARE)
was a cooperative effort between the EPA and the Department of Labor,
Neighborhood Youth Corps (NY), designed as a nationwide education and
employment program for  disadvantaged young people.  Briefly the
purposes were:

     To provide summer jobs which will be meaningful work experiences
     and which may improve the natural and man-made environment of
     the community.                                       {^

     To develop a broader understanding of the environment.

     To introduce the youths to career opportunities in the environ-
     mental fields of both the public and private sectors of the
     community.

     To develop successful models of the various programs, which
     can be used in the future on a continuing basis in the school
     systems and in the communities.

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                            18
There were over 10,000 SPARE enrollees in over 50 communities with
programs varying in number from 3 in Minot, North Dakota, to 1,000
in Cleveland, Ohio.  Environmental jobs included such diverse tasks
as community surveys of environmental problems and needs (Baltimore) ,
water sampling and laboratory study (Seattle), improving city property
(Los Angeles), a survey of lead-base paint poisoning (St. Louis), and
recycling center installation and operation (Omaha).  There was a
stipulation that time be spent for enrichment or study which SPARE
requested be used for environmental education.  The environmental
education components included varied from casual'"rap" sessions on
community problems to highly structured class situations; but all
were directed toward giving students an understanding of how their
work related to the total environment and helping to develop an
awareness of the environment in a group of young people not ordinarily
involved in environmental issues.  A full evaluation of the SPARE
program was conducted and is available through the OPA.

National Youth Advisory Board  The National Youth Advisory Board,
with members from each of EPA's 10 regions, is charged with develop-
ing contacts with youth groups across the country, so that the
opinions of young people might be reflected in the decisions made
by bureaucracy.

The Youth Advisory Board is currently involved in Young Adults for
Resources on the Environment (YARE), funded from the Water Quality
Office (WQO) Training Grants Branch.  YARE is a program operated by
the Izaak Walton League and is intended to train college community
environmental leaders through seminars and workshops.  The purpose
of the grant is to train 12 young adults in the effective establish-
ment of communication channels between young adults on and off
campuses and citizen action organizations.

Environmental Voluntarism  The OPA has a contract with the National
Center for Voluntary Action for a brief national survey of volunteer
activities in environmental programs.  A survey will provide a pro-
file of existing volunteer efforts in the environmental movement,
problems of organization, communication, information, and the relation-
ship of these organizations to the EPA.  The report will recommend
various ways the Agency can assist these volunteer activities and
what services the National Center for Voluntary Action could provide.

The University Consortia  EPA is also involved through the'lfoffice
of Air Pollution with four consortia of universities, totaling about
twenty schools, in California, North Carolina, New York City, and
the Boston area.  The main purpose of these consortia is to foster
inter-university cooperation in the development of programs and
materials in the air pollution control field.  They will initially
be offering career oriented courses through packaged materials and
classroom curricula and ultimately will be offering translations for
general environmental school programs.

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                            19
Tilton  EPA has been integrally involved since 1969 in a secondary
school program termed the "Tilton Project".  This environmental
Reaching concept differs from others by its emphasis on the problem
solving method and its process of training teams of teachers and
students simultaneously.  It began as a water program, has expanded
to air and environmental law, and eventually will include all
environmental concerns.
                                                I
In 1967 a summer training program on environmental studies sponsored
by the Cleveland Public School System, the Natural Science Museum, and
the University of Maine was conducted for 40 children from grades
7-12.  The following summer, 70 students participated in a study of
community environmental problems.  By 1969, the organizers of these
sessions had determined that environmental education can be best
taught utilizing a multi-disciplinary problem solving method.  They
convinced the Ford Foundation and the Department of the Interior's
Federal Water Pollution Control Administration Office to provide
funds for the two year development of the concept which would result
in a training model and a learning guide.  The Curriculum__A_ct_iy_itie8
Guide for Water Pollution and Environmental Studies was written
during the summers of 1969-1970 at Tilton School,Tilton, New Hampshire.
During this same time period, the Federal Water Quality Administration
funded the University of Massachusetts to conduct a teacher training
session'.  As part of the evaluation of the program conducted in 1969 ,
the University developed an inventory which strongly suggested that
teachers need training to understand and instruct environmental
subject matter.

Teachers and students who participate in programs such as "Tilton"
return to their communities and begin projects of their own.  Dorothy
Strong, a Fairfax County, Virginia teacher attended Tilton in 1970.
During the summer of 1971, she received funding as an EPA summer
intern, and organized a voluntary environmental program.
                                                I
Evidence of student concern was seen during the summer when students
organized and conducted a community supported surveillance program.
The program was conducted because the students were concerned about
the educational and environmental status of their local surroundings.

Twenty secondary school students became involved in a watershed study
of the Accotink Creek, a local stream in Fairfax County, Virginia.
Facilities for the study were located at Sidney Lanier Intermediate
School, Fairfax.  The Accotink' study was established in an effort to
achieve several goals:
                              i,                 j
     a.  To obtain a-^valid survey of the biological, chemical, and
         physical parameters and their interrelationships within a
         local stream.

     b.  To educate students'through performing monitoring .procedures
         implementing a process approach to environmental education.

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                            20
     c.  To develop a corps of enthusiastically concerned students
         who have a commitment to improve their environment.  This
         corps would develop similar environmental programs in
         surrounding areas.

     d.  To develop an environmental awareness ip. segments of the
         community other than education through involving service
         organizations, industry, and governmental agencies in
         funding, outcomes, and on-going activities of the program.

In an effort to materialize the above goals, the organizing s.tudents
approached service organizations, governmental agencies, industry,
and commercial establishments in Fairfax for $1,000 support to
obtain the equipment needed to study the ecological parameters of the
Accotink Creek,  the community responded with equipment loans and
financial contributions.  To each contributor the students promised
a conclusive report of their study in order to develop an environmental
awareness in the membership of the group.

The specific parameters performed daily on the stream (i.e. biological,
chemical,physical) because they were economical, they could be performed
proficiently by junior high students, and the results were indicative
of the ecological status of the stream.

Besides quantifying the above parameters designated as scientific
learning, students learned many sociological concepts during the
six week study.  Students learned to function among their peers:
group attitudes aiid behavior developed on a junior high school
level as each student learned to contribute his time freely to
achieve the common goal of obtaining monitoring results.

Another teacher who attended the 1971 Tilton Program, Ronald Smetanick,
Science Supervisory, Thomas Wooten High School, Montgomery County,
Maryland, convinced the county educational authorities of the heed
for in-service training.  Forty-three Montgomery County resource
teachers and department chairmen,from every secondary and middle
school were exposed to the "Tilton" type experience.

The summary that follows on pages 21 through 23 provides a breakdown
of existing EPA programs that can be classified as environmental
education.  These programs, currently in various offices of "the
Agency, are concerned with elementary, secondary and higher education
as well as the general public.  Programs directed toward the training
of technicians for the various program areas are not included.

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                             21
                     Summary of Current EPA Programs
                                   in
                         ENVIRONMENTAL EDUCATION
Graduate Education Programs - for the education of professional personnel
(Masters and Doctoral level) through grants to institutions of higher
education.
Program Office

Water

Air

Radiation

Solid Waste
  Universities (1)   FY 72 Budget (2)
       83

       26

       16

       11
$ 5,381,800

  3,273,000

    693,000

    440,700
                                      $ 9,788,500

Undergraduate Education Programs - for the education of undergraduate
personnel through grants to community colleges, technical schools, colleges
and universities.  Also included are undergraduate course development
programs and scholarships to students.
Program Office

Water

Air

Radiation
    Schools

       6

      11

       3
FY 72 Budget

$   345,000

    432,000

    107,000
                                      $   884,000

Secondary School Programs - for teacher training through workshops,
curriculum guides, and classroom activities.
Program Office
Water
Water
      Title

National Program
in Environmental
Education

Water Pollution
Science Program
Public Affairs   The President's
                 Environmental
                 Merit Award
                 Program
FY 72 Budget

$     53,761 (4)



       5,393


     120,000
                                      $    179,154

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                             22
Youth Activity Programs - for youth and general school related programs,
Program Office

Public Affairs
Public Affairs


Administrator


Water
     Title

(SPARE) Summer Pro-  $
gram for Action to
Renew the Environ-
ment

Environmental Edu-
cation Task Force

National Youth
Advisory Board

(YARE) Young Adults
for Resources and
the Environment
Budget

 157,000




  35,000


       0


  11,250 (4)
                                      $   203,250

Public Education Programs - for education of the general public about
environmental pollution.
Program Office

Public Affairs

Water
Public Affairs
Public Affairs
     Title              Budget

Cit. Coal. Clean Air $   238,000

Seminars for              55,882
Community Leaders
on Land and Water
Use

2 Motion Pictures        275,000
on Protecting
the Environment

National Center           55,000
for Voluntary
Action - evaluation
of Community Volun-
teer Needs
                                          623,882
Current EPA Environmental Education
Programs                  Total
                     $11,678,786
(1) Grants f.rom several program offices may be awarded to the same university;
    the number of different universities is about 125
(2) FY 1972 budget data:  does not include adminLstrative costs for graduate
    and Undergraduate programs buC generally does Cor others.
 (4) FY 1971 expenditure  for  a  cqntLnuing program.

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                                  23
                                  Combined  EPA  Budget
                                         for
                                ENVIRONMENTAL EDUCATION
                                         FY 72
  10
to
o
•H
^1
         $9,788,500
                        $884,000
                                                                      $623,882
                                        $179,154
                               $203,250
        Graduate
        Education
        Programs
Undergraduate
Education
P rog rams
Secondary
School
Education
Programs
Youth
Activity
Programs
Public
Education
Programs

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                             24
B.  Federal Agency Survey

A literature search, materials review and interviews conducted with
representatives of 22 public or quasi-public government agencies
(See Appendix E) are the basis for this report.   Interviews concen-
trated on agency activities in environmental education that could
be characterized as public awareness, community  involvement, and
structured learning.  A general summation of the interviews
follows:

     - the amount of environmental education activity on the part
 .     of government agencies is minimal - especially if man-
       power training is not acknowledged.

     - most of the environmental education programs  that do
       exist are being conducted or sponsored by three agencies:
       Office of Education, National Park Service and the National
       Science Foundation, although valuable efforts are occurring
       under the aegis of others - Forest Service, EPA, Fisheries
       and Wildlife, etc.

     - the Agency efforts aimed at education of  the public devote
       their resources primarily to in-service training of teachers
       as the most expeditious strategy toward significant effect
       on environmental problems.

     - most of the other agencies are concerned  primarily with
       in-house education of their own personnel rather than
       environmental education outreach.  Several expressed the
       feeling that EPA might develop short courses  for govern-
       ment agency personnel.

     - the need for coordination of agency programs was repeatedly
       emphasized.  Several agencies referred to the possibility
       of Memoranda of Understanding with EPA.  The strongest
       requests were for exchange of basic literature and regular
       environmental liaison - i.e. notice of meetings, courses
       and activities on a regular basis, perhaps by way of an
       interagency circular.  Most agency representatives who  .
       were interviewed expressed cautious interest in a joint
       or interagency committee on environmental education^;* mostly
       to keep abreast of what is going on among the agencies and
       within agencies, but also to assure that  the public gets
       factual information about agency•programs dealing with the
       environment.

     - expenditures for environmental education  are relatively
       small with almost no budget earmarked for environmental
       education as such with the obvious exception of the Office
       of Education.  Everyone is looking for money to fund
       environmental proposals - workshops, courses, etc. - and
       and'repeatedly expressed impression was that EPA has money
       for these purposes.

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                            25
     - many of the agencies shew considerable interest in
       coordinated Federal Environmental Education activity
       while showing particular concern for

       .. promoting existing efforts and protecting environmental
          'investments' they have made.

       .. being in on the 'ground floor',

       .. avoidance of duplicating basic activity, on one hand,
          infringing on areas of special expertise, on the other.

       .. clearly understanding what would be expected of them
          under inter-agency agreements.

Office of Education (H.E.W.)  The federal agency with the most
specific authority for environmental education is the Office of
Education, Department of Health, Education and Welfare.   This
authority is due to the comprehensiveness of the Environmental
Education Act (PL 91-516) which gives the Office of Education a
broad mandate to engage in environmental education programs.

The Office of Education, uder PL 91-516 and other legislation,
supported the follwing environmental education programs  in
FY 1971:

     Educational Personnel Development Act  $199,369 - allocated
     for 12 educational personnel conferences concerning environ-
     mental education.

     Cooperative Research Act  $212,283 - contracted with the
     Education Research Information Center (ERIC) and other
     programs to review environmental education activities.

     Elementary and Secondary Education Act, Title III & V
     $2,621,354 - awards for exemplary elementary and secondary
   ;  programs.
   \
     Education Personnel Development Act  $179,351 - grants
     for pre-service training of environmental education
     personnel for higher education.

     Higher Education Act II B  $30,000 - award for production
     and dissemination of ecological materials.

     PL 83-480  $10,000 - funds for a program f.or international
     exchange of problem-solving techniques.

     Environmental Education Act PL 91-516  $1,725,000 - funds
     were used for activities which will permit (1) the explo-
     ration of new approaches to environmental.education, (2)
     the identification of specific needs, and (3) the sharing
     of ideas, experiences, and knowledge necessary to avoid the
     waste of resources, time, and effort.

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                             26
     Under the initial allocation for FY 1971, 74 proposals out
     of 1,925 submitted were awarded.  A list of these grants
     is included in the Appendix.  It indicates the broad scope
     and distribution of the activities under this Act as
     administered by the Hivironmental Education Office.

     The Office of Education spent $4,977,757 for environmentally
     related programs in 1971.  Indications are that approximately
     13 million dollars will be spent in FY 72 for similar
     programs.  This amount is considered to be inadequate simply
     on the basis of the number of proposals submitted to the
     Office of Environmental Education.  The guidelines for
     Environmental Education Act grants appeared only 60 days
     prior to the FY 1971 deadline and yet almost 2,000 proposals
     were received  requesting approximately $80,000,000 in funds.

The National Science Foundation  The National Science Foundation
is a quasi-public agency that supports basic research and education
in the sciences.  A major project "The Environment and Technology
Assessment" is being conducted at Oak Ridge National Laboratory
with NSF funds.  Some 17 percent of support goes to the Cooperative
Science Education Center,Inc.,  which cooperates closely with school
and public groups to educate through the use of simulation techniques,
regional modeling and conferences.  The Center is also managing a
volunteer statewide air quality monitoring program.

The Foundation includes environmental education on a par with
traditional disciplines such as chemistry.  In the Division of
Pre-College Education, a grant supports the development of a
national curriculum, "Environmental Studies, A Program for
Urban Youth."  A teachers'  workshop is to prepare a study guide
on problems of air pollution.  Over 500 teachers attended the
29 conferences and seven institutes on environmental topics that
were scheduled for summer 1971.  Two summer conferences of 3 weeks
were ..conducted for teachers who will use the Tilton Project
Materials.  "Experiments in Environmental Studies" are being
developed through another grant.

In the Division of Undergraduate Education, several programs include
environmental emphasis.  In a preservice teacher education project,
one of five disciplines  is a new major in Environmental Scien-ce
Teacher Preparation.  In this Division the most notable activity
has been the Student Originated Studies Program that supported
•a May 1971 conference of environmental educators from across
the nation and federal agency staff members.  A recent grant will
support development of a college level interdisciplinary curriculum
in environmental studies.

The Division of Graduate Education has supported a program leading
to the Ph.D. in environmental science and engineering at UCLA,.and
masters degree programs in environmental engineering at Wayne
State University and in remote sensing at Colorado State University.

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                            27
The annual level of funding for the above projects exceeds $2i..5
million.  An increase is expected.

The breakdown by Divisions includes'

     Division of Undergraduate Education in Science

          Student originated Studies               $1,500,000
          EE Conferences                              10,500
          New grant for development of inter-
              disciplinary EE curriculum at
              Dartmouth                              200,000
          Environmental Science Teacher
              training 5 years                       166,000

     Division of Pre-College Education & Science

          Summer Projects                             33,800
         Environmental Studies for Urban Youth       350,000

     Summer Conferences

         Tilton Conferences (2)                       30,000
         Institutes - Interdisciplinary
              Environmental Studies                  200,000

     General Education Projects

         Oakridge Course Development                  17,000
         Oakridge Environmental and Technology
              Assessment                             110,000

A new effort in the Foundation Research Applied to National
Needs, will no doubt have an education thrust in that many grants
will employ student trainees in various tasks.  NSF officials view
EPA's role in environmental education as one of balancing programs
and money among the Federal agencies.  They are concerned that
environmental education be centered in an agency which would
consider it to be a high priority activity.

Department of the Interior   Four agencies within the Department
of the Interior are conducting significant public environmental
education programs  fcr which the total identifiable funds expended
will approximate $425,000 for FY 1971, and an estimated $501,000
in FY 1972.
     National Park Service
     Bureau of Indian Affairs
     Bureau of Land Management
     Bureau of Sport Fishery' &
                     Wildlife
 FY 1971
 325,000
  67,000
  25,000
   8,000

$425,000
 FY 1972
 325,000
  80 ,000
  36,000
  60 ,000

$501,000
(Est.)

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                            28
The estimated output of these programs which primarily reflects
228 in-service workshops and the utilization of LOO National
Environmental Study Area sites is 5,500 teachers trained, and
programs or area-use which involved some 124,000 students.

All programs are coordinated through the Task Force on Environ-
mental Education and Youth' Activities, the Office of the
Secretary, which is developing an integrated departmental
environmental education program.

The Department, through the Task Force, has introduced environ-
mental education programs into the Job Corps Program at the 10
Conservation Centers.  These efforts are directed toward the
educational and interest levels of the Corpsmen, and are presented
within the vocational, educational and group living portions
of the Job Corps program.

The Youth Conservation Corps, which has just completed its first
year of operation, employed 2600 young people in 64 camps operated
by the Department of the Interior and the Department of Agriculture,
U.S. Forest Service.  The program presented a. combination of work
programs, environmental education, and group interaction between
young people ages 15-18, in residential and non-residential operations.
In the Interior program of 1286 enrollees a total of 262,000 man
hours with a project value of $868,000 was completed.  84,000 hours
of environmental education were participated in by Interior enrollees.

National Park Service  feels that environmental education is the
most important function it may have.  In recent years they have been
very active in the development of environmental education materials
and guidelines.  They feel that their charge to help people understand
and support the park rationale is sufficient mandate for extensive
involvement in interpretation and education programs.

Through its Office of Environmental Interpretation, funded by
the National Park Foundation and in cooperation with the U.S.
Office ,of Education, the National Education Association and the
American Association for Health, Physical Education and Recreation,
the Park Service has facilitated the development of several park
related education programs.                               ' s/

National Environmental Education Development (NEED) presents an
attempt to infuse and integrate traditional subject areas with
the environmental concepts referred to as the "five strand" approach.

