DRAFT REPORT
OF
EPA TASK FORCE
ON
ENVIRONMENTAL
EDUCATION
IINVIKONMCNTAI. PROTECTION AGENCY, WASHINGTON, D.C
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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
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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
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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
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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.
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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;
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recommend how EPA should implement an
environmental education program.
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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>
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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.
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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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- 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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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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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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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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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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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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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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- 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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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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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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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.
-------
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.
-------
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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.
-------
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.
-------
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.
-------
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.
-------
APPENDICES
-------
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
-------
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.
-------
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
-------
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
-------
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
-------
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
-------
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.
-------
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.
-------
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
-------
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
-------
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
-------
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
-------
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
-------
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.
-------
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
-------
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
-------
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
-------
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
-------
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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