SEPA
United States
Environmental Protection
Agency
Office of Communications,
Education, and Public Affairs
Washington, DC 20460
EPA171-R92-021
April 1992
Building a Shared Vision for
Environmental Education
A Conference Sponsored by the Federal
Task Force on Environmental Education
> Printed on recycled paper.
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BUILDING A SHARED VISION FOR
ENVIRONMENTAL EDUCATION
PROCEEDINGS
A conference sponsored by the
Federal Task Force on Environmental Education
November 19-21, 1991
Washington, DC
U.S. Environmental Protection Agency
April 1992
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ACKNOWLEDGMENTS
The conference, "Building a Shared Vision for Environmental Education," was held in
Washington, D.C., on November 19-21, 1991. It was sponsored by the Office of Environmental
Education, U.S. Environmental Protection Agency (EPA), and the other members of the Federal
Task Force on Environmental Education:
Agency for International Development
Council on Environmental Quality
Department of Agriculture
Department of Commerce/National Oceanic and Atmospheric Administration
Department of Defense
Department of Education
Department of Energy
Department of Health and Human Services
Department of the Interior
Department of State
National Aeronautics and Space Administration
National Science Foundation
Peace Corps
Tennessee Valley Authority
United States Information Agency
EPA would like to thank our federal agency co-sponsors as well as EPA's regional offices
and research laboratories for their time, energy, and commitment in helping us design and
implement this conference. We also would like to thank the following speakers, panelists and
moderators, and workgroup facilitators for their ideas, presentations, and skill in guiding the
presentations and discussions.
Speakers
Alejandro Diaz Camacho, Director General of Environmental Education, Ministry of Urban
Development and Ecology, Mexico
Lewis Crampton, Assistant Administrator for Communications, Education, and Public Affairs, U.S.
EPA
F. Henry Habicht, II, Deputy Administrator, U.S. EPA
John Heinritz, Vice President of International Marketing Operations, Warner Brothers, Inc.
Kathleen Helppie, Vice President of Production and Administration, Warner Brothers Classic
Animation
Robert Herbst, Chair, Interim Board of Trustees, The National Environmental Education and
Training Foundation
Louis lozzi, Dean of Academic and Student Affairs, Cook College, Rutgers University
David Kearns, Deputy Secretary, U.S. Department of Education
Bill Kurtis, President, Kurtis Productions, Inc.
Manuel Lujan, Jr., Secretary, U.S. Department of the Interior
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James Moseley, Assistant Secretary for Natural Resources and Environment, U.S. Department of
Agriculture
Gaylord Nelson, Counselor, Hie Wilderness Society
William Reilly, Administrator, U.S. EPA
Richard Stephens, Associate Director, Office of University and Science Education, U.S. Department
of Energy
Andrew Wolf, Special Assistant to the Director, United Nations Environment Programme, United
Nations
Frank Young, Deputy Assistant Secretary for Health, Science, and the Environment, U.S.
Department of Health and Human Services
Barbara Zartman, Deputy Director, U.S. Peace Corps
Panelists and Moderators
Thomas Benjamin, Staff Director, Alliance for Environmental Education
Annette Berkovits, Director of Education, Bronx Zoo
Walter Began, Director, Science Resources for Schools, American Association for the Advancement
of Science (Moderator)
Patricia Borkey, Teacher, Mathematics and Science Center, Richmond, Virginia
Lynn Elen Burton, Director of Environmental Education, Environment Canada (Moderator)
Randall Champeau, Director, Wisconsin Center for Environmental Education, University of
Wisconsin, Stevens Point
Anthony Cortese, Dean of Environmental Programs, Tufts University
William Eblen, President, Rene Dubos Center for Human Environments
Lillian Kawasaki, General Manager, Department of Environmental Affairs, City of Los Angeles
Nan Little, Director, YMCA Earth Corps
Kathy McGlauflin, Vice President of Education and Director of Project Learning Tree, American
Forest Foundation (Moderator)
Augusto Medina, Senior Program Officer, Latin American and Caribbean Programs, World Wildlife
Fund
Carol Muscara, Director, Audubon Science Institutes, National Audubon Society
Madeline Strong, Executive Director, Florida Advisory Council on Environmental Education
Herbert Thier, Director, Chemical Education for Public Understanding Program, University of
California, Berkeley
Valerie Williams, Educational Services Supervisor, Southern California Edison
Workgroup Facilitators
Judy Braus, Environmental Education Specialist, U.S. Peace Corps
Robert Dixon, Global Mitigation and Adaptation Team Leader, Environmental Research
Laboratory, U.S. EPA
Fenna Gatty, Teacher, Searles Elementary School, New Haven Unified School District, Union City,
California (Presenter)
Clarice Gaylord, Office of Administration and Resource Management, U.S. EPA
Lynn Hodges, Manager, Environmental Education Section, Tennessee Valley Authority
Bob Huggjns, Interpretive Specialist, National Park Service, U.S. Department of the Interior
Terry Ippolito, Environmental Education Coordinator, Office of External Programs, U.S. EPA,
Region 2
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Arva Jackson, Chief; Educational Affairs Division, National Oceanic and Atmospheric
Administration, U.S. Department of Commerce
Suzanne Kircos, Environmental Education Coordinator, Office of Public Affairs, U.S. EPA,
Region 5
Tom Levermann, Head, Educational Relations, Soil Conservation Service, U.S. Department of
Agriculture
Paul McCawley, Environmental Education Specialist, Extension Service, U.S. Department of
Agriculture
Margaret McCue, Director, Office of Public Affairs, U.S. EPA, Region 5
John McLachlan, Director, Division of Intramural Research, National Institute of Environmental
Health Sciences, U.S. Department of Health and Human Services
Bonnie Smith, Environmental Education Coordinator, Center for Environmental Learning, U.S.
EPA, Region 2
Helen Taylor, Senior Associate, ICF Kaiser Engineers, Inc.
This document is based entirely on material presented at the conference. The material was
compiled from handouts and presentations provided by speakers, panelists, and facilitators and from
notes and tape recordings made at the conference. Overall management of the conference and
proceedings development was provided by Kathleen MacKinnon, Office of Environmental
Education, U.S. EPA. Review and approval of this document was provided by Lewis Crampton,
Office of Communications, Education, and Public Affairs, U.S. EPA, as well as by Bradley Smith
and Kathleen MacKinnon, Office of Environmental Education, U.S. EPA.
The U.S. Environmental Protection Agency has reviewed and approved this document for
publication. Mention of trade names, commercial products, or specific programs does not
constitute endorsement or recommendation for use.
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TABLE OF CONTENTS
SECTION ONE EXECUTIVE SUMMARY 1
SECTION TWO SPEECHES 29
Welcome by Lewis Crampton, U.S. EPA 31
Keynote Address - Building a Shared Vision for
Environmental Education by F. Henry Habicht II, U.S. EPA 33
Environmental Education Priorities at EPA by
William K. Reilly, U.S. EPA 36
Environmental Education and America 2000 by David Kearns,
U.S. Department of Education 39
Environmental Education at the U.S. Department
of the Interior by Manuel Lujan, Jr 42
Peace Corps - A Leader in Environmental Education
by Barbara Zartman 45
A Vision for Environmental Education by Gaylord Nelson,
The Wilderness Society 48
Goals and Priorities in Implementing the National Environmental
Education Act by Lewis Crampton, U.S. EPA 52
The National Environmental Education and Training
Foundation by Robert L. Herbst 55
United Nations Conference on the Environment and
Development by Andrew Wolf, United Nations
Environment Programme 59
The Future of Environmental Education by James R. Moseley,
U.S. Department of Agriculture 61
Environmental Education: Where Do We Go from Here?
by Louis A. lozzi, Rutgers University 64
A Program for the Future of Environmental Education
by Frank Young, U.S. Department of Health and Human Services 69
An Overview of Environmental Education Activities in
Mexico by Alejandro Diaz Camacho, Ministry of Urban
Development and Ecology, Government of Mexico 71
Closing Remarks by Lewis Crampton, U.S. EPA 73
SECTION THREE PANELS 75
Panel 1: Successful Partnerships to Develop and Deliver
Environmental Education in the United States 77
Randall Champeau, Wisconsin Center for Environmental
Education 78
Carol Muscara, Audubon Science Institutes 83
Patricia Borkey, Mathematics and Science Center 86
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TABLE OF CONTENTS (conk)
Lillian Kawasaki, Los Angeles City Environmental
Affairs Department 89
Herb Thier, Chemical Education for Public
Understanding Program 90
Panel 1: Question and Answer Session 98
Panel 2: Successful Partnerships to Develop and Deliver
Environmental Education Globally 102
Augusto Medina, World Wildlife Fund 103
Anthony Cortese, Tufts University 106
Nan Little, YMCA Earth Corps 109
William Eblen, Rene Dubos Center for Human
Environments 114
Panel 2: Question and Answer Session 119
Panel 3: Successful Partnerships to Finance
Environmental Education 121
Thomas Benjamin, Alliance for Environmental Education 122
Valerie Williams, Southern California Edison 124
Annette Berkovits, Bronx Zoo 126
Madeline Strong, Florida Advisory Council on
Environmental Education 130
Panel 3: Question and Answer Session 135
SECTION FOUR WORK GROUPS 139
Introduction to Workgroup Discussions and Summaries 141
Workgroup Summaries 143
^ Environmental Education in Schools (K-12) 143
Environmental Education in Colleges and Universities 147
Environmental Education in Museums, Nature Centers,
and Parks 151
Environmental Education in Community-Based
Youth Programs 154
Environmental Education in Adult Continuing Education
Programs 157
Environmental Education in Nonprofit Organizations 159
Environmental Education in the Business Community,
Workplace, and Marketplace 163
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TABLE OF CONTENTS (cont)
Page
Environmental Education in Minority and Multiethnic
Communities 167
Environmental Education in Government 170
Environmental Education for Teachers 173
Environmental Education in Entertainment and
the Media 176
Environmental Health Risk Education 178
SECTION FIVE SPECIAL PRESENTATIONS 181
TIME-Warner Environmental Education Campaign 183
The New Explorers PBS Television Series 184
APPENDIX A CONFERENCE AGENDA 185
APPENDIX B LIST OF SPEAKERS, PANELISTS, AND FACILITATORS 193
APPENDIX C LIST OF ATTENDEES 201
APPENDIX D LIST OF EXHIBITORS 237
APPENDIX E SPEAKER AND PANEL BIOGRAPHIES 241
APPENDIX F MEMBERS OF THE FEDERAL TASK FORCE ON
ENVIRONMENTAL EDUCATION 251
APPENDIX G NATIONAL ENVIRONMENTAL EDUCATION ADVISORY
COUNCIL MEMBERS AND BIOGRAPHIES 257
APPENDIX H EPA REGIONAL ENVIRONMENTAL EDUCATION
COORDINATORS 270
APPENDIX I SUMMARY OF U.S. EPA OFFICE OF ENVIRONMENTAL
EDUCATION ACTIVITIES 275
APPENDIX J NATIONAL ENVIRONMENTAL EDUCATION ACT 281
APPENDIX K NATIONAL EDUCATION GOALS 301
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SECTION ONE
EXECUTIVE SUMMARY
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BUILDING A SHARED VISION FOR ENVIRONMENTAL EDUCATION
EXECUTIVE SUMMARY
I. INTRODUCTION
On November 16, 1990, President Bush signed into law the National Environmental
Education Act to foster environmental literacy for young people and adults in schools and
communities. The Act builds upon existing environmental education efforts by encouraging
partnerships among academia, business, and industry, as well as governmental and nongovernmental
agencies and organizations.
A year later, on November 19-21,1991, the U.S. Environmental Protection Agency (EPA),
in cooperation with the IS other agencies that make up the Federal Task Force on Environmental
Education, sponsored a national conference to foster and support the goals of the Act. "Building
a Shared Vision for Environmental Education" brought together more than 330 environmental
educators and advocates from schools and universities; federal, state, and local organizations;
businesses; nonprofit organizations; and international agencies. The purpose of the conference was
to:
• Expand communication networks
• Foster partnerships
• Generate ideas for the future of environmental education
• Initiate a dialogue on ways the federal government can best support the nation's
environmental education efforts
The conference featured presentations by national and international leaders in government
and the environmental movement, panel discussions on successful partnerships at home and abroad,
and intensive workgroup sessions on the future of environmental education. The presentations and
discussions covered all sectors of society from schools and universities to the media and business.
Each day of the conference tackled a different theme. Day One set the stage with presentations
on the importance of integrating environmental education into educational reform. Day Two
provided historical background and reports on the current state of environmental education. Day
Three probed the future by soliciting the ideas of conference participants. In addition, the
conference featured an exhibit hall open to the public with over 40 exhibitors from government and
nongovernmental organizations, a reception, luncheon presentation, and banquet.
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II. CONFERENCE SUMMARY
A. SPEECHES
Welcome by Lewis Crampton
Lewis Crampton, Associate Administrator for Communications, Education, and Public
Affairs, U.S. EPA, opened the conference on Tuesday evening, November 19, by welcoming all
participants, thanking conference organizers, and setting forth the goals for the 3-day event. He
introduced the conference as "a long-awaited curtain raiser on the National Environmental
Education Act" and defined its major purpose as a forum to "expand our network of communication
and to build upon existing partnerships." He emphasized that the federal government's role was
primarily to "listen to your ideas and suggestions on where environmental education should be
headed in the future, to learn from your experiences, and to listen to your advice on how the
federal government can best support the nation's environmental education efforts."
Mr. Crampton also provided a brief overview of the conference. Day One, entitled "Adding
the 2 E's to the 3 R's," would emphasize the importance of integrating environmental education into
the fundamentals of education by building upon, implementing, and sustaining partnerships within
and among federal agencies, government, business, nonprofit organizations, schools, and
communities.
Day Two, "How We Got Here," would evaluate the current state of environmental education
and examine how environmental education has evolved over the past 20 years since the first Earth
Day. The focus of this day's activities would be on presentations by three panels representing a
broad range of organizations involved in environmental education. Panelists would discuss current
programs, their experiences in establishing partnerships, and ways the federal government could
support their efforts.
Day Three, "Where Do We Go from Here?," would focus on the future of environmental
education, with the primary emphasis on workgroup sessions devoted to soliciting ideas from
participants on future needs in environmental education in schools, universities, nature centers and
parks, communities, nonprofit organizations, business, government, and the media.
Keynote Address—Building a Shared Vision for Environmental Education by F. Henry Habicht, II
EPA Deputy Administrator, F. Henry Habicht, II, spoke about EPA's mission in
environmental education and the excitement the Agency felt in working with young people and
people from diverse communities. He emphasized the importance of supporting the America 2000
education goals and adding an environmental component to these goals. He described EPA's goals
and responsibilities as, building "an ethic of pollution prevention" and working toward "integrating
the environment into the fabric of society and of life itself so that people think about the
environment before they make decisions rather than making decisions then thinking about the
environmental consequences."
Deputy Administrator Habicht emphasized the priority EPA places on building partnerships
in both the public and private sectors. He discussed several of EPA's existing agreements involving
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federal agencies including a multi-agency T.RA.I.L. BOSS program as well as separate agreements
to collaborate with the Peace Corps and the Department of Energy.
Deputy Administrator Habicht also described partnerships with schools and universities
across the country; with youth groups such as the Boy Scouts and Girl Scouts; and with the private
sector including the TTME-Warner Environmental Education Campaign and the Bill Kurtis
Productions partnership with the U.S. Department of Energy, WTTW TV in Chicago, Amoco
Corporation, and Waste Management, Inc. He also emphasized the importance of international
partnerships such as efforts to develop a trilateral environmental education initiative among the
United States, Canada, and Mexico. He concluded by emphasizing that EPA's goal is to develop
a message of hope about the future and to prepare the nation to make environmentally sound
choices.
Environmental Education Priorities at EPA by William Reilly (Videotape)
U.S. EPA Administrator William Reilly spoke about EPA's commitment to the America
2000 education strategy, which he saw as initiating "major changes in our attitudes about learning
in all of America's 110,000 public and private schools—changes in every home and in every
community." He emphasized that for die first time in EPA's history, our mandate includes
education in addition to enforcement and regulation. He defined broad educational goals for the
Agency, which emphasized environmental literacy, international cooperation and environmental
stewardship, and the encouragement of young people to pursue careers essential to the future of
environmental improvement. He stated that "all these steps are important because, in the end,
environmental education is about promoting stewardship and developing a lasting ethic that
recognizes the importance of the environment to the future of the entire planet."
Administrator Reilly stated that EPA's environmental education efforts would be built
around cooperation. EPA would pursue public/private partnerships outside the government; serve
as a clearinghouse for environmental education materials; provide seed money to state and local
governments and private groups; and reach out to inner city youth, Native Americans, and other
traditionally underrepresented groups. Mr. Reilly also spoke about the National Environmental
Education and Training Foundation, which would encourage private support for environmental
education activities.
Administrator Reilly lauded the progress that had been made in air and water quality in the
last 20 years, but emphasized the role of environmental education in helping address the challenges
of the future, such as nonpoint source pollution, global climate change, and ozone depletion.
Environmental Education and America 2000 by David Keams
David Kearns, Deputy Secretary, U.S. Department of Education, spoke about the
Department of Education's America 2000 strategy for educational reform. He expressed concern
that although we've been very good at educating the top half in this country, we've never done very
well at educating everyone. Unless we educate everyone to the same high level, he emphasized, we
won't be able to compete with the rest of the world. Deputy Secretary Kearns discussed both how
far environmental education has come in this country and how far it has to go. Comparing the
United States to Japan, he focused on "expectation levels," claiming that Japanese business leaders
have substantially higher expectations for success than we do in the Uniteji States. He emphasized
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that the America 2000 reform and restructuring combats this trend by setting national education
goals at the highest level.
The America 2000 strategy for reform, Mr. Kearns explained, needs to take place at the
grassroots level, with real ownership for education at the local and community levels. Teaching
about the environment through hands on, real world-oriented activities in all disciplines offers a
tremendous opportunity for motivating students and teachers alike. Mr. Kearns also discussed the
four tracks of America 2000: Track 1—better and more accountable schools; Track 2—new schools;
Track 3—a more literate public; and Track 4—improving the learning environment outside of
school, on the premise that students, between the ages of 5 and 18, spend 91 percent of their time
outside the classroom.
Mr. Kearns reported that 30 states already had signed on as America 2000 states, and a
number of communities had decided to adopt America 2000 goals. He challenged those in the
university community to play a leadership role in the reform and restructuring of the country's
educational system. He concluded by stating that we should have the highest expectation levels for
success in education and the environment so that "our children will live a better life than their
parents."
Environmental Education at the U.S. Department of the Interior by Manuel Lujan, Jr.
Manuel Lujan, Jr., Secretary, U.S. Department of the Interior, provided an overview of
Interior's programs in environmental education. He emphasized that, as steward of about 440
million acres of public lands, Interior must balance development and preservation. He stated that
the agency had made great progress in promoting public awareness of the environment and
incorporating environmental concerns into its land management programs. Secretary Lujan also
spoke about the partnerships necessary to effectively implement these programs. Some of Interior's
programs described by Mr. Lujan included:
• "Suitcase for Survival," an educational program on endangered species that is a
cooperative effort of the U.S. Fish and Wildlife Service, the National Fish and
.Wildlife Foundation, the World Wildlife Fund, the American Association of
Zoological Parks and Aquariums, and the Interior's Take Pride in America.
• The Water Resources Education Initiative to evaluate water education materials—a
3-year partnership between the American Water Resources Association, three
Interior Bureaus, and the Denver-area public schools.
• The Enjoy Outdoors America Initiative, which focuses on educating the public about
the outdoor environment, and involves partnerships with local, state, and national
constituency groups and governments.
• The Bureau of Land Management's (BLM's) new heritage program in support of
the America 2000 goals, which includes opportunities for studying America's cultural
heritage through the BLM's historic and archeological properties.
• The Bureau of Reclamation's Project WET—Water Education for Teachers—which
has been implemented in North Dakota, Montana, and Idaho.
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• The National Park Service environmental education programs, including the Leave
No Trace and the National Parks as Classrooms programs.
Secretary Lujan said Interior was looking forward to developing more environmental
education programs and was eager to develop partnerships, share ideas, and collaborate on joint
projects.
Peace Corps—A Leader in Environmental Education by Barbara Zartman
Barbara Zartman, Deputy Director of the Peace Corps, began her talk by stating that the
conference served as a symbol of a renewed national commitment to environmental education and
was an important opportunity to establish links to more effectively solve environmental problems
through education. She emphasized that "environmental education can help people gain the
knowledge, skills, motivation, and commitment to manage and sustain the earth's resources, and
to take responsibility for maintaining environmental quality."
Ms. Zartman described some of the environmental challenges we are facing globally and
provided a brief history of the Peace Corps and its mission. Peace Corps currently has volunteers
serving in nearly 90 countries and environmental programs in more than 60, with more than 700
volunteers. The environment is becoming an increasing focus of the Peace Corps; in fiscal year
1991, host countries asked the Peace Corps to provide 550 pure environmentalists. Currently,
volunteers are incorporating environmental issues into all subject areas, developing primary and
secondary school curricula in environmental education, and training teachers in environmental
education techniques. Projects range from developing an environmental education component for
a national curriculum in St. Kitts to conducting teacher training workshops in Gabon, Sri Lanka,
Botswana, and Central Europe.
Ms. Zartman stressed the critical role of the Peace Corps' collaborations with leading world
environmental organizations. She stated that as the Peace Corps looks to the future, the
organization would be relying on collaborative agreements, such as a current project to provide
preservice training in environmental education to volunteers in Hungary, Czechoslovakia, and
Poland, which involves assistance from the Regional Environmental Center in Budapest, Hungary;
EPA; the Institute for Conservation Leadership; the World Wildlife Fund; and local experts. The
Peace Corps also would implement a Peace Corps World Wise Schools Program to provide an
information exchange between U.S. classrooms involving 2,500 teachers and volunteers abroad.
A Vision for Environmental Education by Gaylord Nelson
Gaylord Nelson, Counselor of The Wilderness Society and former Senator from Wisconsin,
in an inspiring address, challenged participants to approach the environmental issue from a political
and economic perspective. In his view, the steady consumption of our natural resource base by
commercial and industrial development poses a serious threat to our survival. Senator Nelson set
forth a plan of action for the next 30 to 40 years involving the establishment of a "unified political
coalition" that would support the development of an environmentally sustainable economy, strong
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Presidential leadership supported by Congress in implementing environmentally sound policies, and
the creation of a "conservation generation" through extensive environmental education. He spoke
passionately about the need for a generation of people "imbued in its heart and mind with a strong
conservation ethic that serves to guide its conduct respecting all matters relating to nature and its
works." Senator Nelson felt that the lack of this guiding ethic was the single greatest obstacle to
solving the globe's environmental problems.
Senator Nelson suggested nurturing this conservation generation through a comprehensive
nationwide environmental education program in every school throughout the country. He
encouraged state mandates for environmental education, such as the Wisconsin mandate that
requires infusion of environmental education into K-12 curricula and teacher environmental literacy.
Senator Nelson described world population growth as the most serious environmental threat,
stating that an ever expanding population will eventually outstrip the earth's ability to support it.
He also cited such issues as global warming, pollution of the oceans, declining biodiversity, ground-
water pollution, and hazardous wastes as high-ranking issues deserving attention. He concluded
with a brief overview of Earth Day, its history and objectives. He stated that his goal in creating
Earth Day was both political and educational: to force the issue of environmental protection into
the political arena and to institutionalize an annual Earth Day as an educational event. Senator
Nelson recognized the progress that has been made in the past 20 years on all fronts—political,
cultural, and economic—and expressed hope that "we will soon recognize that environmental
education goes directly to the heart of the challenge to create a sustainable economy."
Goals and Priorities in Implementing the National Environmental Education Act
by Lewis Crampton
Mr. Crampton, U.S. EPA, Associate Administrator, outlined the goals and priorities of the
U.S. EPA Office of Environmental Education (OEE) in implementing the National Environmental
Education Act (NEEA). He described OEE's objectives to create partnerships and develop positive
working relationships with other agencies, businesses, and schools to carry out these mandates. Mr.
Crampton also discussed the main elements of OEE's environmental education program, including:
• An environmental education clearinghouse of materials and programs.
• Internship and fellowship programs to place college students and teachers in federal
environmental and natural resource management agencies.
• Youth programs that reach out to the Boy and Girl Scouts and other organizations.
• Advisory boards that link EPA offices, federal agencies, and other sectors such as
educational institutions, nonprofit organizations, and businesses.
• Grants programs to support a national training center and environmental education
projects.
• A teacher-oriented periodical called EPA Earth Notes for K-6.
• International linkages through the State Department and U.S. Information Agency.
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The National Environmental Education and Training Foundation by Robert Herbst
Robert Herbst, Chair of the Interim Board of Trustees, The National Environmental
Education and Training Foundation, opened his presentation with an invocation to participants to
"share your knowledge with others, and to be environmental leaders by your words, deeds, and
actions." Like Gaylord Nelson, Mr. Herbst introduced the concept of a conservation ethic and
argued that such an ethic is, at long last, gaining prevalence in America. He stated that our vast
land and resource base defined us as a nation more than our industrial, military, or technological
strength.
Mr. Herbst stated that the key to our ability to preserve and maintain the earth is through
a global environmental ethic fostered by environmental education. To further this effort, The
National Environmental Education and Training Foundation was established as a public/private
partnership committed to the joint goals of environmental protection and sustainable development.
The Foundation was chartered by the U.S. Congress under the National Environmental Education
Act of 1990, and also was privately incorporated as a charitable foundation to be funded by
government grants, corporate and individual contributions, and Congressional appropriations.
Mr. Herbst enumerated the Foundation's goals in furthering environmental education and
training and discussed its aim of supporting "the development, implementation, evaluation, and
national and international replication of programs and projects determined to have the best chance
of'making a difference'...in protecting the environment and sustaining our economic development."
He concluded by describing the Foundation's current status and staffing, stating that it was ready
for full implementation.
United Nations Conference on the Environment and Development by Andrew Wolf
Andrew Wolf, Special Assistant to the Director of the United Nation's Environment
Programme, spoke about the United Nations' role in environmental education. In the last 20 years,
he said, the organization "has become a focal point for the idea that the world has no boundaries
when it comes to environmental protection and environmental awareness." The focus of his address
was the United Nations Conference on the Environment and Development to be held June 1-12,
1992, in Rio de Janeiro, Brazil. He described the activities and goals of the conference, which is
expected to bring together ISO heads of state and other dignitaries along with thousands of
representatives from nongovernmental groups and private sector interests. Mr. Wolf described the
conference as "an historic if not unprecedented event in the history of civilization" and stated its
overriding goal was to link economic development issues with environmental quality. He stated that
the conference would attempt to mobilize people to set a new and more hopeful course for
humanity by producing an "Earth Charter" embodying basic principles to govern economic and
environmental behavior, developing an "Agenda 21" blueprint for action on issues affecting the
relationship between the environment and economy, and agreeing to conventions affecting global
climate change and biological diversity.
The Future of Environmental Education by James Moseley
James Moseley, Assistant Secretary for Natural Resources and Environment, U.S.
Department of Agriculture (USDA), indicated that USDA has expanded its emphasis on the
environment and natural resource management due to both increased public concern for the
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environment and the results of research that show the effects of human activity on the environment.
Mr. Moseley emphasized that the same technological approach USDA has applied for years to
solving agricultural problems is now being extended to environmental issues as well, and that USDA
has made environmental education a top priority in every department. He highlighted the need for
stronger partnerships and communication among agencies working together on the same issues.
He emphasized that environmental education should not advocate a position but should teach
critical thinking that enhances informed and rational decision-making.
Environmental Education; Where Do We Go from Here? by Louis lozzi
Dr. Louis lozzi, Dean of Academic and Student Affairs, Cook College, Rutgers University,
lauded EPA's environmental education initiative, offering praise to the Agency's vision in
sponsoring the National Environmental Education Act and its work thus far in carrying out the
law's mandates. He cited as significant accomplishments the creation of the Office of
Environmental Education, the National Advisory Council for Environmental Policy and
Technology's Subcommittee on Environmental Education and Training, and an internal EPA task
force's strategic plan for environmental education.
Dr. lozzi called for all members of the environmental education community, including
educators, businesses, government agencies, and environmental organizations, to do their part in
furthering the goals of the Act. He set forth a number of steps including:
• Forming partnerships and working together to solve environmental problems
through consortia, cooperatives, and regional alliances.
• Encouraging the development of master plans for environmental education in all 50
states.
• Pressing Congress to allocate the full funding authorized under the Act.
• Incorporating state-of-the-art educational technologies into environmental programs.
• Developing a strong network to help states link efforts and share ideas.
Dr. lozzi identified a two-pronged approach for environmental education: infusion into
existing curricula and separate coursework. He stated that infusion should be used to achieve
educational objectives by applying environmental concepts and issues to the development of critical
thinking and problem-solving skills. Dr. lozzi stressed the need to bridge the gap between
awareness and action, helping students develop the skills to motivate and equip them to take
responsible action.
Dr. lozzi expressed concern that environmental science has been emphasized over
environmental ethics. He stated that environmental problems are social not scientific, and that
environmental education must be taught holistically. Dr. lozzi also charged participants to define
our nation's role with respect to environmental issues and responsibilities in the international
community, and to consider multiethnic and cultural diversity when developing programs at home.
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A Program for the Future of Environmental Education by Frank Young
Frank Young, Deputy Assistant Secretary for Health, Science, and the Environment, U.S.
Department of Health and Human Services (HHS), began his address by remembering the role two
teachers had played in his decision to pursue a career in environmental science. From this
perspective, he emphasized the value of teacher education in spreading not only knowledge of but
commitment to the environmental field. Expanding educational programs for teachers, including
summer scholarship programs, should be a major starting point for environmental education in the
future.
Dr. Young emphasized the important relationship between environment and health. He
indicated that much of his work involved making the critical distinction between real and imagined
risks from the risk of lead and dioxin to alar in apples. He emphasized HHS's commitment to
environmental health risk education, with a special focus on minority and inner city programs.
Dr. Young described some of the environmental education programs at HHS including
graduate and postdoctoral training and career development and a program to bring high school
students and science teachers into laboratories at the National Institutes of Environmental Health
Sciences (NBEHS) to participate in experiments and update curricula. He also spoke about the
Commissioned Corps of the Public Health Service's activities, such as Co-Step, a summer program
for high school students pursuing careers as environmental sanitarians or engineers. Dr. Young
concluded by emphasizing HHS's commitment to working in partnership with governmental and
nongovernmental agencies to promote education relating to environmental health.
An Overview of Environmental Education Activities in Mexico by Alejandro Diaz Camacho
Alejandro Diaz Camacho, Director General of Environmental Education, Ministry of Urban
Development and Ecology, provided an overview of environmental activities in Mexico. He
described the complex choice Mexico now faces between following a pattern of economic
development accepted worldwide or forging a path that guarantees the preservation and protection
of the country's remaining natural resources. Five years ago, Mexico initiated an environmental
education program to confront the degradation of human health and quality of life. This program
has formal, nonforraal, and informal components that range from collaborations between the
education departments of government and the universities to the establishment of offices of
environmental protection in private sector enterprises to extensive use of the media to promote
environmental awareness.
Mr. Camacho also described the current efforts to develop an environmental education
memorandum of understanding among Mexico, the United States, and Canada. This memorandum
is based on the three countries' recognition of the importance of environmental education, the role
of governmental leadership, the need to increase environmental literacy, and the mutual benefits
achieved by joint efforts among nations.
Closing Remarks by Lewis Crampton
U.S. EPA Associate Administrator Crampton closed the conference by reiterating a number
of the goals emphasized by speakers, panelists, facilitators, and other participants throughout the
3-day meeting. The overriding message was the need for all sectors of society, nationally and
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internationally, to join together in a collaborative effort to foster environmental education and the
pursuit of environmental literacy. He emphasized EPA's commitment to environmental education
and the Agency's eagerness to support the efforts of all those working toward these goals.
B. PANELS
On Day Two of the conference, three panel discussions were held pertaining to partnerships
in environmental education:
• Panel 1: Successful Partnerships to Develop and Deliver Environmental Education
in the United States
• Panel 2: Successful Partnerships to Develop and Deliver Environmental Education
Globally
• Panel 3: Successful Partnerships to Finance Environmental Education
Each panelist discussed the program he or she represented with respect to its purpose, partnerships,
successes, lessons learned, and plans for the future.
Panel 1: Successful Partnerships to Develop and Deliver Environmental Education in the
United States
Walter Began, Director, Science Resources for Schools, American Association for the
Advancement of Science, moderated the panel on environmental education efforts in the United
States.
Randall Champeau, Director of the Wisconsin Center for Environmental Education
(WCEE), provided an overview of environmental education in Wisconsin, a state that has emerged
as a model for state-supported efforts in environmental education. Dr. Champeau indicated that
Wisconsin's program includes both teacher and student environmental education mandates. He
discussed the formation of partnerships among environmental interests throughout the state, which
culminated in the establishment of a Wisconsin Environmental Education Board, a $250,000 per
year small grants program, and WCEE. Dr. Champeau described the goals of WCEE and outlined
a number of the programs that have resulted from its many supportive partnerships. These
programs include teacher training, environmental literacy assessment, conferences, networks, a
resource library, and an educational bulletin.
Carol Muscara, Director of the Audubon Science Institutes (ASI), described the programs
and partnerships of ASI, one of many educational programs supported by the National Audubon
Society. This partnership among business, a federal agency, a nonprofit organization, and teachers
provides teachers in school districts that serve minority populations with training and technologies
to incorporate environmental education into existing science programs. Ms. Muscara noted that
ASI uses "trainer workshops" where teachers participate in hands-on, problem-solving, collaborative
learning activities on issues ranging from atmospheric quality to endangered species to solid waste
management. Between 1989 and 1991, ASI trained 143 teachers and provided 20,000 students with
exposure to environmental issues.
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Patricia Borkey, Teacher, Mathematics and Science Center, Richmond, Virginia, described
the Center as a consortium of five public school districts encompassing inner city, urban, suburban,
and rural school populations. The purpose of the Center is to reach K-12 students with information
on environmental issues, including how people impact the environment. The Center sends
specialists into classrooms, offers special student lessons, and meets teachers in the field to collect
and analyze data. The Center has utilized partnerships with the Chesapeake Bay Foundation,
Rutgers University, the University of Delaware, the State Department of Education, the University
of California at Berkeley, DuPont Corporation, and the Morgan Foundation to develop and fund
programs, including an interdisciplinary study of the James River as an important natural resource.
Lillian Kawasaki, General Manager of the Los Angeles City Environmental Affairs
Department, spoke about the challenge of addressing environmental education issues from the
perspective of a culturally and economically diverse large local government. Los Angeles has over
3.5 million people, who speak over 60 languages, and also must deal with some of the worst
problems in air and water quality, congestion, and vanishing natural resources in the nation. Ms.
Kawasaki emphasized that the ultimate solution was to empower the individual and to develop the
political and public will to act. She stated that a creative strategy was needed to promote
community-based involvement and to reach diverse communities and targeted audiences such as
youth and ethnic groups. She described Los Angeles' efforts to redefine the "environment" to
include people and their health and emphasized the importance of presenting environmental
education in a multicultural context. Ms. Kawasaki described the city's approach in reaching out
to communities, youths, and businesses through community meetings, joint projects with youth
service organizations and businesses, and an environmental information center.