National Environmental Study Areas (NESA) is a program for
utilization of National Park Sites in support of environmental
education.  Guidelines for use of these natural or historic
'laboratories' are based on the environmental strand approach.

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                            29
National Environmental Education Landmarks (NEEL) is an elaboration
of the NESA idea which refers to a registry of exemplary environ-
mental education sites (with provisions for staffing by university
student interns.)

These programs are milestone efforts.  The formulation of the
environmental strands is both academically and practically uneven
but is under constant revision and, in any case, represents a
tremendously valuable contribution.

In addition, the regional offices of the Park Service sponsor
numberous in-service teacher workshops as well as rendering
informational and teaching aid services to local school systems.

The Bureau of^Land Management  manages the natural resources on
450 million acres of public lands in the 11 Western states and
Alaska.  BLM  resource management specialists can assist educators
involved in environmental education to identify learning opportunities
on the public lands.

"All Around You," a guide for third to eigth grade teachers to help
students become aware of and explore the many interrelationships
in their environment will be available in July, 1971.

BLM does not yet have a funded environmental education program.
However, the Bureau conducted a demonstration project in Oregon     j
in the summer of 1970 and will conduct three demonstration projects '
in Idaho, Montana and Wyoming during summer 1971.  The purpose
of these projects is to identify ways BLM can best assist elementary
and secondary schools, colleges and other organizations involved in
providing environmental education for young people and the adult
community-  The Bureau is studying a program for designating Environ-
mental Study Areas on the public lands and will work with universities
and teachers colleges to incorporate environmental education concepts
into preservice and continuing education programs for teachers.

The Bureau of Sport Fisheries and Wildlife is working with the
Environmental Science Center in Golden Valley, Minnesota, training
refuge managers at the Sherburne National Wildlife Refuge north of
Minneapolis and drawing up a guideline curriculum for grades  10-12
Funds have been requested to offer environmental education';as a part
of the contribution wildlife refuges make to the nation.

Environmental education programs of definitive public value can be
conducted on the over 400 national wildlife refuges and hatcheries.
Refuges and hatcheries have unique resource capabilities due to the
broad spectrum of habitats and the distribution of areas near population
centers.  By careful selection and designation of environmental education
study areas, a vital link can be established between refuges, school
systems and other organizations.  This partnership in developing an
environmental ethic will help both refuges and surrounding communities
become aware, knowledgeable and responsive to the improvement and
maintenance of our environment.

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                            30

The Bureau of Indian Affairs has introduced and encouraged development:
of environmental education programs in its 200 agency schools. Two
publications have been produced to introduce teachers to environmental
education, and a series of workshops have been held with the assistance
of the National Park Service.

The Forest Service of the Department of Agriculture has an Environmental
Education Office which coordinates programs and provides guidelines
for environmental education in its nine regions.   They have arranged
hundreds of workshops geared to teachers and community leaders which
emphasize techniques and processes of environmental education rather
than subject matter.  These workshops suggest resources for outdoor
education, identify source materials, and attempt to bring environmental
education into the social sciences, arts, and the humanities in addition
to the physical sciences.  The Forest Service is  also working on
identifying and making available to school districts areas of forest
land suitable for environmental study.  Total revision of existing
publications and materials is underway. They have exchanged Memoranda
of Agreement with the Office of Education and the National Park
Service which stress interagency cooperation and coordination of
activities relating to environmental education.

The National jjceanic and Atmospheric Administration of the Department
of Commerce has potential for cooperation in environmental educational
efforts.  NOAA, through its Environmental Research Laboratories and
Environmental Data Service is cha::ged with the generation and dissemin-
ation of data about the physical environment, and the development of
technology and systems for resource assessment,  environmental
monitoring, and possibly, environmental control.

Ongoing activities in environmental education are limited, but an
employee, Odom Fanning, has made a substantial contribution on his
own by authoring the book, Opportunities^ in Environmental Careers.
There exists a great need for occupational information directed
towards both students and guidance counselors.

ACTION, the new agency for volunteer programs,  has commenced an
effort called""University Year for Action."  The  activities will
be conducted under VISTA authority and will include over 500 students
devoting an academic year (for university credit) to assist low-income
groups.  The University of Wisconsin at Green Bay will have the first
program oriented toward environmental prfcblems  affecting low-income
groups.  Action is planning to extend the environmental component
pending the results of a program evaluation late  in FY 1972v

Others  The  remainder of the 22 Federal agencies  interviewed were
minimally, if at all, involved in environmental education.  The
efforts which did exist were broken down into:

In-house training  The Corps of Engineers and the Department of
Defense generally have reacted to national concern over the environment
by re-orienting staff training programs around the production of a
departmental environmental expertise.

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                            31
Public hearings  The impact statement is responsible for revitalization
of public hearings procedures.  The Department of Transportation, the
Federal Power Commission and the Army Corps of Engineers all have
a public hearing structure which exists to inform the public about
projects in specific areas.
                                                        !
                                                        I
Public awareness  Hud would like to see major environmental education
efforts in the area of urban development, but the department
itself has not progressed beyond the production of films with an
environmental bias and a single demonstration project for city and
legislative officials.

Communi ty involvement  Other Federal agencies whose programs have
potential for environmental education are the Job Corps of the
Department of Labor, NASA's Space Science Education Project, the
Atomic Energy Commission and the Public Health Service.  The Job Corps,
which serves over 40,000 youths a year, operates approximately half
of its residential centers as Civilian Conservation Centers in
cooperation with the Forest Service and the National Park Service.
The Public Health Service has two action programs , NEEDS and-ithe Home
EnvironmentaAid Program which stress environmental health.  NASA and
the Atomic Energy Commission both provide information and assistance
on request in their areas of expertise, i.e.  remote sensing environmental
evaluation and radiation.

The Federal agencies concerned with international affairs, AID
and the Department of State, answer requests  for aid and maintain
open lines of communication with foreign countries interested in
environmental protection.

Interagency Agreements   Due to informal requests from other agencies
and- the obvious need to coordinate federal environmental education
activities, the Task Force explored the justification needed to
establish interagency agreements. EPA utilizes three types of interagency
agreements:  (1) payment agreements, one agency agrees to perform a
specific fiiinction in return for monetary reimbursement; (2) project
agreements, two agencies agree to cooperate to achieve a common
goal; (3) administrative agreements, statements delineating general
policy between two agencies who have statutory authority in the same
subject mater.

An agreement between the Office of Education  and EPA is clearly
indicated in Section 4, PL 91-516, Environmental Education Act.

       "The Secretary of Health, Education, and Welfare, in
       cooperation with the heads of other agencies with relevant
       jurisdiction, shall, insofar as practicable upon request,
       render technical assistance to local educational agencies,
       public and private nonprofit organizations, institutions
       of higher education, agencies of local, State, and Federal
       governments and other agencies deemed  by the Secretary
       to play a role in preserving and enhancing environmental
       quality and maintaining ecological balance.  The technical •
       assistance shall be designed to enable the recipieaf agency
       to carry on education programs which are related to
       environmental quality and ecological balance."

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                            32
Agreements with other federal agencies, where substantive
legislation does not exist, can in most instances be justified by
the Economy Act of 1932.  In these instances, administrative
agreements to co-fund specific programs would be beneficial to
both agencies.  The Task Force has requested liaison with federal
agencies concerning environmental education activities.   A list of
those designated is in Appendix D.

The Council of Environmental Quality (CEQ) has recently ^stablished
an office to determine what should be done in environmental education
and manpower.  Studies are underway but not general program has
been defined yet.

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                             33
C.  Field Survey of Five Areas    >

The five cities visited by the Task Force are briefly described below.
An analysis of the major trends in public awareness, community in-
volvement and structured learning follows this description.   (A
list of all the people contacted during the field survey is  in
(Appendix F).
                                                        i
Mobile, Alabama, the first city visited, was unique in that  140
people from .three states, Alabama, Florida and Mississippi,  came
to a series of meeting with Task Force members to discuss environ-
mental education.  Those participating represented a variety of
interests and occupations—educators, industry leaders, state,
local, and regional government officials, citizen action groups,
and newspaper and TV journalists.  The problems discussed were
equally varied and complex, and included Gulf Coast ecology,
industrial pollution, educational reform, and deep south psychology
and its relation to the acceptance of environmental awareness.

Cleveland, Ohio was chosen as typical of the heavily industrialized
and polluted middle American cities.  In addition, the social
and economic problems of Cleveland are characteristic of most
large cities, permitting an examination in some detail of the
dichotomy in both interests and activities between the suburbs and
the inner city regarding environmental education.

Charleston, the capital of West Virginia, provided an opportunity
to talk with representatives of state government concerned with
all aspects of environmental activities, from enforcement to
executive action to legislation, as well as a complement of  citizens,
educators, and journalists.  The only state to fall completely
within the Appalachian region, West Virginia has been called "the
last colonial territory" in the United States, and as such is an
interesting example of an area whose industrial development  has
brought little gain to its inhabitants.  The interviews conducted
there indicated the existence of fertile ground for environmental
education programs.

On the west coast, the Task Force Survey team visited Portland,
Oregon.  The citizenry of Oregon exhibits a very high degxsee of
environmental awareness which has had definite impact on govern-
ment and educational circles within the state.  Oregonians are
taking action to preserve the vast unspoiled areas of their
state, an attitude which contrasts sharply "witn dhat of" influen-
tial southerners.

Dallas, Texas, the last city visited in the area survey, was
chosen to represent an area of the southwest which derives its
living from ranching and agricultural activities as well as  from
petroleum and other industries.  The city as a major metropolis
is quite young, and the life-style of the population still reflects

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                             34
rural or frontier values which frequently conflict with those
held by Dallas' small but persistent group of environmental
activists.

Public Awareness  Virtually everyone interviewed commented on the
quality and extent of public environmental awareness and the importance
of awareness programs to their particular activities.  Educators
were especially emphatic in this regard in the southern states,  where
pollution problems are not considered critical and there is no
significant public demand for environmental education in the schools.
Teachers and school board members from these states and others feel
that the public imperfectly understands the concept of environmental
education and the necessity for educational reform.

Citizen action groups and service organizations devoted to environ-
mental preservation also felt hampered by public attitudes within
their communities.  Many of the groups interviewed, such as the
Appalachian Research and Defense Fund in Charleston, the Audubon
Society and Sierra Club in Dallas, underlined the need for public
acceptance of environmental priorities as a prerequisite to effective
action.

Local government officials and industry also unanimously endorsed
the idea of an increased factual awareness of environmental problems.

The Task Force concluded from these interviews that a fundamental
level of awareness is necessary to the success of any environmental
education effort.  This awareness should encompass a basic definition
of the environmental education concept, an understanding of citizen
responsibility in environmental protection, and appreciation of
man's relation to his environment.  This means, in effect, the
formation of an environmental ethic for the United States which
would color national response in all situations.

A limited number of people interviewed were expending major efforts
on increasing public awareness.  Some, such as the Burroughs Nature
Club of Qhio, work to educate their own members through programs of
•film showings and discussions.  The Citizens for a Safe Environment
in Lake County, Ohio try to reach a broader audience by running
booths at county fairs, holding discussions and giving out .printed
materials to passers-by.

Frequently local groups try to muster support for action and alert
the public to specific environmental threats through newsletters and,
when available, media coverage.  These attempts to reach the public
are commendable and often successful where specific local issues
are concerned.  Citizen action groups, however, do not possess
the resources, or the expertise to mount a sustained and consistent
public awareness campaign.

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                              35
 The mass media, newspapers  and TV, seem  to represent a much greater
 potential  for  developing wide public  awareness on a multitude of
 issues.  Unfortunately  this  potential has not been fully realized
 in many of the cities visited.  A notable exception is the Charles ton
 Gazette which  publishes a weekly column by one of its reporters on
 local  environmental  issues.  Station  KERA-TV in Dallas also has a
 reporter with  an  environmental news specialty.   Here too, the focus
 is primarily on issues  of local concern.  KERA has also developed
 and submitted  a proposal for a children's TV series which would
 cooperate  with local school  systems in order to increase awareness
 of the self and the  environment in the very young.  The importance
 of public  awareness  was discussed in  all the interviews held, but
 there  was  a paucity  of  constructive suggestions as to how this
 awareness  might best be augmented.  The more obvious suggestions
 were for public service announcements on TV and radio, for environ-
•mental quality spot  reports, or for film shorts and documentaries
 to be  shown on TV and in theatres.

 The Institute  for Urban and  Environmental Studies at Southern Methodist
 University suggested conference/workshops modelled on its own RESCUE
 conferences.   This was  a two to three day effort which brought together
 eminent and knowledgeable environmentalists, concerned citizens, and
 civic  officials in order to  promote the  concept of urban ecology.
 Several of the people interviewed in  Dallas remarked on the excellence
 of these conferences, but as with other efforts at organizing seminars,
 workshops  and  the like, the  participants were primarily people already
 aware  and  involved.                                     ,

 A suggested first step  in reaching more passive segments of the
 population was to increase  the visibility of EPA and other environ-
 mentally involved agencies.  This would mean publicizing and
 defining agency responsibilities and  actions, particularly on the
 regional level.   Regional office visibility is very low in the cities
 visited.   In Cleveland, most respondents were unaware that an
 EPA district office  was located in the city, or that EPA information
 is freely  available  to  the public.  In Dallas, a regional headquarters
 city,  only a small number of respondents reported any extensive
 interaction with  the EPA office there.

 Community  Involvement  The activities covered under the area, survey
 of community involvement were many and diverse, and include'd litter
 clean-up campaigns;  social clubs, whose activities center around
 the self education of their members through film showings, discussions
 and speaker programs; and watchdog groups which monitor sources of
 pollution,  attend public meetings, and alert their fellow citizens
 to environmental  threats.  A somewhat more sophisticated, sustained
 effort is  represented by the public interest law firms and defense
 funds  which have  focused on  the environment as a priority problem.

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                             36
Citizen action groups have come into being in answer to a widely
held conviction that government on all levels is not carrying out
its proper function particularly with regard to the setting and
enforcement of pollution standards.  Such groups represent an
attempt to arouse citizen awareness by presenting informed opinion
on issues and alternative courses of action to the public.  They
are also working to develop the concept of environmental health
as an alternative or concomitant to economic growth.

The vigor and effectiveness of citizen action is subject to various
constraints in the cities visited.  In Texas these constraints
were explained as outgrowths of a  "frontier mentality1 which holds
that the abundance of land available rationalizes existing abuses;
ir^ other words, a man's land is his absolute domain.  This attitude
is officially supported by the state to the point that executive and
legislative disregard of environmental issues denied passage to 199
out of 200 environmental bills introduced in the legislature.  The
one bill which did pass both House and Senate, concerned with pro-
tecting endangered species, was vetoed by the Governor.

In other states surveyed by the Task Force, similarly inhibiting
attitudes were found.  Participants in the Mobile meetings from
Alabama and Mississippi pointed out a prevailing southern attitude
which has not recognized the environmental crisis as such and which
has declared industrialization a top priority.

From these examples, which could be multiplied, it is apparent that
a fundamental requirement for effective community involvement in
environmental protection is increased awareness on the part of the
average citizen.  Such awareness should stress not only the threat
to life and health inherent in environmental decline, but the value
of responsible, informed action on the part of citizens and communities
for reversing that decline.

Among the other, more specific  needs mentioned by the groups
interviewed, was coordination between citizen groups and with state
and national governments.  Such coordination, particularly at the
local level, would prevent duplication of efforts and enable a more
efficient use of resources.  In Texas, the Task Force was informed
that a statewide coalition of environmental action groups was slated
to begin operations in September of 1971.  This coalition wo; 11
attempt to coordinate activities on two fronts—generation of
information and materials to support action and increase awareness,
and establishment and maintenance of a permanent lobbyist in the
state capital to monitor legislative activities and to voice the
environmental view.

All the groups interviewed emphasized the lack or inaccessibility
of specific information on the legal, technical and scientific
aspects of environmental quality.  Some of the smaller groups which

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                             37
do not have a source of legal and technical expertise suggested
an'EPA produced handbook for pollution testing methodology, and
for legal procedures.  This suggestion was put forward by private
action groups such as the Ohio Public Interest Action Group, a
Nader-style organization which seeks to mobilize community action
on- specific issues.  State Senator Galperin of West Virginia
mentioned the need legislators have for information on legislation
and official programs in other states, as well as some kind of
informational service which would balance the quantity of un-
solicited and often biased material they receive from business
and industry.

A most cogent list of suggestions came from the representatives
of seven major industries at a meeting with the West Virginia
Manufacturing Association.  Although they stated a need for
"non-controversial" material, suggestions were for information
explaining purposes behind the establishment of laws and standards,
support and organization of efforts to increase communication between
industry and the public, attempts to widen the area of pollution
concern to include non industrial sources, and the easy availability
of results of technical research to both industry and the public.

In general the respondents emphasized the importance of information
stressing the interrelationships of land use, conservation of
resources, population, economic growth and environmental health.
Few, if any, of the people interviewed thought that the topic of
pollution control and abatement was separate or separable from the
entire realm of ecological issues, or that EPA should be so
specialized in its function as to ignore the total picture.

A common view was that the delivery mechanism for such information
sliould be a locally based institution and not the federal government.
Dr.  Epstein of Case Western Reserve University suggested that the
university, with EPA sanction, could serve as a primary resource for
the community both in generating information and delivering it.  The
university, he felt, did not operate under the same constraints as
the federal government particularly with regard to the facilitation
of community action programs.

In the South, respondents from Alabama, Florida and Texas cited
the Regional Planning Commissions and Councils of Government as
existing sources of information and suggested that they be .pressed
into service as intermediaries for information dissemination since
their comprehensive planning function presupposes a concern with
total environmental conditions.

In a different vein, the director of the Appalachian Research and
Defense Fund, a public interest law firm in Charleston, West Virginia
emphasized not only the need for funds to support efforts such as
theirs, but the importance of some form of official recognition of
constructive, committed groups working to solve community problems.

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                            3C
The following summary list of conclusions is from Human Resources
Project, a formal study of citizen groups prepared by the Regional
Plan Association of Southern California and funded in part by HUD.
These conclusions corroborate Task Force findings during the area
survey.

- The extent of energies unilaterally expended toward given organi-
  zational ends evidenced a high degree of vitality and commitment
  among existing citizen planning groups in Southern California.

- Very few groups are structured with a foundation firm enough for
  continued activity.  Many spring up and disband over local emergency
  issues, others start in response to the current fad to "do something"
  about the environment.  This is especially true of student-oriented
  ecology groups, with fluctuating degrees of fervor and participation
  as successive semesters bring shifting enrollment and attitudes.

- The great majority of citizen planning groups operate on little or
  no cash resources.  Only a negligible percentage was subsidized or
  assisted by public sponsors.

- Of the two hundred groups surveyed in detail, more  than  80%  are
  producing-newsletters.  Review of newsletter content snowed much
  duplication of material with many variations in interpretation of
  facts suggesting a contributing factor toward fragmentation in
  Southern California.  It also indicates the lack of a common source
  for impartial, factual information.

- The bulk of citizen groups have come into being largely as a protest
  against an issue, suggesting that civic action is best fomented
  through dissatisfaction with existing conditions.

- Groups illustrated wide age ranges among memberships, suggesting
  a multi-faceted appeal for involvement.

- Similarly, a cross-representation is found in occupational categories.

- While the highest percentage of groups listed membership of 500 or
  more, such memberships were essentially "mailing lists." Actual
  task groups ranged between 25 and 30 members.

- Levels of government with which the groups predominantly Interacted
  were city, county, and national.  Indications of regiofrfilVand state
  interaction were few.                                 '   '
  Groups which have completed a successful project have shown a
  willingness to continue activity in broader issues and serve their
  community in new ways.

  The Labor category was among those shown to participate 'least
  in citizen planning groups.

  "Raisons d'etre" among individual groups tended toward tangible
  pragmatic issues rather than ideological ones.

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                             39
- ITiere is a significant absence of horizontal communication ,nnnn!<
  groups.

- Only a small percentage of groups are looking to regional level
  potentials for the resolution of local level problems.
.Structured Learning  Interviews in the five cities visited by the
Task Force provided considerable evidence that educators and concerned
citizens around the country are interested in developing environmental
education programs for their schools.  There was broad agreement on
all levels that education, beginning with kindergarten and continuing
through the university, would provide the only effective solution to
the environmental crisis, and that implementation of such a program
would have to be on an interdisciplinary basis.  Environmental studies
would therefore, be a part of all the courses normally taught including
social science, humanities, fine arts, and science, the purpose being
to aid children in the creation of an environmental ethic which will
influence their future decisions as citizens in any occupation they
choose.

Teachers and students interviewed agreed that the traditional con-
servation and nature course reached only those students predisposed
to appreciate them, while ecology taught as part of the science
curriculum is often given the lowest priority and again only reaches
selected students.

The requirements for implementation of environmental education programs
   Led in the five areas surveyed, but when combined, displayed a
The requirements for implementation of environmental education {
varied in the five areas surveyed, but when combined, displayed
definite pattern of development.
In Alabama and Mississippi, sources in the State Departments of
Education indicated an official interest in the development of
environmental education programs, and have begun to divert both
funds and personnel to that end.  The coursework which exists,
however, is still by choice of the teacher, so that individual'
motivation and competence decide the existence of an environmental
orientation.

In the south, in general, our interviews revealed that a need
for public awareness efforts which would arouse a basic concern for
the environment in the community.  This concern is essential—without
it there is no support for educational reform efforts—for .the
prevailing attitudes define education as the means of attainment
of concrete, -job-oriented skills, and not philosophical appreciation
of ecological principles.  Because communities very often exert
great influence on their schools and on the subjects taught, this
attitude mus.t change before significant education reform can be
achieved.
                                                          v
Beyond this, the communities represented in the southern area
corresponded fairly closely to those in other areas of the country.

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                             40
Elementary and secondary schools need teachers qualified to teach
environmental studies within existing curricula.  Both Cleveland
and Dallas school districts represent a minimal attempt to retrain
teachers to environmental awareness.  The Dallas Independent School
District cooperates with the American Institute of Architects who
have set up two-week training workshops for environmental education
for professionals, including teachers.  Cleveland teachers :iaust rely
on outside sources to an even greater extent.  The Ohio Education
Association, a membership organization of educators, does not
initiate programs, but has responded to members' requests in the
past by devoting part of its annual conference to discussions on
environmental education.                                   •

The Kanawha County Board of Education in Charleston, West Virginia,
on the other hand, has taken a positive step by requiring a per-
centage of teacher inservice training to include environmental
education.  They currently offer four programs, which provide back-
ground information or review of ecological subject matter, help
develop plans for interdisciplinary activities for students for use
in the classroom and outdoors, and provide free and inexpensive
reference materials for teacher and classroom use.  Discussions
with the science supervisors for the county and the director and
coordinator of inservice and curriculum brought out the need for
information on the various responses of other school systems around
the nation, and for a handbook of resources for teachers which would
stress the use of. the community as a laboratory for environmental
education.

The coordination of environmental education as a state wide program
was discussed with various state coordinators for EE, some of whom,
Florida, Oregon and West Virginia, have progressed to the formulation
of a master plan, while others, such as Ohio are in preliminary
stages, coordinating existing legislation (which often justifies
conservation education only as part of the science curriculum) with
budget, personnel and existing materials.  The suggestion was made
by the environmental education coordinator for the State of Ohio that
a most useful role for EPA would be the promotion of national guide-
lines for environmental education through the support of writing
conferences on a regional or national basis with representatives of
every state department of education in attendance.  Such an.\approach
would not only promote uniformity among educational program's, but
would facilitate communications between the various states on
environmental education.

One of the most important issues discussed in the various cities
visited was the development of materials and curricula devoted to
environmental education.  It is generally held that a vast quantity
of printed and audio-visual material on the environment exists, some
of it very high quality.  The problem is not production of materials
but getting the knowledge of those existing to people who can use
them  The ERIC center at Ohio State University is currently engaged
in the collation and evaluation of these materials, which should prove
to be of great use to educators.

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                             41
Teachers do not necessarily need new curricula because many school
districts cannot afford or will not permit a massive reorganization.
They need training and inexpensive materials which will enable them
to fit environmental studies into the existing course structure of
theit schools.  To this end the State Department of Education of
West Virginia sponsored a two-week writing conference for twenty-
five teachers from various disciplines to create units for their
course which were environmentally oriented.   They were aided by
experts in various technical fields who assured the accuracy of
the material generated.  In Oregon the Northwest Regional Educational
Laboratory, funded by the Office of Education and the National Science
Foundation, is developing environmental education materials for
the schools in their regions.   They emphasize the cross disciplinary
approach and are concentrating on overcoming resistance to compre-
hensive reform which exists in the Oregon school systems as it
does everywhere.

The role of the university in environmental education was considered
ideally to be an extension of the secondary school program, in that
it would be interdisciplinary and would focus on the development of
an environmental ethic which would affect equally all fields.  Some
professors demurred—they thought the existence or creation of a
single course would fit the requirements of environmental education.
In fact, this contradiction is the most serious problem the university
faces.  Most university people interviewed felt that the emphasis on
disciplines and distinct departments, while anachronistic, was
far stronger than any impulse towards interdisciplinary or multi-
disciplinary approaches.  However, professors at Case Western Reserve,
West Virginia University and the University of Texas at Arlington
felt that funding for study and implementation of such approaches
would provide irrestible motivation for change in the desired
direction.

Dr. Samuel Epstein, Professor of Environmental Health and Human
Ecology, at Case Western Reserve University suggested a second
role for the university through the formation of a multi-disciplin-
ary research group for environmental problems.  Such a center, he
felt, .would draw from the extensive resources of the university and
provide consultation services, and research .and information on
particular issues and their social, political and economic rami-
fications.  This service would be available to the community and
to the state, and national government, supporting action programs
rather than engaging directly in them.  Dr.  Epstein also felt
that the establishment of such a core group would stimulate multi-
disciplinary studies in the university.

A most obvious function of the university is the production of
environmental specialists.  The technical and scientific fields
of pollution control, ecology, biology and the like are already
fairly well represented in the university but, as various respondents
have pointed out, a great opportunity exists to train or retrain
professionals in other fields to an environmental specialization.

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                                                               42
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                            A3
p;.  Survey of Citizen, Service and Professional Organizations

The Task Force initiated this survey anticipating that private
organizations of national scope would, through their intimate
links with citizens and communities across the country, provide
ideas for credible and creative solutions to the problem of
environmental education.  Forty groups were interviewed (see
Appendix G), some of which have long histories of action and
concern about the environment, while others, such as the labor
unions, are beginning or contemplate environmental activities.

As in the other surveys conducted by the Task Force, questions
focused on the contributions these agencies had made in the
fields of public awareness, community involvement and structured
learning, and solicited suggestions for future action, possibly
in cooperation with EPA.

Nearly all activities on the national level have a public awareness
component.  Every facet of popular environmental concern is touched
upon in the issuance of printed materials, films, speaker programs,
use of T.V. etc.  Most materials are directed toward the elucidation
of facts on specific situations and issues rather than the presen-
tation of a broad ecological viewpoint or the development of an
environmental ethic.  Keep America Beautiful, Inc.'s national
anti-litter advertising campaign is an example of this kind of
single issue awareness project.  An exception was Earth Day, an
erfort coordinated by Environmental Action which was directed
toward arousing national public concern over the ecological crisis.

Public awareness efforts are often coterminous with efforts which
support community action.  Environmental Action, for example, has
continued its association with more than 1500 community groups,
providing them with information and tactical materials.  Many of
the other national agencies and associations interviewed are member-
ship, organizations devoted to answering the needs of their constitu-
ents.  They generate and distribute materials which support action by
local groups, or engage in action on a national level designed to
stimulate public support on environmental issues.  The most striking
examples are the lawsuits initiated by associations such as. the
Environmental Defense Fund, and the Sierra Club.  Also impressive
are the workshops developed and run by the League of Women Voters
over the past six years to train community leaders with an environ-
mental bias.  The Handbook developed for this program by the League
has been used by other private organizations and by government
agencies as well.

Other services designed to support community action and public
awareness generally center around the distribution of information;
how to get involved, what to do and who to contact.   The National

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                            44
Center for Voluntary Action maintains files of community groups
across the country involved in environmental action and will
send names of these to interested persqns.  A similar purpose
is served by the Conservation Pirectory of the National Wildlife
Federation which lists the various governmental and private •
agencies concerned with the environmental issues.

In a somewhat different vein the Ecology Center Communications
Council, Inc. , founded in 1970 provides needed communications
and informational services to local ecology centers.  The Council
has so far helped to start more than thirteen local ecology centers.
They also provide recycling information.

Many programs and much material have been developed for formal
environmental education, much of it directed at workshops and
conferences for teachers.   Local school districts often
cooperate actively; the Baltimore Chapter of American Institute
of Architects is working with the Baltimore City Department of
Education to develop a series of sixteen environmental workshops
for art teachers.  Among other associations which have organized
workshops are both private and professional organizations.   The
Sierra Club, Audubon Society, and Conservation Foundation have
joined, in effect, with the National Education Association, the
Association of American Geographers and the National Science Teachers
Association and many others to reorient the teaching profession
around environmental education by exposing teachers to environmental
materials, providing references for them and instructing them in
the use of their own communities as a resource to relate man to
his environment.

These same organizations and others have produced textbooks and
curriculum materials on the environment which are distributed
to teachers and students.   Such publications as Ranger Rick Nature
Magazines. Environmental Education and the Environmental Quality
Index, all produced by the National Wildlife Federation;  Man and
His Environment,  sponsored by the National Education Association;
and the anthropologically oriented unit on Man;  a Course of Study
produced by the Curriculum Development Associates, Inc. are all
excellent examples of environmentally oriented materials.

This is only a token indication of the effort being made byx
national citizen, service and professional organizations in the
cause of environmental education.   The Task Force has collected
samples of materials produced by these organizations which  "are
available to interested persons for their perusal.  A constant
refrain of these  interviews concerned the need for coordination
of both materials and efforts made by national groups.   It  was
felt that some one office should have responsibility for collecting
all the various kinds of environmental education information -and
further, have responsibility for referring private citizens and
agencies alike to a proper source of aid.

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                             45
 E.   Legislative Survey

 The fundamental rationale for EPA environmental education involvement
 stems from the basic obligation of any agency  to explain  to the public
 its central mission.  The agency was established to consolidate,
 facilitate and expand existing efforts in pollution control.   Carrying
 out that mission will be impossible without fundamental understanding
 and active support of the public.   One of the  prime factors,  then,
 in  the very battle that the Environmental Protection Agency was
 created to wage is the failure of our society  to fully  perceive,
 understand or even acknowledge environmental issues.  In  order that
 EPA act effectively it is necessary to identify the educational
 activities essential to coping with the complex problems  of pollution
 abatement and then to determine the role EPA itself should play
 in  those activities.  The legislative mandate  for a prominent and
 vigorous EPA environmental education role is substantial.

 Under Reorganization Plan #3, which established EPA,  the  agency
 inherited authority for programs of cooperative education and
 manpower development (1970 Amendments to the Water Pollution  Control
 Act)  and for research and public information (Clean Air Act of 1970).
 These programs are presently being administered by EPA's  Office of
 Public Affairs and the divisions of Manpower and Training within
 EPA's media program offices.   The  Office of Public Affairs is also
 actively involved in development and implementation of  programs in
 public awareuess and community involvement.  It has been  the  volume
 of  requests for aid and information outside the scope of  these
 current OPA programs - requests for explicit environmental education
 material or expertise - that prompted the Environmental Education
 Task  Force effort to be undertaken.

 EPA,  then, has specific authority  for the environmental education
 relating to its media programs while the Agency's Office  of Public
 Affairs has established a precedent for broader activity  under the
 same  justification - public information services - that is the basis
 for environmental education activities of all  the federal agencies
 (with the obvious exception of the Office of Education).
    .                      i                            ,
 Perhaps the less explicit powers vested in the agency are the primary
 justification of key EPA involvement in environmental education.  The
 President's Message on the Environment in the  first annual Sreport
 of  the Council on Environmental Quality, describes the  principal
 role  and function of EPA as including "assisting others through
'grants, technical assistance and other means in arresting  pollution."
 'Other means' has been interpreted by the Task Force  to encompass
 EPA educational activities that would improve  public  awareness,
 citizen involvement and structured learning with regard to environ-
 mental quality.

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The only existing legislation which specifically refers to
Environmental Education as such - P.L. 91-516, the Environmental
Education Act - defines environmental education very comprehensively
and clearly gives the Office of Education (HEW) primary jurisdiction.
However, the Act stipulates "cooperation with the heads of other
agencies with relevant jurisdiction" in order to render technical
assistance to various agencies and organizations which enables them
to carry on education programs related to environmental quality and
ecological balance.

In addition, the Secretary of Health, Education, and Welfare is
authorized to "utilize the services and facilities of any agency of
the Federal Government or...in accordance with appropriate agreements."
Such language stands out vividly as justification for significant
EPA activity under P.L. 91-516.  The Task Force chairman has, in
fact, been involved in educational efforts within EPA since the
earliest stages of the effort which resulted in the Environmental
Education Act, therefore, an informal basis for sharing environ-
mental education functions with OE is well established.

Although there is much to be determined pursuant to EPA's role in
environmental education, the legislative mandate for extensive EPA
activity is undeniable and the latitude and potential for significant
cooperative ventures with various agencies and institutions is clear.

Environmental Education Legislation - Past and Pending  The past
history of legislation for environmental education is relatively
limited.  The Office of Education in HEW has been granting funds
for environmental education since passage of the 1965 Elementary
and Secondary Education Act, which authorized the establishment of
over 100 environmental education centers.  Title I authorized
adult environmental study programs.  Although these projects have
been successful, neither program seems to have been sucessfully
implemented.  The Citizen Advisory Committee on Environmental Quality
found the lack of comprehensive and effective environmental education
programs was compounded by a serious shortage of instructors skilled
in teaching environmental concepts and by inadequate teaching aids.

The Environmental Education Act of 1970 was an attempt to fill this
void.  However, less than $2,000,000 was appropriated for the program's
first fiscal year, though $5,000,000 was authorized.  Obviously the
expenditures under this act have not been sufficient to properly
respond to the problem, even though the Office of Environmental
Education was successful in directing proposals submitted under
P.L. 91-516 to other agency programs for funding-.

The environmental legislation introduced in the 92nd Congress indicates
two basic trends.  First, there is a movement to expand the public
information role of EPA, and encourage increased public participation.

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                             47
An example of typical legislation along these lines is the proposed
Noise Control Act,  The bill would require public information pro-
grams directed at retailers, consumers, and others "adversely
affected" by noise generation standards.  The public participation
aspect would allow those "adversely affected" by the standards to
submit views» file objections, and have public hearings.

In fact, almost all of the Administration's pending bills are of
this type, including provisions for increased public information
and public participation designed to be administered by the Office
of Education.

Secondly,  a number of bills have been introduced which relate more
directly to environmental education.  By far the most comprehensive
of these is HR 8516 (introduced by Congressman Steed) which calls
for the establishment of State Environmental Centers which would
carry put planning, management, and education programs.  Target
audiences for. the programs include the general public and persons
involved with civic groups, fraternal organizations, and  other special
interest groups in American society.  The  bill calls for  EPA to
administer the act, and would, if enacted, appear to justify the
expansion of an EPA program of environmental education.  A summary
of this and other bills relating to environmental education follows.

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                      Pending Legislation Authorizing
                          ENVIRONMENTAL EDUCATION
BILL
               i
    TITLE AND DESCRIPTION
ADMIN. AGENCY
S.659
"Education Amendments of 1971"
Title IX, Section 921 provides for
fellowships for graduate or professional
study for persons who wish to enter
careers relating to the control of
environmental pollution.
    OE (HEW)
S.807
"National Environmental Study Areas Act"
To enable the Department of Interior,
Office of NESA, to establish environmental
study areas on public lands to be used by
all citizens, particularly elementary and
secondary students and teachers.   Funds
also provided to develop teaching materials,
to conduct teacher workshops, and to train
DOI personnel who will work with  program.
    DO!
S.2770
"Federal Water Pollution Control Act
Amendments of 1971"
To establish a system forecasting the supply
of and demand for occupational categories
concerned with water pollution.   To author-
ize grants to institutions of higher education
to conduct interdisciplinary studies of river
systems, to develop undergraduate programs, and
grant scholarships to undergraduates interested
in careers in water treatment and quality control.
    EPA
H.R. 8516
"State Environmental Center Act of 1971"            EPA
To enable EPA to help establish environmental
laboratories in each state, to promote research
planning and educational programs.  Title II, ,
the technology transfer component, provides for
continuing adult education and extension services
through workshops, seminars, demonstration pro-
jects, the publication of information and a reference
service.  The education component is directed at
the general public, employees of government, business,
and industry, and special interest groups, clubs
and associations.

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                             49
F.  Minority Consciousness Survey

In  the  course  of  the Environmental Protection Agency's survey
of  environmental  education, interviews were conducted with rep-
resentatives of two important sub-cultures of the United States.

Black respondents were selected over a wide geographic area, from
the Gulf Coast in the deep South, to the southern end of Appalachia
and west to Texas.  Some large northern  cities were  also represented.
Those interviewed represented a broad occupational spectrum, ranging
from government employees,to teachers, community organizers, tradesmen,
and service people.