Herbert Thier, Director of the Chemical Education for Public Understanding Program
(CEPUP), University of California at Berkeley, described the program's goal as developing greater
public awareness, knowledge, and understanding about chemicals and their interactions with society.
CEPUP accomplishes this goal by producing activity-based instructional materials for schools and
communities, which provide people with information necessary to make decisions about chemical-
related issues based on consideration of evidence rather than on emotional appeals. CEPUP strives
to provide scientifically accurate and unbiased materials, and has on its advisory board members
that represent a broad spectrum of interests including the U.S. Environmental Protection Agency
Region 9, the University of California, the League of Women Voters, Sierra Club, Exxon, and
Chevron.
Panel 2: Successful Partnerships to Develop and Deliver Environmental Education Globally
Lynn Elen Burton, Director of Environmental Education, Environment Canada, moderated
the panel on developing and delivering environmental education globally.
Augusto Medina, Senior Program Officer for Latin America and the Caribbean, World
Wildlife Fund (WWF), provided an overview of WWF as an international family of organizations
composed of 30 national organizations throughout the world committed to conserving wildlife and
the health of ecological systems. He emphasized the importance of using many tools to promote
conservation, including education, legislation, and enforcement. His talk focused on WWFs
activities in Latin America and the Caribbean, where present partners include ministries of
education, natural resources, and parks; local and regional nongovernmental environmental
organizations, regional organizations, and universities; civic groups; teachers; and other community
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members. Mr. Medina stressed the need to work with local communities from the start in
identifying goals and planning programs, to ensure programs address real needs and assist the
community in improving their local condition, and to ensure that programs are capable of being
maintained by community resources. Mr. Medina also stressed the importance of examining our
own resource management and consumption and its impact on global conservation when attempting
to shape environmental education programs in Latin America.
Anthony Cortese, Dean of Environmental Programs at Tufts University, identified two
critical types of partnerships: those among universities to incorporate environmental and
development education into their programs and those to promote environmental literacy. Dr.
Cortese described the role universities should play in promoting interdisciplinary environmental
education and research. He cited some of the current obstacles to achieving this goal as being
attitudinal and structural, relating to the belief that environmental education is a "fad" and suited
only for K-12 as well as to university emphasis on non-interdisciplinary research. He also spoke
about the efforts of Tufts University to focus the attention of university presidents and deans
around the globe on the role of universities in environmental management. Dr. Cortese described
the formation of the Tufts Environmental Literacy Institute (TELJ) to support the university's own
mission of ensuring that all of its graduates are environmentally literate. TELI is a faculty-based
interdisciplinary program aimed at assisting faculty in incorporating environmental perspectives into
their courses. The belief is that broad and continuing exposure to environmental issues will
empower students to become environmentally literate and responsible citizens.
Nan Little, Director of the YMCA Earth Corps, spoke about that organization's
commitment to teaching young people leadership skills through environmental education and action.
The YMCA Earth Corps is a collaboration of students and teachers from public and private
schools, which is supported by business, government, colleges and universities, and not-for-profit
organizations. In her talk, Ms. Little focused on international collaborations with YMCAs in other
countries and described some recent projects involving students in Thailand, India, Japan, Hong
Kong, Singapore, and Malaysia. She emphasized the importance of communication, flexibility, and
sensitivity in designing international exchange programs to ensure mutual goals and needs are met,
lessons that she believed to be applicable to any partnerships involving youths, governments, or
corporations.
William Eblen, President of the Rene Dubos Center for Human Environments, provided
a brief history of the Center, including its formation as a collaboration between Rene Dubos, a
scientist/humanist and professor at Rockefeller University, and the Total Education in the Total
Environment organization founded by Dr. Eblen. He described the Center's purpose "to help the
general public and decision-makers formulate policies for the resolution of environmental conflicts
and for the creation of new environmental values." The Center has established a forum program
to address environmental problems and has pursued numerous environmental literacy projects
through partnerships with government agencies, universities, and businesses. Recent projects
include a multimedia computer applications software series, an instructional program examining
current environmental problems, and an encyclopedia on the environment.
Panel 3; Successful Partnerships to Finance Environmental Education
Kathy McGlauflin, Vice President for Education and Director of Project Learning Tree, the
American Forest Foundation, moderated the panel on financing environmental education.
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Thomas Benjamin, Staff Director of the Alliance for Environmental Education, discussed
the role of corporations in funding and forming partnerships to support environmental education.
He cited a number of major corporations, such as Dow Chemical, AT&T, Apple Computers,
Proctor & Gamble, and Warner Bros., that have provided assistance to conservation projects and
have incorporated a pro-environmental approach into their procedures and policies. Mr. Benjamin
indicated that corporations form partnerships for many reasons, including to increase sales and
improve corporate image. He said that today corporations often "negotiate" donations by attaching
"strings" and serve as conduits to collect money for charities (e.g., Ramada International and
American Express have teamed up to donate a percentage of their business proceeds for hotel stays
paid for with American Express to Nature Conservancy).
Valerie Williams, Supervisor of Educational Services, Southern California Edison, described
the project Think Earth, an environmental education program for elementary school children that
addresses resource conservation, waste reduction, and pollution prevention. Children learn basic
concepts such as everything comes from the environment; skills such as identifying recyclable
products; and behaviors such as saving newspapers to recycle. This program was developed by a
consortium of companies, government agencies, and educational organizations in Southern
California. Sponsoring members finance the project which provides the materials free to schools.
Educators ensure that the materials are scientifically accurate, unbiased, and educationally sound.
Annette Berkovits, Director of Education for the Bronx Zoo, provided an overview of
Project W.I.Z.E., a multimedia life science curriculum developed by the Bronx Zoo and funded by
two federal agencies, three foundations, and one corporation. Project W.I.Z.E. combines classroom
study with scientific resources available in modern zoos to challenge students to address wildlife
survival. Held trips form the centerpiece of the program to show students how nature works. The
project currently reaches thousands of students in 30 states and several foreign countries. Ms.
Berkovits described two types of partners: funding partners, who provided the capital, and
implementation partners such as school systems, who tested the program's viability. Ms. Berkovits
emphasized the value of demonstrating program success in attracting new partners. According to
Ms. Berkovits, the project was able to sustain funding, because it "changed, grew, and was able to
demonstrate incremental levels of success with professionally gathered evaluation data."
Madeline Strong, Executive Director of the Florida Advisory Council on Environmental
Education (FACEE), described the many environmental challenges Florida faces due to rapid
population growth and dependence on natural resources for economic well being. She explained
the environmental education partnership Florida has developed over the past 20 years, focusing on
the FACEE as the central forum for environmental education initiatives. The FACEE, which
consists of lawmakers, public officials, agency representatives, and community, environmental, and
industrial leaders, is responsible for raising money and coordinating the education grants program.
Environmental education programs are supported by a trust fund which collects revenue from
various sources, including endangered species license plate sales and fishing license fees. During
1991, the state recommended funding 37 projects at $1.5 million, including a state-wide multimedia
campaign for increasing awareness and promoting individual responsibility for protecting Florida's
environment.
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C. WORKGROUP SUMMARIES AND RECOMMENDATIONS
The conference concluded with a series of workgroup sessions designed to solicit ideas from
conference participants about future needs in environmental education and the role of the federal
government in meeting and supporting such needs. Participants developed recommendations in
each of the following areas: schools (K-12); colleges and universities; museums, nature centers, and
parks; community-based youth programs; adult continuing education programs; nonprofit
organizations; the business community, workplace, and marketplace; minority and multiethnic
communities; government; teacher education; media and entertainment; and environmental health
risk education. Two sessions of work groups were held so that each participant was able to attend
two sessions on two different topics of his or her choice. The recommendations developed in the
workgroup sessions were reported to the entire group in a plenary session. These recommendations
are summarized below.
The summaries and recommendations do not necessarily reflect a consensus among
participants. Instead they offer a range of views and suggestions. Some common themes, however,
have emerged which include:
• Demand for environmental education is high and growing.
• Environmental education efforts are improving and spreading rapidly, but there is
no common set of goals or rules that govern such efforts. Efforts are fragmented;
linkage and coordination among projects and programs are lacking.
• A wealth of materials, projects, and programs exist, but widespread support, funding,
and training are lacking. Overall, quality control is lacking and demand is high for
evaluation and identification of good model programs.
• Significant audiences, which include minority and multiethnic communities, senior
citizens, the illiterate public, and other adult populations, are being missed.
• There is a strong desire for EPA and the federal government to play a supportive
role in environmental education. Some common suggestions relate to:
- Providing financial support
Training teachers and environmental professionals
- Facilitating information exchange and electronic networking
- Facilitating partnerships among organizations and sectors
Facilitating coordination across programs and sectors
- Evaluating programs and identifying models
- Setting national goals and guidelines
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- Establishing awards and recognition programs
Hosting conferences and workshops
Schools, K-12
Current Status; Although good environmental education programs do exist in schools, such efforts
are fragmented nationally. Many teachers believe environmental education is important but lack
the materials, training, funding or "support from above" to teach it. There is uncertainty about
whether to infuse environmental education into existing curricula or to teach it as a separate
subject. Environmental education also lacks consistency in content and goals, and materials often
lack relevance to community issues.
Where to Go from Here; Environmental education needs to become part of K-12 curricula and
should be a collaborative effort among teachers, administrators, and the school board.
Environmental education could be a vehicle for reform and restructuring in schools by providing
opportunities for interdisciplinary study, not just for math and science education. Environmental
education activities should be participatory, action oriented, skill and knowledge enhancing, and
focus on the real world.
Recommendations for EPA and Federal Government:
1. The federal government should facilitate teacher training.
Preservice and in-service training needs to be built in to teacher training programs.
The federal government may provide leadership in encouraging colleges and
universities to emphasize environmental education in teacher training programs.
2. The federal government should facilitate information exchange.
EPA could inventory and connect environmental education networks and make existing
clearinghouses more accessible and affordable to users.
EPA could inventory and distribute scientific and technical information as well as
information on successful programs and available grants and awards.
States should be encouraged to share their successes, and the federal government
could collect and make information on state models available.
The federal government should help ensure that poorer school districts have access to
high-quality materials, are linked to a supportive network, and informed of how to
obtain or use appropriate materials in their classrooms.
3. The federal government should fund worthwhile projects and provide information on how
to apply for grants.
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4.
The federal government should "stay out of curriculum development" and instead fund
research for educators to develop their own materials, provide schools with low-cost
copyrighted materials for classroom use, and provide seed money for environmental
projects.
The federal government should hold workshops in grant writing and develop or
strengthen networks for helping educators become more aware of financial assistance,
including partnerships with state resource agencies and industry.
The federal government, especially EPA, could use grant dollars as an incentive to
states to develop and implement master plans, which include teacher education and
competency examinations.
The federal government should fund programs that emphasize hands-on activities and
teacher training. They should promote community-based activity and help solicit
Native Americans, retired educators, and others to serve as mentors.
EPA could establish an awards program to recognize teachers for successful projects and
models.
5. EPA should hold regional workshops for teachers, school board members, administrators,
and students on how to implement and maintain environmental education programs.
6. The federal government could help establish objectives for environmental literacy and
promote it as a national priority.
Colleges and Universities
Current Status; Environmental education in colleges and universities is important, but fragmented
and underfunded. Interdisciplinary issues such as environmental education rarely fit into existing
college and university structures, which often have competing departments and emphasize faculty
research. There is lack of coordination among types of institutions (e.g., junior and community
colleges, graduate and undergraduate institutions, and universities) and among resident instruction,
research, and extension or outreach.
Where to Go from Here: Colleges and universities need to acknowledge the value of partnerships
among academia, government, and industry. They need to break down traditional barriers to
facilitate multi- and interdisciplinary programs. They need better information sharing through
clearinghouses, teleconferencing, and telecommunications networks. They also need to recognize
that environmental education is broad and encompasses awareness, knowledge, tools, skills, values,
and motivation.
Recommendations for EPA and Federal Government:
1. EPA could sponsor regional conferences to help foster partnerships among government,
industry, and academia.
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2. EPA could encourage better coordination within and among colleges and universities and
recognize that environmental education is a multistage process.
Through the Federal Task Force on Environmental Education, EPA could sponsor
regional strategy sessions for environmental education coordinators at colleges and
universities. These workshops could cover planning, strategy, implementation,
coordination of in-kind sessions, and informed decision-making.
EPA could work with national coordinator groups such as the National Association of
State Universities and Land Grant Colleges to stimulate coordination among teaching,
research, and extension, and across departments and institutions.
3. EPA could facilitate information sharing and electronic networking.
EPA could provide easier access to existing data bases on environmental studies and
environmental education.
EPA could fund the consolidation of information on all federal programs and success
stories in a clearinghouse. EPA also could produce a document, including case studies,
describing the environmental education activities of each federal agency, available
grant money, and how to apply for grants.
4. EPA could sponsor an awards program to recognize universities that have sound
environmental practices and programs.
5. EPA could coordinate internship programs, starting with the organizations represented at
the conference.
Museums, Nature Centers, and Parks
Current Status: Environmental education in museums, nature centers, and parks is generally very
good and improving. These institutions are good forums for linking informal and formal education
and for enhancing school learning experiences. Funding, however, remains a problem and more
quality control is needed.
Where to Go from Here: Museums, nature centers, and parks should be used more often to help
infuse and integrate environmental education into schools. Adults are an important target
population, and projects should emphasize adults and children working together as a team. Projects
should encourage environmentally responsible action, and evaluations of changes in behavior or
attitude should be conducted.
Recommendations for EPA and Federal Government:
1. The federal government should use existing resources rather than developing new materials.
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2. The federal government could set up regional workshops or forums to foster collaboration
and information sharing across sectors, especially between schools/universities and museums,
nature centers, and parks.
3. The federal government should encourage the development of regional advisory boards
responsible for implementing programs that respond to regional needs.
4. EPA should provide financial support and should distribute grant money with geographical
equality and with an emphasis on inner city populations.
5. EPA could assist in establishing methods to evaluate programs and to measure changes in
behavior and attitudes.
6. EPA could broaden staff development and work more closely with other federal agencies,
especially in placing interns and fellows widely in various environmental and natural
resource agencies.
Community-Based Youth Programs
Current Status: Many excellent community-based youth environmental education programs exist.
These programs, however, are missing important audiences, are not well coordinated at the local
level, and need better access to program 'materials. Youths are not involved enough in program
planning and implementation.
Where to Go from Here: Leader training, including training of volunteers, should be a priority.
Young people should be used as educators, peer teachers, and mentors. Environmental education
needs to include urban environments by dealing with environmental risk and other issues relevant
to urban audiences. Programs need to target minorities and ethnic groups. Programs also need
to be coordinated with schools and among various youth-serving organizations.
Recommendations for EPA and Federal Government:
1. The federal government needs to make youth education a funding priority.
EPA should assign a certain percentage of grant dollars to nonformal youth education
programs and for projects developed by youth.
Funding should target projects that are replicable.
Grants should be awarded for projects that target community-based minority and
ethnic groups.
2. The federal government should promote the use of youths as educators by hosting youth
training workshops and involving youths in setting priorities and developing and
implementing programs.
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3. The federal government could identity model strategies and provide technical assistance to
help community-based youth programs coordinate their efforts and focus on specific issues
such as pollution prevention, environmental risk, and sustainable development.
4. An EPA clearinghouse would be valuable if it could be made accessible through existing
networks, be used to identify current youth programs, and be maintained by EPA over the
long term.
Adult Continuing Education Programs
Current Status; Adult continuing education programs for environmental education are not easily
identified, coordinated, or addressed. Good programs and materials are missing important
segments of the population, including minorities, senior citizens, and the illiterate public. It is a
challenge to educate an adult population who may have passed the peak in their learning curve and
in which habits are more ingrained.
Where to Go from Here: More effective adult education strategies and materials are needed.
Programs should target segments of the population not currently being reached such as minorities,
senior citizens, and the illiterate public. Adults could participate as peer educators and mentors.
Communities need to develop an agenda for environmental literacy and action and should host
forums on environmental issues of common concern such as "health" to bring adults with various
backgrounds and ages together. Tools need to be developed to evaluate levels of success and to
learn what motivates people to move from knowledge to awareness to action.
Recommendations for EPA and Federal Government:
1. The federal government, especially EPA, should emphasize and prioritize projects in
nonformal adult education through funding and technical support.
EPA should support adult continuing education programs in universities as well as in
museums, nature centers, and parks.
2. EPA should sponsor regional and local conferences that focus on educator training,
assessing local resources, and program evaluation. Conferences could culminate in
community environmental issue forums. EPA could promote and support workshops at the
local level targeted for specific audiences such as minorities and senior citizens.
3. The federal government could play a major role in facilitating partnerships among
academia, nonprofit organizations, businesses, and government agencies.
Nonprofit Organizations
Current Status: A broad range of nonprofit organizations develop environmental education
curriculum materials, products, and services. Many local and national programs, networks, and
initiatives exist. New efforts are needed to link programs and resources and to promote local
initiatives.
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Where to Go from Here: Environmental education should be mandated at the state or local level
but driven by grassroots networks. Nonprofits need to make use of their unique position to create,
expand, and leverage community resources. They should develop a handbook of successful case
studies to encourage supportive state legislation. The following issues need to be resolved: how to
reach the most people; how to finance programs; how to build, expand, and maintain existing
networks and resources; and how to disseminate available materials and training. A process is
needed to review and evaluate existing information and programs.
Recommendations for EPA and Federal Government;
1. Leadership from the federal government, from the President on down, is critical to the
establishment of environmental education on the national agenda. The federal government
needs to take the lead in promoting environmental education through highly visible publicity
campaigns.
2. EPA and other federal agencies should provide funding to support the following efforts:
To build local collaboration and partnerships among business, government, and
nonprofits.
To develop a set of literacy guidelines or standards that would outline what students
should learn to meet graduation requirements.
3. EPA and other federal agencies should develop partnerships with nonprofit organizations.
4. EPA should work with other organizations to create a centralized "Who's Who and Who's
Doing What" information clearinghouse that is accessible at the local level.
5. EPA and other federal agencies should sponsor conferences and forums for youths and
people of color.
Business Community, Workplace, and Marketplace
Current Status: Environmental education efforts in the business community, workplace, and
marketplace vary greatly ranging from educating businesses to adopt sound environmental policies
to educating workers to cultivate environmentally sound habits to educating consumers and
stockholders to be aware and supportive of environmental concerns and programs. Businesses face
barriers to implementing environmental education programs such as mistrust about corporate
motives and funding limitations.
Where to Go from Here; Businesses need to be proactive, get top level management support, and
emphasize that good stewardship is good business. Environmental issues need to be made relevant
to the business community by focusing on issues such as health and scarcity of natural resources.
The future of environmental education in the business community is tied to increasing partnerships
and coalitions with nonprofits, communities, and state and local governments. Business schools
should build environmental education into their curricula.
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Recommendations for EPA and Federal Government:
1. EPA needs to foster partnerships between the business community and nonprofits,
academia, and government.
2. EPA needs to promote information sharing.
EPA could include businesses in its clearinghouse.
EPA could make information available to businesses on corporate-community
partnerships to serve as model programs.
EPA could provide training to nonprofit organizations and local governments on how
to involve businesses.
EPA could provide more environmental education materials to businesses on
compliance, pollution prevention, and cross-media issues.
4. EPA should sponsor a series of regional conferences that target businesses and labor
representatives to help define environmental education for the business community. EPA
could facilitate community meetings to help businesses communicate with their communities
on local issues and encourage the formation of regional coalitions of schools, businesses,
and local governments.
5. EPA could make some grants dependent on corporate sponsorships, such as tying grants
to corporate matching programs
6. EPA could establish an awards program to recognize businesses for successful projects and
models.
7. The federal government should encourage environmental literacy in institutions of higher
learning, especially in business schools, to target future employees and business leaders.
Minority and Multiethnic Communities
Current Status; Minority and multiethnic communities are often disproportionately affected by
environmental pollution problems. Nonetheless, few programs in environmental education target
these communities. Barriers to implementing programs include language and cultural differences,
priorities, and needs; limited access to natural areas; and lack of scholarships and internships.
Environmental education programs are also inconsistent in whether they include socioeconomic and
societal issues or just science.
Where to Go from Here; Minority and multiethnic communities need to be targeted for
involvement in the environmental movement. More community-based environmental education
efforts that involve parents, students, teachers, churches, and community organizations are needed.
Programs need to be customized to deal with issues that affect individual communities. Access to
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natural areas needs to be expanded, and environmental education needs to include the urban
environment and health issues.
Recommendations for EPA and Federal Government:
1. EPA and the federal government can improve training opportunities for minorities and
multicultural communities.
2. EPA and the federal government can increase funding for programs that target minorities
and multicultural communities and sponsor grant workshops that teach how to effectively
compete for grant money.
3. EPA and the federal government should ensure that curriculum development and
information dissemination efforts are sensitive to cultural diversity and reach minority and
multiethnic communities.
Government
Current Status: Environmental education in government is a recent goal, but so far has emerged
more on paper than in action. Government is lagging behind other groups and suffers from lack
of coordination. Government often does not understand the difference between information
distribution and education. Nonetheless, many states are moving toward developing statewide
plans. Offices for coordinating environmental education have emerged at the national, state, and
local level. The use of partnerships among different sectors to share resources is a growing trend.
A tremendous growth in the development of materials has produced an information glut and
distribution problem. Barriers include insufficient funds, quality control, and involvement by
educators; fragmentation; lack of trained personnel; few credible studies; and public resistance.
Where to Go from Here; Government should listen and respond to needs; develop a common
language; and take the lead in developing a vision, setting goals, and communicating the message
to a diverse snidience. Government should help spread information and link local efforts with
businesses. Government should offer training for business managers to bring environmental
education into the workplace and should support teachers and students (especially minorities) in
training for environmental careers. Government should market environmental education to
businesses in "business terms."
Recommendations for EPA and Federal Government:
1. The federal government could develop a directory of current environmental education
efforts in government and how and where to obtain funding from federal agencies.
2. EPA could help educate federal employees in environmental issues and practices and help
define each agency's role in environmental education.
3. The federal government could play a key role in creating and supporting networks and
partnerships among academia, industry, and nongovernmental organizations for gaining
access to funds and information.
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4. EPA's ftinding should be directed toward partnership projects and toward creating a fund
to support teacher efforts.
5. EPA could provide technology links that allow environmental educators to search for
accurate technical information, share ideas, and keep in touch, such as through a toll-free
hotline.
6. EPA could sponsor regional workshops and organize smaller environmental summits
throughout the country.
7. The federal government needs to add environmental education to the U.S. Department of
Education's America 2000 efforts to improve public education.
8. The federal government could assist in quality control of materials by establishing standards
and guidelines.
Environmental Education for Teachers
Current Status: Teacher education varies widely from excellent to nonexistent. Most states do not
have teacher environmental education mandates. Overall, teachers are not well versed in
environmental issues. Teacher training on how to effectively use materials is lacking, and existing
training programs have not been evaluated for effectiveness. Most environmental education occurs
due to individual teacher initiative. Barriers include lack of money, time, and commitment; low pay
that discourages innovation; and few jobs for teachers specializing in environmental education.
Where to Go from Here; Teachers need environmental education training, and standards for
instruction should be established at the local and state level. Consideration should be given to
state-mandated teacher environmental literacy programs and to using a K-14 model to carry
education from elementary to high school to college. Training is needed both preservice and in-
service. Debate on teacher education issues needs to involve more teachers. Funding options need
to be explored, especially options involving business support.
Recommendations for EPA and Federal Government:
1. EPA and the federal government should serve as expediters, disseminating existing
information and facilitating networking and partnerships.
EPA should not develop new curricula or programs at the national level, but should
use existing materials, networks, and experts in the field.
EPA could publish and distribute guidelines on how to develop local materials or how
to adapt existing materials at the local level.
EPA could develop a summary of college and university teacher education efforts
along with information on effective models.
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EPA could establish a toll-free hotline or cable television network for updating
teachers on federal government environmental education activities.
2. EPA should establish two teacher advisory councils to represent both elementary and
secondary education.
3. The federal government could encourage textbook publishers to incorporate environmental
information into their materials and encourage colleges and universities to make
environmental literacy a graduation requirement.
4. EPA and the federal government need to provide funding for innovative teacher education
programs that are interdisciplinary, not just math or science based. Partnerships among
federal funding agencies need to be encouraged.
Entertainment and Media
Current Status: The entertainment industry and the media emphasize environmental awareness
rather than environmental education that leads to personal, organizational, or community action.
The media lacks dimension in its treatment of environmental issues and looks at problems rather
than solutions. The media often doesn't know where to get accurate and balanced information.
The environment is not yet part of daily media and entertainment programming, but some
important messages are emerging (e.g., on recycling). The media lacks followup, and there has
been little assessment of the effects of the media and entertainment on people's attitudes and
actions.
Where to Go from Here: Partnerships between the media and agencies, organizations, and
educators are needed. National criteria and guidelines need to be developed to exercise quality
control over information in the media relating to the definition of the environment and
environmental programming, the types and availability of multimedia technology, and the
educational aspects of environmental programs.
Recommendations for EPA and Federal Government:
1. The federal government and EPA could develop criteria and guidelines for environmental
programming to ensure environmental messages are educational rather than propaganda.
EPA's National Environmental Education Advisory Council could take the lead in this
effort.
2. The federal government could develop strategies for infusing all forms of media and
entertainment with environmental information and raise the media's awareness of resources
available to them at local, state, regional, and national levels to assist the industry in
producing environmental education messages.
3. EPA can encourage partnerships between the media and other industries, nonprofit
organizations, and academia.
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Environmental Health Risk Education
Current Status: Little environmental health risk education is taking place. K-12 curricula in this
area is almost nonexistent, and little instruction exists in medical schools. Awareness is increasing,
however, and some programs are emerging. Some agencies are leading efforts that include
evaluating public perception of risk and identifying good education strategies. Barriers include
decentralization of education, lack of resource materials, and a wide gap in understanding.
Where to Go from Here: Environmental health needs to be part of environmental education,
especially in science. Environmental health risk education must provide accurate and realistic
assessments of relative risks and hazards. Teachers need training and tools with which to teach.
Materials need to be packaged so teachers can easily infuse them into existing subjects. Instruction
should not be limited to the sciences, but should encompass economics and sociology as well.
Physicians should get involved in educational efforts but many currently do not understand relative
risk and environmental hazards. The issue of environmental equity needs to be closely examined
because minorities and disadvantaged groups often have the greatest need for environmental health
information.
Recommendations for EPA and Federal Government;
1. The federal government could promote partnerships among government agencies,
educators, the private sector, and health professionals to fund and develop programs.
2. EPA could fund environmental health risk education programs.
D. SPECIAL PRESENTATIONS
TIME-Warner Environmental Education Campaign by John Heinritz and Kathleen Helppie
Day Two concluded with a banquet and special presentation of the TIME-Warner
environmental education campaign, "Tweety's Global Patrol." John Heinritz, Vice President of
International Marketing Operations for Warner Brothers, Inc., and Kathleen Helppie, Vice
President of Production and Administration for Warner Brothers, Inc., presented an overview of
this campaign with video excerpts and slides.
The New Explorers PBS Television Series by Richard Stephens and Bill Kurtis
Richard Stephens, Associate Director of the U.S. Department of Energy (DOE), Office of
Science and Education, and Bill Kurtis, President of Kurtis Productions presented the PBS
television series The New Explorers at a luncheon on Day Three of the conference. The
presentation included videotape excerpts of the series, which represents a partnership among DOE,
Kurtis Productions, Amoco Corporation, WTTW TV in Chicago, and Waste Management, Inc.
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SECTION TWO
SPEECHES
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Welcome
by
Lewis Crampton, Associate Administrator for Communications,
Education, and Public Affairs, U.S. Environmental Protection Agency
I would like to personally thank everyone involved in planning this conference. I especially
want to thank EPA's 10 regional offices and EPA's co-sponsors for this conference—the 15 other
federal agencies that make up the Federal Task Force on Environmental Education. I'd also like
to thank others who have offered their advice and support, especially groups like the North
American Association for Environmental Education (NAAEE), the Alliance for Environmental
Education, and Renew America.
We are all here at this conference to "build a shared vision for environmental education,"
and the federal government is here especially to launch our new environmental education program.
Our purpose is to expand our network of communication and to build upon existing partnerships.
A major goal is to listen to your ideas and suggestions on where environmental education should
be headed in the future, to leam from your experiences, and to listen to your advice on how the
federal government can best support the nation's environmental education efforts. The real work
of environmental education is accomplished in the field. The federal government can help by
providing leadership, context, and direction.
This conference is a long-awaited "curtain raiser" on the National Environmental Education
Act (NEEA). Over the next few days, we hope to explore our opportunities and set some realistic
goals for the future. Above all, we must recognize that our approach to environmental education
is as a collective; many of the people who can make this program work are here in this room.
In developing our conference agenda, we tried to reach out and involve a wide range of
individuals active in environmental education. To accomplish this goal, the conference includes
speeches, panel presentations, working group sessions, exhibits, as well as a reception, banquet, and
luncheon. Our hope is to make this event as interactive as possible, while still sharing essential
information.
Day One—Adding the 2 E's to the 3 R's
The first day of our program will address the importance of integrating environmental
education into the fundamentals of education. Because of the President's interest in improving
education nationwide, the NEEA and this conference offer prime opportunities for focusing
national attention on environmental education. Secretary Manuel Lujan from the U.S. Department
of the Interior and Deputy Secretary David Reams from the U.S. Department of Education will
be talking to you about these issues tonight.
Our most critical strategy in integrating environmental education goals into the
fundamentals of education is to build upon, implement, evaluate, and sustain partnerships. We
need partnerships at all levels, within and among federal agencies, between government and
business, between government and nonprofit organizations, and between schools and communities.
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Day Two—The Current Status of Environmental Education
On Day Two, we will evaluate the current state of environmental education in our country
and how we arrived there in order to provide a framework for assessing our future needs. We will
examine how environmental education has evolved over the past 20 years, since the first Earth Day.
We will also provide information on the new National Environmental Education Act, and how EPA
and other federal agencies are implementing the new mandate through the Office of Environmental
Education. We will also discuss a new public/private foundation that has been established to
leverage private sector investments into the education program.
The focus of Day Two will be on the panel presentations. Three panels, representing a
broad range of organizations involved in environmental education, will offer a sampling of the types
of programs underway, their experiences in establishing partnerships, and their thoughts on how
the federal government can support their efforts. These experiences, we think, will resonate with
your own and prompt more creative, effective ideas.
In our exhibit hall, throughout the day, 50 exhibitors will be available to provide information
about their programs. Finally, in the evening, we will introduce our new National Environmental
Education Advisory Council. Then Warner Brothers, Inc. will present the new global environmental
education campaign they have developed in cooperation with EPA and the Alliance for
Environmental Education.
Day Three—Where Do We Go from Here?
The last day of the conference will focus on the future of environmental education. We will
be breaking up into small working group sessions to solicit ideas from participants on environmental
education in schools, universities, nature centers and parks, nonprofit organizations, the business
community and the workplace, government, and the media. Bill Kurtis, an award-winning journalist,
will also present an exciting luncheon program on the PBS environmental science education series,
The New Explorers."
In the afternoon, the Director General of Environmental Education in Mexico will present
efforts currently .underway among the governments of Mexico, Canada, and the United States to
formalize cooperation on environmental education.
We thank you for your participation in this 21/2-day program, and look forward to working
with all of you in the future.
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Keynote Address - Building a Shared Vision for Environmental Education
by
F. Henry Habicht II, Deputy Administrator
U.S. Environmental Protection Agency
There is no rhetoric, no hyperbole, that does justice to the possibilities of environmental
education. EPA is proud to be part of the America 2000 effort, along with Education Secretary
Lamar Alexander and Deputy Secretary David Kearns, and, most importantly, the President. We
are all committed to promoting these goals for education, as well as adding an environmental
component to these goals. The environment is important in its own right, but it will also give young
people a context for learning science, mathematics, and other subjects, and will give a real-world
orientation to learning.
It is exciting for EPA, a relatively young and energetic agency, to have environmental
education be a fundamental part of our agenda. With our 20 years of experience in environmental
protection, we have learned that the long-term sustainability of the resources of this planet requires
building environmental literacy among all people in this country and overseas. Environmental
education is also exciting for our people in the Agency who find it tremendously rewarding to work
with young people and people from diverse communities around the country, and to see firsthand
the energy that is out there.
Being involved in environmental education also gives perspective to our task at EPA and
helps us to better understand our mission. An important part of perspective is knowing what we
do well and when we don't have all the answers. A lot has already been done in the field of
environmental education and EPA has to build on that foundation. Our goal is to institutionalize
the means for people with expertise in the government to work effectively with everyone out in the
communities, and with the millions of people in organizations throughout the country, who are
committed to environmental protection. We need to facilitate this generation of ideas, to publicize
and share ideas around the country, and to put a mechanism in place to continuously improve the
process of building environmental literacy and preparing the nation to make environmentally sound
choices in the future.
At EPA, the timing is perfect to set new and high expectations. We want to build on our
responsibilities and accomplishments in science and regulations, but also to build an ethic of
pollution prevention. We want to work toward integrating the environment into the fabric of
society and of life itself so that people think about the environment before they make decisions,
rather than making decisions and then thinking about the environmental consequences.
Environmental education is key to this effort. EPA needs to create an alliance with individuals and
institutions to help them make environmentally sound choices and conduct life in an
environmentally sound way. We need to pool resources and reach out to people through schools,
community groups, and organizations to build partnerships.
EPA has set a high priority on building partnerships in both the public and private sectors.
We have been successful in getting federal agencies that have tended to be "turf conscious" to work
effectively with one another. Environmental education is an issue that tends to transcend turf and
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energize people. The following are a few of the federal agency partnerships EPA has worked to
establish:
• The Federal Task Force on Environmental Education is a partnership among 16
federal agencies. This very effective group has been instrumental in sponsoring this
national environmental education conference.
• EPA has signed formal agreements with the U.S. Department of Agriculture, the
U.S. Department of the Interior, the Forest Service, the Soil Conservation Service,
the Fish and Wildlife Service, and the Army Corps of Engineers to implement the
T.RAJ.L. BOSS program. This program is designed to teach leaders specialized
skills for training and leading volunteer conservation project crews.
• We have an agreement with the Peace Corps to support their efforts in training
their volunteers overseas in environmental education.
• We have an agreement with the U.S. Department of Energy to support initiatives
to incorporate the environment into math and science education.
EPA is also building partnerships with schools and universities across the country, including
sponsoring fellowship programs. We've also created a new periodical called EPA Earth Notes, which
contains practical ideas for teachers (K-6) and which will be widely disseminated.
EPA has established an important partnership with the private sector through the creation
of the National Environmental Education and Training Foundation, chaired by Governor Kean of
New Jersey. We also are supporting a number of partnership projects with the private sector,
including:
/
• The General Motors videotape "I Need the Earth and the Earth Needs Me."
• The TTME/Wamer Environmental Education Campaign.
• The Dow Chemical Great Lakes environmental education program.
Other agencies have also formed interesting partnerships in the private sector. For example, the
U.S. Department of Energy, WTTW TV in Chicago, Bill Kurtis Productions, Amoco, and Waste
Management have produced "The New Explorers" environmental science education series.