The Chicano community, composed of U.S. citizens of Mexican ancestry,
was largely represented by people in education or education-oriented
professions who were able to provide information on a wide range of
Chicano people and programs.  This part of the survey centered
on  various communities in California and Texas.   In both cases the
emphasis was on the urban poor, the ghettoized population of the cities.

Time did not permit an in-depth investigation of these communities,
so  that what is contained herein represents feelings and opinions on
environmental education and the problems of the culture of poverty,
rather  than facts or general conclusions.

The Task Force found that one of the few sources for information about
and contacts with these communities was the Office of Economic
Opportunity, which, through its local offices, works closely with
both Blacks and Chicanos.  With their help the interviewer met
members of  both  communities who were willing and able to explain
and interpret the Black and Chicano experience to assist the EPA
effort and to give advice concerning environmental education.  These
intermediaries and interpreters were necessary bath linguistically
and conceptually, to make the EPA definition of environmental education
relevant to inner city needs, and to explain it in the particular idiom.

Background  It is a commonplace to state that Blacks and Chicanos
represent cultural patterns distinct from those of white, middleclass,
American society.   These sub-cultures, variants of the American
experience, are generally ignored or downgraded by the majority and
this assumption of superiority, reinforced by the social and economic
realities of inner city life, is responsible for the low valuation
these people generally place on themselves and their culture.  Both
Chicanos and Blacks are subject to prejudice and discrimination,
and they are objects of unflattering stereotypes all of which serve
to  alienate and embitter them, forcing them into a psychological
isolation which is destructive of attempts at action or education.
In  addition, the poor in American society, particularly those distinct
by  color or language, are physically isolated—forced to live in
ghettos or barrios in large cities and denied access to the services
which the city provides.

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                             50
 The society  of  the ghetto or barrio is further handicapped by
 the high mobility of  its population, due to the demands of
 migrant labor,  evictions, and substandard housing, among others.
 This  reduces the effectiveness of  the educational and social
 service attempts which  do exist, and effectively inhibits attempts
 at self-help which rely largely on community spirit.

 Ecology, is not  a Minority Concept  The immediate physical problems
 of poverty are  not yet  defined environmentally by residents or
 by outsiders.   Whether  a problem involves rats, housing, garbage
 or sewage disposal, poor or non-existent water supplies, air
 rendered noxious by industry, lack of space for living, recreational
 or aesthetic purposes,  or the lack of food, jobs, and transpor-
 tation, action  is generally on an  ad hoc basis.  It is difficult
 for people immediately  involved in the variety of problems of
 ghetto life  to  assume a detached, holistic view of their situation,
 to treat it  as  one segment of a functionally interrelated environ-
 mental problem  and to devise an integrated approach for its solution.
 Neithr time  nor resources will permit this.  Also, the priorities
 of poor people  are out of phase with those of the middle class,
 where concern with the  'quality of life1 has begun to replace
 concern with money, material security and status.  Blacks, in
 particular,  feel that pollution means jobs - "smoke is bread" - and
 fear  attacking  a possible source of employment and prosperity.

 For'these reasons and others, environmental education in the ghetto
 and among poor  people generally, will fail unless it becomes an
 umbrella for social and educational reform.  In formal education
 there is general agreement that teaching methods are totally inade-
 quate when dealing with Black or Chicano children, already severely
 handicapped  by  their  living environment.  The Chicano child who
 speaks only  Spanish is  often prevented from entering the first
 grade and is denied education completely.  The content of white-
 oriented education is similary irrelevant to the minority child.
 There is no  attempt to  make him aware and appreciative of his
 own culture  or  to teach him to cope with the larger, often alien
 society.  He comes to school feeling helpless and unimportant and
 leaves to find  his built-in despair reinforced by discrimination.and
 segregation.

 Attempts to  reach inner city children through traditional conservation
 education generally fail for lack  of interest and relevance.  The
 aesthetic appreciation  of nature is difficult to attain in a slum
 environment, while the  normal problems of arranging field trips are
.intensified  in  the inner city by the problems of poverty.  It is not
 surprising,  therefore,  that both Blacks and Chieanos feel that   ,
 environmental education in the schools will not generate any interest
 until the living environment of the community is corrected.

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                            51
In the field of community action the situation is much the same.
Environmental concern is a white middle-class concern while poor
Blacks and Chicanos are trying to obtain food, housing, jobs, and
health care.  Any community program which neglects these overriding
needs is doomed to failure.  On the other hand, if a community
environmental action program takes care to ally itself with
existing community groups—the church, neighborhood councils,
community centers1, etc.—and works to alleviate specific complaints
either by aiding citizens in efforts to utilize government structures
or by lobbying for them, interceding with local and state agencies, it
can then work to broaden these issues and give them a more specifically
environmental orientation.  This informal education process should
result in citizens who are aware of the steps necessary to change
their immediate,environment while helping them to learn to get
services such as heMth care.  In particular it can help the
older members of the community who are handicapped by language
difficulties, superstition, and the despair resulting from a lifetime
of poverty.

A most important prerequisite for any program directed to minority
needs is that it be based on a profound and sympathetic understanding
of the psychology, social structure, and other cultural manifestations
of these people.  Research, whether through reading or interviews
will be important but not sufficient.  It is necessary to work through
the members of a community perhaps by supporting a local Community
Development Specialist or by working through the established insti-
tutions of the community.

EPA can also be of great help to minority communities by supplying
materials  needed for environmental activities.  This would include
funding and designing in-service and preservice teacher training,
not only on the environment, but on developing an appreciation of
minority cultures.  It would also mean working closely with local
school boards and public officials who stand accused of racism,
attempting to force open the lines of communication between them
and their constituents.

At the college level,where there is very little environmentally
directed activity among minority students, EPA could encourage such
environmentally oriented studies with particular reference to the
problems of minority communities.                       .   ,
               I
In general, it is EPA's task to focus national and local attention
on the problems'and to assert, as is undeniably true, that, poor
people suffer most from environmental problems such as pollution
and have the least efficient and available recourse.  An important
ally may be found in the labor unions, which, in some areas have
declared the falsity of the  'smoke is bread' ideology, and which
are willing to orient existing educational efforts around environ-
mental protection issues.

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                            52
G.  Survey of Washington Area Colleges and Universities

Any report on environmental education would be incomplete if it
did not address itself in some measure to the environmental
curricula and programs in the nation's colleges and universities.
A national survey would constitute a major undertaking not within
the scope of the Task Force, and consequently the universities
and colleges in and around the District of Columbia were chosen
as a representative sample.  By no means is this sample intended
to'reflect accurately the broad spectrum of activities within
the nation's schools, but the variety of colleges surveyed should
provide some insight to anyone attempting to discern the present
and immediate future of these activities.

The sample schools covered have one common characteristic which
should elicit caution in the reader—their proximity to the seat
of the federal government.  This characteristic however, should
be considered in the light of the purpose of the overall report,
which is to provide information for the possible future role of
a federal agency.

This survey covers a rich assortment of both public and private
institutions.  The public colleges and universititles include
those administered by federal, state and local governments.   The
private schools surveyed include both church affiliated and
independent, non profit institutions.  Urban and non-urban schools
are represented, as well as all degree levels, including associate,
bachelor, masters, and doctoral programs.  The following is  a
brief summary of findings:

Ame r i can Uni ve rs_it_y :  a private, Methodist affiliated university
located within the District of Columbia.   Programs are offered
ranging from terminal occupational (less than bachelor's) through
the PhD.  degree levels.   Environmental studies at American University
are concentrated principally in the College of Continuing Education
and handled by one director working with a minimum of funds  and
no staff.  However, the assortment of programs is significant.
On-going are a 16-credit curriculum in Environmental Systems Analysis
and a masters program in Environmental Systems Management, the only
area program to involve data processing.   Course credit has  been
given for environmental institutes held at the college on a variety
of subjects.

Under development are a doctoral program to produce an environmental
specialist, a two-year associate degree in environmental technology,
and certificate programs in environmental education for various
types of constituencies.                                             I

In addition,  series of radio programs on ecology are created and
aired on WAMU for use by the District of Columbia elementary schools.

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                             53
 The Catholic University of America;   a private, Roman Catholic
 affiliated university located within the District of Columbia.
 Programs are offered ranging from the bachelor's through the
 PhD.  degree level.   Environmental offerings are limited to an
 undergraduate chemistry course,  an environmental law course, and
 a masters program in city and regional planning.  An ecology course
 introduced into the biology curriculum last year was discontinued.

 District of Columbia Teacher's College;  a public (local government)
 college in the District of Columbia.  Program offerings are intended
 exclusively for teacher preparation; the highest degree offered is
 the 4 or 5 year baccalaureate.   The D.C.  Teachers College offered
 the first environmental education course Ln the District of Columbia.
 Science 600 F, Environmental Education for the Elementary School
 Teacher, recently acted as the base  for the Urban Environmental Study
 Area in the District.  Entitled "Our Block of Earth" and run at the
 Madison Elementary  School in Northeast Washington, the program grew
 into a major community project and was written up in "Science and
 Children" magazine.  The program involved the creation of a landscape
 plan which provided for five basic ecosystems for an eroded area of
 Madison School property chosen as the ESA site.  The plot was then
 developed by the school children who later branched into the community
 spawning new projects.  An undergraduate ecology course for pre-service
 students is. also offered.

 Federal City College;  a public (local .government) college in the
 District of Columbia.  Programs  are  offered ranging from terminal
 occupational through the master's degree level.  The principal outlet
 for environmental education at Federal City College is through the
 Division of Community Education.  It is one of the few colleges in
 the country offering a Bachelor of science in city, urban, regional,
 environmental design, social planning, economic development, pre-law,
 and environmental health planning.  Graduate programs are planned.

 In addition, the Division of Community Education offers an undergraduate
 program in which it is possible to minor in environmental education.
 Internships in various community programs are required.

 Federal City College is extensively  involved with community action
 projects, including Operation Clean  Sweep, SPARE, a project to study
 the impact of FCC on the Shaw Avenue area, a one-hour television
 show on the model cities program, environmental workshops and a
 community video center.
                                                           v.
 Gallaudet College:   a private (independent, non-profit) college for
 the deaf, located in the District of Columbia.  Programs ak-e offered
 at the bachelor's and master's degree levels.  Gallaudet offers an
.elementary ecology  course as well as an environmental chemistry course.
 The extraordinary nature of the college precludes any further programs
 at this time.

 George Mason College of the Uni.yersjjty. of Virginia:  a.public (state)
 college in Fairfax, Virginia.  Programs are offered at the bachelor's
 and master's degree levels.  George  Mason's offerings are limited to
 two courses on "Man and His Environment" which are open to all students,
     a more advanced ecology course.

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Georgetown University:  a private, Roman Catholic affiliated university
located in the District of Columbia.  Programs are offered ranging
from the bachelor's through the PhD. degree level.  Some environmental
offerings are given the Law Center and the Biology department has the
usual upper-level ecology courses.

George Washington University:  a private (independent, non-profit)
university located in the District of Columbia.  Programs are offered
ranging from the terminal occupational through the PhD. degree levels.
No undergraduate•ecology courses will be offered this year.  Previously,
plant, aquatic, and animal ecology courses offered in the biology depart-
ment were not well received.  A department of Urban and Regional Planning
offers a Master of Urban and Regional Planning as well as a master's
and a doctoral degree in related areas such as public administration.

George Washington has an environmentally active law school which has
a curriculum of six environmental law courses.  Last year a student
created law society brought suit against D.C. Transit.

A masters program in environmental management is planned to begin in
January of 1972.  It would be aimed toward Washington policy makers.

Graduate School, The United State Department of Agriculture:  a public,
(federal government) non-degree granting institution of continuing
education located in the District of Columbia.  There are no coordinated
environmental studies programs, but the number of available courses
is large.  More than twenty courses are offered covering topics such
as pollution in biology, man and/in environment, and world population
trends and problems.

Howard Uni ve rs i ty:  a private, (independent, non-profit) university
located within the District of Columbia.  Programs are offered
ranging from the  achelor's through the PhD. degree level.  Howard
University offerings are limited to an upper level ecology course,
a law course on ecological jurisprudence and a Masters of City Planning
program within the Graduate School.
        i
The University of Maryland:  a public, (state government) university
located in College Park, Maryland.  Programs are offered ranging from the
bachelor's through the PhD. degree level.  The most significant
environmentally oriented curricula and proposals center in the College
of Agriculture.  One such curriculum is the newly revised undergraduate
major in Conservation and Resource Development. | The majpr^has six
options including environmental science teaching and is;the most
extensively developed and widely interdisciplinary program in the
Washington area.

A proposal has been submitted for teaching, research, and extension
activities in environmental sciences within the proposed College of  .
Agriculture and Environmental Science.  Also proposed is the estab-
lishment of a permanent interdisciplinary Environmental Science Faculty.

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                               55
The'Urban Studies Center initiated this year is the first implemen-
tation of a 1970 proposal for an Institute for Urban Studies and a
graduate and undergraduate degree program in Urban Studies.

Maryland will soon build its Centers for Environmental and Estaurine
Studies, a comprehensive facility for use by all departments.

An Introduction to Environmental Education course is planned for
the College of Education.  An environmental forum was held through
the college to bring concerned faculty together.             '      ,

Other degree programs:  Environmental Engineering—Air Quality
Control, Water Quality Management, Health Engineering, Environmental
and Water Resource Engineering, and Social Planning.               I
                                                                   I
Montgomery College;  a public (local government) community college
located in Rockville and Takoma Park, Maryland.  Programs are offered
for both terminal occupational and associate's degrees.  Offerings at
Montgomery consist  of a four-hour ecology course and two community
planning courses.  A committee on Environmental Courses and Program
Development considers possible new courses as well as federal and
state funding.                                 '                    -

Under an NSF Student Originated Studies Program a Montgomery student
drew up a grant proposal which eventually resulted in the Rock Creek
Study Project in which six Montgomery students are presently involved.
                                                                   i
Northern Virginia Community College;  a public (state government)  '
community college located in Annandale and Bailey's Crossroads, Virginia.
The proposed third campus of Northern Virginia Community is to have an
ecological mission and diversity of programs including Water and Waste-
water Technology, Community Services, Law and Environment, Environmental
Psychology, Population Dynamics, Conservation and many others.   The
Southern Campus will be a two-year equivalent to the Green Bay campus
of the University of Wisconsin.

Northern Virginia Community College presently offers two courses
within the standard curriculum, Biological Problems in Contemporary
Society and the Chemistry of Pollution.  Students from a previous
biology course studied Lake Accotink and a proposal has been made
for a student-Regional park program to further study the lake.

Prince George's Community College:  a public (state government)
community college located in Largo, Maryland.  Prince George's      '
offerings are limited to a human ecology course open to all students,.

Lack of an environmental curriculum at Prince George's was attributed
to the pressure of a major environmental program at Charles County
Community College nearby.

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Summary of Environmental Offerings — Washington Area Colleges
















1










American University
Catholic University
B.C. Teachers College
Federal City College
Gallaudet College
George Mason College
Georgetown University
George Washington U.
Graduate School, USDA
Howard University
Maryland University
Montgomery College
Northern Virginia
Prince George's


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A list of educators interviewed is included in Appendix H.

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     PART II
CONCLUSIONS

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                            58
                        Section 4
            ASSUMPTIONS AND POLICY QUESTIONS
Assumptions  In order to determine EPA's role in environmental
education the Task Force had to consider general information
policies under which the agency might, eventually operate.  The
Task Force proceeded with this assignment by making four basic
assumptions:

     1.  In order to equitably perform its primary task of
   '      pollution control, the EPA should be concerned with
         virtually every environmental issue (e.g. population,
         land use, poverty, urban decay, overconsumption,
         transportation).  Therefore, 'informationally' the
         agency should be comprehensive; 'operationally1 it
         should be limited.

     2.  As a regulatory agency independent of any promotional
         interest (other than protecting the environment), EPA
         is unique.   As such', it could provide the public with
         various views on a broad range of environmental issues.

     3.  While eventually there will be a net of federal advisory
         organizations and operating agencies sharing the burden
         of maintaining environmental quality, EPA should move
         ahead as one of the nation's general environmental
         advocates.   This commitment, broader than pollution
         control would make EPA a pivotal force in general
         environmental affairs.

     4.  It is the basic obligation of any agency of the federal
         government to both define its central mission and seek
         support for that mission from the public.  This obligation
         justifies EPA to be deeply involved in environmental
         education.

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                             59
Policy Questions  In accordance with the foregoing assumptions
the! Task Force 'recognized that decisions regarding the  following
policy questions would have to be made before the Agency could
define its role in environmental education.
     1.  Should ,the EPA play a role in advocating environmental
         issues other than pollution control?

     2.  Should the EPA place emphasis on providing the public
         with the kind of information that would eventually
         lead to the development of an environmental ethic?

     3.  Stiould the EPA use its information and monetary resources
         to fosjter citizen action?

     4.  Should the EPA support the development of an environ-
         mental studies in the schools and universities?

     5.  Should the EPA be a major force in coordinating environ-
         mental education activities within the government?

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                             60
                       Suction 5

                  DISCUSSION ON POLICY
A Peoples Agency  In this day of environmental consternation,
government must establish a particularly close dialog with the
people.  No cadre of specialists or government officials, however
knowledgeable or adept, can bring about the vast changes needed.
Government can legislate against overt pollutive acts, perhaps
curtail misuse of our natural resources, and possibly overcome
urban decay.  But it cannot develop remedies and .bring about change
without the  aative cooperation of the people.   As  a first step
toward achieving this unity of action EPA should operate as a
responsive source of environmental information for the people.

It is basic to the mission of the EPA to create in the minds of all
Americans a high regard for the natural and man-made environments
within which they live.  This basic respect must be all-pervasive
and must lead to the preservation of natural beauty, the conser-
vation of natural resources, the management of man-created wastes,
and the restoration of our air, our water and our  life support
systems.  The policies of the Agency and the actions of its
employees must reflect recognition that these goals require funda-
mental changes in the attitudes and behavior of the people.  Our
systems of formal education must be encouraged to  participate in
this vast undertaking, and we must enlist the support of continuing
educators, the media, voluntary clubs and associations, citizen
action groups, labor and business groups and, perhaps most important,
government at all levels.

The environmental issue is a national one, but environmental
problems  are essentially  local.  Air pollution in  Los  Angles
for example, does not concern a New Yorker to whom garbage pileups
in the street which foul his neighborhood are real and present.
But these problems are linked because both are symptomatic not
only of the ecological crisis - but of a pervasive and abiding
disaffection with government at all levels.