EPA has established formal partnerships with youth groups such as the Boy Scouts and the
Girl Scouts. The North American Association for Environmental Education (NAAEE) is working
with EPA and other institutions to build a trilateral educational initiative among the United States,
Canada, and Mexico.
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These examples, and others, represent EPA's commitment to developing and sustaining
formal partnerships. The goal of all of our efforts is to develop a message about the future which
is a message of hope. We can protect the environment and be stewards at the same time. I want
to close with a couple of stories that show the progress that we're capable of making.
The first one is a true story from the island of Borneo. In the 1950s, the Dyak tribe had
a terrible infestation of malaria, so the World Health Organization decided to spray the island with
DDT. The DDT killed the mosquitoes and the malaria subsided, but the DDT also had several
side effects. The chemical killed a predator that feeds on thatch-eating caterpillars; the caterpillars
proliferated, eating the thatch on the roofs which caused the roofs to cave in. More importantly,
however, the cats on the island ate DDT-infested gecko lizards. The cats died and, as a result,
there was an increase in the rat population. The growth in the rat population in turn caused an
outbreak of the plague. Experts then decided to airlift in live cats to take care of the rat problem.
This story shows how far we've come in understanding interrelationships, and that the
environment is an integrated fabric. We realize now that we need to understand the range of
consequences of the decisions that we make.
The second story is about a young man named Joseph Viscovsky who was recently honored
as one of President Bush's "points of light" He saw the danger of pollution in his own hometown
of Shoreview, Minnesota, which was hit by a drought. He read that planting trees was a good way
to foster conservation and promote a lot of other positive environmental effects, so he persuaded
nursery owners in his state and others to donate over 3,000 trees to his small community. Then he
convinced the Arbor Day Foundation to provide the Shoreview community with educational
brochures describing the importance of trees, and he mobilized area organizations to build
education programs into the local schools. When he did all this, he had just turned 14.
This example illustrates the type of potential we can tap by working together to instill in all
the bright young people in the country a sense of how things interrelate in the environment and
how they can make a difference.
Jacques Cousteau has made a distinction between instruction and education. Most of what
happens in schools is instruction, but the sum total is education, which is preparing people to deal
with unforeseen and unforeseeable situations by giving them information that they can use to make
judgments. In the environmental education effort, the federal government must serve as a helper
and a partner. Our role is to energize and put the wind to the backs of the millions of people who
will collectively come up with the answers.
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Environmental Education Priorities at EPA
by
William K. Reilly, Administrator
U.S. Environmental Protection Agency
Earlier this year, President Bush unveiled "America 2000," a bold new National Education
Strategy. This strategy anticipates major changes in our attitudes about learning in all of America's
110,000 public and private schools—changes in every home and in every community. Environmental
education will be a central component of America 2000, and EPA is excited to join this effort.
Under the National Environmental Education Act signed into law by President Bush a year ago,
EPA has established an Office of Environmental Education. For the first time in the Agency's
history, our statutory mandates now formally include education in addition to enforcement and
regulation.
Our education goals are broad:
• To increase environmental literacy throughout the country.
• To foster international cooperation, promoting environmental awareness and
environmental stewardship.
• To encourage young people to pursue careers in math, science, engineering, and
other fields essential to future environmental improvement.
All these steps are important because, in the end, environmental education is about
promoting stewardship and about developing a lasting ethic that recognizes the importance of
healthy/natural systems to the future well-being of our country, indeed of the entire planet.
Our success in achieving these goals depends on engaging many others outside our Agency.
A recent Report to Congress on Environmental Education noted:
Only through cooperative efforts and partnerships will we be able to
accelerate...environmental education programs, individual-awareness, and the development
of a more scientifically and technically literate workforce.
Consequently, education efforts at EPA will be built around cooperation. We will work with
other federal agencies, pursue public/private partnerships outside the government, serve as a
clearinghouse for environmental education materials, provide seed money to state and local
governments and to private groups, and reach out to those traditionally not well represented in
environmental education programs, particularly inner-city youth and Native Americans. The
following are a few of the programs EPA is implementing this fiscal year:
• Awarding nearly two and one-half million dollars in grants to support promising,
locally initiated, environmental education projects.
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• Awarding a major grant of nearly two million dollars to a consortium of universities
and nonprofit organizations for a nationwide environmental education and training
program.
• Developing internship and fellowship programs for up to 250 students and 50
teachers in environment-related positions in the federal government.
• Recognizing outstanding teaching; excellence in print, film, and broadcast education
efforts; and literary contributions—so vital in fostering appreciation for natural
systems. Many of us, for example, remember the impact of Rachel Carson's Silent
Spring.
EPA has also helped to set up the National Environmental Education and Training
Foundation. Under the chairmanship of Drew University President and former New Jersey
Governor Tom Kean, the foundation is encouraging private support for environmental education
activities. Earlier this year, I accepted the first contribution of $10,000 to the foundation from
Times Mirror Magazines in New York City.
Environmental education gives us a context for understanding who and where we are, how
far we have come, and how far we have to go, and for considering 20 years of progress since the
first Earth Day in 1970, the year in which EPA was created. We need to recall the late sixties and
early seventies: times of belching smokestacks, and fecal coliform you could not only smell, but see.
in so many of our nation's lakes and rivers.
There are many indicators of our progress since then: particulate emissions in the nation's
cities are down 63 percent, carbon monoxide is down 40 percent, and sulfur dioxide is down 27
percent. The progress in water quality, while less dramatic, is no less tangible. In the Great Lakes,
for example, where some feared during the sixties that it was only a matter of time before we would
be able to walk across Lake Erie, today we see increasing populations of fish and wildlife. This
environmental progress was achieved during the past 20 years, in a time span in which 80 million
new automobiles came on to the road, and in which our country saw a real 70 percent increase in
our Gross National Product.
Environmental education helps us understand the work that remains to overcome more
complex contemporary environmental problems. Half of all water pollution in the United States,
for example, is no longer attributable to factory pipes and municipal discharges, but rather to runoff
from nonpoint sources, like farms, forests, mines, and city streets. Consider that in 1988, the
amount of used motor oil poured down storm drains or sent to landfills by do-it-yourself auto
mechanics was equivalent to 16 Exxon Valdez oil spills. Pesticide residues in food, climate change,
depletion of upper atmospheric ozone—these may not have been the concerns of the 1970s but they
are very much the preoccupation of the 1990s. Overcoming such challenges will require an aware,
responsible, and committed public, a public that intends to keep pace with the unfolding dramas
on the environmental scene.
This was demonstrated in very practical terms during a recent visit to Eleanor Roosevelt
High School in Greenbelt, Maryland. There, I conducted water quality experiments with future
scientists in the school's innovative Environmental Studies Class. These students are learning and
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applying science and other disciplines to real world situations, to make these courses of instruction
come alive.
Similarly, last February, I traveled to Austin, Texas, where I joined high school students
taking water samples as part of an early warning system for the Lower Colorado River Authority.
These students are learning how water quality serves as an indicator of the overall health of the
Lower Colorado River watershed and the plants and animals that live there. Such in-the-field
experience brings home the value of science—showing how science can be applied to practical
problems to protect the resources we value.
Two and a half millennia ago, a Chinese philosopher, Lao-Tsu, delivered a prophetic
message. In the end," he wrote, "we will conserve only what we love...we will love only what we
understand...we will understand only what we are taught." Today, we are making progress in
creating an America in which we and our children and generations to come live in harmony with
the natural systems on which all life depends.
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Environmental Education and America 2000
by
David Keams, Deputy Secretary,
U.S. Department of Education
I'd like to begin with a couple of examples from my own family that illustrate the progress
being made in environmental education in this country. My son is an environmentalist and a rock
climber in the Southwest. As a result of working with the U.S. Forestry Service in Bonnet's Ferry,
Idaho, he has met a lot of forestry people. He writes to me periodically and says, "Dad, do you
know what your friends in Washington are up to now?" Recently, I received a note from him in
which he used the word "tradeoff." When I read that phrase, I knew he was beginning to gain an
understanding of the complex relationships involved in environmental protection. The second
example illustrates the progress we've made with even our youngest children. The other day
someone in my family dropped an aluminum can into a wastebasket. My 5-year old granddaughter
picked it out of the trash and brought it back into the kitchen to be recycled. These two simple
examples illustrate our progress, but we still have a long way to go.
We have always done well in this country in educating the top half; we have never done well
at educating everyone. Our international competitors, on the other hand, are educating 90 to 95
percent of their people to an extraordinarily high level, probably equivalent to a 4-year college
degree in the core subjects. Unless we educate everyone in the United States to that same high
level, we are not going to be able to compete with the rest of the world.
Before I speak with you about America 2000, and its critical connection with'environmental
education, I would like to share with you a personal story about different approaches to total
quality management. In 1980, as part of my benchmarking activities for Xerox to learn about the
best business practices in the world, I visited the Toyota Company. While flying to Japan, I was
reading a Forbes article about a 3 billion dollar investment that the General Motors Corporation
was making in improving reliability, improving quality, and reducing costs. A cynical writer
concluded at the end of the article that General Motors would not meet their projections.
When I arrived at Toyota, they had the Forbes article copied and pasted up all over their
building—and the magazine had only been out for 10 days. The company was in the process of
changing every reliability target, every quality target, and every cost target. They assumed that
General Motors would achieve everything they said they would, and that in order to remain
competitive on an international basis Toyota needed to adjust their goals accordingly. At the end
of that week, I started to write down my thoughts on why Japanese business people were taking
American business people to the cleaners. First, I jotted down terms like monolithic society,
planned economy, cost of capital, and unlevel playing field—all of the rationalizations that we
invoke when we are failing. Finally, I wrote down two words, "expectation levels," and circled them.
I concluded that, in a qualitative sense, Japanese business leaders had substantially higher
expectations for success than we did in the United States. With this realization, I became
determined to change all of our goals at Xerox, convinced that we needed a completely new strategy
and process for the eighties.
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The education reform and restructuring movement in the United States must employ that
same strategy of high expectation levels. The Japanese university and college system jnay not be
as good as that of the United States, but, at the elementary and secondary school level, not only
the Japanese, but the Northern Europeans, the Germans, the French, and a number of other Asian
countries have a substantially better system than we do. If the United States is going to make
positive changes, we must have goals and they must be clearly understood nationwide.
A year and a half ago, the 50 governors in the United States agreed with the President on
education goals for the nation. The six national education goals are identified in Appendix K. This
is the first time in the country's history that we have had national education goals. A lot of people
have assailed these goals, saying that they are not reachable, but I cannot imagine a country not
having education goals that are at the highest level. In fact, right now, while we are making some
improvements in education, the Northern Europeans, the Japanese, and some other Asian countries
are improving at an even faster rate, continually widening the gap.
The United States needs high goals, but to achieve them we also need a strategy. That is
what America 2000 provides. America 2000 is not a standards and testing-only strategy, a new
schools strategy, or a choice-only strategy. Instead, it is a broad-based strategy that depends on the
cooperation of the governors, the chief state school officers, and communities in meeting all six of
its goals. America 2000 is also grounded at the state and community level, because that is where
ownership for educational reform has to take place.
I believe there is a much broader understanding today about the environment than there
is about education in this country. A Gallup poll taken at the end of the Gulf War in the Spring
of 1991, revealed that education was the public's number one priority, ahead of national security.
Yet 80 percent of the people who answered that poll rated their own schools, A or B. In other
words, people were not taking ownership for this issue; in their minds, the problem always belonged
to someone else. Until real ownership takes place, the chance for systemic reform and restructuring
is low.
Our strategy for reforming education in this country is no different than our strategy for
changing attitudes about the environment; both need to take place at the grassroots level. The
public may, in fact, already be ahead of its leaders in thinking about the importance of education.
This kind of public involvement represents a real political opportunity to excite the nation about
the environment and tie it into the America 2000 goals for reform and restructuring.
Our kids care about the environment and kids learn about the things that they care about.
Most educators are telling us that the method of lecturing and regurgitating information is not an
effective way to learn. Teaching about our environment through hands on, real world-oriented
activities, not just in science but in all disciplines, can provide tremendous motivation for students
and teachers. People often ask if we should have separate courses on the environment. I don't
know the answer. That question is for all of you to consider. I would, however, place a higher
priority on infusing the environment into existing science curricula so that it becomes part of a
whole set of other skills and concepts that youngsters are learning.
America 2000 has several tracks: Track 1 is better and more accountable schools; Track 2
is new schools; Track 3 is a more literate public; but Track 4, which involves improving the learning
environment outside of school, may be the most important. In an address in April 1991, President
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Bush borrowed the phrase, "the 91 percent factor," which may have been invented by Checker Finn,
the education writer. This is the simple idea that if a youngster starts school at age 5 and graduates
high school at 18, he or she will have spent only 9 percent of his or her time in school. The
environment outside of the classroom, however, has a major impact on a student's ability to learn.
We need to go into the communities and the states, and challenge them to adopt the
America 2000 goals. Thirty states already have signed on as America 2000 states and a number of
communities have also joined. What do you have to do to become an America 2000 school or
community?
• Adopt the six national goals (see Appendix K), to which some states have added one
or two of their own, and communicate them broadly.
• Develop a community strategy to achieve those goals by the year 2000.
• Report to the community on the content of the strategy and then report regularly
on the strategy's progress.
• Agree as a community to plan and adopt a new American school for the next
century.
Implementation of a community strategy, such as the one called for in America 2000, requires the
involvement of five groups: 1) educators; 2) business leaders; 3) politicians, including school boards
(few school boards across the nation are involved in systemic change to develop a first-class
internationally competitive school system); 4) community-based organizations, which often know
the most about the 91 percent factor, and 5) parents.
The agenda for this conference is tied specifically to developing a strategy of ownership at
the local and community level to improve environmental education. I believe that you will begin
to see a receptivity at the local level, as communities look for ways to restructure and energize their
school system. The environment and environmental education provide an excellent opportunity to
achieve those changes.
I would like to leave you with one last challenge. Many of you are part of our higher
education system, which is world class. Our universities are playing a leadership role, often in
partnership with business and government, in the areas of biology, biotechnology, optics, and
semiconductors to ensure this country's international competitiveness. I do not, however, currently
see the university community playing a leadership role in the reform and restructuring of the
educational system in this country. I would challenge those of you in the educational community
to be part of this drive for change.
Our country should have the highest expectation levels for success in education and the
environment. Over the last 25 years, we have tended to moderate many of our expectation levels.
If we start to raise these levels, I believe we can continue to live the American Dream, which is a
simple one—that our children will live better than their parents. If we don't hurry, our children
may be the first generation of Americans who, in fact, will not live better than their parents did.
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Environmental Education at the U.S. Department of the Interior
by
Manuel Lujan, Jr., Secretary, U.S. Department of the Interior
Environmental education and the protection of our environment are two very high priorities
at the Department of the Interior. As steward of some 440 million acres of our nation's lands,
Interior is charged with implementing a land management policy that combines both development
and preservation. We have made great progress in recent years in promoting public awareness of
the environment, and in incorporating environmental concerns into our land management and
restoration programs.
One of these programs is called the "Suitcase for Survival." This is a cooperative effort of
the U.S. Fish and Wildlife Service, the National Fish and Wildlife Foundation, the World Wildlife
Fund, the American Association of Zoological Parks and Aquariums, and Interior's Take Pride in
America. The purpose of "Suitcase for Survival" is to show young people in schools or when they
visit zoos the importance of preserving endangered species. The traveling suitcases, donated by
American Tourister, contain wildlife products confiscated by federal agents, as well as slides and
other items to educate students about threatened and endangered wildlife.
Our Water Resources Education Initiative, another program, is a 3-year partnership effort,
begun in 1990, with the American Water Resources Association, three Interior bureaus, and the
Denver-area public schools. A national team of educators has been assembled to evaluate existing
water education materials to determine what materials are most useful and what is lacking. In all,
five educational posters will be designed, the first of which has already been published by the
National Science Teachers Association in their May editions of Science Scope and Science and
Children.
Another program is the Junior Duck Stamp program. The Federal Junior Duck Stamp
Design Contest encourages children in grades K-12 to produce and submit their own wildlife art
work for judging. Another component of the program promotes conservation awareness with
instructional materials and guidelines for student activities.
The Enjoy Outdoors America initiative focuses on educating the public about the outdoor
environment; the plants, animals, geology, and cultural heritage of our country; and what must be
done to help preserve these treasures for future generations. Establishing partnerships with local,
state, and national constituency groups and governments and encouraging volunteerism are integral
parts of Enjoy Outdoors America.
Our Minerals Management Service has produced educational material on topics such as
Ensuring Safety on the Outer Continental Shelf and Oil-Spill Prevention and Research.
The Office of Surface Mining has a project to develop publications and video presentations
on the contributions of earth science to environmental reclamation.
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The U.S. Geological Survey has a wealth of materials pertaining to mapping and
geographical research. Their high-tech Geographic Information System (GIS) utilizes data
compiled from aerial surveillance, satellite observations, and other geographic sources to produce
a variety of maps on the environment. From showing caribou migration in Alaska, to delineating
wetlands, to revealing classes of vegetative cover across the landscape, GIS can create maps that
tell a thousand stories about our environment.
The Bureau of Mines plans to develop materials to support a minerals curriculum that will
help students discover the nature of mineral resources and their importance in society.
The Bureau of Land Management (BLM) is launching a major new heritage education
program in support of the President's "America 2000" goals. This program will ultimately provide
learning opportunities for students, both in school and in "outdoor classrooms" and museums.
BLM's five million historic and archaeological properties provide a dramatic record of 12,000 years
of human presence in the New World. They offer unparalleled opportunities to teach young people
about America's cultural heritage.
The BLM's "Watchable Wildlife" program is designed to increase opportunities for visitors
to the public lands to photograph, study, or simply watch the countless mammals, birds, fish,
reptiles, amphibians, and invertebrates that live there.
In a particularly important program, "Leave No Trace," the BLM has recently joined forces
with the National Park Service and the Forest Service to broaden public awareness of wilderness
ethics. Through posters and brochures, the "Leave No Trace" program teaches those who camp on
public lands the proper ways of preserving the wilderness areas they visit, so that these areas are
left in pristine and undisturbed condition for all to enjoy.
Interior's Bureau of Reclamation is behind an effort to spread project WET, "Water
Education for Teachers," nationwide. Teachers are eager to include water education in their
classes, but often lack the financial resources needed for materials and training. Project WET
meets the needs of these teachers through seminars and workshops. WET has been highly
successful in North Dakota, Montana, and Idaho.
When it conies to environmental education, the National Park system is perhaps the Interior
Department's strongest suit. The National Park Service has a long and respected history of
environmental education programs, much of which has been in the form of traditional interpretive
programs in parks such as guided walks, evening programs, exhibits, and audiovisual presentations.
Our nation's parks are schools in themselves, offering a countless variety of natural and historical
lessons to the millions of people who visit them. The "National Parks as Classroom" program is the
Park Service's current effort to maximize its educational impact, by encouraging partnerships and
cooperative efforts with local communities, local schools, and colleges and universities. As more
funding becomes available, this program will expand and develop additional activities.
In summary, we have a wide variety of efforts underway at the Department of the Interior
to foster environmental education. We at the department, however, are looking forward to meeting
the continuing challenge to provide more environmental education programs. In order to make the
best use of our vast resources, we are eager to develop partnerships, to share ideas and information,
and to collaborate in joint projects whenever possible. Protecting and preserving the environment
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is everyone's business. Americans realize that a sound environmental policy requires a commitment
to long-term goals, and they realize that the health of our environment is a concern not just for
themselves, but for their children and future generations as well. The Department of the Interior
stands ready to do its part to attain these goals.
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Peace Corps - A Leader in Environmental Education
by
Barbara Zartman, Deputy Director,
Peace Corps
This conference is a symbol of renewed national commitment to environmental education
and a real opportunity for all of us—in the public and private sectors—to link together, strengthen
our collaborative activities, and work more effectively to solve environmental problems through
education. Margaret Mead once advised: "Never doubt that a small group of committed citizens
can change the world. Indeed, it's the only thing that ever has."
For 30 years, the volunteers of the Peace Corps have proven that committed people can
make a difference. When it comes to protecting our world's environment, this commitment is
needed as never before. And make no mistake—the challenge before us is a global challenge.
In every corner of the world, people are cutting forests, extracting minerals and energy
sources, eroding topsoil, polluting the air and water, and destroying natural areas at an
unprecedented rate. As the pressures from overpopulation and overdevelopment increase, it is
becoming increasingly difficult for the world's people to provide for their needs and wants.
The consequences of severe environmental degradation are inescapable: loss of human life,
increasing cancer rates, species extinction, spreading deserts, pesticide contamination, starvation,
and poverty. Many experts fear that if the current rate of destruction continues, we may well see
the gradual breakdown of the very systems that support life on earth.
Those of us involved in environmental education understand the link between the
degradation of the world's natural resources and growing food shortages, poor health, and
inadequate nutrition in developing countries. We understand the profound truth within the Kenyan
proverb: Treat the earth well. It was not given to you by your parents; it is loaned to you by your
children." We also understand the link between environmental degradation and environmental
education.
At the Peace Corps, environmental education is our commitment to the future. We believe
that environmental education can help people gain the knowledge, skills, motivation, and
commitment they will need to manage and sustain the earth's resources, and to help them take
responsibility for' maintaining environmental quality. By empowering and enlightening,
environmental education can help people solve and prevent environmental problems. That is as
true in Delmarva as it is in Dakar.
Since its founding in 1961, the Peace Corps has recruited, trained, and placed environment
and education volunteers in more than 100 countries around the world. And the roster of Peace
Corps countries is increasing more rapidly now than at any time in the agency's history. We now
have volunteers serving concurrently in nearly 90 countries; we are also receiving invitations from
new countries at an unprecedented rate. Before us are new programs in Argentina, Albania,
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Ukraine, the Baltics, and other former Soviet republics as they are recognized. In addition, there
are a dozen countries in this hemisphere and in Africa inviting the Peace Corps to come and join
with them. Increasingly, environmental programs are part of what we share.
Today we have environmental programs underway in more than 60 countries, accounting
for more than 700 volunteers, probably the largest environmental work force in the world. This
fiscal year, host country governments have asked the Peace Corps to provide more than 550 pure
environmentalists. In the "formal" environmental sector, volunteers are incorporating environmental
issues and content into their teaching in all subject areas, developing environmental education
curricula for primary and secondary schools, teaching college-level environmental education courses,
and training teachers in environmental education techniques.
On the Caribbean island nation of St. Kitts, for example, volunteers and their counterparts
developed an environmental education component for the national curriculum, and they are
currently in the process of creating a long-range plan that will involve writing workshops, teacher
training, and evaluation.
WeVe also conducted teacher-training workshops for both Peace Corps volunteers working
as elementary and secondary educators, and their host country counterparts, in such widely varied
places as Gabon, Sri Lanka, Botswana, the South Pacific, and Central Europe. During these
training programs, participants focus on how to identify environmental problems in their
communities and how to incorporate environmental issues into their teaching. Overall, education
volunteers comprise almost 40 percent of all Peace Corps volunteers, which translates to more than
2,800 education volunteers working today in almost every Peace Corps country. With the
collaboration of the U.S. Environmental Protection Agency (EPA), we are providing training to all
of those volunteers so that they may become truly a worldwide environmental education workforce.
The Peace Corps recognizes that without the cooperation of our colleagues we could not
accomplish a fraction of what we do now. The Peace Corps currently collaborates with a number
of the world's leading organizations and agencies active in the environmental field, many of which
are represented at this conference. We recognize that the Peace Corps cannot stand alone or work
in isolation in international environmental education and natural resource management. Our
collaborations enhance our capacity to promote global education and awareness of environmental
problems.
As we look ahead to the year 2000, our goal will be to increase the environmental
awareness, knowledge, and skills of. all Peace Corps volunteers and staff regardless of their field of
service, as well as to support our operational projects overseas. In partnership with EPA, we will
be developing for all volunteers a pre-service training module focusing on the environment that will
include sessions on identifying environmental problems, investigating attitudes and perceptions, and
developing secondary projects that can help address environmental problems. These volunteers will
serve their two years overseas and then return to join our national workforce, at the rate of 3,000
or 4,000 a year, as internationally aware, bilingual, culturally sensitive, environmental educators.
Thus, as we grow to our mandated level of 10,000 Peace Corps volunteers, the environmental
education workforce will grow, too.
As the Peace Corps continues to support environmental programs overseas and develop new
program directions, we will be counting on our collaborative agreements more than ever before.
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Currently, 37 environmental volunteers are taking part in pre-service training in Hungary,
Czechoslovakia, and Poland, with assistance from the Regional Environmental Center in Budapest,
the EPA, the Institute for Conservation Leadership, the World Wildlife Fund, and local experts in
each country. These volunteers will be working in environmental education centers, parks, and
environmental nongovernmental organizations throughout the region. In November 1991 in Sri
Lanka, more than 60 volunteers and their counterparts attended a workshop designed to help them
incorporate environmental education into their teaching, using environmental education models
such as Project Learning Tree and NatureScope.
In addition, the Peace Corps has, in the last year and a half, introduced a domestic
education component that links American classrooms with volunteers overseas. Our World Wise
Schools program establishes an exchange between enrolled elementary or secondary school
classrooms and active Peace Corps volunteers who agree to share, through letter and artifact
exchanges, information about what they are doing in the field. Some 2,500 stateside teachers have
enrolled their classes in this program as Peace Corps World Wise Schools.
The Peace Corps has always been a dynamic agency and as we look to the turn of the
century, we see that this will not change. As an agency, we will be challenged as never before to
meet the needs of the countries we serve. We believe that people can successfully address the
environmental issues facing the world and help improve the quality of their lives—if given the
necessary tools, opportunities, and support.
As we look to the future and the role that environmental education will play, I would like
you to consider the words of Oren Lyons, faithkeeper of the Turtle Clan of the Onondaga Nation:
In our way of life, in our government, with every decision we make,
we always keep in mind the Seventh Generation to come. It's our
job to see that the people coming ahead, the generations still unborn,
have a world no worse than ours—and hopefully better. When we
walk upon Mother Earth, we always plant our feet carefully because
we know the faces of our future generations are looking up at us
from beneath the ground. We never forget them.1
1 Wall, S. and H. Arden. The Wisdom Keepers: Meetings with Native American Spiritual
Elders. Hillsboro, OR: Beyond Words Publishing, Inc.
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A Vision for Environmental Education
by
Gaylord Nelson, Counselor, The Wilderness Society
As a society, we devote much of our time and energy to addressing events and issues of
immediate concern: the economy, jobs, wars, budget deficits, drugs, crime on the streets, the
worldwide unravelling of communist systems, and many more. These are front page issues that will
always command our attention. But, strangely, an issue of immeasurably greater import than any
of these draws comparatively scant attention. Right now, and in the long haul into the next century
and the centuries thereafter, no other issue is as relevant to the condition of human life as the
status of our resource base. This resource base defines the habitat and the limitations for survival
of all species, plant and animal, including humankind. In comparison, all other issues are relatively
insignificant.
My remarks will be confined mainly to the political aspects of the issue, because it is in the
arena of politics, where we will succeed or fail to meet the environmental challenge so critical to
our future.
The first and most important political and economic reality is that all industrial nations are
rapidly degrading and dissipating their life-sustaining resource base. In short, every industrial
nation is consuming its capital assets—its wealth—and counting it on the profit side of the ledger.
The basic wealth of a nation is its air, water, soil, forests, minerals, rivers, lakes, oceans, scenic
beauty, and wildlife habitats. Take it away and all that's left is a desert.
Perhaps the most sacred tenet of capitalism is that you do not consume capital to pay for
current expenses. Yet, unwittingly, or perhaps, witlessly, the captains of industry and the free
market entrepreneurs have been depleting the nation's capital resource base for so long they are
unaware that they are sowing the seeds that will destroy the system. Every business enterprise in
history that consumed its capital and called it profit went bankrupt. Sovereign nations are no
different—it will just take them longer to get there.
In the past century, the industrial world has destroyed or degraded a great portion of the
capital accumulation on earth by air, river, lake, and ocean pollution; soil erosion; depletion of
aquifers; overdrafting ocean resources; deforestation; and destruction of wildlife habitats and scenic
beauty. If we are going to stop dissipating this resource base, which certainly we must, then three
important things must happen during the next 30 to 40 years:
1. Bring together a unified political coalition behind an environmental program to
create a sustainable economy.
2. Implement a long-term nationwide environmental education effort aimed at
nurturing a conservation generation.
3. Vigorous, Presidential leadership supported by the Congress.
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We must begin by developing a carefully designed long-term economic-environmental
program with the objective of creating an environmentally sustainable economy—that is to say, an
economy that is not fueled by consuming our capital, but one that is sustained by living off the
interest. Everything that needs to be done to create a sustainable economy is well within our
capacity. The only question is whether we have the vision to recognize the necessity of acting soon
and the national will and political leadership to implement such a long-range program.
To achieve this goal, we must nurture a "conservation generation" imbued in its heart and
mind with a strong conservation ethic that serves to guide its conduct respecting all matters relating
to nature and its works. That is to say, an ethic that guides its daily personal conduct and its
conduct as leaders and decision-makers in both the private and public sectors. The marketplace
plus laws, rules, regulations, and the courts are important but can only do part of the job. The rest
is up to Ve, the people." The distinguished English Jurist, Lord Moulton, went to the heart of the
matter when he said, "The measure of a civilization is the degree of its obedience to the
unenforceable."
A deeply ingrained conservation ethic will produce a high degree of obedience because it
is self enforcing. It can do what laws, rules, courts, and police officers cannot. Absent a
conservation ethic deeply ingrained in our culture, we will continue in the future, as we have in the
past, to destroy enduring national values in exchange for a handful of silver and a mortgage on the
future.
When experts are asked to list the most serious environmental problems, they are practically
unanimous in ranking at the top of the list the calamitous consequences of continued exponential
population growth. Even by the most optimistic scenarios, world population will increase by 95
million every year during this decade adding a net of 1 billion to the current world population of
53 billion. To give some perspective on this exponential growth, when I was born in 1916 there
were 1.7 billion people on earth; when I organized Earth Day in 1969 and 1970, there were 3.7
billion; last year there were 53 billion; and we're headed by the turn of the century to 63 billion.
Does anyone really believe this world will be a better place with a billion more people 10
years from now, and will be better still when world population doubles in a few more decades, that
the United States will be a better country with 100 or 200 million more people, or that New York,
Miami, Chicago, Detroit, and Los Angeles are better cities now than when they were half the size
and will be better still when half again as large? The answer to these questions is obvious. Indeed
the population of the United States already exceeds its carrying capacity—that is to say our current
population is being sustained by continued erosion of our resource base. This is not a sustainable
situation over the long term; it is the road to bankruptcy. It is irrational to continue to travel that
road when forging an alternative is feasible.
When we find educated and distinguished citizens like Professor Julian Simon and Ben
Wallenberg arguing that population isn't a problem, that more is better, a closer examination
inevitably reveals that they are economists. No biologist or ecologjst would make that argument.
Mainstream economists think the health of the economy and the wealth of the nation are
measured by the simplistic exercise of adding up the annual production of goods and services
without factoring in the accumulated environmental deficit or the annual cost of environmental
deterioration. Whereas the economics profession should be at the cutting edge of the drive to forge
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a sustainable economy, it is instead an intellectual and political impediment to the process. Thus,
except for a relatively small number of economists like John Daly (author of For the Common
Good), the profession has made itself irrelevant to the central issue of our time. The extent of its
irrelevancy was aptly put by Amory Lovins when he said, "Economists are those people who lie
awake nights worrying about whether what actually works in the real world could conceivably work
in theory."
After population, the experts list such vital matters as the threat of global warming,
pollution of the oceans, declining biodiversity, ground-water pollution, hazardous wastes, and many
more. All of these issues would rank high on any list. Ironically, however, possibly the single most
important long-term environmental issue is rarely noted or mentioned anywhere. Yet it most
certainly is the key to our environmental future. The absence of a pervasive, guiding conservation
ethic in our culture is the issue and the problem. It is a crippling, if not a fatal weakness. Society's
answer must be to focus its attention and energies on nurturing a conservation generation imbued
with a conservation ethic. Without such a guiding ethic, society will not have the understanding,
motivation, conviction, or political will to persist in addressing the truly hard questions that will
confront us in the decades to come.
Tragically, the universal guiding ethic of the United States and all other industrial nations
since the industrial revolution has been maximum exploitation of all resources with minimum
concern for the consequences to the environment. This guiding ethic has been quite precisely
described by a Japanese journalist who was asked by ecologist Paul Ehrlich why the Japanese
whaling industry is busily exterminating the very source of its wealth. The answer:
You are thinking of the whaling industry as an organization
interested in maintaining whales. Actually, it is better viewed as a
huge quantity of capital attempting to earn the highest possible
return. If it can exterminate whales in 10 years and make a 15
percent profit, but could make 10 percent with a sustainable harvest,
then it will exterminate them in 10 years. After that, the money will
be moved to exterminate another resource.
Economist He'rman Daly cogently summarized this evolving tragedy when he said, "...there is
something fundamentally wrong in treating the earth as if it were a business in liquidation."
Nonetheless, that fairly describes our stewardship of the planet.
Alfred Wood Krutch described the guiding cultural ethic of the industrial society with some
biting satire: "When someone destroys something replaceable made by mankind, he is called a
vandal. When someone destroys something irreplaceable made by God he is called a developer."
Had our society been guided by a conservation ethic, we would not have fallen into an
endless number of avoidable costly environmental blunders. Fortunately, there are encouraging
signs that our society is beginning to develop a conservation ethic that will ultimately flower into
a powerful social, political, and economic force. The sooner the better. A committed conservation
generation is crucial to the political process through which we will do or fail to do what is necessary
to forge an environmentally sustainable economy in the next three or four decades.
If we are going to succeed in raising a conservation generation soon enough to have a
significant impact in the near term, we must initiate a comprehensive nationwide environmental
education program in every school system in America. The governor of every state should have at
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the top of his or her agenda a proposal mandating that environmental education be included in the
curriculum for every class from kindergarten through high school. The state of Wisconsin has
implemented such a program in kindergarten through twelfth grade. In 1985, the state of Wisconsin
mandated that no one would be certified to teach in the state without qualifying in a certain
number of environmental courses. Teachers in the arts, economics, agriculture, and other courses
must infuse into their classes an environmental element. The interesting thing about this program
is that it did not require a tax increase. Wisconsin spends about $200,000 on this program out of
a $14 billion budget. If every state would follow Wisconsin's lead we would dramatically speed up
the process.
Not only has Wisconsin mandated K-12 environmental education but last year Tufts
University became the first university to require that courses in all academic disciplines, both
graduate and undergraduate, include an environmental aspect.
A well-designed environmental education program will produce an informed and committed
conservation generation that will provide the critical understanding and support for moving the
nation to a sustainable economy.
I would like to comment briefly on Earth Day and its environmental education aspect. My
purpose in organizing the 1970 Earth Day event was both political and educational. The first
objective was to get a nationwide demonstration so large it would shake the political establishment
out of its lethargy and, finally, force this issue permanently into the political arena. The second
objective was to institutionalize Earth Day as an annual educational event in our grade schools, high
schools, colleges, and local communities. Every year for the past 21 years increasing numbers of
schools and communities have observed Earth Day, reaching a total of several thousand in 1991.
In our school systems and communities, self-generated Earth Day observances have been expanding
every year since 1970.