Government has, to a very large extent, dedicated  itself to
economic development, frequently trading off part  of its trust,
the public interest, to accommodate economic interests. .Real estate
developers, road builders, manufacturers and businessmen have
exploited the public interest through appeaJs to an incurious
citizenry based on a simplistic promise of jobs, economic development
and low taxes.  And the environment deteriorates in the process.

To date, the public image of the EPA is largely one of an environ-
mental  'trust buster1, whose mission is to control the polluting
acts of our cities and industries.  This has so far served well

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                            61
because our initial concern has been directed toward large,
individual, easily identified sources of pollution.  But EPA must,
while continuing to establish itself as an efficient and even-
handed regulator of industrial and municipal polluters, deal
with the  problems created by the more profuse and serious polluters,
the people.  This pollution results from the over-consumption of
a life style which regards material satisfaction as the highest
achievement of a culture founded on the freedom of individual
choice and the right of private property.

The basic social factors involved can best be changed by decisions
which are made with the people instead of for the people.  If
we are to relate the degree of personal freedom each person requires
with a level of environmental quality the society wants, the
goals and 'standards' and the means to achieve them will necessarily
have to be developed by a national effort involving each citizen
and all levels of government.

In a very real sense EPA has a unique relationship to its con-
stituency.  The constituencies of the Departments of Labor, Commerce,
Agriculture, etc. , are largely defined by that segment of the popu-
lation most affected by their policies and decisions.  The nature
of the EPA concerns suggest that its constituency is necessarily
all the American people.  Its policies on environmental restoration,
management, and maintenance must ultimately reflect the will of the
people.  It cannot be only "pollution" oriented, it must be "quality
environment" oriented; it cannot only be the regulator of industrial
and municipal polluters, it must educate individual polluters in
the needs for structuring a high quality environment.

In accordance with this posture and the assumptions  stated,  the
Task Force recommends that EPA develop  a comprehensive  information
network designed to gather and disseminate environmental information.
The net would provide such information as:  the environmental
responsibility of various government agencies; directories of
national environmental organizations, citizen action groups, and
laboratories interested in performing laboratory analysis; state
and local government offices with purview over environmental
matters; and a broad spectrum of general information., publications,
technical data, and legal precedents.  Only officially released
or published information would be presented:  EPA employees would
refrain from expressing preferences or views.

The most general level of contact with the public would be
through a widely publicized national phone information service.
By dialing 800 ENV 1000 any citizen could find out who has
responsibility for and jurisdiction over his problem, and where
to go for further information or assistance.  Phone information
would be limited to a few key directories.

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                            62
The more definitive Level ol" contact won M be tlirougli a
nution;.]l network of neighborhood KPA Environmental l.n formation
Centers.  These centers would be located on the street level
Ln heavily populated areas.  They would be kept open after
working hours, and would provide reading, meeting and film
projection rooms.

The information network would also include several other
major elements:  strategically located regional environmental
science libraries with an eventual computer link to a central
national environmental library similar in nature to the National
Library of Medicine (MEDLARS): an environmental career information
and placement service; a broad program of public lectures and
seminars; and programs utilizing EPA employees, laboratories and
facilities to support citizen education activities.

Toward An Environmental Ethic  EPA should assume major responsi-
bility for fostering development of an environmental ethic.
Dealing with priorities, values, and mores, such an ethic, which
mediates between self interest and public interest, would be a
code of life, a new faith, pervading both individual and collective
actions.  It can be set only by those who'will live it.  EPA
should be the leader, providing the information for the public to
develop the ethic.

In performing its mission EPA is involved in numerous environmental
encounters.  As a vigorous defender of the environment, EPA can serve
as an example which contributes to public understanding of environmental
threats and helps to restore confidence in government.  The review
of environmental impact stataments along with EPA research activities
can indicate the nature of environmental issues, suggest alternatives
and lead to the development of preventive measures.

To deal effectively with the environmental challenge citizens will
need to learn to live with change, to guide it and foster it.  They
will need to understand  that economic reward at the expense of environmental
degradation is unacceptable.  The utilization of environmental resources
must be limited to satisfying basic human needs in order to develop
a more rewarding quality of life for all citizens.  This goal, advocated
by ajrowing number of people from every social and economic class,
presupposes  basic changes in cultural patterns.

Individuals must concern themselves with the consequences of their
decisions and their acts on society.  For example, an unconscious
decision to toss a tissue or a beer can from the window of a car to the
roadway must become unacceptable, the act having cumulative impact
on the common interest.  Concepts of freedom of action will need to
be influenced by the effects of the action on the whole society.
Our most immediate role  is to place environmental concern in context
with other public'issues, and to assist society in understanding the
need for modification of the traditional ways to doing things.  The
management of man's relationships with his snvironment  c$n be a practical
expression of concern: through  the application of a system  of values,

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                            63
beliefs, and moralities between man and nature and between man and man.'

A longer range need is to provide information in ways that will
not  'turn people off.' 'The doomsday approach must be avoided as it
ultimately breeds resignation and apathy.  Environmental issues do not
ordinarily spell immediate death for the living generation.  It will
be difficult to motivate environmentally sound behavior, but, hopefully
by developing a rational understanding of the environment we will evolve
an ethic that projects concern beyond our own life time.

Information, then, is the foundation for the development of an
environmental ethic.  One thrust must be information disseminated through
the mass media.  The survey made by the Task Force indicates a willingness
on the part of television programmers to schedule environmental programs;
it also indicated a scarcity of suitable materials commercially produced,
either locally or by the networks.

Because of the tremendous importance of the mass media in providing
information, EPA must create innovative mechanisms for working with
them and supporting the production of environmental materials of all
kinds.  The Agency should regularly dispatch such resource information    (
as content for editorials, film footage that can be incorporated
into local programming, spot 'environmentals'  and references where
busy editors can get additional information.

In addition to active support of TV, radio and the newspapers,EPA
should take steps to assure the success of at least two private
publishing ventures on the environment:  a general audience photo
journalistic magazine, and a popular scientific magazine.  EPA
should support editorial treatment that is honest, candid and sen-
sitive.  In addition to providing factual information (for cognitive
learning) publications should provide options  in judgment and
opinion (for affective thought).  They should not hesitate to
present mind-jarring alternate ways of thinking about ethics,
mores, and the need for social morality.

The volume of information on the environment will astound the most
professional environmentalist.   Central to the success of the Agency's
public information program will be its ability to carefully .differentiate
and abstract information.  It must then be given effective textual
treatment.
                                                          x
Fostering Citizen Action  One of the outstanding transformations in
American life 'is the realization by a great many people that they
can and should affect change..  Prior to the rise of student unrest,
the Earth Day activities, Women's Liberation,  and Nader's Raiders,
citizens were less aware of the power of their actions.   Moreover, they
lacked leadership which would mobilize that power.  Today many
groups of people across the country have become a surprisingly
knowledgeable and active political force.  EPA should utilize this
force to advance the environmental movement.

The growing awareness of deterioration in the  quality of life has
given rise to citizen action groups in many parts of the country.
The more observable qualities of environmental problems — the air

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laden with fly ash and particulate matter, the wanton destruction
of green areas, the filth on the surface of rivers — have led to
demands for governmental action to deal with these problems immediately.

Many citizen group leaders interviewed by the Task Force said that
governments had purposively programmed apathy among the citizenry and
had ignored their views in the decision making process.  Elections,
they felt, only provide the opportunity to change the top men, not those
whose daily decisions affected their lives.   Congressional elections,
which should affect the purse-strings, generally misrepresent
financial matters.  Morever, they realized that the bureaucrats who
ultimately control most situations almost never change.  This realization
has led to a demand for access to government at all levels in the
decisions that most affact them.

Many of the same community leaders who expressed frustration and
disaffection with government felt that the current national concern
for the environment provides new opportunity for effective citizen
action.  Some saw interesting new coalitions — suburban housewives
and urban ghetto dwellers banding together in a unity of environmental
purpose demanding and effecting change to their mutual benefit.  Many
blacks, leaders and others, said that environmental concern was a white,
middle class Issue with little obvious relevance to their community.
Localizing environmental issues can help change that attitude.

One thought ran through many of these interviews — that EPA would
become a powerful agency committed to restoring and managing their
environment, reversing the trend of despoilation and disregard,
vigorously prosecuting the despoilers, representing citizen concern,
and registering citizen antipathy in effective ways.

In July, 1969, a Gallup poll, sponsored by the National Wildlife
Federation, recorded the opinions of a cross-section of 1,485 Americans
concerning the amount the government should spend in 10 leading areas
from the space program to Veteran benefits.  "National Resources",
with 68% and "Education", with 78% received the most support.  More
than 85% of the public is concerned with the condition of the environment.
Three out of four, including 63% of those with family incomes under
$5,000 per year, said they would pay increased taxes earmarked for
conservation.  Of particular significance to EPA, 97% of the American
public advocated reallocating Federal expenditures to free more money
for environmental protection and clean-up.

EPA should be devoted to citizen action and should make every
sensible move to foster the organization of citizen groups and encourage
them to become concerned with the environment.  These groups are
potentially the most independent force in our culture.  All others,
political, industrial, agricultural, military, transportation are

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                            65
concerned with promoting needs and issues that ultimately may
present a conflict of interest with environmental protection.

The citizen action groups can persistently pursue an environmental
ideal.  Composed of neighbors in a community or region where the
problem exists, the group is acutely concerned and willing to endure
the time required for due process of law.  Operating as a group,
such citizens are not ordinarily threatened when confronting clusters
of power.

Most important, citizen action groups can exercise tremendous
influence over the voting public.  Many environmental issues can
only be solved at the polls.  The more obvious problems include
ordinances for air quality, passing bond issues for waste-water
treatment and making provisions for solid waste disposal.  As
time goes on, communal judgment will be called upon to decide more
subtle, far-reaching issues.  The need for information, for explanations.
and for understanding will increase.  The citizen action group
can play a major role in meeting this need.

While gathering the information for this report the Task Force
was frequently told that the greatest support the EPA could provide
would be to assist local forces in coalescing their efforts.  EPA's
assistance would not always require money; it may simply require a show
of EPA interest, a press release, an employee to provide technical
assistance or a formal endorsement.  Individuals in several groups
were concerned that economic interests could spend full time pressuring
all levels of government to advance their interests, whereas citizens,
whose time is occupied mostly in making a living, can only give
spare time to public efforts which then compete with their families,
needs and interests.

EPA should conduct regional environmental forums to explain the
Agency's ever evolving role to a broad cross section of the public.
The forums would be fundamental in perpetuating responsive citizen
action.  This 'road show1 would also be presented to state and
regional government officials in the form of training institutes,
using generally the same content but cast for a more select audience.
                  *
Perhaps no other tool can be recommended with greater certainty
than an annual, official EPA Environmental Handbook.  Various'
attempts are being made by others but no other organization has
the interest EPA has.  The Agency should provide the American public
with a resource of working information to support their organized
actions.
Also critically needed is a monthly environmental newsletter
carrying a text to support citizen action.  In addition to EPA events it

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                             66
should contain such non-government activities of interest as
announcements  of new publications, reference services, laboratory
services, environmental success stories, technical discussions,
landmark legal actions, new legislation, new state standards,
and all the many other informational entries, that a good gazette
has.  This newsletter should be the major, official external news
publication of the agency.  It would eventually become the key
resource for annual revision of the handbook.

Environmental Education - A Common Thread  EPA should play a
significant role in reforming traditional instruction in the
schools—to bring a new perspective to directed study ia all       ,
disciplines at all levels.  To the three basic tools of living;
reading, writing and arithmetic, environment must be added, not
as a separate subject, but woven through all subjects—a common
thread.

Generally, American educational systems are designed to train the
young to live in a society of economic plenty, to fulfill roles
in an expanding industrialized society whose national resources
seem infinite and where exhaustion of one means moving on to
another.  Associated with this is a national reliance on technology
as the answer to economic problems which resources cannot satisfy.
Essentially these concepts are based on a frontier philosophy.
Profligacy and haphazard concern for conservation of energy and
resources has resulted:  waste, destruction, and over-population  are
left in the wake.

EPA should foster an orientation in the American educational system
which engages raultidisciplinary environmental studies.  The Agency
should recognize that traditional disciplines will not readily
yield to a new holistic view.   But the study of natural sciences
alone will not suffice as a foundation for achieving environmental
integrity.  All disciplines must be included to develop the integrated
approach needed.

In addition to supporting multidisciplinary instruction EPA should
use j.ts stature and resources  to encourage the problem-solving
approach in American education.   Not in the sense of solving academic
brainbusters or complex social issues, but in the sense of preparing
individuals to identify options  and choose alternatives in a'life
of change.  Knowing how to cope with social evolution^and to bring
about change will enable the citizens of tomorrow to be more effective
in developing the social morality which must underlie environmental
quality.

EPA should also work to bring  about changes in the administrative
structures of American education which obstruct environmental
learning.   The Task Force found many obstacles such as lack of

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                             67
knowledge about the need for environmental education, administrative
rules limiting instruction out of the classroom, problems of
bussing and insurance, disorder in classroom scheduling, educational
traditions which do not permit multidisciplinary instruction, and
resistance of parents to change.

Parents often view existing educational curricula and methodologies
as prerequisites for getting a job.   In addition, there are innumerable
jurisdiction regulations" which inhibit the development of new ideas
and approaches. (Insurance policies, stipulations of classroom hours,
and transportation regulations are some of these.  More compelling
though, is the lack of awareness that learning can and should be fun,
and that it can best be carried out by involving students in real
life environmental laboratories—their communities.  Teachers, by
virtue of training and experience frequently feel inadequate in
dealing with materials,, questions and problems, that are not within
the accepted boundaries of their disciplines.   Problems associated
with this observation could be dealt with by organizing multi-
disciplinary team teaching and by altering teacher training programs
at universities, colleges, and institutes.  Much of this can be done
at the city-and state level.  The Agency must do what it can to
encourage state legislatures and boards of education to establish
"departments of environmental education, specify minumum curriculum
requirements, 'institute teacher training and appropriate funds for
implementation of environmental instruction in the classroom.

The problem of encouraging environmental education at the university
level is similar to elementary and secondary education in its need
for multidisciplinary studies and the problem solving approach but
different in its.methods of solution.  Whereas in kindergarten
through twelfth grade we confront rigid laws and practices controlling
content and administration, in higher .education we confront time-
honored degree requirements which are not compatible with environ-
mental curricula, and faculty-reward systems which do not encourage
academicians to move into interdisciplinary pursuits.  Colleges and
universities must be made aware that multidisciplinary, problem-
focused environmental education should rank with traditional disciplines,
Whether this takes the form of environmental institutes and centers
drawing upon the faculty of traditional-disciplines, or university
departments and colleges staffed with a multidisciplinary faculty,
cohesive units must be formed which offer environmental degree and
research programs and provide faculty prestige and compensation
commensurate with university activities.

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                             68
0 r ch c s t r a t in R Bureaucracy  There are perhaps 80 offices in HEW,
Labor, Commerce, Interior and other departments of the govern-
ment that indicate an interest in environmental education.  Some
have long-standing programs, some are initiating new programs,
some are planning programs, and some carry the title Office of
Environmental Education, but few are coordinating their efforts
with other departments.  These efforts should be orchestrated.

There is also a need to foster a greater environmental orientation
throughout the government.  Many programs could be reshaped and
given an environmental perspective.  Many other programs have
discretionary funds which could be applied to environmental areas.
Finally, the actions of virtually all agencies impact on the
environment and consideration must be given to the effects.  To
accomplish these ends, officials in a position to guide and
structure programs need a clear understanding of the environmental
viewpoint.

The need for coordination of federal environmental education
activities is compelling.  EPA should make a conscious effort to
cooperate with, coordinate, influence, nourish and coalesce
federal programs wherever possible.  EPA can avoid confusion
by maintaining a clear posture while inviting and giving assistance.
In national education programs EPA should work in unison with NOAA
and any other existing or proposed agencies relating to land use,
natural resources, energy and manpower.  EPA should encourage other
federal agencies, i.e. NASA, AEC, HEW, and DOD to permit use of
their laboratories for environmental research and analysis.  When
feasible EPA should work in conjunction with the regional activities
of other agencies such as the Agricultural Extension Service and
County Agency Programs.

It is, of course, the basic obligation of any agency of the federal
government to both define its central mission and seek support for
that mission from the public.  It is important that EPA define its
interest in environmental education and how this interest relates
to programs of the USOE.

In meeting this obligation to the public EPA's interest must not
be confused with Public Law 91-516 (The Environmental Education
Act of 1970) which grants the US Office of Education broad powers
to promote environmental education.  EPA should work closely with
USOE even though it does not appear that the office established
under this law will soon receive appropriations sufficiently large
to launch the broad-scale comprehensive education reform which is
necessary.  Most programs will continue to rely on the funds of
other government offices both from-within USOE and elsewhere.
So it is that EPA must clearly state its intention to promote
environmental education.  EPA is to protect the environment, and
to do this it must educate the people.  A separate charge to
educate the people has been assigned to USOE but it has meager
funds and with the exception of the Environmental Education Office,
a less than unequivocal dedication to environmental education.

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                             69
Also, there is evidence that some USOE offices are resisting
the development of the multidisciplinary approach to education.

A pertinent question is whether USOE actually wants to keep
PL 91-516, an Act involving educators in untraditional instructional
activities.  It could well be there is high-level sympathy for
transferring the Act to EPA.  If this is true, a legislative
program should be pursued; in any case, EPA's interest and the
areas of interest of other federal agencies should be defined.

Also pertinent is the fact that a major part of the grants
awarded by the Office of Environmental Education, USOE, under
PL 91-516 were for citizen action and non-school activities
even though much of the money was redirected from school related
acts, USOE spent almost $5 million for environmental programs in
FY 71.  Indications are that approximately $13 million will be
spent in FY 72 for similar programs.

Of the 5 million in FY 71, $2.5 million was awarded under Title
III or IV of the Elementary and Secondary Education Act while
almost $2 million was spent for 74 programs funded out of the
Environmental Education Act (PL 91-516).  The remainder, from
other sources, was awarded for curriculum development, teacher
training and conferences.

It is interesting to note the Environmental Education Office
published the guidelines for Environmental Education Act grants
only 60 days prior to the FY 71 deadline, and yet almost 2,000
proposals were received requesting approximately $80,000,000
in funds.

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                             70
SUMMARY OF POLICY DISCUSSION

EPA, to fulfill its mission, as the lead agency for environmental
affairs in the federal government, should adopt the following posture.

Be an agency for change  The Agency's scope of operations must
include a heavy commitment to public understanding of a need for
environmental change, advocating a national commitment to the
goal of environmental quality.

Encourage responsible citizen action  A high quality environment
must ultimately be defined by the people, and implies a commit-
ment to action by all sectors of the society.  EPA should provide
funding support, information and professional counsel and guidance
to assure that any action will be responsible and realistic.