On November 19, 1969, 5 months before Earth Day, I introduced the Environmental
Education Act which was signed by the President 11 months later on October 30, 1970.
Unfortunately the program was allowed to expire in the early 1980s. Last year Senator Burdick was
able to revive the Act with some modifications, and EPA is conscientiously carrying out the
mandates of the law. For example, for the 11- or 12-year period the law was in effect the first time
it was adopted, there wasn't any conference like this one.
We have come a long way in the past 20 years, with the general public and all social,
political, cultural, economic, and religious groups finally recognizing and responding to
environmental concerns—not as fast as one might hope but clearly at an accelerating pace. My
hope is that we will all soon recognize that environmental education goes directly to the heart of
the challenge to create a sustainable economy. Quite frankly, it ranks as a priority of the first
order.
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Goals and Priorities in Implementing
the National Environmental Education Act (NEEA)
by
Lewis Crampton, Associate Administrator for Communications,
Education, and Public Affairs, U.S. Environmental Protection Agency
President Bush signed the National Environmental Education Act into law in November
1990, but Administrator William Reilly had already established the Office of Environmental
Education (OEE) in August of that year in anticipation of the Act's passage. We at EPA were
confident that an idea as powerful as this one would have the support of Congress.
During the course of writing this law, EPA had excellent relationships with Senator Burdick
and Senator Chaffee, the Majority and Minority Leaders, respectively, of the Senate Public Works
and Environment Committee. Staff members Jeff Peterson, who works for Senator Burdick, and
Rich Inness, who works for Senator Chaffee, were instrumental in supporting the Act.
The Office of Environmental Education and the National Environmental Education and
Training Foundation have been working for the past year to develop the infrastructure to
implement this law. One year after its passage, we are carrying out one of the main objectives of
the legislation by creating linkages and partnerships, and developing positive working relationships
with other agencies, with businesses, and with schools and universities. Environmental education
is a wonderful opportunity for EPA to get more in touch with its own goals. Ten EPA
headquarters staff in the Office of Environmental Education will work to carry out these mandates,
and each of the 10 EPA regional offices has selected a staff coordinator for environmental
education.
Michael O'Reilly has brought to the position of Acting Director of the Office of
Environmental Education enthusiasm, vision, a willingness to reach out and listen, and an ability
to develop teamwork that has contributed greatly to OEE's success. The following is a brief status
report on each of the programs and mandates of the Act that EPA is implementing:
• Environmental Education Clearinghouse - The clearinghouse will provide
information on federal agency and nonprofit organization environmental education
materials and programs to existing information-sharing networks, tailored especially
for teachers. Our goal is not to include all environmental education materials
developed by EPA and other federal agencies, but to select quality curricula and
interpretive programs. We will be establishing selection criteria and would
appreciate your input. The architecture of the clearinghouse is simple, accessible,
and interactive. Michael Baker, Mike Tormsio, and Richard Laska are responsible
for the clearinghouse.
• Internship and Fellowship Programs - The Act calls for internships for 250 college
students and fellowships for 50 in-service teachers, with the goal of promoting the
understanding of environmental issues and improving the training of environmental
professionals. The first interns and fellows will be placed federal government-wide
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in the fall of 1992. Our internship/fellowship program will have two tracks: 1)
experience-based internships and fellowships in which individuals at EPA and other
federal agencies will serve as mentors to help students and teachers participate in
the activities of their assigned agency, and 2) research-based fellowships, which will
provide graduate students with a project, paper, or investigation to pursue in support
of an EPA office. Ginger Wandless and Melba Meador are responsible for the
Internship and Fellowship Programs.
Youth Programs - These programs already include formalized relationships with the
Boy Scouts and the Girl Scouts of America, and, we hope, will expand to include
other organizations like the Future Farmers of America. Our largest youth program
is the President's Environmental Youth Awards. President Bush presents these
awards personally to 10 outstanding youths every year. The person in charge of the
Youth Programs is Doris Gillispie.
Advisory Boards - Our first advisory mechanism is EPA's internal 36-member
Advisory Board representing all of the regions, headquarters programs, and research
laboratories. The chair of that board is Paul Keough, Deputy Regional
Administrator, Region 1. We also have a 16-member interagency Federal Task
Force on Environmental Education; that is the group responsible for sponsoring this
conference. In addition, we have an 11-member Advisory Council, who will formally
advise EPA on how it implements its new environmental education programs. It is
made up of educators, states, non-profit organizations, and the private sector. Mike
Baker manages the internal EPA Advisory Board and Kathleen MacKinnon
manages the Federal Task Force and Advisory Council.
Grant Programs - EPA is developing two grant programs to support selected
environmental education efforts, for which Congress has appropriated 4.1 million
dollars for fiscal year 1992. The two programs are:
1. Training and Education Program. This program awards a grant to a
university or nonprofit institution or consortia of institutions to operate an
environmental education training program. The institution or consortia can
use the grant to develop curricula or training courses for teachers, or to
pursue other environmental education activities. We received 80
preproposals, of which EPA staff have selected the 10 best. The top 10
proposals will be reviewed by a federal government panel as well as by
nonfederal environmental education peer review experts. A final selection
will be made in the spring of 1992.
2. Education Grants. These grants are being awarded on an annual basis to
support local, state, and nonprofit environmental education efforts. The
presolicitation notice was distributed to 10,000 people on our grants program
mailing list, and the final solicitation notice was published in the Federal
Register in late November 1991. Over two million dollars is available for this
program, half of which will be available directly to the Regional
Administrators and the directors of the laboratories around the country.
(Each region will get approximately $100,000.) The regions will set up
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grants review procedures and make decisions on all proposals that are less
than $25,000. Headquarters will award grants of over $25,000. Our strategy,
because we are not yet at full funding and because there is a lot of demand,
is to make as many good small grants as possible. Having worked at the
local level before, I know how important even a small grant can be in
establishing support and credibility for a program. The first grants for this
program will be made in summer 1992. George Walker is heading up the
Grant Programs.
• EPA Earth Notes - The Office of Environmental Education is launching a periodical
that contains material from elementary classroom teachers about their first-hand
experiences in bringing environmental education into the classroom. The first
edition was distributed in November 1991 to 100,000 educators nationwide. The
person responsible for Earth Notes is Lois Haig.
• International Environmental Education. EPA has established an excellent working
relationship with the State Department, AID, and the United States Information
Agency (USIA) in pursuing international activities. We have been broadcasting
environmental programs to countries around the world using the USIA broadcast
network. In cooperation with the Office of the Deputy Administrator and the
Office of International Activities, we have also been developing a trilateral
agreement in environmental education with Canada and Mexico. The lead staff
person in this area is Lois Haig.
This summarizes the activities of the Office of Environmental Education in implementing
the mandates of the National Environmental Education Act. We hope that you will share any
questions or ideas that you may have on any of EPA's efforts with myself and with the OEE staff
responsible for these programs.
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The National Environmental Education and Training Foundation
by
Robert L. Herbst, Chairman
Interim Board of Trustees, The National
Environmental Education and Training Foundation
My renewed call to you today is from the banks of the rivers, the tops of the mountains, the
bottoms of the valleys, and the secret places throughout our nation's vast land and water areas. I
call on you to recognize the value and the need for your continuous, active, and creative
involvement in the care, wise use, and enhancement of our environment. And I call on you to share
your knowledge with others, and to be environmental leaders by your words, deeds, and actions.
In 1855 on the Banks of Puget Sound in the state of Washington, Chief Seattle wrote in a
letter to President Franklin Pierce:
We know that the white man does not understand our ways. One
portion of the land is the same to him as the rest, for he is a stranger
who comes in the night and takes from the land whatever he needs.
The Earth is not his brother but his enemy, and when he has
conquered it, he moves on. He leaves his fathers' graves, and his
children's birthright forgotten. There is no quiet place in the white
man's cities. No place to hear the leaves of spring or the rustle of
insect wings, but perhaps because I am savage and do not
understand, the clatter only seems to insult the ears. And what is
there to live for if a man cannot hear the lovely cry of the
whippoorwill or the arguments of the frogs around the pond at night
... When the buffalo are all slaughtered and the wild horses all
tamed, the secret corners of the forest heavy with the scent of many
men, and the view of the ripe hills blotted by talking wires? Where
is the thicket? Where is the eagle? GONE! And what is it to say
goodbye to the swift and the hunt? The end of living and the
beginning of survival.
This was a powerful and articulate indictment of the overdevelopment mentality that
accompanied the westward expansion in this nation, the scars and ruins of which are still the subject
of protracted debate and controversy. The basic issue remains unchanged: how best to protect and
conserve that which remains. The major difference, however, is that which remains is a whole lot
less now than it was back then—each mistake today is much more costly.
Regrettably, the kind of environmentally insensitive, uncaring, and unthinking attitude that
caused Chief Seattle to rise in poetic rage remains very much with us today. But there always has
been present in America a strong underlying conservation ethic, a desire to understand the
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interrelationship of people and earth, and a desire to set aside, protect and conserve our natural
heritage for our own use and for future generations.
I like to think that the environmental ethic is gaining strength in America today, that people
are beginning, at long last, to understand how the quality of their own lives and those of their
children is diminished by dirty water, dirty air, denuded forests, and even the filling of a marsh for
yet another shopping center. There is a growing appreciation for the thicket, and all the creatures
that abound there. I believe environmental education and experiences have contributed to the
better understanding of our surroundings.
Our natural phenomena have defined our history. Even today, the canyons, rivers,
mountains, and open space virtually cry out—This is your land: this is America—a variety and
abundance of natural resources that belong not only to this generation but to future generations
as well." These are lands that belong to us all—to rich and poor and those of us in between,
wherever we live, whatever we do.
In addition to our people, it is our land- and waterbase that have made America unique on
this globe and have made us strong and a world leader. It has not been our military strength,
historically, though that has been immense. It has not been our rapid industrial and technological
development, though that, too, has been immense. It is our land that has lifted us up among
nations. Our land that has produced food, fiber, and other resources in unequalled quantity and
quality for ourselves and others. It has been our land that has stood in silent and majestic beauty
where fish and wildlife, and other resources, have flourished for all. Despoil that land and you have
despoiled the physical essence of America. We have a responsibility not to let that happen.
The environmental problems of our nation and planet are immense. But within your
individual and collective knowledge, ideas, habits, and action is the power to cleanse and maintain
this planet. The key to this individual and collective power is environmental education. In my
mind, the "ticket" to our nation's best opportunity to support environmental education is the
passage of the new National Environmental Education Act, and the creation of the National
Environmental Education and Training Foundation.
»
The National Environmental Education and Training Foundation is a unique public/private
partnership created to foster a global environmental ethic through the powerful tools of education
and training. The Foundation is committed to the joint goals of environmental protection and
sustainable development. Its vision is a commitment to meet the needs of the present while
ensuring the ability of future generations to meet their needs. To that end, the Foundation is
uniquely suited, in both form and function.
• In form, the Foundation is both public and private. Publicly chartered by the
Congress of the United States under the National Environmental Education Act of
1990, it is also privately incorporated as a 501(c)(3) charitable foundation. The
Foundation is governed by a private sector Board of Directors comprising national
and international champions of the environment, the economy, and education. The
board is appointed by the Administrator of the U.S. Environmental Protection
Agency for terms of up to 4 years. Funding for the Foundation is also both private
and public. In addition to government grants and corporate and individual
contributions, the Foundation receives Congressional appropriations.
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• In ftinction, the Foundation provides a neutral common ground for all interested
parties to join forces and resources—both financial and intellectual—in support of
environmental and economic sustainability.
As a public/private partnership, the Foundation provides the common ground on which
business and industry; state, local, and federal governments; public advocacy and interest groups;
nonprofit service organizations; philanthropies; and individuals can combine their respective
resources, both financial and intellectual, to build an environmentally safe and economically sound
future. The Foundation will provide grants and contracts for environmental education and for
training. The Foundation will support the development, implementation, evaluation, and national
and international replication of programs and projects determined to have the best chance of
'making a difference" at the personal as well as the institutional level, in protecting the environment
and sustaining our economic development.
The Foundation's goals are to:
• Provide a national and international focal point for information about, and access
to, environmental education and training opportunities.
• Bring national and international recognition to the actions of individuals and
institutions.
• Expand the reach of environmental education programs and projects beyond the
traditional classroom.
• Increase substantially the numbers and the qualifications of environmental
management professionals.
• Increase substantially both the quantity and the quality of environmental education
programs, projects, and materials.
• Support and build upon the ongoing work of public, private, and nonprofit groups
already involved in pursuing these goals.
• Recognize, involve, and support traditionally underrepresented or disenfranchised
populations.
• Encourage education and training programs focused on such critical issues as the
environmental health of urban and rural populations.
• Provide scholarships and fellowships to deserving students committed to pursuing
research projects or careers in environment-related areas.
The Foundation, although it has not yet received an appropriation from Congress, now has a board;
the support of federal departments with an ex-officio board, consisting mainly of the deputy
secretaries of these departments; a chairman, Governor Kean of New Jersey, a staff, offices;
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beginning funding; and all draft plans and criteria ready for full implementation. The bottom line
is that this is your Foundation, a tool for you to pursue the expansion of environmental education.
Quoting from the Act itself, "It is the policy of the United States to establish and support a program
of education on the environment." The Foundation will be your vehicle to implement this policy.
As EPA Administrator William K. Reilly said last year:
In the end, environmental education boils down to a simple yet
profoundly important imperative: preparing ourselves for life and all
its surprises in the next century. When the 21st century rolls around,
it will not be enough for a few specialists to know what is going on
while the rest of us wander around in ignorance.
I fully agree with this assessment, but I also believe that without a comprehensive program
of environmental education, we may really be facing the end of life as we know it; or as we know
it can be. In conclusion, I would like to share with you my favorite definition of stewardship, as
written by Robert Hatch:
The Earth is the Lord's/ sayest the psalmist, 'And all that therein
is.' The trackless forests, the rivers that wind across this continent,
the marshlands, the prairies, and the deserts, all were made by Him.
Man did not create the riches that are spread before him. All of
these have been loaned to him as a trust. None of it really belongs
to him. His days are as grass, and when the span of his life is over,
he is the owner of nothing on earth.
For a time he is called upon to be the steward of the riches of the
Earth. He is given dominion over the works of his Creator. But
such dominion is a frightening responsibility. One look at a
dustbowl, a poisoned stream, or the landscape blackened by fire,
shows how grave this responsibility can be. Conservation teaches the
principles of wise stewardship. It counsels foresight in place of
selfishness, vision in place of greed, reverence in place of
destructiveness. Conservation involves concern for other generations.
It sees beyond the immediate and the temporary. It takes into
consideration not only our generation but future generations as well.
It recognizes the rights of people who are not yet born, citizens who
will inherit this land a thousand years from now. It reminds us that
they too have a right to enjoy what we enjoy, to profit by the same
things, to be inspired by them as we are inspired, and to love them
as we love them today. Conservation is designed to preserve the
riches of the Earth for human happiness and welfare until the end
of time.
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United Nations Conference on the Environment and Development
by
Andrew Wolf, Special Assistant to the Director,
United Nations Environment Programme, North America Regional Office
During the 20 years since the Stockholm Convention, which created the United Nations
Environment Programme (UNEP), the United Nations has become a focal point for the idea that
the world has no boundaries when it comes to environmental protection and environmental
awareness. We are confronting these issues as never before in the history of the United Nations
as the world looks to this institution as a world parliament and, we hope, as a proactive instrument
of change.
When we consider Mount Pinatubo's effect on Los Angeles' environment and climate, the
Love Canal, the fires in Kuwait, and the critical situation with Chernobyl, we can no longer look
at the world in a regional, political context. Instead, we must realize there are no boundaries when
we examine the issues affecting our health and our future as a planet.
I would like to describe an historic if not an unprecedented event in the history of
civilization, which will take place on June 1 through 12 in Rio de Janeiro, Brazil. This event is the
United Nations Conference on the Environment and Development (UNCED). What makes this
conference unique and different than the conference in Stockholm 20 years ago—which was the first
focal point for the then little known issue of environmental awareness and protection—is that we
have linked the word "development" with environmental quality. This conference will address
bringing the developing countries, and the lesser developed countries, up to the level of our own
aspirations, as what we in the United States call a developed country.
This event is being called the Earth Summit, because over 150 heads of state and other
dignitaries will be representing their nations, along with thousands of representatives of
nongovernmental groups and private-sector interests. This 12-day meeting is the largest summit of
its kind in history and is an unprecedented attempt to mobilize people to set a new and more
hopeful course for the future of humanity. Following are some of the things that will take place:
• The conference is expected to produce an Earth Charter, which will embody basic
principles that must govern the economic and environmental behavior of people and
nations to ensure our common future.
• The conference also will attempt to achieve Agenda 21—a blueprint for action on
all major issues affecting the relationship between the environment and the
economy. It will focus on the period up to the year 2000 and extend into the 21st
century. This agenda will also provide the means to carry out these activities by
making available to developing countries, in particular, the additional financial
resources and environmentally sound technologies they require to participate fully
in global environmental cooperation and to integrate environmental considerations
into development policies and practices. It is expected also to reach an agreement
on strengthening institutions globally in order to implement these measures and
aspirations.
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• Finally, we expect that the heads of state will sign agreements or conventions
currently under negotiation that will affect climate change and biological diversity.
As should be expected, UNEP is actively involved in supporting the preparatory
process. UNEP seeks to heighten public awareness and personal responsibility with
a humanistic agenda concerning how to convey these ideas to the participants of
UNCED and the world through art, literature, poetry, and other educational and
artistic forms.
We are hoping with this conference to meet the expectations of the world, but we are very
clear that this is just one step in the long process that commands all of our attention and all of our
concern.
I want to encourage you to track the conventions that will be agreed upon in Brazil and to
use them in your curriculum, your planning apparatus, and your teaching methodologies. For more
information about the activities I have described, contact:
UNCED
Room S 3060
United Nations
United Nations, NY 10017
212-963-5959
(Fax) 212-963-1010
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The Future of Environmental Education
by
James R. Moseley, Assistant Secretary for
Natural Resources and Environment,
U.S. Department of Agriculture
Environmental education is an area where the U.S. Department of Agriculture (USDA) has
some expertise. Since the USDA's inception, research in the sciences has served as our foundation,
and education has been our guiding light.
In partnership with our land-grant universities, the USDA conducts research, develops
technology to support the research, and, ultimately, provides this information for people to apply
to their daily lives. Today, American agriculture is unquestioned in terms of its productivity and
is the envy of the world.
One of our major responsibilities is helping producers find new ways to increase productivity
and feed a hungry world. Now a new and very important dimension has been delivered to the
doorstep of USDA. While we have always been aware of the need to conserve resources and of
the environmental consequences of our production of food and fiber, this awareness level has risen
in recent years. This awareness has stemmed not only from the public's concern for the
environment, but also because we are learning more from our research programs about our impact
on the environment. As a result of these two factors, the USDA has expanded its emphasis on
environment and natural resources management.
Our approach in addressing environmental issues is no different than it has been in solving
our agricultural production problems. We rely on our research and education system to help to
ensure environmental soundness in all of our programs guiding farmers and ranchers. Most of us
have come to understand that over the long haul, we have no other choice. Within every agency
in the department, environmental education is a top priority. From the Cooperative Extension
Service, which has a major role to play, to the Soil Conservation Service, for which I have
responsibility, we have men and women working directly with farmers and ranchers in applying what
we have learned from our research efforts.
Looking to the future of environmental education, we need to focus our attention on
additional areas if we are to be successful in meeting our education goals. We need to strengthen
the educational process with partnerships in government and public policy development. We also
need to do a better job of communicating and educating our fellow co-workers about the work we
are doing. Strengthening these lines of communication is critical because our paths do cross, we
work on many of the same issues, we have similar goals, and, in many cases, we serve the same
constituencies.
Something that happened to me a few months ago illustrates the critical nature of
communication. The reauthorization of the Clean Water Act in 1992 is an issue of major
importance to agriculture because of its potential impact on the industry. To get a better
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understanding of this issue, I met with a very influential environmental policymaker who plays a
major role in the formation of water quality policy.
During our conversation, it became apparent to me that this person had no idea what
agriculture or the USDA was doing to improve water quality. I spent 45 minutes explaining the
current research technologies producers are utilizing on their farms and ranches to improve water
quality. These technologies include site-specific farming, where the inputs are electronically
measured and applied based on the specific soil site requirements; that is, fanners only apply what
a particular crop needs to produce for that year. I also explained that we are combining satellites,
electronics, and computers on field equipment to help us solve our production and environmental
problems.
When we finished our discussion, this person openly admitted having had no idea that
agriculture was working in such a systematic way to address water quality. The individual had never
been on a farm and never had anyone who actually farms explain what American producers are
doing to solve our environmental concerns. Consequently, this person had made an assumption that
agriculture wasn't doing much about the issue. This story points out the critical need for
communication and education among everyone involved in the policy-making process. The work
and improvements performed by USDA, EPA, and other federal agencies, as well as farmers and
ranchers, will ultimately be less effective if our policy-makers lack a basic level of understanding
about what's going on in the field.
In closing, I would like to share a conversation I had last spring with my 13-year-old
daughter. One day Bethany came home from school and asked, "Dad, we use pesticides don't we?"
I responded, "Yes," to which she then asked, "Why do you do such a terrible thing to our
environment?" Needless to say, I was surprised by her question. This is a 13-year-old who lives on
a farm in Indiana, who has pulled more than her share of weeds, and who has grown up with
livestock, corn, and soybeans as a part of her everyday environment. This is not a child who does
not understand where food comes from.
Listening to her, I realized how quickly and easily attitudes form. Her teacher, in whom
Bethany places a great amount of trust, told her and her classmates that farmers who use pesticides
are destroying ouf environment My daughter, and I assume her classmates as well, came home
from school believing I was doing something wrong.
This story illustrates the final point I would like to leave with you. The title of this
conference is "Building a Shared Vision for Environmental Education," and I believe the theme is
right on target because it focuses on the key word "education." To me, education is not advocating
positions or presenting the person we intend to educate with our own preconceived notions or
prescripted concepts. Education is advocating a critical thinking process that enhances informed
and rational decision-making.
My concern with my daughter is not that she was challenging me on my view of the world.
In fact, I appreciated the opportunity to have the dialogue and work through and discuss the issue.
Rather, I am concerned that a real opportunity was lost for my child to develop her skills in
gathering and synthesizing information so that she could make her own informed decision, a
decision that she could personally defend. Unfortunately her teacher didn't approach this
environmental education opportunity with, Today we are going to look at the use of pesticides and
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their impact on food production and the environment." Rather, her educational opportunity began
and ended with the statement, "Pesticides are bad for you and bad for the environment." I am not
concerned with the final position my daughter takes, but I do want her to be able to use the critical
thinking process to come to her own conclusion about this important public policy question.
A key point of education is process. As policymakers and educators, we have a
responsibility to present our public with all sides of an issue and allow them to make their own well-
considered and defensible judgments. Only then will we achieve that delicate balance between
man's existence and nature. We have a monumental task at hand helping our society achieve that
balance and the responsibility we share is of profound importance and significance. Our experience
at USDA has taught us that education works. It takes time and is not always the easiest way to get
something accomplished. The benefit of the discovery and education process, however, must remain
unquestioned as the answer to our societal concerns.
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Environmental Education: Where Do We Go from Here?
by
Louis A. lozzi, Dean of Academic and Student Affairs and
Professor, Science and Environmental Education,
Cook College, Rutgers University, New Brunswick, New Jersey
EPA deserves our respect and admiration, because for a long time its leadership has boldly
taken the initiative in comprehensively addressing our complex environmental issues and problems.
Most recently EPA has displayed that initiative by sponsoring the Environmental Education Act
and skillfully steering it through legislative traffic jams and around bureaucratic potholes to its
destination—passage into law. I believe this law, over the long term, will have a truly dramatic
impact on the lives of Americans and, eventually, on the lives of our neighbors all across the globe.
I fully concur with Mark Twain's observation about the power of education: Training is
everything," Twain wrote, "The peach was once a bitter almond; cauliflower is nothing but cabbage
with a college education." As Thomas Huxley phrased it in Science and Education, "Education is
the instruction of the intellect in the laws of Nature, under which name I include not merely things
and their forces but men and their ways, and the fashioning of the affections and of the will into
an earnest and loving desire to move in harmony with these laws." Before we know it, widespread
indifference and ignorance about the fragility of the planet we call home will be only a dim
memory.
EPA's education initiative is comprehensive, and the process leading to it was open, logical,
and complete. Rarely does anyone show such remarkable progress in such a short time. To put
it simply, EPA did its groundwork and its homework. Following are a few of EPA's more
significant accomplishments:
• In October 1989, EPA established a new Office of Environmental Education.
• It also established the National Advisory Council for Environmental Policy and
Technology's (NACEPT) subcommittee on environmental education and training.
This committee includes educators; corporate executives; researchers; and local,
state, and federal environmental officials who advised on environmental education
and training needs and activities. The committee also sponsored the "Planet at
Risk" series of public hearings on environmental education to ensure that everyone
and every organization concerned about environmental issues had the opportunity
to be involved. This openness, or willingness to involve everyone, is, I believe,
characteristic of the history of this initiative and, of course, critical to its success.
• In November 1989, EPA established an internal Environmental Education Task
Force, consisting of EPA personnel from the various EPA regional offices and
laboratories, to review environmental education activities and to develop a coherent
strategy by which the new Office of Environmental Education could meet future
needs.
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• EPA drafted a strategic plan for environmental education and distributed more than
1,000 copies, asking concerned recipients for reviews and comments. It published
those comments in July 1990 in the document, Strategic Plan for Establishing the
EPA Environmental Education Program.
• On November 16,1990, just 2 months after the Office of Environmental Education
was established, President Bush signed into law the National Environmental
Education Act (PL 101-619).
We now have an Office of Environmental Education, environmental legislation to authorize
and promote environmental education, and a broad-based, strategic plan to implement
environmental education across the nation. The new law also authorizes funding: up to $12 million
in fiscal years 1992 and 1993, $13 million in fiscal year 1994, and $14 million in fiscal years 1995 and
1996. Are these funds enough to complete the job? I doubt it. Are they enough to make
significant progress in environmental education? Yes, I believe they are, and I believe we should
start setting our priorities now.
Everyone in the environmental education community—environmental organizations,
educators, teachers, business, and industry—must start implementing the provisions of the National
Environmental Education Act and the strategic plan. In the two decades since passage of the
Environmental Education Act of 1970 and the Stockholm Conference on Environment of 1972, we
have gained a new perspective on the challenges confronting our students. In the 1970s, the
emphasis was on developing an awareness of the need for conservation and the control of pollution
that was thought to have been isolated locally, nationally, or, at most regionally. In the 1990s, the
U.S. Global Change Research Agenda and the UNEP 1992 Conference on Environment and
Development present a new perspective: to monitor and manage global change while local,
national, and regional economic-development options are pursued in the context of international
economic competition.
Our education system must develop scientific, technological, and political leaders with the
expertise to develop options for global economic and environmental health. At the same time, we
must educate citizens capable of understanding the sociotechnical and geopolitical options and the
choices that must be made to ensure a safe planet. What should our next steps be?
• Industrialists, business people, developers, technologists, environmentalists, and
myriad other people who, on the surface, appear to be philosophically at odds, must
work together for the common good—the future of the Earth. We have passed
many years debating what environmental education is and is not; explaining how
environmental education differs from other approaches to solving the problems of
our planet. We need to stop defining our differences and start exploring our
commonalities.
• We need to encourage the development of master plans in all 50 states, and perhaps
help underwrite them with dollars authorized by the new law. These master plans
will help to ensure that our activities and dollars contribute to attaining well-
thought-out goals and objectives. Without master plans, state approaches to
environmental education would be uncoordinated and hit-or-miss. We would see
too many wheels being reinvented. I think the effects of the old environmental
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education act were diminished because we did not foster state master plans strongly
enough.
• We must unceasingly remind Congress to allocate the full funding specified in the
National Environmental Education Act (Public Law 101-619). Under the old
environmental education act, the funds authorized and the funds appropriated bore
no resemblance to each other. We can't let that happen again; not to receive the
entire funding authorized would cripple this initiative.
• Consortia, cooperatives, and similar regional alliances should be developed, to pool
the many available talents and resources. These partnerships should transcend
biases; they should forge strong and effective relationships among the business
community, the higher education community, schools, and governmental and
professional organizations of all kinds. We are all part of this planet, and working
cooperatively is in our own best interest. In environmental decision-making there
are no winning teams and no losing teams. We all win or we all lose.
• We must fashion environmental education for the 21st century by incorporating new
technologies and ensuring that our students have the opportunity to weigh the costs
and benefits of those technologies. We need computers and a variety of state-of-
the-art educational technologies. Under the new law, we must develop programs to
deal with new issues and opportunities, as well as the traditional ones that we have
been including in environmental education over past years.
• We must develop a strong support network and structure that will help our 50 states
work together, learn from each other, borrow programs, and profit from each other's
experiences. EPA is probably in the best position to help coordinate these efforts.
Our schools are under the pressure of tremendous demands to deal with a variety of topics,
issues, and problems. Thus, a key and perennial concern is how to squeeze environmental
education into a curriculum that is already overcrowded. I believe we need a two-pronged approach
to environmental education in our schools. First, our programs should be designed to help the
schools accomplish their important educational objectives through environmental education.
Therefore, new programs in environmental education should work to develop the skills that the
schools are already trying to develop in our children. These include developing higher-order
thinking skills, problem-solving skills, decision-making skills, and creativity, to name only a few.
Creativity can, indeed, be developed, and solutions to our global environmental problems will
demand highly creative thinking. In addition to infusing environmental education concepts into the
existing curricula at appropriate places, or "environmentalizing" existing curricula, we need to offer
special environmental courses, particularly in the high schools. One very effective way to do this
is through the case study method, as exemplified in the programs developed by Hungerford, lozzi,
Stapp, and others.
We must also acknowledge and carefully bridge the vast gap that separates awareness from
environmental action. Our students must develop many skills both to help motivate them and to
equip them to take responsible action on behalf of the environment. These skills must be given top
priority in all our environmental education programs and curricula.
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I was very pleased to see that EPA sought to highlight environmental ethics in the new
legislation and the strategic plan, even though these documents commonly referred to
environmental science rather than environmental education. Surely we need to remind ourselves
continually that environmental problems are as much—maybe more—a social problem as a scientific
and technological problem. Therefore, environmental education must be dealt with holistically.
The social sciences must be included as full partners in our efforts to educate our students to be
environmentally knowledgeable leaders of tomorrow.
We have to define our role and our responsibilities toward our neighbors around the globe.
Environmental education must become more international. Recently, we have been privileged to
witness extraordinary changes in politics and social structures all over the world. I recently spent
a week in St. Petersburg, Russia, meeting educators at the Herzen State Pedagogical University of
Russia, one of that country's premier teacher preparation universities. I also visited with numerous
scientists at Leningrad University. Without question, Russians have some of the most serious
environmental problems on this planet, and they are just now beginning to systematically research
them. Environmental education, too, is just beginning. Our Russian colleagues are anxious—to
say the least—to cooperate and work with us to help solve environmental and environmental
education problems.
As a corollary to the international aspects of environmental education, we need to consider
and include a multiethnic and cultural diversity dimension in our environmental education programs
here at home. One particularly important area, which has been ignored for too long, is the urban
environment. Because I come from New Jersey, the most densely populated state in the nation,
I am especially sensitive to the need for environmental education programs that focus on cities.
This issue has been given more lip service over the years than any other aspect of environmental
education. Now is the time for action.
The community of environmental educators is typically viewed as consisting of three
components: '
• University and college educators.
• Educators working in or interested in education at the kindergarten through high
school level.
• Nonformal educators—those working in environmental centers, museums, state and
national parks, or for other government agencies, such as EPA, USDA, and the like.
It behooves us to view these three units not as separate entities, but as the three legs of a
stool, much the same way the land-grant colleges view their three components—teaching, research,
and extension. All are integrally important, because each holds up the stool. If one leg is weak,
the whole structure collapses. It is important that we ensure a close and more integrated
relationship among the three units that comprise environmental education.
In closing, I want to mention a mistake from our past that we dare not repeat. This time
around, we must support and work with EPA's Office of Environmental Education. That office has
established a hefty and noble agenda, but, without our help, that agenda cannot succeed.
Environmental educators are tremendously talented, imaginative, and hard-working people. They
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are our most valuable resource, and we should put that resource at the disposal of the Office of
Environmental Education.
Finally, I want to challenge each of you to be visionary and creative in dealing with the
troubling environmental education issues before us. Everyone in the environmental education
community can contribute uniquely to achieving a substantial, holistic approach to environmental
education. We have to reflect on the past and take from it whatever was useful, but we cannot let
ourselves be bound by history or petty biases. I say petty biases because in the worldwide scheme,
I can think of no differences among us that would qualify as anything but petty. One thing I
learned from the area of Future Studies is that we can make the future happen. We have made
a magnificent start—a second start, if you will. Let's now go forth and make the best of it.
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A Program for the Future of Environmental Education
by
Frank Young, Deputy Assistant Secretary
for Health, Science, and the Environment,
U.S. Department of Health and Human Services
Two people in my life were instrumental in pointing me in the direction of a career in
science. First, my high school biology teacher, John Carr, drew me into the field by a small project
on the effect of salt on the development of the cardiovascular system of the snail. Then my college
geneticist, Dr. Dale, 40 years ago, engaged me in intriguing research on the effect of coltrazine on
the development of the fruitfly. From the perspective of my gratitude toward those individuals, I'd
like to address what I see as the Department of Health and Human Services' vision for
environmental education, as we work in partnership with EPA and the other agencies here today.
The intersection of the environment, development, and health is one of the most critical
areas on which our agency focuses. Much of our work involves making the critical distinction
between real and imagined risks. The public is often confused by our inability to communicate
clearly the aspects of risk: the risk of lead, the risk of dioxin, alar in apples, and breast implants.
All of these current issues deal with classical risk assessment.
Traditionally, in the health and environmental fields, we have focused primarily on the
physical environment and the problems of water pollution, air pollution, and food contamination.
We have also explored the relationship between the physical environment and our inner
environment, in which toxic chemicals and a variety of food contaminants may affect our health.
Vaccination is one example of our attempt to adapt our inner environment to an unhealthy physical
environment by making our bodies immune to particular diseases. We are striving to eradicate
polio through vaccination by the year 2000 in die same way that smallpox was eradicated years
before. There is, however, another aspect of our environment that I would challenge educators to
address with equal intensity—that is the social environment and the hazards of violence.
How with this myriad of problems can we formulate a logical and comprehensive program
for environmental education? Where should we start? What are the touchpoints? I would suggest
that the first touchpoint for any educational program is the outstanding primary grade teacher. I
would place immediate emphasis on developing a summer scholarship program for teachers in
science, supported by the private sector and others. It is a shame that teachers have to paint houses
in the summer, because they lack the funds to spend that time developing their curriculum and
honing their laboratory skills.
The next touchstone, I believe, is parental education. Many of you are parents, and most
had parents who greatly influenced your learning environment. My rather, for example, bought me
a microscope when I had a tumor of the bone in high school. I later used that same microscope
for my snail experiment.