Explain and clarify environmental issues  Environmental action by
citizens groups will require a basic understanding of the com-
plexities of environmental management.  EPA should become the source
of information adopting agressive programs for its wide dissemination.

Encourage prevention of environmental degradation  Obviously pre-
vention is less expensive than cure, but prevention implies under-
standing the resulting illness, its symptoms and how to avoid
contracting it.  EPA by adopting broad environmental understanding
as its basic mission can help the nation to prevent future environ-
mental illnesses.

Foster the development of environmental literacy  Each citizen must
be equipped with sufficient knowledge so as to understand the
consequences of personal action upon the rest of society.  EPA
can foster this understanding by providing information on localized
environmental issues, avoiding abstraction and technical jargon
to the fullest extent possible.

Provide technical assistance and environmental information to
federal, state and local education agencies  Effective environ-
mental education programs will necessarily rely on broad inputs
of environmental information.  EPA, as it develops scientific
and technical expertise and comprehensive information systems
about the environment should make these fully available for use
in the educational process.

Fund demonstration projects in multidisciplinary process education
Experience indicates that the most promising method for instructing
students on environmental matters is through problem oriented learning.

Stimulate and fund projects in environmental research andanalysis
A major contribution to environmental education and understanding can
be derived from multidisciplinary environmental studies of real-life
environmental problems.

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                             71
Coordinate and assist other .federal agencies in a national
environmental education program.  The Task Force believes
that a successful environmental education effort will require
the inputs of each federal agency whose missions relate to
our national concern for environmental quality.

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                             72
POLICY ALTERNATIVES
In order to relate the foregoing issues to operating procedures,
the Task Force has identified various degrees of EPA activity
for each of the policy considerations discussed.   The degrees
for each policy are enumerated in order of generally decreasing
involvement.  Asterisks (***) indicate the degree recommended
by the Task Force for each policy consideration.   Specific
methods of implementation are covered in Section III, CONCLUSIONS
and RECOMMENDATIONS, that follow.

Agen cy Pos t ure

     1.  EPA should provide the public with information on all
         major environmental issues and take a position on
         all major issues.

***  2.  EPA should provide the public with information on all
         major environmental issues and take a position on
         pollution control issues.

     3.  EPA should provide the public with information on all
         pollution control issues and take a position on all
         pollution control issues.

     4.  EPA should provide the public with information only on
         pollution control issues in which it takes a position.

     5.  EPA should not be a general environmental advocate in
         any sense of the term.

Environment al Ethic

     1.  EPA should provide the public with the kind of information
         that will foster the development of an environmental
         ethic:  information on values, priorities and alternatives
         associated with individual freedom, life style, population
         control and other broad social and ecological issues.

***  2.  EPA should provide the public with information to^ develop
         a general understanding of key environmental issues:  whether
         pollution control, land use, conservation, energy or others.

     3.  EPA should only provide the public with information to
         develop a general understanding of pollution control
         p rob leins.

     4.  EPA should limit information to the public to specific
         pollution control issues for which it needs support.

     5. 'EPA should not attempt to generally inform the public on
         pollution control or other environmental issues.

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                             73
Citizen Action

     1.  EPA should support and coalesce alltypes of citizen
         action groups with information, services (technical
         and legal advice, etc.), &nd funds.

***  2.  EPA should support and coalesce selected citizen  action
         groups with information, services and funds; political
         groups excluded.

     3,  EPA should support and coalesce alltypes of citizen
         action groups with information and services; funds
         excluded.

     4.  EPA should support and coalesce selected citizen  action
         groups with information and services; political groups
         and funds excluded.

     5.  EPA should support and coalesce all types of citizen
         action groups with information; services and funds
         excluded.

     6.  EPA should support and coalesce selected citizen  action
         groups with information; political groups,  services
         and funds excluded.

     7.  EPA should not provide support to citizen action  groups
         (other than general information provided to all publics).

Environmental Studies

***  1.  EPA should support manpower training, primary  education
         and secondary education, and higher education  with
         professional services  and developmental  funds.

     2.  EPA should support manpower training, and primary education
         and secondary education with professional services  and
         developmental funds.

     3.  EPA should support manpower training  with professional
         services and developmental funds.

     4.  EPA should support manpower training, primary  and secondary
         education and higher education with professional  services.

     5.  EPA should support manpower training  and primary  and
         secondary education  with professional services.

     6.  EPA should support manpower training  with professional
         services.
     7.   EPA should not support  manpower  training  and education
         activities.

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Interagency Coordination

***  1.   EPA should assume the role of the principal federal
         agency initiating and coordinating interagency programs
         in environmental education.

     2.   EPA should be a significant force in initiating and
         coordinating interagency programs in environmental
         education.

     3.   EPA should cooperate with other federal agencies in
         environmental education programs.

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                             75
                       Section 6

             CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS

The Task Force makes the following conclusions regarding EPA's
current and future posture in environmental education:

1.  While current EPA environmental education programs con-
    tribute to objectives of the separate administrative
    and program offices, they do not provide agency-wide
    support for national environmental education programs.

2.  Agency-wide environmental education needs are not currently
    initiated or coordinated by any EPA office (except the
    Environmental Education Task Force which is serving as a
    focal point for both internal, and external activities).

3.  Environmental education is a growing public issue under
    increasing pressure from both the education establishment
    and Congress.   It has long-range implications for the
    future of EPA.

4.  EPA needs a central point of contact with the education
    establishraent on environmental education matters.

5.  Environmental education can provide the EPA with an
    information program which has both the esteem of an
    academic forum and the combined reach of the nation's
    schools and universities.

6.  Current EPA environmental education programs can be made
    more effective by combining them under a single office.

7.  Environmental education elements of the manpower training
    programs should be redirected to agency-wide objectives.

8.  Present environmental education needs can be met with a
    modest increase in current personnel and funds:  fore-
    seeable future needs will 'require additional increases
    in personnel.and funds.

9.  At present, no EPA office has the following agency-wide
    staff responsibilities.

             Agency policy and priorities for environmental
             education programs and manpower programs related
             to formal education;

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                             76
10.
        planning and assessment of environmental
        education and related manpower needs;

        development and coordination of general
        environmental programs for elementary,
        secondary and higher education;

        development of agreements and programs
        involving formal education with government
      .  agencies and academic institutions;

        initiation and review of legislation relating
        to formal education and manpower programs,
        and preparation of reports to Congress;

        an EPA information and development resource
        on formal education programs and academically
        related activities, particularly for the
        regional offices.

EPA will not make significant progress in environmental
education without organic legislation.  This can be
obtained through passage of new bills or the transfer  of
the Environmental Education Act (PL 91-516) from the Office
of Education (HEW) to EPA.

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                             77
KECOMMENDATIONS

The Task Force recommendsthat the EPA establish an Office of
Environmental Education.  The office should operate as a staff
function to the entire Agency.  Its central mission should be
as a resource organization supporting various operating offices—
primarily the Office of Public Affairs but also in manpower
training, personnel and regional offices.  It should both coord-
inate and advise environmental education activities in and out of
the Agency and initiate, and maintain programs requiring develop-
mental work or academic resources.  It should be instrumental in
translating EPA technology for the academic establishment.
Specifically, the Task Force recommends that the Office of Environ-
mental Education be charged with the following responsibilities:

     Coordinate

        EPA programs which have an educational component
        with education and training programs of other federal agencies
        which have an environmental component.
        education and training programs for EPA employees with
        environmental content.
     Resource for

        EPA offices on current environmental education needs
        and academic information.
        educational institutions engaged in the development
        of new curricula, teacher training programs, etc., an
        EPA central source providing technical assistance
        through various office of EPA.

     Initiate•

        training programs for special interest groups such as
        lawyers, and planners.
        distribution of environmental education information to
        the public, scientific, cultural and social interests.

     Maintain

        a repository of books, films, materials and teaching
        equipment pertaining to the environment.
        files  c£ educators, institutions and instructional
        programs concerned with the environment.

     Develop

        curriculum materials through grants and contracts-
        education and training programs in environmental education

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                            78
To further define the role of the Office of Environmental
Education the Task Force recommends that it have the following
operational objectives:

    1.  Establish identity within EPA and with the public at
        large as the source of environmental education infor-
        ro_a_t_i_gn_ andL materials at EPA.  This is a continuing
        function obvious but necessary to effectively carry
        out the information oriented objectives that follow.
        This function does not presently exist.

    2.  Establish coordination with OE and other federal agencies
        concerned with development, operation and funding^ of
        environmental education programs.-..  This would start as
        a formal association wi-th FICE (Federal Interagency
        Committee on Education).  Cooperation between agencies
        will eliminate duplication of funding and lead to a
        more unified government approach in environmental education
        programs.  In addition, coordination with non-governmental
        organizations including foundations will enable EPA to
        act as a catalyst in further environmental education development.

    3.  Establish liaison with EPA regions to develop information
        flow channels.  The organization would serve regions not
        only as an environmental education resource, but also as
        support for regional environmental education efforts in
        instruction, funding, and contracts.  This would enable
        the regions to serve local needs without having to initiate
        separate information gathering and development activities.

    4.  Incorporate into an environmental education center information
        fjrom internal EPA resources.  Within EPA there are research
        activities, public information activities, legal programs and
        other information sources that represent a continually growing
        environmental education resource.  To utilize these dispersed
        resources for environmental education a continuing centralized
        information center should be established.

    5.  Incorporate into an environmental education center information
       • from non-EPA resources.  This activity has been started in
        the area of instructional materials by the USOE sponsored
        ERIC Center at Ohio State.  The EPA environmental.education
        organization should support extension of these efforts in
        areas not presently being considered but of interest to EPA:
        namely, information on pollution from EPA resources, listing
        of all environmental educatio'n organizations and capabilities,
        instructional material indexing by learning outcome.  By
        building on the existing activity not only is interagency
        cooperation immediately established, but the high development
        cost for initiating a computer information index/retrieval
        system is not required.

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                         79
6.   Translate _e.xlsting EPA instructional materials and
    research information to meet environmental education
    needs.   A significant amount of instructional, technical,
    and legal materials exist within EPA.  In many cases
    significant environmental education needs'will be met
    by merely transJ.ating the materials into a less technical
    or even non-technical format producing material tailored
    for specific audiences.

7.   Develop new programs based on existing^ EPA resources.
    EPA has existing and projected programs where the
    addition of an environmental education component could
    be a minor effort and which could result in production
    of environmental education materials that would other-
    wise have to be developed from "scratch".  This approach
    will result in more materials produced faster with less
    cost.

8.   Design  and develop new environmental education programs
    and materials•  The environmental education organization
    would originate new educational programs and materials
    utilizing resources from both the Agency and the academic
    establishment.

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                             80
This summary defines the role of the office of environmental
education in the Agency policy discussed in Section 5.
Previous sections of this report have set forth agency  policy
for environmental education in 5 areas.   Listed below are specific
actions that the Task Force recommends be taken in each of these
areas.  To the left of each is one or more of the following
5 codes indicating the functions the Office of Environmental
Education should be charged with:

          C — Coordinate
          D — Develop
          I — Initiate
          M — Maintain
          R — Resource

Inasmuch as the Office would be a staff function it would absorb
only the service cost of the programs indicated.  The major
cost of implementing the programs would be born by the  various
operating offices (i.e., OPA for informational programs, the
regional offices for Environmental Center facilities and personnel,  etc).

     Systems for the Agency

Code
D,C     .  a widely publicized national phone information service,
D,C     .  street-level environmental information centers:
           national and regional,
R       .  strategically placed technical libraries,
R       .  an environmental career information and placement service.
I,R     .  a comprehensive program of public lectures and seminars,
I,C     .  EPA laboratories and facilities to support information programs,

     Information for an Environmental Ethic

R       .a photo journalistic magazine on the environment,
R       .  television spot 'environmentals',
R       .  feature articles and programs,
R       .  radio and television talk shows
R       .  environmental vignettes (all media),
R       .  films, cartoons, coins, postage stamps, and
R       .  environmental themes in the theater.

     Assistance for Citizen Action

I,C     .  technical assistance:  training, laboratory  analysis,
           multidisciplinary environmental studies,
R,D     .  selective funding:  grants, contracts and matching funds;
D,M     .  key information:  an all-purpose handbook and professional
           guides;
R       .  official sanction:  joint endorsement or sponsorship;
R       .  publications:  journals and newsletters, tear-sheet printouts,
R       .  speakers bureau.

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                             81
     Support for Environmental S tudies

I,M     .   encourage state legislatures and boards of education
           to establish departments of environmental education,
           assist development of curriculum, and fund teacher training.
I,M     .   foster creation of university institutes and departments
           of environmental education, equalization of reward
           systems for multidisciplinary academicians, and inter-
           departmental and university appointments.
D,M     .   make available grants and contracts, primarily for
           the development of multidisciplinary instruction,
           problem focused education, and teacher trainingj
M       .   supply case studies, environmental materials, newsletters,
           technical data sheets, abstracts, periodicals, films
           and video tapes.

     Coordination of Government Activities

I,C     .   cooperative programs for informing the nation about
           environmental matters.
I,C     .   interagency agreements, spelling out a coordinated
           environmental education mission.
I,C     .   joint commitment of funds to support different aspects
           of a total program.
I,C     .   public announcement of coordinated programs.
I,C     .   interagency mechanism for joint evaluation of proposals.

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                             82
The initial staff and budget for the Office of Environmental
Education should be flexible.   Education requirements will
change rapidly as internal, academic and public needs are
identified.  Therefore, grants, contracts and the use of
consultants should be relied on.  It will be particularly
important for the Office to be a responsive resource for Public
Affairs.  Interaction with other headquarters offices of the
Agency, the regional offices,  and the public should be estab-
lished early.  The initial budget for the Office should pro-
vide for resource services to  the Agency and developmental
programs to the education community.

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APPENDICES

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                                   84

               ENVIRONMENTAL PROTECTION AGENCY

               ENVIRONMENTAL EDUCATION SURVEY
                                                           App. A
Dear Participant:

       We are here on behalf of the Task Force on Environmental
Education established by the Environmental Protection Agency to
determine the role the agency should play in this vital field.
In order to prepare our report we are surveying public and private
activities in environmental education on the federal, state, and
local level both to report on the status of environmental education
and to gather suggestions for making our recommendations.

       We are interested in three areas of environmental education
and have arranged interviews with people concerned with each.  In
the first area, Environmental Studies, we include both formal and
nonformal education from grade school and university developments
to manpower and adult training programs.

       In the second area, Community Involvement, our concern is
with the education components and efforts needed by public or private
groups who conduct recycling campaigns, community workshops, and
similar programs.  We have also arranged to interview executives
from industry and local government, church and civic leaders,
ecologists and conservationists to determine their environmental
education needs.

       The third area, Public Awareness, is concerned with the
development of a citizenry that is aware of mans impact on the
environment, empathetic with the need for change, and informed of
current issues.

       As you can see, our definition of environmental education
is quite inclusive.  We are talking to people who are interested in
its various aspects and who can suggest ways for the Environmental
Protection Agency to develop a meaningful environmental education
program.

       Attached are working materials which will give you an idea
of the guidelines we have set for the Task Force.
                                                            *
       Thank you very much for your participation in this survey.

                                             Sincerely,
                                             Bernard Lukco
                                             Chairman
                                             Environmental Education Task Force

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                       85
   App. A

(Briefing Charts.)
    Environmental  Education Task Force
                PARAMETERS
The following charts define, in a very
general way, the area under study by
the Environmental Education Task Force.
Because few environmental problems can be
solved in isolation, the Environmental
Protection Agency must be concerned with
all environmental issues.  Its primary
mission, however, is the control of
pollution.

Environmental Education is being defined
by the Task Force in the broadest possible
sense.  Included are all forms of information
for the public and private sector and all •
levels of instruction both formal and
non-formal.
              7/1/71

      Environmental Protection Agency


              Washington,  D.C.

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                          86
  App. A




(Briefing Charts)
                  Chart 1




          OVERALL ENVIRONMENTAL GOAL
   — PROTECTING THE ECOLOGICAL BASIS OF LIFE









   	 INSURING PURPOSEFUL ADAPTATION OF NATURAL




       ENVIRONMENTS ACCORDING TO CAREFULLY CONSIDERED




       NEEDS









  —   SHAPING OF ATTITUDINAL AND CULTURAL FORCES




       WHICH" POSE THREATS TO THE QUALITY OF LIFE AND




       ENVIRONMENT
                  Chart 2





          E.P.A.'S DESIGNATED ROLE:




             POLLUTION CONTROL
1.  ESTABLISH and ENFORCE STANDARDS
2.  MONITOR AND ANALYZE ENVIRONMENTAL IMPACTS
3.  CONDUCT RESEARCH and DEMONSTRATION PROJECTS
4.  ASSIST STATE and LOCAL GOVERNMENT

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              Chart 3
                          87
                                   App. A- - -




                                (Briefing Charts)
       SOME ENVIRONMENTAL ISSUES
Population




Land Use




Poverty




Urban Decay
Pollution
ENVIRONMENTAL PROTECTION AGENCY
Overconsumption




Transportation




Economic Systems




Social Values
                Chart 4




           EPA PRIMARY FOCUS

Air
Water
Solid Waste
Pesticides
Noise
Radiation
Allocation






Conservation






Pollution

3X
3NMENTJ
U AGEETC
« o
2g
1

Restoration







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                                 88
                              Chart 5

                    ENVIRONMENTAL EDUCATION TASK. CUBE
                                                                 App. A

                                                               (Briefing Charts)
8
cu
§
•H
4J


1
"O
4-1

I
I
    Public
    Awareness
     Community
     Involvement
    Environmental
    Studies
                                                              Solid Waste
                                                            Radiation

                                                        pesticides

                                                      /toise
                                                                           to
                                                                           CJ
                                                                           z
                                                                           o
                                                                           CJ
                                                t/l
                       TASK FORCE ASSIGNMENTS

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REPLY TO
 ATTN OF;
 SUSJECT:
            ENVIRONMENTAL PROTECTION AGENCY

                             89
                                                                        App. B
                                                        OCT V
             Environmental Education Grant Proposals and Inquiries Received by EPA
 TO>
Mr. Bernard Lucko, Chairman
Environmental Education Task Force, OPA/EPA
             In accordance with our conversation of October 1, 1971, I am sending
             you attached two listings containing 33 proposals and inquiries received
             by EPA, requesting or asking about grant support for projects oriented
             to improving general public environmental awareness or education.

             At the  time these were received (mostly in early 1971) OPA had not
             initiated an environments! education program, and so these inquiries
             were referred to the U. S. Office of Education or sent a holding
             reply,  pending some resolution of SPA interest in such projects.

             The first list dated July 1, 1971, -indicates those proposals for which
             we sent a holding reply.  The other list contains those referred to
             the Office of Education.  Since about July 1, 1971, we have been
             referring such public education proposals to OPA for response.

             If any  of these briefly described projects interests OPA or your Task
             Force,  we would be very happy to make the complete files available to
             you.
              John L.  S. Hickey    "
              Grants Operations Branch
              Grants Administration Division

              Attachments:  2

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                             90
                                                       App. B
   GRANT APPLICATIONS AND INQUIRIES RECEIVED BY EPA
           RELATED TO ENVIRONMENTAL EDUCATION
Application for a training grant from the University of Oklahoma
for professional graduate training in community environmental
health services; a five-year program requesting $161,000.  (Being
reviewed by a study section).

Application for a training grant in "Environmental Health"
received from University of North Carolina prior to formation
of EPA.  Application has received all necessary approvals but
was not funded because it was multimedia in nature.  The
approximate amount requested is $200,000.

Outline proposal from Paterson State College for an undergraduate
and graduate training program in environmental chemistry.

Outline proposal from Southern Illinois University for a mobile
environmental study unit which would sponsor an environmental
motorcade to educate primary and secondary school children in
environmental problems.

Complete proposal from Colorado State University for a graduate
training program in environmental engineering.

A proposal from the American Camping Association to develop a
camp ecological training project which would be aimed at training
campers in various ecological areas.

A letter of inquiry from Hofstra University regarding EPA's interest
in sponsoring a program for "retraining of engineers in the environ-
mental sciences."

A letter inquiry from the Johns Hopkins University regarding EPA's
interest in supporting a training program in the detection of
environmental mutagens.

A proposal from Doane College for an environmental education program
entitled "Quality of Life—Our Opportunities, Our Solutions".
Amount request:  $30,000 for 18 month program.

A complete proposal from Southewestern State College for a summer
institute on environmental planning.  Amount requested:  $53,000.

An outline proposal from the University of Wyoming to establish an
environmental research center for research and training of personnel
in general environmental protection.

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                             91
App. B
Letter inquiry from UCLA regarding grants for training in
environmental biology at undergraduate and graduate levels.

Letter inquiry from Worchester Polytechnic Institute regarding
grant support of a program to retrain aerospace engineers and
scientists in environmental areas.
A complete proposal from California State Polytechnic College
for a 12-week course to retrain aerospace personnel in environ-
mental professional and technical areas.

A complete proposal from Technical Education Research Center to
develop generalizable education programs in Environmental
Management Technology.  Request is for $1,244,200 over a
4-year period.

Inquiry from Goucher College regarding availability of grants
to purchase materials and equipment for an environmental
studies program.

Inquiry from Los Angeles Trade-Technical College for funds to
investigate the technician job market.

A complete proposal from Florida State University for a grant
for graduate training in "Management of Public Resources".

Complete proposal from Fort Valley State College for a nine-
week Teacher Institute on Environmental Quality.

Inquiry (followed by sample proposal) from University of
Michigan for a grant for a graduate training program for
environmental policy  planners.

Letter inquiry from Montana College of Mineral Science and
Technology regarding grant support for a general environmental
engineering curriculum.

Letter inquiry from Colorado State University regarding grant
support for a program to retrain aerospace engineers in
environmental management.

Proposal from Versar, Inc. for a grant for student research
internship programs in environmental sciences and engineering.

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                                                           App.  B
                                 92
    ENVIRONMENTAL EDUCATION INQUIRIES RECEIVED IN EPA AND REFERRED
    TO U.S. OFFICE OF EDUCATION - DECEMBER 2, 1.970 - SEPTEMBER 30, 1971.
    INQUIRER

Western Electric Company

University of Kansas


Virginia Polytechnic Institute


Moorhead State College


Environic Foundation

University of Tennessee

Southwestern State College


Rogers Cannell


Columbia-Greene Community College


Kirkland Hall College

Coast Community College

Minneapolis Public Library

Wichita-Sedgwick Co., Kansas

Youth for Ecology & Survival

Benton-Franklin Community Action
Comm.

S tevens College
       PURPOSE OF GRANT

Grant for environmental education

Produce photo documentation of
pollution

National Symposium of critical
environmental issues

Television course on environmental
quality

Youth Conference on the environment

Conference on the environment

Summer institute in environmental
planning

Development of an "environmental
handbook"

Development of an environmental
studies program

Support environmental studies curricula

Establish an environmental preserve

Establish environmental library

Support an environmental Action Corps

Support an "Earth Fair"

Support an Environmental Summer
Campout

Establish an Environmental Education
Center
Great Neck Public Schools (N.Y.)
Support environmental education programs

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                                      94                        App.  G

             Environmental  Education Grants Awarded  by  USOE (FY  71')
ENVIRONMENTAL EDUCATION CENTERS

Open Space, Ink:. , California
Community Environmental Council, California
Valley View School District, Illinois
Minnesota Environmental Science Foundation, Minnesota
St. Louis Public Library, Missouri
Pratt Institute, New York
Allegheny County Environmental Education Center,  Pennsylvania
Fairbanks Museum of National Science, Vermont
CURRICULUM DEVELOPMENT

San Jose State College Foundation, California
Social Science Education Consortium, Colorado
Atlanta Public Schools, Georgia
College of Idaho, Idaho
Soil Conservation Society of America, Iowa
Environmental and Industrial Health, U.  of Michigan, Michigan
East Syracuse-Minova School District, New York
Institute for Environmental Education, Ohio
Health Planning Association of N.W. Ohio, Ohio
LeMoyne-Owen College, Tennessee
West Virginia University, W. Virginia.
COMMUNITY EDUCATIONAL RESOURCES
San Diego Department of Education, California
SPECIAL EVALUATION AND DISSEMINATION ACTIVITIES

Center for Research and Education, Colorado
Environmental Education Planning Committee, Minnesota
SUPPLEMENTARY MATERIALS DEVELOPMENT

Department of Social Studies Education, Florida
Corvallis Board of Education, Oregon
SPECIAL EVALUATION ACTIVITIES FOR STATE PLANNING GROUPS

Moorehead State University, Kentucky
Massachusetts Audubon Society, Massachusetts
State Commission on Youth Education in Conservation, New York
Texas Office of the Governor, Texas

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                                      95
                                                                App. C
COMMUNITY ENVIRONMENTAL EDUCATION PROJECTS

Society for Environmental Stabilization, Arkansas
Blacks United for Progress, California
Fortola Institute, California
South Alameda County Economic Opportunity Agency, California
Ecology Action Education Institute, California
Frederic Douglas United Community Center, District of Columbia
Winnebago County Soil & Water Conservation, Illinois
Illinois Federation of Women's Clubs, Illinois
Massachusetts Institute of Technology, Massachusetts
Lower Roxbury Community Corp., Massachusetts
Archdale Tenants Council, Massachusetts
ENACT Ecology Center, Michigan
School of Natural Resources, University of Michigan, Michigan
Falls Creek Environmental Education Foundation, Montana
St. Anselm's College, New Hampshire
School Television Service, Channel 13/WNET, New York
Environmental Action Coalition, New YOrk
Yadkin Valley Economic Development District, North Carolina
North Dakota State University, North Dakota
West End Health Center, Ohio
Cleveland Council for Economic Opportunities, Ohio
Luzerne-Lackawanna Council for Clean Air, Pennsylvania
Group Against Smog and Pollution, Pennsylvania
East Tennessee Development District, Tennessee
Southern Methodist University, Texas
Seattle-King County Economic Opportunity Board, Washington
Harrison County Elk Creek Pollution Committee, W. Virginia
Beloit College, Wisconsin
DISSEMINATION:

San Benitb County Consumers Corp., California
Environmental Library of Minnesota, Minnesota
Environmental Clearing House, Ohio
Group for Environmental Education, Pennsylvania
Great Lakes Research Institute, Pennsylvania
Committee for Community Environmental Awareness, Wyoming
ELEMENTARY AND SECONDARY EDUCATION PROJECTS

Punahoe School, Hawaii
Pontiac School District, Michigan  .
Nelson Conservation Commission, New Hampshire
Multnomah School District, Oregon

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                                      96
                                                                App. G
EDUCATIONAL PERSONNEL TRAINING - INSERVICE

Arkansas State Department of Education, Arkansas
N.E. Missouri State College, Missouri
University of Texas, Dept. of Architecture, Texas
NONEDUCATION PERSONNEL DEVELOPMENT - INSERVICE

Prince Georges County Community Action Committee,  Maryland
Children's Museum of Boston, Massachusetts
Worcester Polytechnic Institute, Massachusetts
WORKSHOPS FOR GOVERNMENT PERSONNEL

Indiana University Foundation, Indiana
COMPREHENSIVE COMMUNITY EDUCATION MODELS

Butler County Community Action Commission, Ohio

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                                                            App. D
               ENVIRONMENTAL PROTECTION AGENCY
                       WASHINGTON, D. C. 20460
                                                                 orrict OF THE
                                                                 ADMINISTRATOR
Dr. William D. McElroy, Director
National Science Foundation
1800 G Street, N.W.
Washington, D.C.  20550

Dear Dr. McElroy:

     An Environmental Protection Agency task force has been established
to determine the extent and nature of our role in environmental education.
The immediate mission of the task force is to evaluate existing environ-
mental education activities and needs within the Federal structure.
To accomplish these time-consuming and complex goals continued cooper-
ation between Federal agencies is essential.

     It is important that we are informed of your activities and
experiences in environmental education.  We would greatly appreciate
liaison with a knowledgeable member of your staff who could assist
us in this task.

     Additional information can be obtained by contacting the EPA
task force director, Bernard Lukco, (443-1935).
     Your assistance will be appreciated.
                                             Sincerely yours,
                                             William D.  Ruckelshaus
                                             Administrator

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                                    98
                        Federal Agency Liaison Personnel
                                                                 App. D
Dr. Elliot S. Pierce
Director of Division of
Nuclear Education & Training
Atomic Energy Commission
Washington, D.C.  20545

Dr. Dale Jenkins
Director of Smithsonia Institution
Ecology Program
Smithsonian Institution
Washington, D.C. 20560

Dr. Frank D. Hanging
Director, Office of University Affairs
National Aeronautics and Space Admin.
Washington, D.C.  20546

Dr. Donald C. McGuire
Dr. Jean B. Intermaggio
Dr. George E. Arnstein
National Science Foundation
Washington, D.C.  20550

Colonel Werner
Department of the Army
Office of the Chief of Engineers
Washington, D.C.  20314

Lt. Colonel Herbert E. Bell
Office of the Deputy Assistant
Secretary of Defense (Environmental Quality)
Department of Defense
Washington, D.C.  20301

Dr. Donald R. King
Office of Environmental Affairs
Bureau of International Scientific
and Technological Affairs
Department of State

Mr. Stanley Eames
Director of NOAA Office of
Public Affairs
U.S. Department of Commerce
NOAA
Washington, D.C.  20230
Mr. Alexander Zucker
Executive Director
National Academy of Sciences
Environmental Studies Board
2101 Constitution Ave.
Washington, D.C.  20418

Mrs. Pat Port
Special Projects
Departments of Transportation
Washington, D.C.

Mr. Carl W. Carlson
Program Officer (Ecology)
Environmental and Land Use Planning
Housing and Urban Development
Washington, D.C. 20410

Mr. Harry G. Geyer
Extension Service
Department of Agriculture
Washington, D.C.  20250

Mr. Jerry Brady                  '• '
Mr. Don Eberly
ACTION
Washington, D.C.  20525

Mrs. Barbara J. Carroll
U.S. Department of Labor
Washington, D.C.

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                                     99
              Federal  Agency Survey - Officials Interviewed
                  App. E
Smithspnian Institution

Mr. Ronald Goor
Special Assistant to the Director

Dr. Wallen-yDi rector of the Office
of Environmental Sciences

National Science Foundation

Dr. Don McGuire
Dr. George Arnstein
Jean Intermaggio
Mr. Richard Stevens

Agency for International Development

Mr. William Long
AID Environment Office

Department of Defense

Lt. Col. Bell
Staff Assistant to the Deputy Assistant
Secretary of Defense for Environmental
Qaality, Environmental Office

Department of Housing and Urban Development

Mr. Morton Leeds
Deputy Director of Program Development

Mr. Andrew Eusten
Transportation, Environment & Urban
Design

George Wright

Art Ames
Housing Management

Mr. Mason Done
Housing Production

Mr. Art Siegal
Research & Technology

Mr. Richard Brown
Director of Transportation,
Environment, and Urban Design
Officeof Economic Opportunity

Mrs. Marian Charnow
Program Management, Rsch & Demonstratioi

Mr. Richard Saul
Community Affairs

Mr, Art Frank

Nancy Chamberlain

Atomic Energy Commission

Dr. Elliot Pierce
Director Nuclear Education and
Training

Dr. John Cera
Asst. Director of Nuclear Education
and Training

Mr. Edward Brunenkant
Division of Technical Information

Mr. Joseph DiNunno
Director of the Office of
Environmental Affairs

Department of Justice

Mr. Alfred T. Ghiorzi
Pollution Control Section

Public Health Service

Dr. Loring
Bureau of Community Environmental
Management

Office of Education
Mr. Paul Cromwell

Mr. George Lowe

National ParkService of the
Departmentof Interior

Mr. Hugh Muller
Office of Environmental Interpretation

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                                      100
                                                                 App.
National Aeronautics and Space Administration

Dr. Harry Herzer
Space Science Education Project

National Academy of Sciencjaj^jmd
National Academy of Engineering

Dr. Steven Ebbin
Environmental Studies Board

Department of Transportation

Mr. Anderson

Department of Commerce

Dr. James Hibbs
Office of the Deputy Assistant
Secretary for Environmental Affairs

Department of Agriculture  (Forest Sery_ice_)

Jane Westenberger
Chief, Environmental Education

Corps of Engineers	(Army)

Mr. Dean Pappas

Sports, Fisheries and Wildlife  (Department of Interior)

Dr. David Erickson
Human Behavioral Research

Federal Power Commission

Fred Warren
Advisor on Environmental Quality

Department of State

Dr. Don King
Environment Office

ACTION

Joseph Blatchford

The Council on Environmental Quality

Mr. Robert Cahn
Miss Pixie Loomis

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                                     101
                               CLEVELAND, OHIO
                           AREA SURVEY PARTICIPANTS
                               August 8-13, 1971
                 App.
Clyde Kirsch
City Water Pollution Commission
Chief Engineer

Gene Knight
State Director of Environmental
Education

Harold Groth
Cleveland Metropolitan Parks

Fred Wekes
EPA SPARE Program

Jack Gilchrist
EPA SPARE Program

Dr. James Mahan
Beechwood School System
Curriculum Coordinator

William Gaskill
City Public Utilities
Director

Dr. Louis Rosenblum
Technical Council for a
Clear Environment (NASA)
Julius Caesar
High School Leader
Glenville

Jeff Stenzel
High School Leader
Cleveland Heights

Victor Apanius
High School Leader
Richmond Heights

Merv Walsh
College Activist
Dr. Paul Olynyk
Cleveland State University

Dr. Robert Roland                     .
Cleveland State University

Dr. Andy White
John Carrol University

Dr. Samuel Epstein
Case Western Reserve University

Dr. Eugene Perrine
Case Wester Reserve University

Dr. T. Dixon Long
Case Wester Reserve University

William McCann
Cleveland  Plain Dealer  (Newspaper)

Robert  Carpenter
Republic Steel Corporation

Bertram Raynes
Trygve  Hoff & Associates
(Polution  Control  Engineers)

Neil  Van Ells
WKYC  -  Radio  and TV

Dean  Ostrum
Ohio  Bell

William Hammer
Area  Councils Association
Secretary

Mrs.  Kerro Knox
Academic Council on  Environmental
Problems

Melbah  Mason
Retired  Cleveland  School  Teachers

Joseph  Chadborne
Institute  for Environmental  Education

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                                    102
                                                               App. F
Ann Felker
Air Conservation Committee

James Morello
Air Conservation Committee

Rev. Earl Cunningham
Area Councils Association
Citizens- for Clean Air and Water

Frank Manick
Ohio Manufacturers Association
United States Steel

C.W. Elliot Paine
Greater Cleveland Garden Center

Geraldine Bolden
Area Councils Assn, Hough Area
Coordinator
Dewey Saunders
Cleveland Supplementary Educational
Center

Dr. David Gitlan
Clean Air and Water

Ann Maret
0. P.I.A.G-. (Nader's iGroup)

George Richards
Ohio Education Association

William Scheele
Cleveland Museum of Natural History

Mrs. Aurbach                       >
Council for Economic Opportunity
Harold Zimmerman
Ohio Nature Conservancy

Kay White
Citizens for a  Safe  Environment

Melvin Witt
AFL/CIO

Margarette Hall
Girl Scouts of  America

Alberta Flemming
Lake Erie Regional Nature  Center

Dr. James A. Norton
Greater Cleveland Association
Foundation

Joan Holmes
Junior l,eague

Dr. Victor Schowaffer
Educational Research Council  of America
 Penny  Allen
 Active Student

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                                      103
                                                                 App. F
                             MOBILE, ALABAMA
                         AREA SURVEY PARTICIPANTS
                             August 2-5, 1971
V.Ji Cissua, Jr.
Gulf Regional Planning
Commission

Ned Bourdreaux
Gulf. Regional. Planning
Commission

Denni.s Brooks
Gulf Regional Planning
Commission

Ralph E. Mode            .  •
Gulf Regional Planning
Commission

John Miller
Corps of Engineers

Lieutenant General
W.K. Wilson,  Jr.
TF  200, Goals Forum,
South Alabama Regional
Planning Commission

Jim Fibbe
Mobile County Health  Dept.

Robert K.  Powell
So. Ala Health  Planning

E.G. Ellenberg
U.S. Forest  Service
Atlanta, Georgia

John L. Rich
U.S. Forest  Service
Atlanta, Georgia

Richard C.  Ford
U.S. Department of Agriculture
Washington,  D.C.
Extensions Service
Rm 5531-S

Ed Machlan
Baldwin County  Board  of
Education

Vincent Brocato
Supervisor Mobile County
Schools
Richard Ford
Department of Agriculture
Extension Service

Lemuel Taylor
Mobile Public''School's  :   • !-   '
Asst. Superintendent,
Special Services

John Hutchinson
Public Schools, Science
Supervisor ,

C. Richard Till is
Department of Education
Florida State Coordinator
       1
Lyndell Gliedman
Environmental Protection Agency
Region IV, Atlanta, Georgia

Paul J. Filben
Bureau.of National Affairs
District Sales Representative

M. McGaugh
Southern Alabama Regional
Planning Commission

Norman J. Walton
Southern Alabama Regional
Planning Commission
Chairman

Fox Davis
Soil Conservation Service
Gainesville, Florida

Rich Williams
Corps of Engineers
Mobile, Alabama

W.H. Black, Jr.
Alabama State Docks Dept.