At the Department of Health and Human Services, the Director, Dr. Louis Sullivan, is
extraordinarily committed to environmental education, with a particular focus on minority and inner
city programs. The scientists at the National Institutes of Environmental Health Sciences (NIEHS)
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have focused on bringing high school students and teachers into their laboratories in the summer.
In this program, teachers have been able to update curricula and participate in experiments, and
volunteers have been matched with mentors to learn more about particular fields. That person-to-
person interaction is extremely important, and our laboratory scientists in the public and private
sectors can play a major role in furthering this type of educational process.
In addition to the summer program, NIEHS has a variety of pilot programs that bring
students from high schools and colleges into its laboratories. NIEHS has also been exploring the
possibility of setting up a foundation to give honoraria to support students and teachers for the
summer and for other programs. Three of the high school teachers attending this conference were
sponsored by NIEHS.
The Commissioned Corps of the Public Health Service, to which I belong, has a program
called Co-Step. This summer program involves about 900 high school students, who are made
commissioned officers for the duration of their stay. About 125 of these students are sanitarians
dealing with environmental programs; about 90 are engineers. We have found this interaction
between the environment and education to be most stimulating to students and a way to introduce
them to the variety of areas in which we work.
Another important facet of the Commissioned Corps is its ability to detail people to sites
of emergencies or urgent need faster than any other agency. We dispatched nurses and physicians
to Kuwait, and, under EPA's leadership, developed the public health programs and announcements
in Kuwait during that time. Also, we supported EPA during the Chernobyl accident, and I chaired
the Health Subcommittee there. We have an ongoing partnership of very close interaction with
EPA in the field of environment and health.
The Department of Health and Human Services' final and most extensive area of focus is
in graduate and postdoctoral training and career development. In this area, Dr. Sullivan has
dedicated his efforts toward building educational minority programs in the fields of science, health,
and the environment.
The Department of Health and Human Services is extraordinarily committed to working
with EPA, the Department of Education, the Peace Corps, and governmental and nongovernmental
agencies in building a strong program in education relating to the environment, health, and
development. As a person who has benefited from gifted high school and college teachers who
launched me in my science career, I have "fire in my belly" to make sure that this program works
and works well.
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An Overview of Environmental Education Activities in
Mexico
by
Arq. Alejandro Diaz Camacho
Director General of Environmental Education,
Ministry of Urban Development and Ecology
During the last 50 years, Mexico has been overusing its natural resources while following
the economic development pattern accepted worldwide. Mexico is the third largest country in Latin
America; it contains an incredible variety of habitats, ranging from lush tropical forest to vast
deserts, snow-covered mountain peaks to great oceans. Between these extremes, we commonly find
widely varied forest ecosystems within short distances. Mexico's complex topography, a long
complex geological history, varied climatic conditions, and the convergence of two major
biogeographical regions (the Neartic and the Neotropical) sustained a unique assortment of habitat
and associated species. The modification of natural habitats and further degradation of already
modified habitats are taking their toll on Mexico's resource base. If the present trend continues,
our natural ecosystems will decrease from 40 percent of national territory to 17.5 percent in 30
years, significantly changing the diversity of Mexico's natural resources.
All this economic development has taken place in many other countries, resulting in severe
damage to the environment, which, in turn, has generated problems to human health and the
quality of life.
Is this really what we want? In Mexico this question is continually raised among government
officials. In 1982, during the presidency of Miguel de la Madrid, the Secretaria de Desarrollo
Urbano y Ecologia was created (SEDUE is the equivalent to the National Park Service, the Fish
and Wildlife Service, the Forest Service, and EPA combined). In order to make this secretariat
functional, it was necessary to review our constitutional laws. The 27th, 93rd, and 115th
constitutional articles had to be modified in order to create the General Law of Ecological
Equilibrium and Environmental Protection. This law defines the nation's rights to its natural
resources and gives the states and municipalities the responsibility for preservation and protection
of their natural resources.
Five years ago, the government realized the importance of having an environmental
education program that consequently reinforces the third constitutional article. The program was
designed as a strategy within the nation's development and was conceived to work actively with
Mexican society to confront the two main problems: the degradation of human health and the
degradation of the quality of life.
This gave us an idea of the process of partnership and solidarity. The program faced many
problems, one of which was the fact that environmental education is a relatively new pedagogical
strategy and it was necessary to work on agreements and memoranda of understanding with the
education and health secretariats. This was not an easy task; overlapping efforts needed to be
overcome and policies and regulations had to be modified.
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Our environmental education program has a threefold approach: formal, non-formal, and
informal.
In the formal branch, we have been working very closely with the Secretaria de Education
Publica and the universities in Mexico with projects that reach approximately 25 million people and
one million teachers.
In the non-formal branch, we have been very actively working with different social sectors.
With the private sector, we have motivated the different chambers of commerce in such a way that
there is now an office of environmental protection in each one of the private sector enterprises.
With housewives, we have developed workshops about domestic waste and recycling in all the large
cities. With field people, we work with soil improvements workshops and on the reinforcement of
regulations on chemical agricultural products. With nongovernmental organizations, we collaborate
at the national and international levels. At the national level, we help them with meetings and
workshops. At the international level, we have established a professional relationship with the
North American Association for Environmental Education and are working on several projects with
the World Wildlife Fund. With youth, we have projects of awareness and workshops that introduce
them to their relationship with nature.
In the informal branch, we have projects with radio and TV stations and produce many
different publications. We single out famous personalities and work closely with them to foster
awareness of the environmental problem so that they later collaborate with us in different programs.
Mexico is one of the three focal points for the UNEP program which is housed in our office.
Through this program, we are working on our coordination with all Latin America. At the moment,
we are working on a meeting with all the Spanish-speaking universities. This meeting is one of the
activities commemorating the 20 year anniversary of the Stockholm conference and will take place
in November 1992.
Lately, we have been working with Canadian and U.S. officials developing a memorandum
of understanding based on our three countries' recognition of the importance of environmental
education, the role and importance of governmental leadership, the mutual benefits that may be
derived from joint countries' actions, and the three countries' desire to emphasize more formal
collaboration and the increase of environmental literacy. This memorandum is in its final stage and
I would like to acknowledge the support that Lynn Elen Burton from Canada and Lois Haig from
the United States have given me.
In closing, I would like to share with you a paragraph from the front page of this
memorandum of understanding:
Environmental education can become one of the factors in improving
mutual understanding and strengthening trust between nations, and
can contribute to the development of friendly relations between
states and to the maintenance of peace and international security.
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Closing Remarks
by
Lewis Crarapton, Associate Administrator for Communications,
Education, and Public Affairs, U.S. Environmental Protection Agency
Environmental education is something we all have to work together to make happen; we
must work collectively to accomplish our goals. We need dialogues not monologues to make this
process work; we need a concern for quality and for the continual improvement of what we do. We
need to respect everyone's viewpoint, while reaching agreement on a few basic goals and objectives
that will allow us to focus, yet still permit diversity. We need to provide resources to the places
where the real work is done. We need public/private partnerships. We need to focus not just on
science and technology, but to think of environmental education as a holistic enterprise, involving
the arts and social sciences as well. We need a positive and progressive program that avoids
polarization of this issue. We need special emphasis on rural and urban issues and on
environmental equity concerns. We need to find ways to reward and recognize the right actions and
accomplishments. We need a global as well as a national perspective, and we need to develop a
strong national and international network of support.
By meeting with all of you and having all of you meet with each other, we have formed a
solid basis for getting the job done. I salute you for your efforts and your energy, and we at EPA
will do our best to reciprocate that effort and energy to make our program a success.
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SECTION THREE
PANELS
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PANEL 1: SUCCESSFUL PARTNERSHIPS TO DEVELOP AND DELIVER
ENVIRONMENTAL EDUCATION IN THE UNITED STATES
Moderator Walter Bogan, Director
Science Resources for Schools,
American Association for the Advancement of Science
Randall Champeau, Director
Wisconsin Center for Environmental Education,
University of Wisconsin, Stevens Point
Carol Muscara, Director
Audubon Science Institutes,
National Audubon Society
Patricia Borkey, Teacher
Mathematics and Science Center,
Richmond, Virginia
Lillian Kawasaki, General Manager
Department of Environmental Affairs, City of Los Angeles
Herbert Thier, Director
Chemical Education for Public Understanding Program,
University of California, Berkeley
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Randall Champeau
Director, Wisconsin Center for Environmental Education
Background
Environmental education has become part of our heritage in Wisconsin. A teacher
education mandate was first established in 1938, then reviewed and reestablished with revisions in
1980. In addition to a mandate for teacher education, Wisconsin has a mandate related to
developing scope and sequence plans for our schools. Mandates became very important in
establishing environmental education in Wisconsin. We have learned that mandates represent an
important first step in that they help justify and provide credibility for the environmental education
movement. Even though mandates do not cause something to happen—people do—we found the
mandates were valuable in providing incentives for the development of environmental education.
I can't imagine environmental education in Wisconsin without partnerships, considering the
field's interdisciplinary nature. Several years ago, the environmental education community in
Wisconsin, which includes the Wisconsin Association for Environmental Education, Wisconsin
Department of Public Instruction, Wisconsin Department of Natural Resources, the University
System, University of Wisconsin Cooperative Extension (UW-Extension) and University of
Wisconsin-Stevens Point (UWSP), the National Wildlife Federation, the Audubon Society, and the
Sportsman Clubs all got together and asked the questions, "Where do we want to go? What will
provide the incentives for environmental education in Wisconsin?" A plan was developed and
proposed to our state legislature. This plan went into effect in 1990 and consists of the following
three parts:
1. A Wisconsin Environmental Education Board, composed of upper level
administrators from many of the organizations named above. Now in its second
year, the Board has been very successful in identifying and addressing environmental
education priorities in the state.
2. A $250,000 per year environmental education small grants program, administered
by the Board. The grants provide incentives to the grassroots educators, including
teachers, to pursue environmental education projects. Over 1 million dollars in
requests have been received each year. Thus, grant requests far exceed available
funds, and efforts are under way to increase the total amount available each year.
3. The Wisconsin Center for Environmental Education (WCEE). This center is
discussed in detail below.
Purpose
In the College of Natural Resources at the University of Wisconsin-Stevens Point, a center
for environmental education was established to promote the development, dissemination,
implementation, and evaluation of environmental education. It is not intended to compete with
any other environmental organization or center, but to help them accomplish their goals. Primarily,
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the center works with school districts in establishing programs for elementary and secondary school
teachers and pupils.
The goals of the Wisconsin Center for Environmental Education (WCEE) as established
by the state legislature are as follows:
• Assist the Environmental Education Board in addressing statewide teacher training
needs in environmental education.
• Assist the Department of Public Instruction to periodically assess and report to the
Environmental Education Board on the environmental literacy of the state's teachers
and students.
• Develop, offer, and evaluate environmental education courses for teachers.
• Select and train natural resource and environmental education specialists to assist
in providing environmental education courses and programs to teachers in this state.
• Assist the Department of Public Instruction and cooperative educational service
agencies to assist school districts in conducting environmental education needs
assessments.
• Provide environmental education workshops and consulting services to teacher
educators from teacher training institutions located in this state.
• Establish an environmental education curriculum and materials center for use by
school teachers, faculty of teacher training institutions located in this state, and
other educators who need such materials.
• Assist the University of Wisconsin-Stevens Point College of Natural Resources in
providing opportunities for teachers to complete advanced training in environmental
education through the college's master's degree program.
The onsite staff of the WCEE consists of Dr. Randy Champeau (Director), Dr. Dan Sivek
(Secondary Education and Middle School Specialist), Dr. Yvonne Meichtry (Elementary Education
and Middle School Specialist), Ms. Carol Wake (Program Assistant), and two graduate students
(former teachers). In addition, there are approximately 25 ad hoc faculty members who are
developing and teaching environmental education courses for the WCEE throughout Wisconsin.
Successes and Supportive Partnerships
Following is a list of major programs and related partnerships that are facilitated by the
WCEE.
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1. Ad Hoc Outreach Faculty Program
Approximately 25 ad hoc faculty have been appointed to develop and instruct four one-
credit introductory courses in environmental education for in-service teachers. All ad hoc faculty
have MS. degrees in environmental education-related fields and are geographically dispersed
around the state. The WCEE has received two National Science Foundatior (NSF) grants to fully
support the development of this program. In just a year and a half, over a thousand teachers have
participated in this course work.
Partnership. The 25 ad hoc faculty in this program consist of teachers, school
administrators, curriculum coordinators, nature center educators, educators from the WI
Department of Natural Resources (DNR), the Department of Public Instruction, and educators
from UW-Extension. The NSF became an additional partner by providing development funds for
the project. The courses were developed by the ad hoc faculty, meaning teachers developed courses
for teachers.
2. Wisconsin Center for Environmental Education Master's Program
The WCEE, together with the UWSP College of Natural Resources and other universities
around the state, established an "M.S. Leadership in Environmental Education" program for
teachers. A fair number of teachers would like to label themselves "leaders in environmental
education," and they are applying to this program. Teachers may pursue this degree while retaining
their full-time teaching positions; selected courses from other universities are accepted and core
courses are offered during break times (e.g., summer institutes). This is the first M.S. program in
environmental education offered exclusively for teachers in the state of Wisconsin.
Partnership. This program is made possible through the cooperation of the WI University
System, WCEE, and the WI Department of Public Instruction.
3. Annual Wisconsin Teacher-Student Leadership Conference on the Environment
The WCEE is working with the Institute of World Affairs, UW-Milwaukee to establish an
annual environmental conference for teachers and students around the state. A pilot program was
held in the fall of 1990 with over 300 students and teachers in attendance. In 1991, we cut off
attendance at 900 and held the conferences in two different locations in the state to accommodate
the increasing interest. We will open it up to an even larger enrollment in 1992.
Partnership. This program is made possible through the cooperation of UW-Milwaukee
Institute of World Affairs, the WCEE, and the WI Department of Public lastruction.
4. Wisconsin School System Environmental Education Network
The WCEE has established a statewide environmental education network for schools. Each
participating school has appointed at least one network liaison who is responsible for disseminating
environmental education information, received through the network, to other teachers in the school.
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This program has provided another step toward creating teacher ownership of environmental
education. After less than 1 year of operation, over 1,100 schools are enrolled in the network.
Partnership. A consortium consisting of the WCEE, the Department of Natural Resources,
the Wisconsin Association for Environmental Education, the Department of Public Instruction, and
the UW-Extension was formed to develop and maintain this network.
5. Assessment of Student and Teacher Literacy
This literacy assessment tool is in process right now, it will be piloted in spring of 1992.
Three graduate students (former teachers) who have recently been appointed to work with the
WCEE are developing instruments to assess environmental literacy of 5th and llth grade students,
and to combine assessment and literacy for Wisconsin teachers. The WI Department of Public
Instruction will begin statewide testing in fall of 1992.
Partnership. The cooperative efforts involved in this program are exemplified by the
membership of the 15-person advisory council which directs the project and the involvement of
about 25 K-12 teachers, who validate the instrument. In addition to teachers, the council includes
Department of Public Instruction environmental education and test and measurement specialists,
University environmental educators, Department of Natural Resources educators, a Wisconsin
Association for Environmental Education representative, and a WI Teachers Union representative.
6. Resource Library
The WCEE serves as a resource library for elementary, middle, and secondary school
teachers. The WCEE acquires environmental education materials, reviews them, and distributes
the reviews through its school network.
Partnership. The Wisconsin State Legislature provides funds for the purchase of materials.
Access to the collection of materials is provided by computer link-up through the Wisconsin State
University Library system.
7. Training for Teachers Entering Wisconsin from Other States
To receive teacher certification in Wisconsin, candidates, including those moving into the
state, must meet the state's preservice teacher training mandates for environmental education.
Currently, the WCEE offers five one-credit weekend workshops on environmental education to
assist teachers who have not had environmental education training but are seeking certification in
Wisconsin. This weekend workshop is taken along with a correspondence course in environmental
science from the University Extension, Madison. The course and workshop service over 150
educators per year.
Partnership. This program is made possible through the cooperation of the UW-Madison,
UW-Stevens Point, and the WI Department of Public Instruction.
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8. Environmental Education Bulletin
EE News is an environmental education newsletter with a distribution of 15,000. A
consortium of state agencies and organizations work cooperatively to produce and disseminate the
publication. The cooperating agencies elected to produce this joint newsletter rather than each
producing one independently. The WI Department of Natural Resources manages the project
Partnership. This joint newsletter is made possible through the cooperation of the WI-
Department of Natural Resources, WI Department of Public Instruction, Wisconsin Association for
Environmental Education, and the WCEE.
Future
The above examples demonstrate how WCEE supports environmental education and helps
to institutionalize it in the state of Wisconsin. The WCEE is part of University base funding and
is expected to remain as a well-supported program for the long term. The programs facilitated by
the WCEE are intended to be consistently reviewed and evaluated. Redirection or new programs
will be developed as determined necessary. The WCEE is viewed as an extremely successful
program across the state, and it might serve as a strong model to other states looking to develop
a partnership approach to environmental education.
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Carol Muscara
Director, Audubon Science Institutes
For more than 100 years, the National Audubon Society has provided leadership in scientific
research, wildlife protection, conservation education, and environmental action. Originally, we were
most interested in the preservation of the rapidly disappearing snowy egret, whose plumage was a
popular addition to women's hats. Since that early interest in threatened and endangered species,
the National Audubon Society has grown to a membership of more than 450,000 in the United
States and several Latin American countries.
Audubon's members provide their communities with opportunities to explore nature. They
are environmental activists, and supporters of educational programs in their localities. Audubon's
staff includes scientists, educators, lobbyists, lawyers, and conservation professionals who typically
have worked for years to protect precious wildlife habitat through education and legislative action.
Audubon's field researchers and policy analysts are on the cutting edge of research into issues such
as global warming, solid waste management, and wildlife protection. But above all, the National
Audubon Society provides education for the leaders of today and for the leaders of tomorrow.
Purpose and Partnership
The Audubon Science Institutes (AST) is just one of the many educational programs
supported by the National Audubon Society. It is a partnership among business, a federal agency,
a nonprofit organization, and, most important of all, teachers. ASI is providing mid-level teachers
in school districts that serve minority populations the tools to incorporate environmental education
into their existing science programs. We help them use technology as a teaching tool.
In 1990, Audubon received a grant from the U.S. Department of Education and an
additional grant from Citicorp North America to expand the Audubon Science Institutes. With their
help, ASI uses a trainer-of-trainers' model to bring environmental issues to students in a variety of
school systems. In each district, ASI worked through science instructional leadership to enlist
district support and to choose their teacher team to become part of ASI. After training, those ASI
scholars presented workshops for their local colleagues. Districts were encouraged to schedule
workshops in an effective format and at the best time for their teachers. Two teachers from each
of seven school districts were chosen by their districts to become ASI scholars. The ASI sites were
Abington and Philadelphia, Pennsylvania; Bridgeport, Connecticut; Chicago, Illinois; Houston,
Texas; Bronx, New York; Montgomery County Public Schools, Maryland; and Washington, DC.
In June, we convened at the Audubon Ecology Camp in Greenwich, Connecticut, for a
week-long residential training workshop. Participants learned from expert speakers about
environmental issues that can be integrated as interdisciplinary examples into their existing science
curricula. The teachers participated in environmentally oriented hands-on activities that could be
easily modified for any classroom with few materials. They also worked together in groups,
experiencing the thrill of combined effort. They explored the natural environments of Audubon's
480-acre ecology camp. Over the course of the camp experience, they metamorphosed from techno-
neophytes to techno-teachers who could easily use computers, videodiscs, and other technologies
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for enhancing their instruction. These participants internalized adult learning strategies and
emerged competent to conduct Audubon Science Institutes in their own district for their teaching
colleagues. Each ASI scholar also chose some technology to take home for his or her own teaching.
ASI offers a variety of benefits to its participants: an information resource bank,
instructional materials, technologies of choice, professional opportunities, effective teaching
strategies, followup, and continued support.
During the summer of 1991, the teacher teams in five ASI districts trained 78 colleagues
using instructional modules developed by ASI. Those teaching modules emphasized hands-on,
student-oriented, problem-solving; collaborative learning activities; and environmental issues of
atmospheric quality, endangered species, land use, population, national parks, rain forest
preservation, solid waste management, water as a natural resource, and wetlands. Curriculum
correlations, technology tie-in, extension activities, interdisciplinary suggestions, and resources were
included in each instructional module.
ASI scholars, teachers, and oursupporters have 24-hour per day access to ASI staff through
a voicemail system, which offers an instructional tip of the week, as well as access to me and a
multitude of Audubon environmental experts. Using the system, teachers can update their
environmental IQ at their leisure, and get a question answered without playing telephone tag.
Citibank employees and Audubon chapter members are active participants in ASI. They
offer mentoring, information, and insight on local environmental issues. An annual Citibank
Educator Award is presented to the most effective ASI participant. ASI has facilitated partnerships
among education, government, and business to enhance environmental awareness nationwide.
Successes
Our first formal year of ASI partnership has been incredibly successful. A list of ASI
achievements follows:
• Betweeen 1989 and 1991, a total of 143 teachers were trained in new techniques for
enhancing their science programs.
• A trained team of two or three teachers is serving minority populations in seven
school districts.
• More than 20,000 students experienced environmental issues in 1990-91 as a result
of ASI.
• A workshop model for training teachers has been developed for use in any school
system.
• More than 60 ASI teacher-developed lesson plans (K-12) were produced for
integrating environmental issues into earth, life, and physical science courses.
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• Seventeen classrooms received new technology, as well as teacher commitment and
knowledge.
• A data base of free or inexpensive resources for environmental education has been
developed for teacher use.
As a result of ASI, teachers have become more aware of resources and opportunities within
their districts. They also have gained professional-level experience and training, which has
enhanced their confidence and self-esteem. Some have even become technology leaders in their
schools. One ASI Scholar now teaches at the Illinois Institute of Technology Academy of Math and
Science in Chicago. He will include environmental issues as one of his teacher training workshops.
ASI teachers gain a sense of professionalism from their experiences. One recently said, "I used to
be just a teacher, but now I can do things I never believed possible."
Through science learning on real world issues, students have become more aware of
environmental issues and the interdependences of all systems. Many are taking field trips to places
they have never been, because of ASI field trip exposure and introduction to nearby sites.
Future
We have already had our first followup session, which included an environmental tour of
Washington, DC, presented by Dr. Jim O'Connor of the University of the District of Columbia.
The tour emphasized using the urban environment as a learning place. We explored the wonders
of museums and of cemeteries. Each team then reviewed its local workshop and suggested
improvements for next year. Two more followup sessions and an advanced workshop are planned
for the 1991 team. These scholars in turn will share their experiences, ideas, and science lessons
with new ASI participants in 1992. Our goal is to conduct Audubon Science Institutes nationwide.
We have experienced trainers and will, with the help of our sponsors, train more teachers
to incorporate environmental issues into their science programs. We are excited about forming
partnerships with others interested in enhancing students' awareness of their urban environments,
their rural environments, and the interdependence of all things.
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Patricia Borkey
Teacher, Mathematics and Science Center
The Mathematics and Science Center is a consortium composed of five public school districts
in Virginia—the city of Richmond and the counties of Chesterfield, Goochland, Hanover, and Henrico.
We deal with inner city, urban, suburban, and rural school populations and have a history of 25 years
of cooperation among these school districts.
Purpose
Our purpose is to reach K-12 students in these five public school districts of the Richmond area
with the most up-to-date information on environmental issues, to help students understand how they
impact their environment, and to help them appreciate the unique environments that exist. Specialists
go into the classroom, have students come to the Center for lessons, or meet teachers in the field to
collect and analyze data. Lessons are matched to state goals and objectives and scheduled for different
grade levels to prevent overlapping or heavy concentration in any one area. As well as reaching the
entire student population, the Center has modified the old Chinese proverb about teaching a man to
fish to read "teach a teacher and you reach a thousand students." We provide unique in-service teacher
training that demonstrates the newest curricula, the most recent advances in data collection, and best
information on environmental problems.
Programs and Partners
The activities of the Mathematics and Science Center depend on partners and partnerships.
Some are very active partnerships, while others are passive but very important to the consortium efforts.
For example, classroom teachers working with a grant from the Virginia Environmental Endowment
through Richmond Renaissance developed an activity guide called River Times that was an EPA
regional winner and helped other classroom teachers use the James River, in an interdisciplinary
approach, as a study site right in their own backyard. Environmental issues were melded with social
issues, chemistry, language arts, and other subjects to develop an awareness of the value of a natural
resource that is important to Virginians.
Working with another grant and Dr. Louis lozzi from Rutgers University, a teacher in-service
training workshop was held on "Preparing for Tomorrow's World." This workshop taught the use of
environmental dilemmas to help students resolve issues on the environment and develop a sense of
responsibility toward it.
Working with the Chesapeake Bay Foundation, the Center provided in-service training so that
teachers could bring students into the field on canoe trips, paddling our bay tributaries, collecting data,
and studying the problems affecting this vital estuary.
The University of Delaware worked with the Center on a Coastal Oceanic Awareness Studies
(COAST) project for enriching marine science curricula. This project was offered several times and
was the forerunner of marine education in the Richmond area. So much interest was generated that
the consortium built an aquarium, the largest one in the state at that time, with the help of the five
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public school districts. This was a large commitment of funds, but the aquarium provided outstanding
experiences for students, as well as housing organisms that could be taken to the schools for classroom
lessons. It allowed our staff to extend marine ecology education and problems associated with the
marine environments into a unique experience for students K-12.
The State Department of Education has worked with the Center in sponsoring Regional
Governor's Schools and gifted and talented programs such as the James River, Freshwater Ecology
program. With their help, and that of the five school districts, we have sponsored Saturday morning
classes that deal with the environment for all age groups, as well as teacher field trips to study certain
environmental sites and help teachers with field work for their students.
Working with the University of California at Berkeley, we have promoted information to create
a greater interest in science for women and minority groups, and plan to concentrate our efforts in the
environmental area in the future.
Center staff have presented environmental programs, in-service training, and workshops to the
Gifted and Talented Resource Teachers, the Mid-Atlantic Marine Educators Association, the Greater
Richmond Council of Science Educators, the State and National Science Teachers Associations, and
other groups. These presentations help us keep up with current issues and trends as well as share our
information.
The DuPont Corporation recently awarded a $250,000 grant to the Center to develop and
implement an environmental studies program that utilizes a pond site as well as an environmental
simulator for studying and monitoring some aspect of our air/water envelope. A one-of-a-kind aquatics
classroom was designed to allow students the opportunity to look at pond organisms with microvideos,
test water chemistry with the latest devices, record all information on computer for further analysis at
their schools, and discuss the constant monitoring of the site and how it could be used for their
scientific investigations/projects.
The Morgan Foundation has recently funded the purchase of an aquatic van that will be
equipped by funds from the DuPont grant and Richmond Renaissance. The latest biological and
chemical gear will allow in-depth field study of resources close to home by teachers and students in the
Richmond consortium.
In the 1990-91 school year, the Center served over 175,600 students in weekday enrichment
programs and 2,400 students and 1,100 parents in Saturday and summer classes, and trained over 1,750
teachers in in-service programs.
Successes
Our success is measured by the evaluations we receive from the students and teachers, the
comments and continued (and enlarged) support by the public school divisions, and increased financial
support from the Foundation Board that helps the Center spreads its message and find adoptees for
its new projected programs. We feel we are the first in global environmental education, and the most
outstanding in getting field equipment to study sites and teaching students to use the latest monitoring
gear. We are a resource for students doing scientific research and designing projects in their
classrooms. Teachers, students, and the general public call us when they want answers to environmental
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questions and would like us to provide consultants for preparing outdoor study sites, developing new
curriculum ideas, and implementing new field activities. A measure of success, we feel, is that people
come to us for answers and students consider a trip to the Center, or participation in a class, as a real
treat—a day of learning that is fun and exciting, even if it is science.
Lessons Learned
We have learned that cooperation and understanding are the keys to successful partnerships.
If we want maximum participation, we must get supervisors and administrators involved in the planning,
curricula, and field work aspects so that teachers receive the support they need to implement their
programs. We know we must be specific about the content, involvement, and responsibilities if all
participants are to meet our expectations, and their own, and get full benefit from the program.
The target age group for programs must be considered very carefully and based on
recommendations from the schools we serve as to the needs and interests of students and teachers.
We have a very close working relationship with the teachers in our consortium, so that they feel
comfortable about using our facilities and will let us know what we need to add.
Some partnerships are not home-based but are all over the state, or even in other states. We
must keep in touch with these groups and continue to share our resources as each partner derives
benefit. We have worked with the National Aquarium in Baltimore, the Virginia Marine Science
Museum, and the Science Museum of Virginia, to name a few. These partners can supply facilities we
do not have, and we can supply them with clients they do not have.
Future
We also have many challenges, including selecting only those institutions and activities that are
requested and needed by the people we serve. We need to meet their demands, but we also need to
let them know the latest about rain forest destruction, global warming, sea level rise and its effects on
coral reefs, and other issues. We need to keep our constituents informed, but to do that, our staff
needs to be informed as well. This requires a lot of research and reading time, checking sources, and
development and implementation time for new programs and new avenues of exploration.
Then we have the problem that everyone should have—if you do the job well, everyone wants
you. But we do not have enough staff, or funding, to reach every school, every teacher, and every class,
so we are always looking for other agencies to help us out. We have developed some ways to maximize
our presence, including using part-time staff, volunteers, and retired teachers, and designing lessons in
kit form, which go to the classroom teacher with instructions and handouts.
We now find that we cannot take advantage of all the available partnerships, because we simply
do not have enough staff members or hours in a day. We often get funding for the latest equipment
and implementation, but we need continued funding for maintenance and personnel. The real
challenge is to do as much as we can, to the best of our ability, and keep expanding our field of
partners and environmental curricula.
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Lillian Kawasaki
General Manager, Department of Environmental Affairs,
City of Los Angeles
Background and Purpose
How do we address environmental education issues from a local government perspective,
especially from the perspective of a large local government that has to deal with multicultural
issues? The City of Los Angeles represents an ethnic, cultural, and economic diversity that is found
nowhere else in the nation and perhaps in the world. We have over 60 spoken languages and a
population of 3.5 million. With the growth in the African-American, the Hispanic, and the Asian
pacific Islander populations, we no longer have a racial or ethnic majority.
Along with that evergrowing and diverse population, Los Angeles County has 8 million
motor vehicles and the worst air quality and traffic congestion in the nation. Los Angeles also has
polluted waters, vanishing natural resources, and lack of space to dispose of its garbage. An
important message, however, is that these problems are not unique to Los Angeles; they really
represent a glimpse into the future of America, particularly in the large cities across the nation.
With continuing population growth, Los Angeles is really at a crossroads. It is critical that
we begin to protect our environment and our quality of life, and we don't have a lot of time in
which to do it. Although it is convenient to assign responsibility for solving these problems to
business, industry, and government, the ultimate and essential solution must be our ability to
empower the individual and develop the political and the public will to act.
One of our greatest challenges, therefore, is educating and involving peoples from all ethnic
and cultural backgrounds in environmental protection. A new and creative strategy is needed to
reach diverse communities as well as targeted audiences, such as youth and ethnic groups. This
strategy must include increasing awareness and promoting community-based involvement in
protecting and improving the environment.
The Environmental Affairs Department is in its infancy, only about a year-and-a-half old.
I'd like to present some of the lessons we have learned thus for about multicultural education and
then present some of our solutions.
Lessons Learned
First, in order to achieve an effective education program, we have to rethink the mainstream
traditional concept of the environment. We need to redefine the environment in much broader
terms to make it relevant and appropriate to urban and inner-city communities. We traditionally
think about the environment in terms of natural resource protection of trees and mountains and
pristine places, but the environment is also about people, and about protecting the health of
individuals and families. Lifespans shortened because of dirty air and toxic exposures are as much
an environmental concern as ozone depletion or tropical deforestation.
We have also learned that each community is very diverse, racially and culturally, and has
different priorities and responses regarding environmental concerns. It is not enough in inner-city
communities to be sensitive to different languages or cultures; there must also be a healthy respect
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for those differences. We have to learn that diversity is good, and that we can draw strength from
it.
We must also remember that in an urban context, there are a lot of other priorities,
including poverty, crime, drugs, joblessness, and racial tension.
Environmental education is only as effective as its ability to call people to action and to give
them a sense of ownership in their own environment. One of our greatest challenges is to build
within a community itself the motivation and leadership required for a commitment to protecting
the environment. This requires individuals in the community to become involved in the major
decisions that affect their lives.
We must recognize issues of social and ethnic equity, and social justice, and accept that all
people must share in both the benefits and the costs of environmental protection. A
disproportionate burden of environmental protection has traditionally fallen upon communities of
color and the poor. This kind of "environmental racism" can take a form as obvious as the siting
of landfills and polluting industries," or can be as subtle as the location of mass transit systems and
recycling centers.
Effective environmental education in a multicultural context requires that we add an
additional two "R"s and one additional "E" to the basics of education. The first "R" stands for
roots, the second, respect, and the "E" for equity.
Partnerships and the Future
How is the City of Los Angeles translating these lessons into action? Obviously,
environmental education and equity are very important issues for which we don't have all the
answers, but we are working to address the problems. The Environmental Affairs Department is
collaborating with other municipal departments to develop a city-wide environmental program to
take into the community. We need to solidify the policy that all environmental issues are linked
and are directly related to the overall quality of life for the citizens of Los Angeles. A primary
strategy is to build upon existing and potential networking opportunities, and to establish
partnerships with other agencies, organizations, and the private sector to maximize our efforts and
resources.
First, our department has appointed an environmental coordinator to take the lead in issues
related to environmental education. We are also working on multiple fronts with communities,
schools, and businesses.
Communities
In January 1992, the city's Environmental Affairs Department began holding monthly
community meetings aimed at taking "City Hall" into the community. The purpose of these meetings
is to promote environmental awareness and involvement. Because we know that people in a
community won't necessarily rush to a meeting just because we hand out flyers or open the doors,
we are meeting first with religious, political, and other community leaders. Our goal in forging
these partnerships is twofold: we need to understand the community's needs and concerns in the
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context of the environment, and we need to enlist the support of community leadership to solicit
their constituents' participation in community forums and in proposing solutions on environmental
issues.
In establishing partnerships with communities, it is necessary to build and follow up on
relationships over time; for the most part, these relationships don't currently exist, and we need to
develop long-term commitments.
Youth Participation
We all know that young people are the key to the future. Our focus in reaching out to
youths has been on youth service organizations, such as the YWCA and Girl Scouts, and on local
after-school programs and church organizations. These groups deal extensively with youths every
day and yet have very little information and resources to deal with environmental issues. For the
volunteers and the staffs of these organizations, we will be sponsoring environmental education
workshops, so that we can "train the trainers" and reach the maximum number of people possible.
The purpose of those workshops will be to better equip community leaders to build environmental
programs into their organizations.
In the Los Angeles Unified School District, the Environmental Affairs Department plans
to bring environmental education into the schools. Several projects that relate directly to schools
are in the planning and conceptual stages.
We are also expanding our own student intern programs, working with local universities and
scientific organizations such as the Southern California Academy of Sciences. The goal of these
internships is to encourage people of color and other under-represented groups to enter the
environmental professions. Because of the complexity of the issue and the need for scientific
expertise, we need not only to engage the lay person and the general public but to recruit
technically and scientifically trained professionals as well.
Business Outreach
Active outreach to the business community also is critical. To sustain the environment, we
need to look at the critical relationship between economic development and environmental
protection. This is particularly crucial with regard to small- and medium-sized businesses. They
have a very culturally diverse workforce and are struggling to understand the regulations and how
to comply with them; many companies are struggling just to stay in business. We want to give these
businesses the tools they need, such as a computerized network we are currently developing to give
environmental assistance to small businesses. But business compliance with regulations is not
enough. We have to build that same feeling of stewardship in the business sector that we are trying
to build within communities. This means finding ways to link a strong environment with a strong
economy.
IVe had community people tell me, "If you're asking me, do I want clean air or do I want
a job, it's no choice. Give me the job." We think that's a choice nobody should have to make.
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Technical Support Services
To support an environmental education program, you have to have a strong, credible base.
You can bring City Hall into the communities, but you also need to provide services and assistance
so people can get technical information and answers to their questions. We are providing this
through an environmental information center, which offers a toll-free hotline, multilingual
resources, and a community guide to environmental resources. We are also beginning
environmental education programming on our City Cable Television. We see the need for stronger
alliances with the media: we need the celebrities to send out the environmental message, but we
also need local grassroots newspapers to help us connect with the communities. In addition to
better outreach strategies, we need improved ways to measure and evaluate the effectiveness of our
outreach efforts.
It is most important that we begin to build these broad coalitions. In networking for
environmental education, we want to link government, industry, communities, and environmental
activists. Environmental activists need to be sensitive to community-based issues.
The opportunities and challenges in this field are tremendous. I commend the federal
government for organizing this meeting, but I urge them to work more closely with local
government, with grassroots organizations, and with the people who are "in the trenches" and being
asked to make hard decisions and lifestyle changes. Local government, like the City of Los
Angeles, is excited to participate in the development and implementation of the national strategy
and policy for providing environmental education. Our concern for the environment and the quality
of life, not only today, but in the future, is going to provide the common ground for people of all
cultural and racial backgrounds to come together.
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Herbert D. Thier, Director
Chemical Education for Public Understanding Program
Purpose and Approach
The Chemical Education for Public Understanding Program (CEPUP) began 9 years ago
as a small California-based project. Today we are working in over 40 states in the United States,
Australia, Spain, Canada, and a number of other countries. The program is funded by a major
grant from the Instructional Materials Development Division of the National Science Foundation
and by private industry.
Understanding chemicals and how they interact with people and the environment is essential
to informed citizenship in any society. It is not productive for a society to have its populace react
to issues solely on an emotional basis and allocate our limited resources without a consideration
of the larger issues, Rather than anxiously demanding answers, it is essential that:
1. People learn to ask pertinent questions, obtain evidence, and use it as the basis for
decision-making.
2. People understand the limitations associated with scientific evidence.
3. People understand the nature of scientific inquiry in order to participate in
formulating effective chemical-related policies.
CEPUP is helping to meet this educational need by designing activity-based instructional materials
for both schools and the community. The activities highlight chemical concepts and processes
associated with current societal issues. The goal of CEPUP is to develop greater public awareness,
knowledge, and understanding about chemicals and how they interact with our lives. Accomplishing
this goal requires the development of materials-centered experiences that motivate people to
challenge their preconceived notions about chemicals and their uses in our society. It is necessary
to involve the general population in these kinds of materials-centered experiences about chemicals
and their uses to eliminate public ignorance about chemicals.
In designing CEPUP modules, we are concerned with the teacher's ease of use in the
classroom. For example, drop-controlled bottles of chemicals are used so that there is little waste
and little possibility of a mess in the classroom. We also are very concerned that students have
hands-on experience, not that someone tells them about it.
Chemicals in Society
The CEPUP contribution to community and workplace education about chemicals is called
the Chemicals in Society program. It currently consists of seven activities designed for and tested
in the realities of community education. These activities provide experiences that help participants
explore their knowledge and attitudes about chemicals, learn the meaning of parts per million, think
about household hazardous waste issues, and develop a greater understanding of risk and risk
comparison. The purpose of Chemicals in Society is not to tell the public how to think or act
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regarding an issue, but rather to provide them with fundamental knowledge, an understanding of
useful processes and procedures, and confidence in their own abilities to understand issues and
make decisions. As a result, the public's decision-making regarding chemical-related issues will be
based more and more on effective consideration of the evidence instead of emotional appeals from
a variety of advocacy groups.
The content of the teaching modules is not chemistry but chemical, cutting across the science
disciplines, with the general theme of understanding chemicals and their effects on people and the
environment. The approach, termed issue-oriented science, is to teach the science content, processes,
and problem-solving skills necessary for individuals to make informed, personal, evidence-based
decisions on chemical-related issues. This approach is consistent with the thematic emphasis of
emerging science guidelines and curriculum frameworks. The implementation of issue-oriented
science can change teaching practices and have a lasting impact on student science learning and
performance.
The goal of issue-oriented science is the development of an understanding of the science
and problem-solving processes related to social issues without taking an advocacy position. These
issues might be quite personal to students, such as whether to buy organic fruit in the supermarket,
or based in the community, such as deciding on where to site a new landfill, or even global, such
as deciding on policies regarding the use of freon.
Students in issue-oriented classrooms leam to understand scientific evidence and its
limitations, to assess risks and benefits, to ask questions, and to make evidence-based rather than
emotional decisions. Teachers in issue-oriented classrooms create situations where understanding
can grow, where issues can be explored, and where students can interact. The teacher models
tentativeness, objectivity, and nonadvocacy, and is willing to say, 1 don't know...let's find out," and,
"Science cannot answer that question; it's a public policy issue." The content and approaches of
issue-oriented science can be the basis for the kind of science/environmental education needed in
the 1990s.
Partnerships
All of CEPUP's efforts in the community and the workplace, such as the Chemicals in
Society materials, have been completely funded by private sources. For example, CEPUP has
produced for the General Federation of Women's Clubs (GFWC) in the United States an
adaptation of Chemicals in Society called Living with Chemicals. Funded by Shell Oil Company,
this project provides training and materials to club leaders all over the country. Over 600 women
were trained in the first 2-year phase of the project, and their presentations reached over 60,000
people in communities across America. The project is currently involved in a second 2-year cycle
funded by Shell Oil.
CEPUP has an advisory board which includes Chevron, Exxon, the U.S. Environmental
Protection Agency Region 9, the University of California, the League of Women Voters, and Sierra
Club members. These groups are not always in agreement on today's issues. They come together,
however, through CEPUP, to accomplish some of the goals of environmental education.
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We have a variety of groups in order to be as broad based as possible. If this program is
to be successful, we must raise funds outside of the government. Independence, however, forms
the basis for CEPUP's guidelines for accepting support from any outside group, whether it is an
industry, an environmental group, or a government agency. Whether the funds are intended for
development of new materials or are to support implementation, these guidelines are:
1. All funds must be given as unrestricted contributions for the purpose of the project to the
academic institution responsible for carrying out the program.
2. A broadly representative advisory board (including community interests) must be established
to review all decisions.
3. Independent academic responsibility for all program content must be assured. The giving
of money does not mean that the donor's materials will be included in the program.
4. Funding sources must be as diverse as possible.
5. Academic scientific review for accuracy and lack of bias for all materials must be
continuous.
CEPUP has benefitted tremendously from the input of industry leaders around the country,
such as scientists at the Lawrence-Berkeley Laboratory of the Department of Energy. The
contributions of industry personnel to the actual development of the CEPUP modules are necessary
if the modules are to reflect what is taking place in the real world at the interface of science and
society. For example, Robert W. Hirsch, currently Vice President of ENVIRO Safe Inc., provided
CEPUP with information about and permission to use an adaptation of a patented process to
stabilize certain hazardous wastes. The process is the basis for the culminating activity in the newly
published CEPUP module, Toxic Waste: A Teaching Simulation. Students cany out a simulation
of the process, compare it to other more traditional approaches like precipitation, and decide on
the advantages and disadvantages of each. Learning about and discussing the use of the process
in the real world helps students better understand and appreciate the goals of the module.
Another somewhat different example has been the contribution of Dr. Jack Collette,
Director of the Central Research Development Department at the DuPont Experimental Station
in Wilmington, Delaware, and his colleagues to the CEPUP module on plastics. They have
reviewed the content for accuracy, suggested changes to eliminate substances formerly used that are
now considered safety problems, and have helped CEPUP develop safer alternatives. In addition,
they made the staff aware of a research study by Franklin Associates for the U.S. EPA on the
relative energy costs of paper and plastic bags. CEPUP held up the final revisions of the module
and incorporated the results of the study as a major component of the module's conclusion.
These examples illustrate the dimensions of an ongoing process and define CEPUP's policy
regarding the use of industry input to development: (1) all specific input is provided at the request
of the academic staff of the project; (2) like all other input, it is carefully checked for accuracy and
lack of bias by the staff and CEPUP's scientific review board; (3) whether and how the information
is used is determined by the project staff; (4) drafts are sent to the individuals providing the input
to get their comments and suggestions on accuracy, lack of bias from their point of view, and any
suggestions for improvement; (5) all materials produced are copyrighted by the project and
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acknowledgement is given to the individuals and companies providing the information. Encouraging
this kind of input has provided the program with information and resources not available by any
other means. To date, this development input has been provided at no direct financial cost to the
program.
Successes
The success of our development and review process was exemplified recently with our
publication of a new module on plastics. In the last month, I have received comments that we
didn't raise this or that from industry's perspective or that we didn't raise enough of this or that
from an environmental standpoint. I interpret that to mean we are just about where we want to
be—namely, providing the evidence in a nonadvocacy way. In a study for the International
Association of Consumer Unions, the Australian Consumers' Association identified our goals as a
standard for projects around the world.
The Future: Environmental Health Risk Education for Youth Project
A new pilot project on environmental health risk education for youth is being developed as
a collaborative effort among the government, universities, and schools. It is funded by the EPA
Office of Environmental Education in cooperation with the Office of Solid Waste and Emergency
Response and EPA Region 2. Additional.support has been committed by the University of
Maryland and the California State Department of Education. This project is a cooperative effort
among CEPUP; Dr. Vincent Covello, head of the Risk Center at Columbia University; our Project
Officer, Dr. Maria Pavlova of EPA; and myself.
The purpose of the project is to help students and community members better understand
society's impact on the environment and the effects of the environment on their health and safety.
The goals of the project are:
• To determine how to help students and community members understand the
principles of environmental science and risk assessment.
• To help students and community members use this knowledge effectively to
participate as citizens in public policy decision-making.
• To develop improved methods for enhancing environmental health risk literacy.
We collect baseline information on students and community members' understanding of and
attitudes toward environmental health risk concepts and issues. Using this information, we plan
to adapt and design instructional materials to inform the public about risk perception.
We will provide experience-based instruction on environmental health risk based concepts
and issues to a subset of community members and students and analyze the impact to see if we have
made a difference. The overall goal of the program is to help the public achieve a greater
understanding of risk perception.
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This pilot project was designed based on the conclusions and recommendations of a
workshop sponsored by EPA and the Federal Task Force on Curricula, Concepts, Strategies, and
Resources held in Washington, DC, and also on the Environmental Youth Forum.
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Panel 1: Question and Answer Session
Successful Partnerships to Develop and Deliver
Environmental Education in the United States
Moderator Walter Bogan, American Association for the Advancement of Science
The question and answer session for this panel was a free-ranging discussion of some of the
most important issues raised by the panelists in the plenary session.
Does Environmental Education Pertain Primarily to Mathematics and Science or Does It
Encompass All Disciplines?
U.S. EPA Administrator William Reilly's emphasis on math, science, and technology as the
major foci for environmental literacy in his videotape presentation was questioned strongly. One
panelist said that environmental education needed to use interdisciplinary methods. In addition to
providing engaging real-world examples for teaching life sciences and earth sciences, she felt that
environmental education provides a context for projects in art, music, English, and social sciences.
Another participant felt that environmental education was an ideal vehicle for teaching English-as-a-
Second-Language.
Several participants felt that educators should look at environmental education as an
opportunity to bring all disciplines together to focus on a single theme. A teacher emphasized
environmental education's use of life skills such as organizing information, interacting with others,
identifying and standing for personal values, and working in a democracy. Others emphasized that
because of its real-world experiential focus, environmental education is remembered and
internalized by students in ways that traditional disciplines often are not.
It was also suggested that educators think of the different disciplines, such as science or
math, as tools to teach environmental issues rather than the other way around.
One panelist agreed that environmental education encompasses citizenship issues, but felt
that it was equally if not more important to use environmental education to prepare a scientifically
and technologically capable work force. The panelist emphasized that our competitiveness as a
nation in the fields of global change and pollution control technologies depends on federal agencies
encouraging students to become scientists and engineers. He felt that environmental education
would provide the "hook" to get students involved in the environment at the elementary level so that
they would pursue math and science in college.
Another participant expressed concern that environmental education would become adjunct
to international competitiveness, and would be used merely to promote U.S. accomplishment in
science and technology.
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Some people questioned whether environmental education should be integrated into existing
curricula or taught as a separate subject. One participant felt that it should not be made adjunct,
and fit into an already crowded program in other subject areas. Another participant suggested
using land use history as an organizing theme for environmental study. He felt that people need
to study the history of their own community in order to care about or understand future
consequences.
One panelist said that we will be truly successful when we cannot tell science education from
environmental education from quality education. The panelist believed that educators from all
disciplines and organizations need to come together to share values rather than look for differences.
Another panelist also emphasized the importance of merging interests, and was excited by the
partnership opportunities presented by the renewed interest in educational reform.
Should Environmental Education Focus on Presenting Issues and Problems or Should It Deal with
Behaviors and Solutions as Well?
A participant emphasized that young people want to focus on solutions. In her program,
students are engaged in collecting data and applying it to the community in which they live,
participating in such activities as testifying in land use meetings, conducting monitoring, and
working with formers. Another participant, however, wondered how educators could present
solutions to complex environmental problems. For some issues, such as solid waste management,
there were solutions like recycling, but the solutions of other problems might not be accessible to
students.
One panelist was concerned with the solution-oriented approach to environmental education,
because it presumes that educators have all of the solutions. The panelist felt that environmental
education's role is to make students literate so that they can develop their own solutions. Another
panelist agreed that educational programs need to separate evidence from advocacy. A participant
supported that view with the comment, "Advocacy not based on evidence is a truly frightening thing
to behold." When considering the question of whether to teach evidence or advocacy, a panelist
cautioned educators to keep in mind the different roles of different institutions—from schools and
universities to environmental organizations.
One panelist thought the most effective classroom education technique was to have students
take different sides of an issue, such as drilling for oil in the Arctic National Wildlife Refuge. In
a debate, she said, students have to organize their own arguments and really listen to each other.
Therefore, they explore all facets of a problem and retain the information. Another panelist agreed
that environmental education offers excellent opportunities to apply multiple points of view to both
science and social issues.
Some participants still felt that education should push an advocacy position. One thought
that much of curricula currently taught, including math and science, could be construed as anti-
earth, and that students need to feel they are being affected personally in order to be mobilized to
action.
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How Can Social Equity in Environmental Education Be Guaranteed?
One panelist stressed the importance of keeping in mind economic and cultural diversity
when approaching environmental issues. The panelist felt that we cannot expect people to pay
more for environmental quality, but instead must find ways to accomplish more with less money.
The panelist suggested that environmental health risk was an issue that provided common ground
for all people. Everyone wants zero risk, and no one should have to take the word of scientists and
politicians that toxic waste sites and polluted air and water present no risk to their health. People
in all communities need to be taught how to access the political process and become decision-
makers. Another panelist emphasized that the public should be provided with the information
needed to understand risk perception, and then given the evidence to draw their own conclusions.
Another participant raised the issue of people who were not represented at this conference.
He stated that although three speakers had quoted Native Americans in their addresses, there was
no Indian representation at the conference. He suggested the EPA tribal lands environmental
scholarship as a way to get Native American students interested in working on environmental issues
for EPA or tribes.
Is a Fundamental Change in Our Method of Instruction Needed?
A common opinion was that educators need to consider a student's whole environment as
a classroom, not just the school. One teacher emphasized the need to take advantage of all
available resources, including the media. Her classroom learned more about astronomy, for
example, from one video—a New Explorers segment—than from any textbook. On the same theme,
participants suggested looking to community organizations and institutions for educational
opportunities and working together to build community unity using the environment as a focus.
One person reminded the group not to overlook the role of organized religions in reaching
people with environmental messages. In one weekend in the United States, he said, religious
leaders reach more people than all other groups represented at the conference combined. He felt
that although many clergy were not scientists, morality is a central issue in the environmental debate
and that most of our environmental problems can be attributed to greed or poverty.
Several participants emphasized the need to perceive teachers as professionals and support
them directly through grants for projects, equipment, and training. One panelist pointed out that
when teachers own their own equipment, rather than borrowing it from the school, they use it more
often and share it more often with other teachers. Several participants voiced that teachers need
more guidance in how to obtain funds, write grant proposals, and find out about available programs
at the state and local level.
In answer to a specific question about grants, an EPA representative explained that each
EPA Regional Administrator will set up a panel to review grant applications and may also set up
a panel to assist with grant proposal writing. He reiterated that 25 percent of the grants would be
for $25,000 or less. The Regional Administrators will also set up their own education strategies and
coordinate conferences to involve teachers and all ethnic and economic groups.
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Other participants brought up the role of nonprofit organizations, such as Project WILD
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PANEL 2: SUCCESSFUL PARTNERSHIPS TO DEVELOP AND DELIVER
ENVIRONMENTAL EDUCATION GLOBALLY
Moderator Lynn Elen Burton, Director of Environmental Education
Environment Canada
Augusto Medina, Senior Program Officer
Latin America and Caribbean Program
World Wildlife Fund;
President
North American Association for Environmental Education
Anthony Cortege, Dean
Environmental Programs, Tufts University
Nan Little, Director
YMCA Earth Corps
William Eblen, President
The Rene Dubos Center for Human Environments
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Augusto Medina, Senior Program Officer,
Latin American and Caribbean Program, World Wildlife Fund;
President, North American Association for Environmental Education
Purpose
The World Wildlife Fund (WWF) is an international family of organizations composed of
30 national organizations throughout the world including Europe, Asia, Africa, and Australia. The
WWF mission is to conserve the diversity and abundance of life on earth and the health of
ecological systems. We work toward this goal by:
• Protecting natural areas and wild populations of plants and animals, including
endangered species.
• Promoting sustainable approaches to the use of renewable natural resources.
• Promoting more efficient use of resources and energy and the maximum reduction
of pollution.
WWF is committed to reversing the degradation of the natural environment, and to building a
future in which human needs are met in harmony with nature. WWF recognizes the critical
relevance of human numbers, poverty, and consumption patterns to meeting these goals.
One important conservation method that WWF employs in advancing the above objectives
is environmental education. WWF supports formal, nonformal, and informal environmental
initiatives financially and with technical assistance throughout Latin America and the Caribbean
(LAC), Asia, and Africa. We also support educational activities in the United States. Our
Communications and Education Department has developed a variety of materials, including a
teacher kit on illegal wildlife trade, its impact on endangered wildlife, and the role Americans can
play in reducing illegal wildlife trade.
Partners
WWF works with a broad cross-section of individuals and institutions throughout LAC.
Present partners include ministries of education, natural resources, and parks; local and regional
nongovernmental environmental organizations, regional organizations, and universities and teacher
training institutions; civic groups and other community organizations; and individuals such as
teachers and other community members.
We recently collaborated with the Smithsonian Institution in a major exhibit, The Vanishing
Rain Forest, produced accompanying teacher education materials, and produced the award-winning
video, "Rain Forest Rap."
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Successes
Our partnerships with local organizations and agencies are essential for WWFs program.
WWF does not work within a country unless it is invited and a local core group exists. Success is
measured by the ability of local organizations to design, adapt, and maintain their own
environmental education programs.
I would like to describe a few of our current projects in Latin America and the Caribbean.
In one rain forest area of Colombia, which is being converted to coffee and cattle farming, we are
working with a group called Herencia Verde, a nongovernmental organization that has been able
to obtain land in the upper peak of one of the mountains. In working to conserve this area, their
main thrust has been to bring people to the area to see the tropical rain forest firsthand. They have
sponsored a variety of activities, including implementing agricultural practices to reduce erosion and
bringing in regional specialists to study the environment at this site.
Another project, which was initiated in Panama and is now continuing in Costa Rica, is
looking at a sustainable economic alternative to cattle in Central America. Because iguanas are a
popular food, the project is researching the mechanisms for producing iguana as an alternative to
cattle, and educating the public about how this type of activity could be implemented. The most
important part of the project is working with the local public, since they must play a role in keeping
track of the data and harvesting the iguana.
In Brazil, WWF has supported a project to protect the endangered golden lion tamarin.
Project components include captive breeding, educational outreach, legislation to protect remaining
habitat areas, and enforcement. We started by doing a survey to assess behaviors and attitudes
toward the environment and, in particular, the golden lion tamarin. In order for a captive breeding
program to be successful, we had to gain the support of the community to ensure the animal's
survival once it was released and to guarantee that suitable habitat would be available. Education
materials were produced and posted in all areas of the community, including local rum shops. We
did classroom presentations, outreach through plays, teacher training workshops, parades, and even
games. The local media were very supportive, especially of the captive breeding program and the
fact that these captive-bred animals would be released locally into the wild. A wildlife reserve was
established specifically for the golden lion tamarin and tours of the reserve were given to the local
population.
Lessons Learned
Following are some the things we have learned through our programs in LAC:
• The need for environmental education programs must be identified by the
community.
• The involvement of the local community from the start of the program is essential
for long-term success. All the major players in the community must have an
opportunity to have input.
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• Programs must address real needs and assist community members to improve their
local condition. Programs must be flexible and respond to changing needs within
the community.
• Programs must be able to be maintained by the community using its own resources.
• Training and opportunities for professional enrichment are necessary to retain
leaders in the program.
• Programs must evolve (at their own pace) from a shared community experience.
It is important to remember that education is one tool among several used to support
conservation. Legislation, enforcement, and other alternatives are critical. It is also critical, with
conservation efforts in communities, to look at ways that local resources can be used.
Future
Environmental education is now viewed as an important method for achieving broader
conservation objectives. Environmental education must be incorporated into conservation planning
as an integral part of the design process. In addition, avenues must be developed for easier
exchange of information within the region, and more opportunities for regional training are needed.
Any efforts to promote environmental education should be done in partnership with local
organizations. Staff should be ready to communicate in the local language and have sufficient
resources and time to learn what has already been accomplished. Many local organizations in LAC
are conducting creative and effective environmental education programs. In many cases, the need
for technical expertise is not critical. What is frequently in short supply are the resources to
conduct programs and network with colleagues.
Excellent opportunities exist for establishing a partnership with the federal government as
a result of the new National Environmental Education Act. Cooperation is possible with training,
networking, exchanges, and sharing of materials.
In closing, there are a lot of opportunities for partnerships with local organizations
throughout Latin America and the Caribbean. It is important, however, to be mindful that we do
not have all of the answers. A lot of humility is required when working with international audiences;
in fact, they can teach us a few things along the way. Before we go into Latin America, we need
to look at our own backyard. We need to think about how we are handling our own resources,
particularly with regard to our impact on global conservation as a result of our consumption and
waste disposal, and our marketing of toxic products such as pesticides and herbicides to other
countries. Looking at ourselves is an important start.
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Anthony D. Cortese
Dean, Environmental Programs, Tufts University
Two types of partnerships are critical to the promotion of environmental education globally:
the first is cooperation among universities to make environment and development education and
research central to their mission; the second is partnerships to promote environmental literacy.
University Support of Environment and Development Issues
In the next 40 years, the world population is expected to double and economic output is
expected to increase by a factor of at least three or four. If the rest of the world tried to achieve
the standard of living of the United States, it would require five to seven times as much energy as
is currently used. If that energy is powered by fossil fuel, the impacts on the environment would
be tremendous.
The people graduating from universities today are those who will be making the decisions
in government and industry as to whether we will move toward an environmentally sustainable
future or whether we will move further toward environmental degradation. There are so many
creative programs to train teachers in high school, yet it is the colleges and universities who are
training those teachers in the first place. Universities have a profound responsibility to increase the
awareness, knowledge, technologies, tools, and values necessary to move us toward an
environmentally sustainable future. They have the expertise, and must play a strong role in
education, research, policy development, information exchange, and community outreach.
In today's trained workforce, there is a critical shortage of environmental specialists—
engineers, scientists, management specialists, health policy specialists, and population specialists.
Also, often the people who are trained as specialists are trained only as pollution specialists or
natural resource specialists, but almost never as both. They are also usually trained about a single
medium or problem, such as air pollution, water pollution, or hazardous waste, and rarely about
taking an integrated approach with environmental issues. Finally, these specialists are trained
mainly to control and clean up environmental problems instead of anticipating and preventing those
problems before they occur.
Environmental studies programs at universities are often thought of as faddish or as being
exclusively for K-12 education. Because they are interdisciplinary, environmental studies often are
considered to be soft science, not rigorous, and not scholarly. Environmental literacy and
environmental education are not a major part of the curriculum of any major university in the
United States or any university I know of anywhere. Tufts is trying to change that.
Most of the environmental studies programs at universities are initiated and sustained with
outside funding, not with regular tuition funding. It seems strange that, if population, economic
activities, and the environment are some of the most important and complex issues for society, they
are not a central part of university teaching and research. I believe there are two reasons. First,
universities are organized along the principles of the German model of education, which we have
adopted and perfected in the United States. In this model, all knowledge is divided into discrete
disciplines, such as biology, chemistry, physics and economics. The second reason is that faculty,
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not administrators, control tenure, promotion, curriculum, and degree requirements at universities.
At most major universities, research is emphasized over teaching. Quality research is often defined
as original work in a single discipline. Often, departments recommend that faculty not do research
that is interdisciplinary if they want to be recommended for tenure. As the President of Tufts, Jean
Mayer, likes to say, "We leam more and more about less and less, until at some point, we know
everything about nothing."
Also, individual contributions are rewarded over team efforts, yet as most of us have
experienced, out in the world, we have to work together to solve problems. From the time we are
in kindergarten to the time we get through universities, we are encouraged to excel and compete
with others, rather than to cooperate to solve problems.
Many times the presidents and deans, who often have the broadest and most integrated view
of societal problems, have little to say about academic direction. To promote executive input, Tufts
President, Jean Mayer, convened 22 presidents, rectors, and vice chancellors of universities from
all over the world at the Tufts European Center in Talloires, France, in October 1990 to consider
the role of universities, and especially university presidents, in environmental management. Assisted
by internationally respected environmental leaders, the presidents explored the current state of the
natural environment, the impact of human population growth and economic activity on the
environment, and strategies for the future. They also discussed the role of education, research,
policy formation, and information exchange in managing the human impact on the environment.
From this conference came the Talloires Declaration, a statement of the group's intent to
place their institutions at the forefront of the effort to solve environmental problems and a
challenge to their colleagues worldwide to join them. The declaration has been signed by 125
presidents from 32 countries to date, including 45 from Brazil. Tufts hopes to create a secretariat
to support presidents in this initiative and to expand the network of those subscribing to the
Talloires Declaration.
Tufts Environmental Literacy Institute (TELI)
Tufts University has agreed to have all of its graduates be environmentally literate and
responsible. As President Jean Mayer describes the university's goal, "By ensuring that all our
graduates are environmentally literate, Tufts is producing professionals who will help make our
productive sector and governments more efficient in the use of natural resources and energy and
reduce adverse impacts of their activities on society."
To that end, Tufts University, together with Allied-Signal Inc., has embarked on a project
to develop the intellectual capital essential to ensuring an environmentally sustainable future. In
April 1990, Tufts President Mayer and Allied-Signal Chairman Edward L. Hennessy, Jr., announced
the formation of the Tufts Environmental Literacy Institute (TELI). TELI is the nation's first
comprehensive environmental education program integrating environmental issues into
undergraduate, graduate, and professional school curricula.
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Allied-Signal, Inc. provided the initial $150,000 2-year grant for the design and
implementation of TELL In addition to its financial contribution, Allied has contributed as an
advisor, instructor, evaluator, and promoter of TELL Further support for the program was received
from the U.S. Environmental Protection Agency.
TELI is a faculty-based program aimed at enabling Tufts faculty across all disciplines—
engineering, business, social sciences, humanities, medicine, and international law and diplomacy—
to incorporate environmental perspectives into the courses they teach. In this way, Tufts students
are empowered to become environmentally literate and responsible citizens through broad,
continuing, and repetitive exposure to environmental issues throughout their educational experience.
TELI facilitates the process of faculty development by providing financial and intellectual support,
as well as access to resources, information, and environmental experts. Through a series of
workshops, seminars, and meetings, the goal of TELI is to develop and augment the environmental
knowledge and skills of the Tufts faculty, and to assist them in revising their curricula to include
environmental information and perspectives.
The Tufts program doesn't train teachers; faculty are already well trained. We further
develop their capability to understand new issues and perspectives. So far 60 faculty members from
Tufts and 10 from other universities have gone through a 2-week intensive workshop and have
begun to revise their courses to include environmental issues and perspectives in subjects ranging
from mechanical engineering to history to drama. As a result, over 1,500 students have received
or will receive environmental information in over 30 traditionally nonenvironmental courses. The
5-year TELI goal is to serve 500 faculty, one-third from Tufts, one-third from other northeastern
U.S. universities and high schools, and one-third from developing countries. In doing so, TELI will
reach 75,000 to 100,000 students during their academic careers.
Though TELI began at Tufts, the intent of the institute is to transfer the model and its
resources to other universities through dissemination of course revisions and curricula materials,
and by training trainers to establish similar institutes at their own universities.
In January 1991,1 traveled to Brazil to meet with colleagues from the University of Brasilia
and Monte Grosso and the University of San Paolo to help establish an environmental literacy
institute in Brazil and to connect all of their universities by information-sharing networks.
As an environmentalist from Senegal said, "In the end, we will conserve only what we
understand, we will understand only what we know, and we will know only what we are taught or
learn." What we are trying to work toward with this program is connections. People need to
connect their professions to the environment and TELI hopes to further this goal.
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Nan Little
Director, YMCA Earth Corps
Purpose
The purpose of YMCA Earth Corps is to train young people to be effective global citizens
by teaching leadership skills through environmental education and action. The primary target
audience is high school students. However, because we teach young people how to take action by
building community consensus, our secondary audience is the diverse community at large. Our
expectation is that the skills our students learn will be translated into all areas of global citizenship.
YMCA Earth Corps is composed of four basic elements: education, leadership training,
action projects, and international exchange. Education takes place through interactive symposia,
in which professors and community experts teach classes on scientific aspects of the environment.
Classes are followed by interactive simulations in which students are given a real problem related
to the scientific issue they have just studied. Small groups of students role play each point of view
and present their "case" to a board of hearing examiners. The hearing examiners teach the students
the principles of win/win negotiation and challenge the students to negotiate a settlement that
values all points of view. Experiential classes are also held at the National Oceanic and
Atmospheric Administration (NOAA) facility, where YMCA Earth Corps teacher advisers and
NOAA scientists create interactive classes using this research center.
Leadership training occurs at Leadership Weekend Retreats, where students leam about
leadership styles, elements of programming and planning, how to run effective school clubs, and
how to take on major action projects. Students continue building leadership skills in school clubs
and through implementing major community projects, such as urban tree planting.
Action projects are chosen by students and carried out at the school and community levels.
They include stencilling storm drains; adopting streams, beaches, and highways; establishing school
recycling programs; monitoring watersheds; implementing beach and other area cleanups; creating
activity books to teach about water, transportation, and tree planting; and hosting community
education days. We also have "all area projects," such as planting hundreds of trees on Earth Day
or constructing a major park.
International exchange projects have included raising money for scholarships, hosting
international students, and traveling abroad.
Partners
YMCA Earth Corps is a collaboration of students and teachers from public and private
schools coordinated by the YMCA and supported by business, government, institutions of higher
education, and other not-for-profit organizations. The YMCA is responsible for organizing the
program, training staff and students, and generating community support. The teacher advisors
support the school clubs, provide the intellectual base for science projects, and handle in-school
logistics. Students run the school clubs, decide on major projects and implement them with the
support of the general community, raise funds, and recruit other students. Because the YMCA is
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active in over 100 countries, it is relatively easy to arrange international exchanges and action
programs.
Our support partners help fund the program and provide the expertise for a solid
educational background on environmental issues for the students. Since we feel it is critical that
we present as many sides of each issue as possible, it is not unusual for our sponsors and co-
presenters to actually be in court against each other on other days.
Without corporate and governmental support, we would not have a program. Programs for
students cannot be fee based since young people don't have enough money. The major sponsors
for the Seattle YMCA Earth Corps are the Boeing Company, GEO, and the State Department of
Ecology, along with many smaller donors. Students raise a significant amount of money, especially
for training and exchange programs. If such programs are valued by the community, they must be
supported by the community.
Our international partners are always other YMCAs. We share our mission and goals for
the trip with the host YMCAs and then work together to identify the activities required to reach
those goals. Our mission is to share the YMCA Earth Corps program in a context that will be
appropriate for the host country. Our goals are to learn as much as possible about the host
country—its history, politics, economics, culture, and how those factors affect its environmental
attitudes and policies. We want to get to know students; share experiences, concerns, and lifestyles;
and have a great time. We want to eat new foods and learn how to dance and play games. We
want to leam about what they care about and how they act on what they care about.
Although we have a common heritage of programs developed by youth for youth, each
country has a different emphasis both within the YMCA movement and within the indigenous
culture. We make every effort to be sensitive to other points of view.
Partnerships are critical to the success of the YMCA Earth Corps. Without corporate,
government, and community partnerships, our students would be members of just another school
ecology club, focused on a single issue without understanding the greater context or being able to
effectively mobilize resources to make a difference.
Successes
In YMCA Earth Corps, high school students are able to provide a safe place for students
and adults who wouldn't normally have any contact with each other, and who might even be afraid
of each other, to work together on common goals.
The international partnerships are essential for young people to understand and evaluate
the American perspective in the context of the global community. It is too easy to look at global
environmental problems through the limited lens of our own experience and to either criticize or
applaud based on our own myopia.
We measure success through standard indicators: program growth from 13 schools and 270
students to 45 schools and 1,500 students in the Seattle area, expansion throughout our state and
to other states and abroad, the number of projects initiated, and the dollars raised.
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The real indicators, of course, are the students themselves, such as the loner who came to
a leadership weekend to meet girls and ended up leading the Earth Day project, who said to me
at the project's conclusion,
You know, Nan, I was terrified when I realized what I had gotten
myself into. I didn't have any skills and I knew I couldn't do it. But
day by day you just stuck with me, and pretty soon I learned how to
organize a meeting, give a speech, pull people together. I never
believed I could do it, but you believed in me. And because you
believed in me, I kept on trying, and finally I started believing in me
and I knew I could make a difference. Ill never be the same. Ill
never go back to letting someone else do it. Thanks.
Or the boy who was diagnosed with leukemia at age 12 and went through 3 years of chemotherapy
followed by deep depression and substance abuse. He went through Outward Bound, AA, and from
being an A student to barely making it. Then, he joined YMCA Earth Corps, is now the leader
of his school group, went on the Asian trip, and gave a closing speech in Japan. Most recently he
gave the dedication speech at our October tree planting. He talked about his YMCA Earth Corps
family and how it had given him life by allowing him to build bridges in the community. He made
his own choices, but we provided a vehicle for his concerns and encouraged him to use his voice.