Allen Neel
Econ & Planning Development
Dist (P/N Dir)

George N. Rains
SARPC - Daphne, Ala

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                                       104
                      App. F
Tommy Gingles
Miss. Pollution Control
Commission

Jon Bennett
Planning Commission
Pascagoula, Mississippi

W.B. Stevenson
Office of State Planning
Alabama Development Office
Montgomery, Alabama

Joseph S. knight
Alabama-Tombigbee Regional
Planning Commission

S.W. Castellani
S. Ala. Regional Planning
Commission

William E. Austin
U.S.D.A. Soil Conservation
Service   j
Auburn, Alia.
     f\
A.J. Chamberlin
U.S. Army Corps of Engineers,
Mobile District
          I
L.E. Carrobn
U.S.G.S. District Chief
Jackson, Miss.
Ronald J. Strauss
U.S. Forest Service
Supervisor, Fire Staff
Jackson, Miss.
Norton
Mississippi Conservation
Commission', Chairman
St. Louis, Miss.

Tommy D. Quinn
Executive Secretary
M.M.C.C.
Biloxi, Miss.

Horace K. Brown
ASCS Region Specialist
Montgomery; Ala.
Charles L. Jones
Bureau of Sport Fisheries &
Wildlife, Fisheries Biologist
Decatur, Alabama

Hugh A. Swingle
Alabama Dept Conservation
Seafoods Division

Charles K. Zehner
Baldwin County Health Dept.

Paul D. Adams
Bureau Outdoor Recreation
Atlanta, Ga.

Charles D. Kelley
Ala. Dept of Game & Fish

Sam L. Spencer
Ala. Dept of Game & Fish
                 I
Robert A. Macrory
Ala. Dept of Conservation
Legal Section

Capt J.C. Parker
U.S. Coast Guard
Mobile, Ala.

James C. Warman
Nuclear Science Center
Water Resources Research
Institute, Director
Auburn, Alabama

Dr. Roger Hanson
University of Alabama

John S. Hutchinson
Leon County Schools

Charles R. Brent
Environmental Science Program
Director
University of Mississippi

Erline Curlee
Alabama State Department of
Education

-------
                                      105
                                                                   App.  F
Vola Morris
Alabama State Department
Education
           I
James  J.Hancock
Mississippi  State  Department  of
Education
Environmental Education Supervisor

John M. Raxtls
University'of SouthAla.
Chairman, Biological  Sciences

Ray Davis
University West Florida
ITV Production Manager

Aubrey Morris
Pensacola Junior College
Instructor
Pensacola,
           - Biology
           Florida
Joe Edrainston
Director'sj Office  Environmental
Studies
University of West Florida

John P. Ker r
University of West Florida
Associate  Professor  of Biology
Frank Gillespie
University! of South Ala.

Jim Fraserj
University of South Ala.
       Gannett
Arthur
University
           of South Ala.
Adnan Shir da-la
•Mississippi State University
Associate Professor of Sanitary
Engineering

Richard TilIds
Florida Department of Education
          I
George Crqzier
Marine Science Institute
Assistant Director
Judy Owings
Marine Sci'ence Institute
James D. Williams
Marine Science Institute

Gerald A. Moshiri
Assistant Professor of Biology

A.F. Hemphill
Department of Biology, SHC
Professor of Biology

Judy Stout
Alabama Marine Science Institute

J.F. Judkins? Jr.
Dept of Civil Engineering
Auburn University

Kay Brown
USM, NSF Institute

James V. Walters
University of Alabama
Professor of Civil Engrg.

Thomas McLeod
Institute of Higher Education,
Assoc.

Robert Rasheed
University of Southern Alabama
Asst. Professor Education
(Science)

Waymun Grant
Mobile County Schools
Principal - B.T. Washington

Samuel C. Burton
Mobile County Schools
Principal - Blount High Schools

Mary Jayne Myers
U.S.M. Hattiesburg, Mississippi
Institute

M.H. Myers
U.S.M. Hattiesburg, Mississippi
Maintenance

Mary J. Harris
University of South Alabama
Assoc. Professor-
College of Education

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                                       106
                                                                  App. F
Dr. Elizabeth F. Martin
University of Southern Alabama
Assoc. Professor, Secondary
Education (Science)

Dr. Iva D. Brown
University of Southern Mississippi
Associate Professor of Science
Education

Lehman Barnes
Department of Science Education
University of Southern Mississippi

Rebecca Jones
Biology teacher
Fairhope, Alabama

John E. Morrow
University of Southern Alabama
Professor

Judy Owings
Bibb County
Biology & Math Teacher

Ruth Merwin
Davidaon High School
Teacher

J.E. Edmonds
Jackson County School
Teacher

Pat Brown
Conecuh County High
Math Teacher

Asa J. Powell
Conecuh County High
Science Teacher

Christine M. Wise
Southside School
Special Education
Evergreen,
Alabama
Sidney D. Upham
University] Marine Center
Drawer AG,
Ocean Springs, Miss.
                                  Charles B. Vickery
                                  Office of  the County  Extension
                                  Service, Auburn University
                                  Auburn, Ala.

                                  Samuel P.  Snow
                                  Center for Urban & Regional
                                  Planning,
                                  Auburn Ik--.'-, ersity

                                  W. L. Rickard
                                  Vocational Education
                                  University of Alabama

                                  Jim Battles
                                  Instr, Mgm. Dev. Trade & Ind.
                                  Education
                                  University of Alabama

                                  Dr. Worth  Lanier
                                  Auburn University
                                  Auburn, Alabama
Joseph K. Gloscock
Miss. Power Company
Gulfport, Miss.

Sam Mims
Mobile Press Register

Rusty Rein
Mobile Press Register

B.T. Dean
Monsanto Textile Division
Wastes & Water Services Supervisor
Pensacola, Florida

Larry McNair
Southern Services Inc.
Supervisor Engineer
Birmingham, Ala.

Don DeLucia
WEAR-TV
Pensacola, Florida

Nanci Campbell
Daily Herald Newspaper

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                                     107
                                                                App. F
W. M. McGough
Consulting Engineer

C. J. Hamburger
Scott Paper Company
Technical Superintendent Pulp Mill

K.H. Tauss
International Paper Company
Senior Res. Associate

A. B. Meriwether
Merchants National Bank
Asst. Vice President
Mob i le, Al ab ama

Andrew J. Curtis
MACAC, Inc.
Mobile, Alabama

George H. Whiteside
Container Corp. of America
Brewton, Alabama
Donald Brady
Goal Forum & SARPC
Portia Pasmussen
L.W.V. of Pensacola

Joe Parson
Alabama Wildlife Federation

B.B. Smallwood
Chickasaw, Alabama

Henry W. Carson
Foley, Alabama

J. D. Sellers
Robertsdale, Alabama

S. L. Wallace
League of Women Voters

Dixon Meyers
Chamber of Commerce

H.C. Butler
Goals, Forum

G.W. Hall
(K) Club South Alabama

Juanita Mason
A.A.U.W.
Mrs. B. L. Gilbert
TB & Health Association
Health Education Assistant
Van Watson
A.A.UJW.
O.L. Adams
Goals Forum, Chamber of Commerce

Guy J. Babin
Goals Fotum, Chamber of Commerce

Verda Home
Environmental Consultant
Goals Forum

Mrs. James Hancock
Educational Committee
Goals Forum
Judy Coe
Citizens Water Workshop

Sandy Menge
Citizens Water Workshop

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r
                                                                               App.  F
                                    CHARLESTOWN, WEST VIRGINIA
                                    AREA SURVEY PARTICIPANTS
                                        August 15-20, 1971
                        ..idC*on Board  Member
                         •r. fVr.l
                             , r. ..rol  Commission
.  t\t-so re c>s
                                  J. .  Charles R. Jenkins
                                  West Virginia University
                                  Assoc.  Professor of Sanitar/
                                  Engineering

                                  Dr.  Jay Barton
                                  West Virginia University
                                  Provost for Instruction

                                  Chester A.  Aver.::;
                                  Wost Virgim'i Urii^crsf : y
                                  Dean of C jliege >, " Engineering
                              rvic-
                                        '.nrricui a
                                                               T,r.  liarold  A.  riij.i
                                                               West  Virginia unive
                                                               Assistant  to Provost,
                                                               Professor  of Sociology
                                      Enory L. Kenp
                                       Virginia University
                                            & Chairman
                                                                •.  W; 1  . "jr. A.  o.v x
                                                                 st  'i r.  :u   " . /ers

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                                         109
                                                                   App.  F
Gerald  Orlick  Solomon
West  Virginia  University
Assistant  Professor  of Education

Dr. Guy H.  Stewart
West  Virginia  University
Dean  and Professor of  Journalism

Dr. William J. Wilhelm
West  Virginia  University
Assistant  Professor  of Civil
Engineering
Associate  Chairman
Dept. of Civil Engineering

Dr. Rogers
Marshall University  Geology Dept.
Professor

Mary  Walton
Charlestown Gazette
Environmental  Reporter

Charles Ryan
WCHS-TV Newsroom
Reporter

Bob Bruner
WSAZ-TV News
•'Director
Richard Peak
PPG Industries
Pittsburg, Pa,

Seth A. Savage
E.I. DuPont De Nemours
Washington, West Virginia

Fred E. Tucker
National Steel Corp
Vice President Environmental Control
Weirton

Paul Kaufman
Appalachian Research & Defense
League
John Rosenberg
Appalachian Research &
League
Defense
Charles E. Hamilton, Jr.
West Virginia Manufacturers
Association
Executive Director

Donald E. Santee
W.V.M.A.
Legislative Director
 George A.  Cato
 E.I.  DuPont  De Nemours
 Belle, Plant Manager

 .Peter Cross
 The  Dean Company
 Production Manager
 Princeton

 Tom  Durbin
 PPG  Industries
 Clarksburg

 George Hanks
 Union Carbide Corp.,
 Manager, Environmental Pollution
 Control
 South Charlestown
 Chuck Manilla•
 Hvalington Alloy Products
 International Nickel Co.,
 Section Head, Environmental Control

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                                    110
                 App. F
                          PORTLAND, OREGON
                      AREA SURVEY PARTICIPANTS
                         August 15-20, 1971
Richard Hatchard
Columbia - Willamette Regional Air
Pollution Authority

George McMath
State Dept. of Environmental Quality
Commissioner

Dick Lakeman
City Planner
Director of Urban Design

Vern Anderson
Wilson High School
Teacher

Don Stotler
Portland State University
Portland Public Schools
Science Supervisor
Director of Environmental Education
Clearinghouse

Robert Lee
Georgia Pacific Dorporation
Public Relations, Vice President

Harold Hirsch
White Stag
President

Bob Jackson
KGW-TV
Public Affairs Director

Tom Donaca
Associated Oregon Industries
Legislative Counsel

Mike Glammateo
Northwest Regional Education
Laboratory

Charlene McDonald
Northwest Regional Education
Laboratory

Marge Wintertnute and others
American Institute of Architects
Education Committee
Mary Anne Donne1
Coalition for Clean Air
Chairman

Barbara Lucas
League of Women Voters

Betty Merton
Northwest Defense Fund
Lobbyist

Larry Williams
Oregon Environmental Council
Executive Director

Charles Merton
Public Interest Law Practice

Mikhail Czernowitzky
Environmental Consultant

Alex Pierce
Oregon Roadside Council
Architect

Bill Luch
Northwest Steelheaders Trout
Unlimited
President

Steve Schell
Private Attorney

Buzz Willitz
New Careers Program
Director

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                                     Ill
                                                                App.  F
                           DALLAS, TEXAS
                      AREA SURVEY PARTICIPANTS
                         August 22-26, 1971
Margaret Warren
Louise Swantesar
Dallas Public Library
Committee on Community
Education Chairman

Howard Parkee
AIA, Environmental Awareness
Committee

Dale Knotts
Dallas Air Respiratory Association
(TB)

Leonard Volk
Community Design Center
Director

Robert Norris
Sierra Club

Bland Pittman
Phillips, Procter and Bowers

Stephanie Sloan
Chamber of Commerce

Tolly Miller
National Audobon Society,
Conservation Department

Max Weaver
North Central Council of
Governments

Patsy Swank
Educational KIRA-TV

Nancy Johnson
Air Quality Coalition
Member

W.L. Moore
Greater Dallas Planning Council
Executive Director
Charles Gill
Texas Water Quality Board

Jim Schroeder
Local governmental Urban
Planning Group

0.E. Holmes
Times Herald
Editoral Writer

Dick Myrick
Dick Myrick, Inc.
Urban Planning-Corporation

Mrs. John Godby
SMU, Institute of Urban and
Environmental Studies

Joe Pitts
Dallas Public Schools,
Elementary and Secondary

Otto Friday
Dallas Public Schools,
Elementary and Secondary

Dr. James Caffey
University of Texas
Dept. of Civil Engineering

Dr. Harold Box
Cooper Center
School of Architecture

Dr. Ed Overman
University of Texas

Dr. Herman Benthol
Dallas Independent School District
Head of Ecology Task Force

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                                   112
               App. G
                               Officials Interviewed

                CITIZEN SERVICE AND PROFESSIONAL ORGANIZATIONS
Dave Clark
American Institute of Architects
Deputy Director of Environmental
Education, AIA National Office

Lee Kimche
American Association of Museums
Special Projects Director

James Collihan
American Association of Advertising
Agencies, Senior Vice-President

Dennis Vinton
National Education Association
Consultant to Task Force on
Environmental Education Projects

Dr. Albert Eiss
The National Science Teachers
Association, Executive Director

Lu Ouida Vinson
Executive Secretary
American Association of
School Librarians

Dr. Salvadore J. Natoli
Educations Affairs Director
Association of American Geographies

Mr. Walter Bogan
Executive Director
Scientists Institute for
Public Information
Carl Vogt
Staff Associate and Environmental
Sciences Coordinator
Minnesota Environmental Sciences
Foundation, Inc.

Elvis Staks
President, National Audubon  Society
Dr. Jerry Mackin
National 4-H Foundation
Director of Education Division

George Coling
Assistant
Washington Ecology Center

James L. Aldrich
Director of Education
Conservation Foundation

Dick Dalsemos
Director
Environmental Resources

Laura Freed
Program Manager
Keep America Beautiful

Robin Brooks
Dir. of Committee on Envir. Educat.
Sierra Club

Michael McCloskey
Executive Director
Sierra Club

Sam Love
Coordinator
Environmental Action

William Butler
Washington Counsel
Environmental Defense Fund

Hilis Kimball
Assistant to the Executive Director
National Wildlife Federation
Mamie Hardy
Curriculum Consultant
Changing Times Education Service

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                                     113
                  App. G
Deborah Kramlich
Office Manager of Environ-
mental Research Division
Urban Systems, Inc.
Cambridge, Massachusetts

Franc Shor
Assistant Editor
National Geographic Society

Alice Tapper
President
Council of Economic Priorities

Helga. Roth
Vice-President
National Center for Voluntary Action

Eleanor Sullivan
Manager, Washington Office
The Advertising Council

'Ken Clarke
Project Administrator
Corporation for Public Broadcasting

Dr. Lois Sharpe
Director of Environmental Quality Affairs
League of Women Voters

Jack Coffey
Senior Associate for Environmental
Quality
National Chamber of Commerce
Joseph Bergen
Special Consultant, Air Conservation
National Tuberculosis and Respiratory
Association

Jevita Kilpatrick
Director of Outreach Program
American Cancer Society

Erma Angevine
Executive Director
Consumer Federation of America

Sheldon Samuels
Director of Occupational Health,
Safety, and Environmental Affairs -
AFL/CIO

Jack Sheehan                         '.
Director of Legislative Affairs
United Steel Workers  Union of
America

Rodger Rettig
President
National Federation of Independent
Unions

Andy Paulick
Office of Conservation and Recreation
United Auto Workers of America
Ted Jacobs
Executive Director
Center for the Study of Responsive Law

Dean Conrad
Special Asst. on Environmental Affairs
Council of State Government

Ben Johnson
Asst, Director of Field Operations
National Urban Coalition

Robert Galliniore
Asst. Director of Field Operations
Common Cause

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                                   114
                                                                 App.  H
         INTERVIEWS  AT WASHINGTON  AREA UNIVERSITIES AND COLLEGES
Mr. Roland Lambert
Assistant to Dean of the College
District of Columbia Teachers College

Dr. Matthew Whitehead
Dean of College
District of-Columbia Teachers College

Dr. Joseph C. Paige
Dean of Community Education
Federal City College

Dr. Josh S. Schuchinan
Dean of College
Gallaudet College

Dr. Kennedy
Professor of Biology
Catholic University

Dr. Ralph Rohner
Dean of Columbus School of Law
Columbus School of Law
Catholic University

Dr. George B. Ch'apman
Professor of Biology
Georgetown University

Dr. Roy Schotland
Associate Dean, Law Center
600 New Jersey Ave.
Wash. D.C.

Dr. Elmer Kuhn
Dean of Academic Affairs
Fringe George Community College

Mr. Arnold Weisshaar
Chairman, Biology Department
Prince George Community College

Dr. Mary Holman
Director Natural Resources
Policy Center
George Washington University

Dr. Henry Merchant
Assistant Professor of Biology
George Washington University
Dr. Michael J.. Pelczar
V. Pres. for Graduate Studies and Rsch,
Adult Education Center
University of Maryland

Dr. Robert W. Menefee
Director, Division of Natural Science
Montgomery College

Dr. Paul R. Poffenberger
Associate Deati., College of Agri.
College of Agriculture
University of Maryland

Dr. Margaret H. Sickels
Chairman of Biology
Takoma Campus, Montgomery College

M. Alan K. Roecklein
Chairman, Physics
Takoma Campus , Montgomery College  '

Mrs. Elizabeth F. Ware
Assist. Prof, of Chemistry
Central Campus
Northern Virginia Community College

Dr. Martha Sager
Director, Environmental Systems
Analysis Institute
American University

Dr. Anderson
Professor of Biology
American University

Don A. Emerson
Prof, of 'Biology, Chairman, College
Education Committee
Commission on Environmental Education
F ros tb urg . S t a te Col le ge

Dr. Harold Green
The National  Law Center
George Washington University

Mr. Steve Falken
Graduate Student Economics
1260 21st.  St. N.W.
Washington, D.C.
                                      C 8

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                                     115
App. H
Dr. Rodney Tillman
Dean of School of Education
George Washington University

Dr. David J. Lockard
Associate Professor of Education
and Botany & Director of Science
Teaching Center
Department of Secondary Education
University of Maryland

Betty B. Meyers
Instruct Bilogy
Rockville Campus
Montgomery College

Joan F. Faber
Development Specialist
Rockville Campus
Montgomery College
                                         C 9

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