At an Earth Corps symposium, I spoke with the Vice President of Tiraberlands for
Weyerhaeuser, not the most popular corporation in the home of the spotted owl. I asked him what
he thought about what we were doing, and he answered, "You know, Nan, you're not teaching these
kids environmental skills here. You're teaching them life skills, skills theyll use in their marriages,
their jobs, community service, raising children, being global citizens."
Lessons Learned
The elements of international exchange are applicable to dealing with all kinds of
partnerships, whether with teenagers, corporations, or government agencies. WeVe done two
international environmental exchanges so far. The first was hosting students from Thailand, India,
and Japan, who came to the United States to celebrate Earth Day 1990 and stayed for 2Vi weeks
for a very intensive environmental education program. The second was in the summer of 1991,
when we took 16 students to Hong Kong, Singapore, Malaysia, and Japan for 3 weeks.
The first element we learned about was communication. When we brought these students
to the United States, we understood what we wanted to communicate: we wanted to share Earth
Day with them, to learn about environmental issues in their country, and to develop joint
partnerships so young people could work together. What we did not do was ask the foreign students
what their goals were. The students from India and Northern Thailand were very interested in
environmental issues and brought all kinds of materials and examples of what they were doing. The
students from Japan wanted to go into hotel management and they wanted to leam English. The
students from Bangkok were very wealthy, pampered youngsters who were used to being
transported in their chauffeured vehicles, and they came to shop. We learned that you must
communicate before you have an international program.
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The second element we learned was preparation. Before you go abroad or host anyone to
come to the United States, you should study their culture, their economics, their history, their
politics, their language. Before going to Singapore, we met every Thursday evening for 2 hours over
a 2-month period, and we held a weekend retreat on the 7th floor of the YMCA. We learned
about each other's values, so that when we were in a difficult situation, we knew who we could
count on for what. We learned a lot about environmental issues, we learned about Earth Corps,
and we learned how to express everything we knew in all kinds of media because we were not sure
of the language capabilities of the students we were visiting, and we were well aware of our own
language deficiencies.
The third principle we learned was, "80 percent and go"—the principle of flexibility. If you
decide exactly how you want something to go, you can rest assured that it won't go that way and
whatever happens will be a lot better than what you planned in the first place. So don't bother
planning the whole thing before you go—just get about 80 percent there, take off, and be flexible.
The most important lesson is to listen before you assume you have a solution to someone's
problem. This relates to corporate partners, international partners, and especially to young people.
Young people are not accustomed to being listened to, so it takes time and skill to build the trust
that allows them to talk. Likewise, representatives from other countries are not accustomed to
being listened to by Americans. Even in the receptive environment of the YMCA, there are
historical issues that color every interchange.
Also, we learned to be clear about our own mission and goals. Are you going to another
country with the answers to their problems or with honest questions in hand? Make sure that there
is a sense of equality about the exchange, that you are sharing in a framework of mutual respect
and reciprocity. Whenever possible, work with indigenous people rather than individuals from your
own country who happen to be stationed in a foreign country. The YMCA is an association of
individual programs, each designed and operated by their own communities. There is very little
top-down management and all individual YMCAs are directed by indigenous people.
Future
YMCA Earth Corps continues to expand nationally and internationally. It has been adopted
by the U.S. YMCA as a national model. This type of program has started up in five other states,
with other programs in inner cities. We have applied to a major foundation for a grant to start a
national resource center which would provide training and program support for YMCA staff,
students, and teachers.' Our partners have all made a commitment to sustained and increasing
support.
Internationally, we plan to take a group of students, up to 33 altogether, to the United
Nations Conference on Environment and Development in Rio de Janeiro, Brazil, in June 1992, to
share the program and to learn about other youth activities in the environmental movement and
about environmental issues in Brazil's urban and jungle settings. We plan to participate in the
conference, then travel through Brazil, helping to start the program and learning more about both
'Earth Corps recently received this 4-year grant from the Kellogg Foundation.
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urban areas and Amazonia. This is a kind of life-changing experience that these students will never
forget.
We also would like to have a partnership with the federal government that would support
the national expansion of YMCA Earth Corps by providing some base funding for the Seattle
program and startup grants for new programs whose staff have been trained by the Seattle trainers.
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William Eblen
President, The Rene Dubos Center for Human Environments
Background and Purpose
The Decade of Environmental Literacy launched last year by The Rene Dubos Center for
Human Environments in cooperation with the United Nations Environment Programme (UNEP)
was the culmination of some 20 years of a successful partnership. The Center emerged in 1975
from a collaboration between Rene Dubos, a world-renowned scientist/humanist and professor
emeritus at the Rockefeller University, and Total Education in the Total Environment (TETE), an
independent, nonadvocacy education and research organization I established in 1964 when I was
K-12 curriculum coordinator in the Wilton, Connecticut, public school system. I selected human
ecology as the unifying concept for the curriculum because, even though I was a science education
specialist, I am the product of a broad liberal arts education. After 16 years in the classroom, I was
disenchanted with the fragmentation and compartmentalization of education and was seeking an
interdisciplinary approach.
The total environment approach I had in mind called for a teaching process that fostered
community involvement, relevance, and diversity. This was 6 years before the first Earth Day.
Poverty, prejudice, polarization, and conflict seemed as much a part of that approach as pollution
and population. As we pursued this approach, we realized that human ecology includes a
perspective, a philosophy. It requires more than understanding the natural ecosystem; it requires
an understanding of the human ecosystem, and most importantly, the human egosystem. The need
for a social and humanistic approach to environmental problems was obvious then and is even more
so today.
The TETE methodology was cited as one of two case studies by the U.N. Conference on
the Human Environment in Stockholm in 1972. It was also field tested by UNEP in 1974 at their
first seminar on environmental education. This seminar, held in Kenya, involved six East African
nations, and was co-sponsored by the World Confederation of Organizations of the Teaching
Profession, representing 5 million teachers in 90 countries. My wife, Ruth Eblen, Executive
Director of the Center, and I were introduced to Rene Dubos in 1974, as a result of that seminar.
Dubos' ecological view led to his early understanding of the need to study bacteria in the
soil where they live, rather than in petri dishes in the laboratory. Through his work, he discovered
a systematic method for producing antibiotics on a large scale. Dubos discovered that microbes
adapt to their environments by actually changing them, and he concluded that the same process
must apply to all living things, including humans. That ecological view led to his role in the
Stockholm conference in 1972. Commissioned to chair the committee of experts, Dubos insisted
that the conference title include the human environment.
In conceptualizing the Center, Dubos said "whereas other organizations deal with the
protection of the environment, the organization we should establish will complement the defensive
policies of the environmental movement by emphasizing the creative aspects of human interventions
into nature." The Center's practical purpose is to help the general public and decision-makers
formulate policies for the resolution of environmental conflicts and for the creation of new
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environmental values. Dubos became chairman of the Center in 1975, formulating its
socioenvironmental philosophy and directing all of its programs until his death in 1982.
The Center considers the interplay between human beings and their environment from two
complementary points of view. First, human beings always transform the environments in which
they live and function. In fact, practically all inhabited environments are artificial in that they have
been profoundly altered by human culture. Second, human beings are shaped by the environments
in which they develop. Each culture reflects the influence of the environment in which it has been
created and has evolved. The following quote by Rene Dubos perhaps best summarizes this
philosophy: "The earth is to be seen neither as an ecosystem to be preserved unchanged, nor as
a quarry to be exploited for selfish and short-range economic reasons, but as a garden to be
cultivated for the development of its own potentialities of the human adventure."
Dubos developed four themes for the Center that have influenced environmental decision-
making throughout the world:
• "Think globally, act locally." Whereas most important problems of life on earth are
fundamentally the same everywhere, the solutions to these problems are always
conditioned by local circumstances and choices.
• "Trend is not destiny." Whereas biological evolution is irreversible, social evolution
makes it possible for human societies and individuals to change their course, and
even to retrace their steps when they judge that they're moving in an undesirable
direction.
• "Optimism despite all." Despite constant present tragedies, we can have faith in the
future because human life and nature are extremely resilient and because we are
learning to anticipate the dangers inherent in natural forces and in human activity.
• "Learning from success." Since there are countless ways to go wrong, and only a
very few ways to do right, our best chance to deal successfully with our
contemporary problems and those of the future is to learn from the success stories
of our times.
"We have far to go," Dubos said, "before understanding all the subtleties of the complex
interrelationships between people and their environments, but we can at least begin to analyze them
in terms of several categories that we refer to as, 'the five EY of environmental management:
ecology, economics, energetics, esthetics, and ethics." These underscore the fact that technological
solutions to socioenvironmental problems cannot be successful without concern for their humanistic
aspects.
Partners
The Center collaborates with different institutions to increase environmental literacy in the
schools, in the workplace, and in the community. It continues to conduct a forum program that
involves authorities from as many different vantage points as possible, to acquire and integrate
information on environmental problems for dissemination. Since 1977, Dubos forums have involved
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2,000 decision-makers; scholars; scientists; and leaders from business, industry, government, media,
and special interest groups representing approximately 500 organizations, both national and
international.
Some of the strategies for developing additional partnerships, especially with federal
programs include:
• Establishing environmental literacy resource centers as part of an international
network, utilizing the environmental library and archives of Rene Dubos at the
Center in New York City.
• Conducting environmental literacy workshops in each of the 10 EPA Regions for
representatives of each state to plan followup workshops to establish literacy
resource centers.
The Center has developed tools that may help other organizations and agencies guide their
environmental literacy efforts. First, the Center has selected a hierarchy of behaviors that can be
used to determine a person's level of environmental literacy, which include proficiency in value
clarification, decision-making, and problem solving. The Center also has been developing criteria
based on guidelines established by Dubos that can be used to determine the degree to which
educational resources contribute to improving environmental literacy.
Successes
Following are selected projects under way to advance the goals of The Decade of
Environmental Literacy:
A Multimedia Computer Applications Series in Environmental Literacy
The Center, in partnership with the Center for Educational Computing Initiatives (CECI),
Massachusetts Institute of Technology, is developing a multimedia computer applications series
through the integration of text, graphics, video, audio, still images, and simulations to enhance the
users' understanding of environmental issues and of the complex interactions that need to be
considered in making informed decisions about environmental problems. This multimedia computer
software series will provide an ideal educational tool for environmental literacy for a wide range
of users in K-12, college, and corporate training. The Center is drawing upon its philosophy,
educational resources, and clearinghouse capabilities, including its extensive network of authorities;
CECI is providing the technological expertise in computers and multimedia.
The Environmental Literacy Series
The Center, in collaboration with The Center for Risk Communication, Columbia
University; The Division of Environmental Sciences, Columbia University; and The Institute of
Environmental Medicine, New York University, is developing a new and comprehensive
environmental literacy program that will complement existing curricula through the examination of
current environmental problems. The five core units are Think Globally, Act Localfy: An Overview;
Basic Environmental Concepts and Facts; Introduction to Risk Assessment, Management, and
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Communication; Introduction to Environmental Health', and Introduction to Policy and Environmental
Law. Additional proposed topics include Introduction to Energy, Introduction to Pesticides,
Introduction to Waste Management, and Introduction to Biotechnology. Over a 2-year period, the five
core units will be developed, reviewed, field-tested, and revised for publication; and teacher training
workshops will be conducted for pilot teachers. Each unit will consist of a text, an instructional
guide, a learner's manual, and audiovisual materials.
The Encyclopedia of the Environment
The Encyclopedia of the Environment, directed by the Center to be published by Houghton
Mifflin Company in 1993, will be the first comprehensive one-volume encyclopedia on the human
environment for the general public that through its breadth of coverage, balance of perspective, and
expertise of its contributors provides the common ground and standardized language needed to
understand the basic socioenvironmental terms, concepts, issues, and problems.
The Future: The Environmental Literacy Summit and Related Activities
On May 6,1992, the Center will convene an Environmental Literacy Summit at the United
Nations Headquarters in New York City. Noel J. Brown, Director, North American Office, United
Nations Environment Programme, and Gerard Piel, Chairman Emeritus, Scientific American, will
co-chair the forum. The event will commemorate the 20th anniversary of the Stockholm
Conference and pay tribute to Rene Dubos on the 10th anniversary of his death. The focus will
be on four major issues: 1) Demographic Transition, 2) Food Supply, 3) Energy, and 4) Equity and
Economic Development. World authorities will prepare agendas for action based on the answers
to two key questions:
• What do people need to know in order to make informed choices about, and take
specific actions on, the four issues?
• How can the process of educating people for environmental literacy be improved?
Findings from this conference will be shared at the United Nations Conference on the Environment
and Development in Rio de Janeiro in June 1992.
The programs and related activities planned for the Decade of Environmental Literacy will
complement and reinforce the national and state goals articulated by the U.S. Department of
Education's America 2000 Program, U.S. EPA's Pollution Prevention and Environmental Education
Programs, and the U.S. Department of Energy's science education efforts. Some of the important
goals these programs share are:
• Improving literacy and numeracy.
• Encouraging partnerships, especially between schools and business and industry.
• Emphasizing learning from success.
• Increasing the development of responsibilities in communities for the quality of life.
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• Stimulating efforts both within and between individual states.
Some of the features of environmental literacy programs we would like to see in more
environmental education efforts are:
• Contributing to the development of a core knowledge base and a standardized
language to provide common ground for making informed choices and taking action.
• Emphasizing examining values and challenging faulty assumptions, especially about
unresolved issues.
• Focusing on changing the behavior of individuals in local activities that ultimately
have global implications for sustainable development.
According to the latest surveys, only 11 percent of the national population are "true-blue
greens" (environmental leaders or activists). Eight out of 10 people recognize the need for
substantial and profound shifts in their own lifestyles but are not yet willing to make sacrifices for
a better environment. Environmental literacy is not limited to science literacy, especially when
developing an ethic that encourages environmentally responsible behavior. In the final analysis, the
success of all environmental education efforts will be measured in terms of their ability to change
the behavior of society.
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Panel 2: Question and Answer Session
Successful Partnerships to Develop and Deliver
Environmental Education Globally
Moderator Lynn Elen Burton, Environment Canada
This question and answer session opened with participants identifying themselves and their
interests in attending this particular session. Some of the goals participants cited included:
• To learn about other peoples' programs and to look for ways to form partnerships.
• To get ideas for developing materials for international distribution.
• To break down barriers in the scientific community and encourage the scientific
community to play a more, active role in environmental education efforts.
• To find ways to integrate public environmental health issues into environmental
education.
• To find ways to tie environmental education to the United Nations Conference on
the Environment and Development (UNCED).
• To expand environmental education programs into the international arena and to
further develop existing international programs.
• To leam about sources of funding.
• To expand a network of contacts.
• To look for good model programs.
Three of the panelists then shared their thoughts about how their own environmental
education programs exemplified certain values and goals. Nan Little emphasized that one of the
strengths of the YMCA Earth Corps is that it is student directed, with YMCA providing support
to student initiatives.
Gus Medina underscored World Wildlife Fund's use of partnerships with organizations such
as U.S. Agency for International Development, Peace Corps, and CARE. He explained that World
Wildlife Fund both gives grants and receives donations from private sources, government, and
foundations.
Tony Cortese, of Tufts University, shared his belief that environmental education should
emphasize the natural environment as the source of our living and our quality of life. He stressed
that without a healthy planet neither social nor economic life are possible in the long term. He also
felt that one of the most important concepts in environmental literacy is the interrelationship of all
living and nonliving things.
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The discussion of panelists and participants throughout the rest of the session focused on
the importance of teaching about interrelationships, especially the relationship among health,
pollution, and the economy.
The session closed with a summary of upcoming environmental education events and
activities, including:
• Globe '92, an international fair to take place in Canada in March 1992.
• The Environmental Literacy Summit sponsored by the United Nations Environment
Programme (UNEP) in May 1992.
• The United Nations Conference on Environment and Development to be held in
Rio de Janeiro, Brazil, in June 1992.
• The World Congress fpr Education and Communication on Environment and
Development (ECO-ED) being sponsored October 17-21 in Toronto, Canada, by the
North American Association for Environmental Education and other organizations.
• The Tri-Lateral Memorandum of Agreement for environmental education among
Canada, Mexico, and the United States.
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PANEL 3: SUCCESSFUL PARTNERSHIPS TO FINANCE
ENVIRONMENTAL EDUCATION
Moderator Kathy McGlauflin, Vice President for Education and
Director of Project Learning Tree
American Forest Foundation
Thomas Benjamin, Staff Director
Alliance for Environmental Education
Valerie Williams, Educational Services Supervisor
Southern California Edison
Annette Berkovits, Director of Education
Bronx Zoo
Chair of Education, New York Zoological Society
Madeline Strong, Executive Director
Florida Advisory Council on Environmental Education
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Thomas Benjamin
Staff Director, Alliance for Environmental Education
Corporate programs to teach individuals about the environment are neither new nor unique.
Throughout the history of the United States, corporations have had a direct responsibility for the
use and sustainability of the resources on which they depend. Throughout history, individuals have
been concerned with the apparent destruction of our resources and have constantly held
corporations responsible for their obvious direct impact on these resources.
At a meeting held in Philadelphia, the following figures were presented: "Currently, the
forest covers about 450,000,000 acres or about 25 percent of the area. Of this, not less than
25,000,000 acres are cut over annually, a rate of destruction that will bring our forests to an end in
18 years." Is this a quote about the current situation of our tropical rain forests? Is this some
statement of scientific merit that we should learn more about? Actually, it was taken from the
Arbor Day Manual, an Aid in Preparing Pro-ams for Arbor Day Exercises, which contained
information on how to use Arbor Day activities in music, art, history, science, and other subjects.
It was printed as a result of publishers getting together with the superintendents of the Normal
Schools (teacher education colleges) in the state of New York. This quote comes from a report of
the Forestry Congress about the state of forest lands in the United States in November 1889, over
100 years ago.
What does this have to do with corporate fundraising and environmental education? Today
we have established a network to support education programs, environmental programs, and other
programs across the country, which are starting to depend on sources other than just tax dollars.
Such programs must turn to foundations, corporations, and individuals. For example, the National
Tree Foundation is supported by an Act of Congress and many corporations. In 1990, the National
Fish and Wildlife Foundation generated over $40 million in grant commitments. Over 50 major
corporations have provided direct assistance to over 365 conservation projects. The National
Environmental Education and Training Foundation chartered by Congress under the National
Environmental Education Act takes public funds and actively seeks corporate and other funding
sources to match those dollars. Times Mirror Magazines was the first corporation to provide
funding for this new foundation. Environmental organizations from local to international groups
are forming partnerships with corporations to support mutually beneficial programs.
Many companies have taken the lead not only in providing cash to worthwhile programs but
also in incorporating major environmental training programs to institutionalize a pro-environmental
approach into all aspects of their companies. Dow Chemical, AT&T, Centel, Phillips, UPS, Apple
Computer, Chevron, Warner Bros., Walt Disney, and Procter & Gamble are just a few of the many
hundreds of examples of active corporate programs to educate employees, become involved in
environmental education efforts in communities, and improve corporate image.
Corporations form partnerships to promote environmental education for many reasons,
some of the most obvious being to increase sales or enhance their image. Many companies,
however, claim they do it because they truly care about the environment and want to make a
statement and a difference. A recent survey by Michael Peters Design, a New York marketing firm,
found that 89 percent of U.S. consumers are concerned about the impact on the planet of products
they buy, and 78 percent say they are willing to pay more for "environmentally benign" products.
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Corporations, however, often have difficulty determining the right course of action. Regulations
that were promulgated 5 years ago are already changing; policies and procedures that were
appropriate then are no longer considered environmentally sound. Corporations are looking for
ways to improve their own processes and to have a positive impact on their communities and on
the world.
Today, many corporations are working with nonprofits. The Conservation Treaty Support
Fund, a small nonprofit organization, recently raised over $60,000 from a portion of the proceeds
from a sale of a Robert Bateman print through Mill Pond Press. This project enhanced the sale
of the prints for the corporation and at the same time generated revenue for international
environmental efforts. This type of cause-related marketing can enhance a corporation's product
and raise funds for worthy causes. Nonprofits today sell the right to use their logo on almost any
kind of product imaginable. World Wildlife Fund uses its panda logo to raise millions of dollars
from merchandisers who wish to associate their products with the world's efforts to save wildlife.
Today corporations are more likely to negotiate their donations than to give freely with no
strings attached. Also, a corporation is more likely to act as a conduit, collecting money from the
public and then giving it in the name of the corporation to the charity. A good example is the
recent program developed by Ramada International and American Express, along with the
recipient, the Nature Conservancy. Each time someone stays at a Ramada and uses his or her
American Express card, one dollar is donated to the Nature Conservancy to purchase a piece of
land. With this one promotion, the Nature Conservancy estimated they would raise $100,000, but
they actually raised over $1 million. This program has given good publicity to all parties, and the
environment is the ultimate winner.
Major promotions like this are becoming more common and will be the key to many large
corporate donations of the future. Tonight the Alliance, in cooperation with the U.S.
Environmental Protection Agency and Warner Brothers, will be announcing a major agreement that
could potentially become the largest coalition of corporations ever formed in this country working
together to support environmental education. Under this partnership, Warner Brothers will launch
Tweety's Global Patrol," an environmental education campaign featuring one of Warner Brothers
most well-known characters to promote environmental awareness and responsibility among a
widespread audience of animation fans, from elementary school children to senior citizens.
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Valerie Williams
Educational Services Supervisor, Southern California Edison
Think Earth Program
Background and Purpose
Southern California Edison serves over 10 million customers over a 50,000 square mile
service territory. It is also our job to serve the over 5,000 schools and universities within that area.
In Southern California, we have some particularly acute environmental challenges, such as having
one of the worst smog problems in the nation.
One of the things that has been happening in corporations throughout the country is that
the teenagers and college students of the 1960s and "70s are now entering management and senior
management positions. A few years ago, a man by the name of John Bryson came to work for
Southern California Edison. In 1969, Mr. Bryson, with six fellow staff members of the Yale Law
Journal, founded the Natural Resources Defense Council, a group that serves government and
businesses in behalf of environmental causes. Mr. Bryson is now the Chairman of the Board at
Southern California Edison, and has called upon each employee to take up the environmental
challenge.
Many of our recent projects reflect this effort. Southern California Edison recently made
an announcement about new photovoltaic cells we are developing in conjunction with Texas
Instruments, which may cut costs in half. We are also developing an endangered species program,
in which we would share our knowledge with other utilities and industries about the importance of
causing as little impact to our endangered plants and animals as possible. We are also working with
teachers in this area.
A few years ago, a group of Southern California companies decided to put our thoughts and
actions together to make a difference. The result is Think Earth, an environmental education
program geared for schoolchildren in grades kindergarten through six. The goal of this program
is to help children leam to "Think Earth*—to conserve natural resources, reduce waste, and
minimize pollution. Children learn basic environmental concepts, such as the fact that everything
comes from the environment; skills, such as identifying recyclable products; and behaviors, such as
saving newspapers to recycle. The program promotes an environmental ethic in which students
balance human and environmental needs.
Think Earth consists of seven complete instructional units for kindergarten through sixth
grade. To date, the units for kindergarten through third grade have been field tested and
distributed to schools. Units for grades four through six are currently being field tested and will
be ready for distribution in 1992. Materials include full-color story cards and posters, tests, practice
exercises, home activity sheets, teachers' guides with lesson plans, and videos. For K-3, a 7-minute
animated video with dialogue and musical background has been very well received by students in
English-as-a-Second-Language classrooms. At the fourth through sixth grade level, two 15-minute
videos have been successful in getting students' attention and tuning them in to environmental
issues.
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Partners
Think Earth began in 1989 when a consortium of companies, government agencies, and
educational organizations in Southern California joined together to develop and provide an
environmental education program for elementary schools. The consortium's members represent
a broad environmental spectrum: water agencies, air quality boards, electric and gas utilities, an
oil company, sanitation districts, a state energy commission, and, the most important component,
environmental educators and curriculum developers. Educators make sure the materials are
unbiased, educationally sound, and in compliance with the California guidelines in math, science,
and environmental areas.
The sponsor members include Arco, the California Energy Commission, the City of Los
Angeles Clean Water Program, Educational Development Specialists, GTE California, Los Angeles
Department of Water and Power, Metropolitan Water District of Southern California, Orange
County Sanitation District, Regional Interutility Network, Sanitation Districts of Los Angeles
County, South Coast Air Quality Management District, Southern California Edison, Southern
California Gas Company, and the Ventura County Air Pollution Control District. The educator
members include representatives from University of California, Los Angeles Extension Services;
Sierra Club; California Museum of Science and Industry, Los Angeles County Office of Education;
California State Polytechnic University, Pomona; California State University, San Bernardino; Los
Angeles Unified School District; and Eco Source International. The consortium's sponsor members
fund the development of Think Earth and work with educator members to develop and distribute
the Think Earth materials.
Each sponsor member contributes $25,000 when joining the consortium. Seven sponsors
joined initially, the consortium now has 20 sponsor members. The monies raised from contributing
members has been used to develop the K-6 curricula. One of the sponsor members, Educational
Development Specialists (EDS), develops and reproduces Think Earth for the consortium. Sponsor
members also contribute from $2,500 to $7,500 annually (depending on the size of the sponsor's
service area) to continue to reproduce and distribute Think Earth materials free of charge to schools
throughout Southern California.
The consortium's meetings and activities are directed by two co-chairpersons elected by the
group. EDS administers the funds for the consortium.
EDS also markets Think Earth to similar companies and agencies throughout the United
States who wish to provide these materials to schools in their service areas. A portion of these
national sales is returned to the consortium to help finance its continuing efforts in Southern
California.
Successes
To date the consortium has provided Think Earth materials to 2,000 elementary schools.
Thus, more than 300,000 students learned to Think Earth during the first 6 months of distribution.
Within 5 years, the consortium expects to reach more than 3 million students in Southern California
and millions more nationally.
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Extensive measurement and monitoring has surrounded the development and the
implementation of the Think Earth program. During the first field testing of the program,
conducted in May 1990, students showed an increase of knowledge from little knowledge before the
program to mastery-level attainment of program outcomes after instruction. Another field test is
under way to monitor responses to the grades 4-6 curriculum.
Lessons Learned
It is possible to put together a diverse group of organizations to achieve a common goal.
When soliciting for company involvement in consortia, it is important to have a clear vision
of what you want to achieve and clear guidelines for participation. It is also important to choose
companies and agencies that have a vested interest in the communities in which they do business,
as well as companies that have a history of project completion and followup.
Future
New members for the consortium are actively being sought. With each new business that
comes on board, there is an additional $25,000 in funding that can be used toward materials for
schools.
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Annette Berkovits
Director of Education, Bronx Zoo
Chair of Education, New York Zoological Society
Background and Purpose
Once upon a time, in a land of glass and concrete, there were some lovers of nature who saw the
excitement on the faces of children when they were exposed to the beauty of living animals; not the land
of animals seen in books or on television screens, but the noisy, three-dimensional animals children could
see, hear, and smell. These people had the funny idea that by bringing children out of their stuffy
classrooms and showing them the beauty of nature first-hand, the children might turn into grownups who
cared about wildUfe. But these strange people carried this idea even further. They thought that once the
children became excited about discovering nature and asking questions, they might become scientists.
Strangest of all, these naive people wished for a good fairy to bring them a million dollars to turn the
children into conservationists.
Lo and behold, one day a fairy did appear. But instead of the million dollars, she gave the zoo
educators magic books containing funding guidelines and told them that with some luck these could be
shaped into a golden goose. The zoo educators pored over these books for hours, days, and months. They
fallowed carefutty all the recipes for turning their ideas into dollars; occasionally they sprinkled fairy dust
made of creative ideas into the potion. Many months passed. The zoo educators worried, but they did
not despair, for they knew that somewhere—over the rainbow—there were intelligent reviewers who would
see the wisdom of the ideas in the proposal. And so, when 9 long months passed, the golden goose laid
an egg containing $375,000. From that day on, more proposals brought more money until, in the end,
the zoo educators had more than a million dollars.
This is the story of Project W.I.Z.E. (Wildlife Inquiry through Zoo Education), the very first
zoo curriculum project funded by two federal agencies, three foundations, and one corporation for
national dissemination.
Project W.I.Z.E. is a multimedia life science curriculum that enables students in grades 6
through 11 to embark on an exciting voyage of discovery into the future of wildlife. Combining
classroom study with the unique scientific resources available in modern zoos, W.I.Z.E. challenges
students to address wildlife survival issues of global scale. Field trips to out-of-school wildlife
resources form the centerpiece of this program and help show students how nature works.
Successes
Today, a full decade after the initial program idea was born, the project reaches thousands
of students each year with an in-depth environmental message. Currently, students in 30 states and
in several foreign countries are honing their environmental decision-making skills and preparing to
be more responsible citizens of our global village. These results more than any others are the real
measures of the program's success.
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Partners
Project W.I.Z.E. had several types of partnerships that enabled it to come to fruition. It
might be helpful to characterize these partnerships in two distinct categories: funding partners—the
contributors of capital in this joint venture who shared risks and benefits; and implementation
partners—our professional colleagues who had joint interest in the project's ultimate outcomes.
From its inception, Project W.I.Z.E. was conceived as a collaboration among ecologjsts and
education experts in several zoos. These implementation partners were built into the project in
order to strengthen its potential for nationwide replicability. By testing the viability of the program
in diverse settings—different school systems, widely varying administrative structures within the
cooperating zoos, and student populations ranging from rural to urban and suburban—the program
design model itself contained seeds for successful dissemination and the fundraising required to
support it.
A different but equally important category of implementation partners must be mentioned.
Hundreds of teachers provided valuable expertise on classroom management issues as they tested
W.I.Z.E. in their classrooms and responded to seemingly endless evaluation questionnaires.
Although the collective value of their time has not been factored into the total cost of the project,
it constitutes, nevertheless, a significant implementation and funding partnership.
It is important to point out that the project's initial funding partner—the National Science
Foundation (NSF)—worked with us at the preproposal stage, to encourage the formation of
implementation partnerships. As the project progressed, many new partners joined in both the
implementation and funding categories. They did so for two main reasons: the nature of the
program satisfied their own programmatic needs in environmental education and they found it cost-
effective to join us because we had already made the investment. Another interesting reason for
their involvement was the fact that association with NSF-sponsored projects can in itself become
a marketable commodity and provide access to certain funders.
Project W.I.Z.E. was successful in attracting new funding partners as it unfolded, because
the program's positive results convinced the potential new partners that NSFs large investment
should be augmented. Ultimately, we obtained funds from three private foundations. These funds
were used to produce vastly improved teacher and student materials—costly improvements that
could not have been envisioned at the project's beginning.
In later phases, after the program proved its validity and established positive results with
thousands of students in 13 states, more funds for nationwide dissemination and training were
provided by the National Diffusion Network (NDN), one of the best-kept secrets of the U.S.
Department of Education. The NDN insists that projects supply extensive test data to support
claims of educational effectiveness. Their requirements ensure that only those projects worthy of
adoption in new sites receive the scarce federal support. The NDN has invested nearly $300,000
over a 4-year period, and enabled our project to become known to school systems throughout the
country via federally funded State Facilitator offices in 50 states and U.S. territories. Our
dissemination efforts have been recently reinforced through a grant from a corporate source that
supports summer training seminars.
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The newest development in our ongoing search for funding partners has been a brand new
grant from the National Science Foundation, whose funds had been out of the picture for 5 years.
Although our initial W.I.Z.E. grants came from NSFs Instructional Materials Development
Program, our most recent grant for a program to train certified trainers came from another source
within NSF—the Teacher Enhancement Program. Thus we came full cycle within a decade, back
to our initial supporter. This experience suggests that program designers need to plan carefully
their strategy for approaching funders and to understand the nuances of funding priorities of
various subdivisions within large funding agencies.
In addition to dollars, our funding partners provided important intangibles, such as advice
on project design, insistence on a thorough evaluation, attraction to implementation partners, and
prestige that had the potential to leverage additional funds.
Lessons Learned
We have managed to sustain funding to the project over an 11-year period because the
project changed, grew, and was able to demonstrate incremental levels of success with professionally
gathered evaluation data. Program evaluation, in fact, proved to be the key element that tied the
funding and implementation partners in a kind of marriage. Each partner—implementer and
funder—stayed in for the long haul, because of the information supplied by the evaluation.
The most challenging stage of the project is making it assume a life of its own. This cannot
be achieved overnight Structures for shifting the fiscal burden must be put into place even as the
end seems far away on the horizon. In our project, we have taken steps to have states and school
systems assume costs of implementation after success has been clearly demonstrated within their
own systems. Cost-sharing provisions, initiated during the local implementations, help draw the
administrators into the project and offer them a stake in its success. They can then become strong
regional supporters and lobby for municipal, county, or state funds to continue involvement with
the program.
If all this sounds like a true fairy tale, let me wake you up to some realities. Programs of
national dimensions cannot be implemented without some challenges. One problem we face is
parochialism and competition for scarce funds. Programs that have proven their merit and
consumed significant resources in their development should not be reinvented from scratch, using
new funds, simply because a local institution or school system needs to see its name "in lights" on
a similar program. Yet this happens with alarming frequency.
A very different kind of problem is an inability to visualize the full scope of the project, and
consequently its expenses, at the outset. If one is sensitive to the evolving needs of the program,
one cannot project all the costs accurately up-front. How, then, does the project director go back
to the funders to ask for more money? It takes courage, creativity, and an honest explanation of
the budgetary issues.
The most interesting, and in some ways most frustrating, lesson we have learned is that no
matter how large your budget, if you are successful, you will always be a dollar short. The profusion
of program expansion needs and good, new ideas generated by the program users will necessitate
more funds ... and this will be the ultimate measure of your success.
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Madeline Strong
Executive Director, Florida Advisory Council
on Environmental Education
Background and Purpose
Florida is known internationally as the "Sunshine State" and as a highly favored haven from
cold weather and economic depression. Florida's astounding diversity and richness of plants,
wildlife, beaches, coral reefs, marshes, wetlands, and woodlands are unmatched in North America.
The state's exceptional environment, pleasant climate, and strong economy have combined to
establish Florida as the nation's fourth most populous state with 13 million residents and more than
40 million annual visitors.
Florida's environment and economy are closely interrelated. The state's acclaimed
environmental resources are largely responsible for Florida's economic success, as evidenced by the
180,000 jobs and $17 billion in annual revenue generated by the state's tourism industry. In turn,
this strong economy supports the state's efforts to protect its environmental resources.
Today, Florida is at a crossroads that could forever alter the beauty and quality of this
special place. Florida is continuing to grow. Each day, 900 new residents settle in Florida and use
an additional 110,000 gallons of fresh water, produce an additional 90,000 gallons of wastewater,
and create an additional 6,000 pounds of solid waste. These ever-increasing demands on Florida's
natural resources persistently threaten the state's environment, economy, public health, and quality
of life.
In addition,
• Ninety-two percent of Florida's population uses ground water for their daily needs;
at the same time, Florida has 60,000 underground storage tanks of petroleum. This
poses a major environmental health hazard.
• Florida has 60,000 new septic tanks permitted every year.
• Florida has 561 threatened and endangered species.
• Florida generates more plastic and paper solid waste than any other state in the
nation. In 1989, only 4 percent was being recycled. We now have a new solid waste
law that is making a significant difference, but we have a lot of work to do.
Floridians cannot afford to make decisions for managing growth based on erroneous or
inadequate knowledge. Selecting the wrong management options will result in costly and often
irreversible impacts on the state's environment and economy. Florida's residents and visitors must
be aware of the long- and short-term consequences of their choices.
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State-Supported Environmental Education Partnership
The environmental education partnership in Florida has evolved over a 20-year period. In
the beginning, the Florida Legislature funded positions in the Department of Education and
provided mini-grants to school systems for up to $3,000 each. In 1989, however, to address the far-
reaching needs for environmental education in Florida, the Legislature amended the Environmental
Education Act to create a five-member partnership to facilitate comprehensive, coordinated
environmental education for the state's residents and visitors. The goal of this statewide effort is
to achieve a populace with a better understanding of our natural resources and how they relate to
the economy, public health, and quality of life, and to foster understanding of, and eventually to
achieve, the proper management, protection, and conservation of Florida's environment. This
creative legislation was amended and enhanced during the 1990 and 1991 legislative sessions.
The five entities operate as environmental education partners, but are separate and have
individual responsibilities. Their memberships and programs are deliberately and carefully linked
to foster a coordinated, consistent, and comprehensive approach to provide statewide environmental
education. These five environmental education partners are:
• Florida Advisory Council on Environmental Education (FACEE)
• Interagency Coordinating Committee for Environmental Education (ICCEE)
• Department of Education (DOE), Office of Environmental Education (OEE)
• Executive Office of the Governor (EOG)
• Environmental Education Foundation of Honda, Inc. (Foundation)
The Florida Advisory Council on Environmental Education (FACEE)
The Florida Advisory Council on Environmental Education (FACEE) is probably the central
partner. FACEE was created to serve as a forum for environmental education in the state and to
coordinate a comprehensive environmental education grants program aimed at reaching the state's
13 million residents and 40 million annual visitors with up-to-date information about Florida's
fragile environment.
The FACEE consists of 11 voting members and two ex-officio members who represent a
diverse group of individuals with varied backgrounds, interests, and areas of expertise. Membership
includes lawmakers, public officials, agency representatives, and community, environmental, and
industry leaders.
FACEE voting membership includes two appointees each from the Florida Senate and
House of Representatives, a representative from the Executive Office of the Governor (EOG), a
representative from the Department of Education (DOE), and five appointees named by the
Governor. In order to truly serve as a forum for statewide environmental education and to improve
communication and coordination, the chairman of the Interagency Coordinating Committee for
Environmental Education (ICCEE) and the President of the Environmental Education Foundation
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of Florida, Inc., serve as ex-officio members on the FACEE, and the chairman of the FACEE
serves as an ex-officio member on the ICCEE.
Its diverse composition enables the FACEE to make objective decisions regarding the grants
program, policy, and recommendations that affect environmental education throughout the state.
Because of the balance within the FACEE's membership, no single special interest is given an
unfair advantage.
In order to carry out Florida's environmental education mission, the FACEE is directed to:
• Serve as a forum for the discussion and study of problems that affect the
environment and environmental education.
• Advise the Governor and Cabinet and the Legislature on policies and practices
needed to provide environmental education.
• Review proposals for projects or programs to receive funding from the Save Our
State Environmental Education (SOS EE) Trust Fund.
• Recommend to the Governor and Cabinet a priority list of the projects and
programs to be funded through the SOS EE Trust Fund.
• Review the implementation of the projects and programs funded from the SOS EE
Trust Fund.
• Prepare an annual report and submit it to the Governor and other Cabinet
members, the President of the Senate, and the Speaker of the House of
Representatives.
• Support the efforts of the Interagency Coordinating Committee for Environmental
Education.
The Save Our State Environmental Trust Fund
To support the statewide effort to promote environmental education, the 1989 Legislature
created the Save Our State Environmental Education (SOS EE) Trust Fund in the Department of
Natural Resources (DNR).
Each year the Legislature has appropriated funds from the SOS EE Trust Fund to support
the operations of the FACEE, DOE, and EOG and the environmental education grants program
administered by the FACEE.
The Trust Fund has received revenue from four dedicated sources:
• "Save the Manatee" license plate sales. The endangered Florida manatee appeals
to many people and the plate has been selling very well. Half of the proceeds go
to a manatee recovery trust fund and half to environmental education.
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• Tanther" license plate sales. Twenty-five percent of proceeds from these sales go to
the environmental education trust fund, but they are earmarked to fund only
panther habitat education projects.
• At least 2.5 percent of the revenue generated from the sale of saltwater fishing
licenses. The proceeds from the saltwater fishing licenses are placed in a special
"Aquatic Resources Education Account" within the Trust Fund. These funds are
restricted to certain types of aquatic education projects that are in keeping with the
DNR's aquatic education policy.
• A portion of interest earned on the Coastal Protection Trust Fund (CFTF) when its
principal balance was above $30 million. This source may have been lost forever
because its funds were needed during the 1991 legislative session to make up for
shortfalls in the state's General Revenue Fund.
Interest from the CPTF had been the largest dedicated source of funding for the state's
environmental education programs and its loss represents a significant decrease in funds of an
estimated $1.4 million a year for Florida's environmental education effort. As a result, funding for
general topic environmental education grants was reduced from $1.5 million in 1990 to about
$500,000 in 1991. To continue the momentum of Florida's environmental education efforts, the
state's five environmental education partners will need to work jointly with the legislative
membership to secure an additional funding source.
The FACEE solicits proposals for programs and projects that will achieve the most cost-
efficient and effective ways to teach the state's residents and visitors about the state's unique natural
resources. All projects should inspire specific actions by individuals and groups that enhance and
protect environmental quality.
Projects must avoid duplication of current major environmental education programs;
however, the FACEE solicits projects that take advantage of opportunities to coordinate efforts.
Joint ventures and matching contributions are also encouraged All projects must also include an
evaluative component to measure their effectiveness.
Although the FACEE welcomes proposals for projects and programs based on traditional
approaches to environmental education, it also solicits projects that include:
• Innovative ways of involving members of the community who have not previously
participated in environmental education programs or projects or who have had
limited exposure.
• The enhancement of opportunities for interaction between different community
groups and different age groups.
• Ways of helping Florida residents and visitors identify and implement meaningful
lifestyle changes and understand that the collective impact of individual efforts can
have significant and lasting positive effects on the environment.
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To date, the FACEE has accepted proposals from those affiliated with federal, state, or
local governmental agencies; private individuals; state or private colleges, universities, school
systems, and other education facilities; and business, industry, research, and other profit and
nonprofit organizations.
Successes
During 1990, the FACEE released two Requests for Proposals (RFPs) soliciting
environmental education projects and programs throughout the state. Of the 224 proposals
received, the FACEE recommended 37 to be funded at a total of almost $1.5 million.
In 1990, a "Statewide Multi-Media Public Environmental Education Campaign" was funded
for a total amount of $344,920.
In July 1990, the FACEE released a second RFP soliciting proposals for "Environmental
Education Projects Through Save Our State Environmental Education Trust Fund." Of the 183
proposals received, the FACEE recommended 36 to the Governor and Cabinet for approval. By
early 1991, all 36 contracts had been negotiated and entered into for a total of $1,133,326.52.
The projects, ranging in funding from $3,617 to $118,594, were submitted by various
proposers from the panhandle to the Keys. They included a wide array of projects that address a
variety of target audiences and topics. Individuals and organizations whose projects are being
funded include schools and universities, nonprofit organizations, private consultants and businesses,
museums, parks, and state and local agencies. All 36 projects were completed by December 1991.
The grant program for 1992 is in progress.
Future
The primary goals for the immediate future of the grants program are to continue the
general topic grants program by monitoring current projects and soliciting new ones; to develop
procedures for grants to be funded by the 25 percent of saltwater fishing license fees earmarked
for aquatic education; and to determine the best use of the 25 percent of the revenue received from
the sale of the Florida panther license plates earmarked for panther habitat education.
The FACEE also plans to work with its legislative members and the state's other four
environmental education partners in seeking additional funding sources that can be dedicated to
replacing the revenues lost from the Coastal Protection Trust Fund. Through its legislative
members, the council will also seek to improve and strengthen Florida's statewide environmental
education efforts and partnerships.
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Panel 3: Question and Answer Session
Successful Partnerships to Finance Environmental Education
Moderator. Kathy McGlauflin, American Forest Foundation
In this panel discussion, questions focused on the following topics related to funding
environmental education.
How Much Should a Title Sponsor Contribute?
Questions in this area ranged from how much to ask a title sponsor to contribute the year
following initial sponsorship of a program to how much funding to expect from a standard title
sponsor. One panelist suggested that when determining the amount of funding to request, project
directors should assess the actual value the sponsor would receive from being associated with the
program. The panelist emphasized that there is no set standard for sponsor support, and that it
was important not to let the funding source dictate the scope or direction of the project.
How Important Is Program Evaluation?
Panelists agreed that a portion of the budget should be reserved for evaluating the
effectiveness of the program or project. Panelists emphasized the importance of documenting
program success in order to obtain future funding. Many potential flinders are more likely to
contribute to a project that has already demonstrated success.
Where Can Funds for Interdisciplinary Projects Be Obtained?
Panelists agreed that education programs that integrated more than one subject area, such
as science and social studies, are now being given a high priority. A number of states and agencies
are interested in supporting interdisciplinary efforts. Panelists recommended that grant writers
stress the interdisciplinary aspects of projects in their proposals and justify why the interdisciplinary
aspect is critical. The National Science Foundation (NSF) has a strong interest in programs that
integrate science, math, and fine arts. NSF is currently issuing systemic grants to help school
systems develop ways to accommodate multidisciplinary programs. Florida, for example, recently
received an $8 million grant from NSF for their school systems. The American Lung Association
also supports the development of interdisciplinary educational materials with a health focus.
What Kinds of Programs Have States Developed for Funding Environmental Education?
Florida and Ohio both have extensive programs to raise money for environmental education.
Environmental education in Florida receives money from three primary sources: (1) interest from
a Trust Fund; (2) sale of license plates of endangered species; and (3) sale of saltwater fishing
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licenses. (Florida's environmental education program is discussed in more detail in the presentation
given by Madeline Strong, of the Florida Advisory Council on Environmental Education.)
Ohio dedicates one-half of all the fines it receives from air and water quality violations to
environmental education. The bill allocating these funds was drafted in January 1990, and was
passed in the state legislature in 3 months. The bill had broad-based support; people in Ohio really
wanted to implement environmental education.
Kentucky, also, recently passed environmental education bills and quickly appropriated the
money necessary to fund new positions. The state also plans to create an interagency task force on
environmental education. In Pennsylvania, a state master plan for environmental education was
recently implemented, which has attracted private support.
It was recommended that the U.S. Environmental Protection Agency provide a directory of
what each state is doing to fund and implement environmental education programs.
How Can Corporate Sponsors Be Cultivated?
Panelists encouraged educators to seek funding from business and industry. Industrial giving
is the largest source of funds for environmental programs. In soliciting funds from corporations,
three key points were emphasized:
• People give money because they want to. In pursuing corporate funding sources, it
is important to consider the motivation of business and industry to participate in a
particular environmental education program. One suggestion was to present the
idea of working together as a consortium to develop materials, so that the
corporation becomes a partner rather than a sponsor.
• People do not give unless they are asked. Approach corporations with Boards of
Directors that have a history of supporting environmental education programs. The
Foundation Center (1-800-424-9836) publishes a directory, The Foundation
Directory, that lists corporations that have given in the past and the amounts given.
Panelists recommended approaching potential corporate sponsors with a firm
strategic and business plan in hand.
• People give money to people not causes. Network directly with people in the
corporation and make your ideas known. Local contacts, such as plant managers,
can help establish a relationship with a corporation.
A general rule in initiating a partnership is always to keep the future in mind. Educators
were advised to encourage any corporations that give money to environmental education to give
for the long term as well as the short to ensure support for program expansion and followup.
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What Other Funding Sources Are Available?
The Environmental Grant Maker Association (212-373-4260) also provides information on
available environmental education grants, and offers a newsletter on grants. The National Diffusion
Network (202-219-2164), a branch of the U.S. Department of Education, provides information on
exemplary programs and how to obtain information on them. The American Federation of Teachers
(202-879-4400) also is effective in getting information to educators.
Support for teacher training programs is available through the Eisenhower Mathematics and
Science Education Program grants (202-401-1062).
A group called the National Association of Towns and Townships (202-737-5200) has
training materials for local decision-makers, including videotapes and guidebooks, on laws that deal
with environmental programs. Local grassroots support for environmental education is also
available through agencies such as local Departments of Public Works.
Estate giving was also mentioned as a major source of funding. Panelists suggested that
people talk to accountants and attorneys who are involved with estate giving to learn more about
opportunities.
How Can Educators Make Better Use of the Programs That Are Currently Available?
Participants agreed that many good programs are already available, which could be adapted
to specific needs. Some concern was voiced that the U.S. Environmental Protection Agency's small
grants program under Section 6 of the National Environmental Education Act would support
curriculum development efforts that would duplicate programs that already exist. Many felt that
the bulk of funding should be given to efforts that build on existing programs.
Agencies developing environmental education materials need to get involved in distribution
efforts. Because the federal government is limited in how much it can participate, organizations
need to get their own messages across. One suggestion was made to form consortiums to take
advantage of distribution systems. Another participant suggested that EPA could develop a seminar
on how to create a consortium for environmental education.
What Are Some Tips for Writing a Successful Proposal?
Panelists and other participants offered the following tips for proposal writing:
• Learn about the potential fender's interests and goals. The proposal should be
phrased to appeal to those interests and goals and to clearly explain the advantages
of the partnership for both parties.
• Emphasize how the program being developed is different from other existing
programs.
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Clearly spell out what your project consists of and what you hope it will accomplish;
be redundant if necessary to get your ideas across.
Have someone who is not familiar with your project review the proposal for
completeness and common sense.
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SECTION FOUR
WORK GROUPS
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INTRODUCTION TO WORKGROUP SUMMARIES
The primary purpose of the workgroup discussions was to solicit ideas from participants
concerning where they think environmental education should be headed in the future and how they
think the federal government can best support their efforts. Work groups were organized on the
following 12 topics: schools; colleges and universities; museums, nature centers, and parks;
community-based youth programs; adult continuing education programs; nonprofit organizations;
the business community, the workplace, and the marketplace; minority and multiethnic
communities; government; teacher education; media and entertainment; and environmental health
risk education. Two sessions of work groups were held so that each participant was able to attend
two sessions on two different topics of his or her choice. The number of different work groups held
on each topic varied depending on the level of interest expressed by participants in advance. Two
work groups were held for each topic, with the following exceptions: five work groups were held
for environmental education in schools (K-12), four were held for teacher education, and one work
group each was held for community-based youth programs, adult continuing education programs,
media and entertainment, and environmental health risk education.
Facilitators were chosen to lead each workgroup discussion with the following specific
questions:
• What is the current status of environmental education?
• Where do we go from here?
• What should be the role of EPA and the federal government in supporting
environmental education?
Facilitators were also encouraged to develop more specific questions according to their groups'
interests and needs. Following the sessions, facilitators synthesized their discussions into a list of
specific ideas that the federal government and others could use to develop future plans for
environmental education. Facilitators then presented these ideas in a plenary session at the
conclusion of the conference.
The following summaries, drawn from notes and flipcharts from workgroup sessions as well
as transcripts of the presentations, represent a compilation of input from all facilitators for each
topic. For example, the summary for the schools (K-12) group was compiled and reviewed by all
four facilitators who chaired the five work groups on this topic. The ideas presented in these
summaries do not necessarily reflect a consensus of all participants on a topic, but instead offer a
range of views and suggestions from different perspectives. Some common themes emerged,
however, that spanned most work groups:
1. The need for the federal government to play the role of facilitator by encouraging
partnerships among nonprofit organizations, business, and academia and providing
networks for information and resource sharing.
2. The need for formal and nonformal training in environmental education issues both
preservice (in schools and universities) and on the job.
3. The need to develop programs and curricula at the grassroots level that meet the
needs of and ensure relevancy to state, local, and community audiences.
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4. The need to target segments of the population that are not now being reached such
as minority and multiethnic communities, senior citizens, the illiterate public, and
rural and urban populations.
5. The need for strong federal government support of environmental education through
regional workshops, high-visibility publicity campaigns, funding, and awards and
recognition programs.
6. The need to infuse environmental education into existing policies and programs in
government, business, and academia.
The following Workgroup Summaries contain more specific information on the discussions
that took place on each topic. We've included addresses and/or phone numbers for specific
programs discussed, where that information was available to us, to enable readers to obtain more
information.
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WORKGROUP SUMMARIES
Environmental Education in Schools (K-12)
Facilitators: Judy Braus, Office of Training and Program Support, U.S. Peace Corps
Terry Ippolito, Office of External Programs, U.S. Environmental Protection Agency,
Region 2
Arva Jackson, Educational Affairs Division, National Oceanic and Atmospheric
Administration
Suzanne Kircos, Office of Public Affairs, U.S. Environmental Protection Agency,
Region 5
What Is the Current Status of Environmental Education in Schools?
The consensus in these five work groups on schools (K-12) was that teachers believe
environmental education is important but often do not have the materials, training, or funding to
teach the subject adequately. There is a need for educators to be linked to a supportive network
and be informed of means to obtain or use appropriate environmental education materials for their
classrooms.
Workgroup members thought that environmental education materials in general lack
widespread availability, acceptance, and consistency of program content and goals. The question
of where environmental education fits into a curriculum also often prevents it from being taught,
especially when materials suggest that it be presented as a separate subject. Workgroup participants
stated that most current materials lack scope and sequence and need to be developed in a grade-by-
grade progression. In many school environments, available environmental education materials also
lack relevance because they are not connected to local or community issues; this is a problem
particularly in rural and urban areas. The groups conceded that there are some good programs,
but overall environmental education is fragmented at the national level. Participants emphasized,
however, that students are getting more interested in environmental issues and are ready to learn.
Workgroup members felt that even where good materials are available, teacher education
in how to implement environmental education programs is nonexistent or inadequate. Many
teachers are not educated in environmental issues themselves. Thus, much of environmental
education instruction is piecemeal and varies with the interest and competence of the individual
instructor. Other stumbling blocks cited were unsupportive administrations and lack of state-
mandated environmental education programs.
Where Do We Go from Here?
People in all of the work groups felt that environmental education needed to become part
of the curriculum. Participants cited mandates for teacher certification and training as important
first steps. They felt that preservice and in-service training in environmental education methods,
especially for first-year teachers, needs to be built in to teacher education programs, such as in the
State of Wisconsin. Visiting teacher and master teacher programs were suggested as ways to
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provfde teachers with models and strategies for teaching environmental education.
Teleconferencing was also suggested as a way to provide in-service training to large numbers of
teachers. Many participants felt that teacher education in universities and colleges also needs to
include environmental education, perhaps in the form of specific required courses. Many felt that
teacher training that included hands-on experience, in addition to materials and methods, was very
helpful in overcoming "science-phobia." Participants also emphasized the need for ongoing support
and incentives for teaching environmental education, including pay incentives, opportunities for
grant money, honoraria, and promotions.
The work groups felt that environmental education could be used as a vehicle for reform
and restructuring in schools. They saw it as offering increased opportunities for interdisciplinary
study and stressed the need to see environmental education as a "big umbrella" encompassing many
different subjects, not just science and math. Some participants cited Project WILD1 and Project
Learning Tree2 as examples of multidisciplinary environmental education programs that worked.
Many felt that environmental education can motivate students by emphasizing real-world
applications and hands-on experience. Most workgroup participants agreed that environmental
education should be a combination of formal and informal instruction, and that infusion into
existing curricula, especially at the lower grades, was preferable to block courses. It was also
suggested that environmental education be written into existing textbooks and other teaching
materials.
Some participants thought it would be helpful to develop a definition of environmental
education that would focus programs. Many felt that a goal of environmental education should be
to change behavior, not merely to provide students with skills. Environmental education should be
participatory, action oriented, skill and knowledge enhancing, and focus on the real world.
Work groups emphasized the need to involve teachers in every step of program
development, beginning early in the decision-making process. They stressed that environmental
education should be a collaborative effort among all teachers, administrators, and the school board,
and that it should have a community outreach component. One work group pointed out the
importance of both teachers and students feeling "ownership" in their programs. Some participants
suggested that policy changes were necessary and that environmental education directives needed
to come from school boards, principals, and other administrators. Teachers should then be
provided with money, materials, and support, and there should be an infusion network to share
cross-disciplinary materials. It was suggested that every school have a liaison person dedicated to
environmental education.
Workgroup participants also raised the issue of environmental literacy, asking the question,
"What should an informed citizen know?" They felt that learning objectives needed to be developed
in a broad range of areas. They also emphasized the need to develop measuring techniques, which
could include revamping standardized testing such as the Standard Achievement Test (SAT) to
include environmental education issues.
Project WILD, P.O. Box 18060, Boulder, CO 80308-8060, (303) 444-2390.
2Project Learning Tree, American Forest Foundation, 1250 Connecticut Avenue, NW, Suite 320,
Washington, DC 20036, (202) 463-2468.
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What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Schools?
The work groups proposed that the federal government should concentrate its efforts on
facilitating training and the exchange of information. All federal agencies, not just EPA, should
be involved in environmental education, but EPA could take the lead in inventorying and
connecting environmental educationnetworks and distributing scientific and technical information,
as well asnnfonuation on surcess^ujprogranisjand available grants and awards. Some work groups
suggestedthat thelederargbvernment should provide a curriculum model and policy guidelines.
Most workgroup participants felt that federal government agencies, for the most part, should
"stay out of curriculum development." Instead they should help provide teacher education, fund
research for educators to develop or refine materials, and provide schools with low-cost non-
copyrighted material that can be used in classrooms. The federal government should also focus on
making existing clearinghouses more accessible and less costly to use. Some people proposed that
the federal government could have a role in connecting clearinghouses and helping to solicit
contributions. One workgroup participant suggested that cable television could be used as a
delivery system for environmental education; another suggested a newsletter. Some members
suggested that grassroots educators could work together to develop a position statement defining
environmental education, which could then be disseminated by the federal government. Others
recognized that a definition for environmental education was agreed upon at the Tbilisi, Georgia,
world conference on environmental education in 1977.
One work group felt that environmental education programs should be developed both from
the top down and the bottom up, such that policy is mandated at the federal and state level but
programs are tailored from the community up to the state level. Some workgroup members
suggested that EPA could provide policy guidelines on how states could mandate environmental
education programs. Federal government agencies, and EPA in particular, could use grant dollars
as an incentive to states to develop and implement master plans, which include teacher education,
competency examinations, and grant programs. Members cited Wisconsin, Kentucky, and Maryland
as three states with mandates for environmental education in place or in the works. Participants
cited Wisconsin's environmental literacy program3 for both teachers and students and the Tufts
University Environmental Literacy Institute4 as examples of effective programs. People suggested
that states should be encouraged to share their successes and that the federal government could
play a role in collecting and making this information on state models available. Educational fairs
might also provide an opportunity to share information.
In the area of teacher training, workgroup members suggested that the federal government
may be able to provide a leadership role in encouraging universities and colleges to emphasize
environmental education during teacher education programs. They felt that environmental
education should be mandated for all teachers of grades kindergarten through twelve. The federal
'Wisconsin Center for Environmental Education, College of Natural Resources, University of
Wisconsin-Stevens Point, Stevens Point, WI 54481-3897, (715) 346-4973.
Tufts Environmental Literacy Institute (TELJ), Tufts University, 474 Boston Avenue, Medford,
MA 02155, (617) 381-3452.
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government could also assist in setting up performance standards by which to assess teachers, and
setting up regional centers with environmental educators to serve as resource people. One member
suggested the creation of a teacher education institute. Regional workshops for teachers in how
to implement and maintain environmental education programs were also mentioned.
Most participants agreed that an important area of federal government assistance was in
helping educators obtain funds, including providing seed money for environmental projects. The
National Science Foundation and the National Oceanic and Atmospheric Administration were
suggested as two sources of grant money. Participants also felt that, in funding research, federal
government agencies should pay attention to research already done regarding environmental
education, which emphasizes the importance of hands-on activities and teaching teachers. Funding
agencies should also favor grant proposals that link research findings to skill development. One
participant suggested that someone needs to develop a model for teaching environmental education,
but others countered that a range of models would be more desirable.
Participants proposed that the federal government hold workshops in grant writing and how
to apply for funds, and develop or strengthen networks for helping educators become more aware
of avenues of financial assistance, including partnerships with state resource agencies and industry.
EPA regional offices could serve as focal points for coordinating partnerships. Work groups
suggested that the federal government could assist schools in finding partners, and require that
grant writers form partnerships in order to receive money. In funding projects, the federal
government could also help promote community-based activity and help solicit Native Americans,
retired educators, and other resource people to serve as mentors.
Work groups were enthusiastic about the idea of regional environmental education
conferences to build on the ideas begun at this national conference. They felt that such conferences
should include teachers, administrators, school board members, and students. They emphasized
involving teachers not yet reached.
Participants wanted to ensure that environmental education would be part of the U.S.
Department of Education's America 2000 strategy to reach the President's national education goals,
and that EPA should develop a strategic plan for measuring achievement of these goals. The
federal government could help to establish objectives for environmental literacy and ensure that it
becomes a national priority by promoting it to the public. EPA could establish an awards program
to recognize teachers for successful projects and environmental education models.
Finally, the work groups felt that EPA, throughJhjJ^atioiialEnvironmental Education Act,
could assist in funding all disciplines, and potentiaUy^fundahotline]that could provide educators
with up-to-the-minute information on environmental education.
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Environmental Education in Colleges and Universities
Facilitator: Robert Dixon, Environmental Research Laboratory (Corvallis, Oregon), U.S.
Environmental Protection Agency
What Is the Current Status of Environmental Education in Colleges and Universities?
Members of these two work groups agreed that environmental education in colleges and
universities today is an important and timely topic. Emerging programs, however, are perceived
as fragmented and under-funded. They are also neither comprehensive nor integrated.
Interdisciplinary issues such as environmental education rarely fit existing academic structures,
especially in terms of teaching and research requirements for promotion or tenure. In small
schools, environmental education is usually devoted to engineering, pollution control, or natural
resources departments but rarely to all. In larger institutions, environmental education,
environmental studies, and environmental sciences are sometimes represented by distinct
departments.
The combination of science and policy that environmental education offers prepares students
for numerous careers, including those in business, engineering, science, and health. In recent years,
the desire for financial resources (e.g., grant money and contracts) has stimulated development of
environmental programs. Student interest has also been a factor in increasing these programs,
although sometimes less important than the pursuit of research support. Environmental programs
attract students, however, and with declining enrollment, student interest in the environment may
provide schools with an opportunity to offset the trend by offering environmental curricula.
Because the nature of environmental education suggests structural change, workgroup
participants cited traditional "turf battles between departments and university administration as a
major problem in implementing environmental education programs. Issues related to where
environmental education should be taught, whether it is considered hard or soft science, and
competition among departments and between colleges all need to be resolved. Another
consideration is the need to coordinate among the many types of institutions involved—junior and
community colleges, universities, graduate, and undergraduate institutions—and to recognize that
environmental education among these different units is a multi-stage process. Community colleges,
in particular, provide a substantial resource for minority students, and many students graduate from
them into universities.
Other issues/needs cited by the work groups were for greater coordination among resident
instruction, research, and extension or outreach; for environmental programs to provide education
rather than advocacy; and for teacher training, retraining, and professional continuing education.
Where Do We Go from Here?
Colleges and universities need to acknowledge the value of partnerships among academia,
government, and industry in implementing environmental education programs. Some workgroup
members felt that industry can play an important role through research and training partnerships,
money, and in-kind assistance. Both work groups advocated information sharing through data bases,
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clearinghouses, teleconferencing, telecommunications networks such as EcoNet,5 and organizations
such as the Alliance for Environmental Education.6 In particular, workgroup members felt that
sharing of success stories would be essential.
The work groups recognized that environmental education is broad and encompasses the
acquisition of awareness, knowledge, tools and skills, values, and motivation. The work groups also
supported the development of a common definition of environmental education that included all
of these aspects. Members emphasized the importance of coordinating the many components of
environmental education including training specialists in environmental studies, teacher training,
professional infusion, extension and outreach, and policy formation. They also suggested that
teacher certification programs in environmental education may make these programs more
attractive.
Participants also agreed on the need to break down traditional barriers to facilitate multi-
and interdisciplinary programs, and ensure environmental literacy across the curriculum. Members
suggested working with the National Association of State Universities and Land Grant Colleges
(NASULGC)7 and the National Environmental Training Foundation8 to educate and stimulate
university leaders to encourage environmental education programs.
Extension and outreach programs at land grant universities have been active in
environmental education for decades. Some members felt it would be useful to build on this
successful model. Resources in existing programs could be sharpened or redirected. In Oklahoma,
high schools, vocational technical colleges, junior colleges, and colleges and universities have
developed a holistic approach to environmental education. Each component of the education
system contributes to enhancing the overall quality and quantity of environmental training activities.
Environmental education can be viewed as multi-dimensional at the university level,
including the components: environmental studies, teacher training, infusion, extension and outreach,
and policy formation. One-hundred-twenty-five university presidents, through the University
Presidents Roundtable, have endorsed environmental literacy to increase awareness and motivate
action. This effort has been spearheaded by Tufts University.9 EPA should foster this momentum.
5EcoNet, Institute for Global Communications, 18 De Boom Street, San Francisco, CA 94107,
(415)442-0220, Fax (415)546-1794.
'Alliance for Environmental Education, P.O. Box 368, The Plains, VA 22171, (703) 253-5812.
'National Association of State Universities and Land Grant Colleges, 1 Dupont Circle, Suite
710, Washington, DC 20036, (202) 778-0818.
"National Environmental Training Foundation, 915 Fifteenth Street, NW, Suite 200,
Washington, DC 20005, (202) 628-8200.
'Tufts University, Environmental Programs, Curtis Hall, 474 Boston Avenue, Medford, MA
02155, (617) 381-3452.
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What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education In Colleges and Universities?
Workgroup participants felt that environmental education needed to be built up from the
grassroots level, but that the federal government could offer financial and coordination assistance.
The work group commended EPA on establishing the Federal Task Force on Environmental
Education, and felt that there was a need for state or federal guidelines for requirements in
environmental education.
The work group outlined a number of ways EPA could help, perhaps the most valuable of
which would be to provide a consolidated information service and to bring people together through
vehicles such as clearinghouses, partnerships, teleconferencing, regional conferences, bulletins, and
newsletters. Some specific communications activities suggested by the work group are:
• EPA could help foster partnerships among government, industry, and academia, and
recognize that environmental education is a multi-step process which must involve
high schools, junior colleges, colleges, and universities. As part of this effort, EPA
could coordinate regional conferences involving government, industry, and academia.
• Through the Federal Task Force, EPA could sponsor regional strategy sessions for
environmental education coordinators at colleges and universities. The workgroup
members felt that a regional structure would probably be the most successful for
implementing future programs. These workshops could cover planning, strategy,
implementation, coordination of in-kind sessions, and informed decision-making.
• EPA could work with national coordinator groups such as the NASULGC to
stimulate coordination among teaching, research, and extension, and across
departments and colleges.
• EPA could facilitate electronic networking by providing easier access to existing data
bases of information on environmental studies and environmental education. One
work group cited the National Agricultural Library's willingness to help. EPA could
take a leadership role in funding the consolidation of information on all federal
programs as well as success stories in a clearinghouse. Some workgroup members
expressed reservations, however, about EPA establishing its own clearinghouse,
feeling that it would be "reinventing the wheel" since many such networks already
exist.
• EPA could produce a document, which includes case studies, describing what each
federal agency is doing in environmental education, what grant money is available,
and how to apply for grants.
• EPA could coordinate internship programs, which could begin with the organizations
represented at this conference.
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In addition, the work groups suggested that EPA could perform environmental audits of campuses
to increase environmental awareness. Overall, the group felt that EPA needs to be an effective
advocate to help universities obtain resources, since funding is a primary obstacle to implementation
of environmental education programs.
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Environmental Education in Museums, Nature Centers, and Parks
Facilitator. Bob Huggins, National Park Service, U.S. Department of the Interior
What Is the Current Status of Environmental Education in Museums, Nature Centers, and Parks?
The two work groups on museums, nature centers, and parks felt that the status of
environmental education at these institutions is generally very good and improving, although
funding is still a problem. Museums, nature centers, and parks lend themselves to environmental
education since many were established for that purpose and have proven programs. Museums and
parks are experienced in connecting informal and formal education and enhancing what is learned
in the schools. Workgroup members suggested, however, that programs with schoolchildren are
more successful when the teacher has prepared the class for the visit. One participant also observed
that the quality of programs in the field varies, and that perhaps some quality control would be
useful.
Where Do We Go from Here?
Much of the discussion in the work group focused on what museums, nature centers, and
parks could offer to help infuse and integrate environmental education into schools. Many
participants suggested that schools could look at what these facilities have been doing for years, and
consider ways to use these existing resources. Documenting programs for teachers was suggested
as one cost-effective way to share information. The workgroup facilitator stressed that the most
successful programs have worked closely with schools. One participant cited an example of a park
that approached the local school superintendent and asked that the park visit be integrated into the
curriculum. Other members advocated more partnerships based on this model.
Some museums, parks, and nature centers have also formed successful partnerships with
each other. For example, the National Marine Educators' Association was cited as an organization
whose 1,200 to 1,500 members, including teachers and researchers, work cooperatively. Another
group, the Association of Science Technical Centers, reports on what science museums have been
doing within school programs. The Alliance for Environmental Education10 was also cited as a
group interested in networking and involving museums, nature centers, and parks.
Workgroup members had a number of suggestions for curriculum development including
classes designed for teams of children and adults, in which the adults acted as co-teachers and could
follow up programs at home. The work groups stressed that the adult population is a large
audience for museums, nature centers, and parks, and should not be neglected in planning
programs. Another proposal involved youths and adults working together to develop and then peer
teach curricula in their communities.
"Alliance for Environmental Education, P.O. Box 368, The Plains, VA 22171, (703) 253-5812.
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Another topic of discussion was the extent to which environmental education exhibits at
museums, nature centers, or parks should encourage or were capable of encouraging action. The
work group posed the question of how to design exhibits so that they could have an impact in the
framework of a typical 2-hour visit. Recycling was cited as an activity that has been very helpful
in generating positive action and making visitors feel they are contributing. Another participant
suggested apprenticeship programs for students at museums, parks, or nature centers.
Workgroup members discussed the importance of evaluation in environmental education.
Several members asked whether any existing programs monitored for changes in behavior or
attitude. Another discussed the difficulty of quantitative testing and stressed the value of simply
observing reactions.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Museums, Nature Centers, and Parks?
»
The work group suggested that the federal government, and EPA in particular, begin by
tapping into the existing resources at museums, parks, and nature centers, rather than trying to
develop their own materials. EPA could focus on providing a network with established
environmental education organizations for dissemination of information and funding, lending
support with both human and technological resources. Some suggestions made by workgroup
members include:
• Distribute available grant money with geographical equality, with emphasis on inner
city populations.
• Develop regional advisory boards that would understand regional needs.
• Develop a fund for transporting school children to environmental education
programs at museums, parks, and nature centers.
• Work with the U.S. Department of Education in promoting environmental
education.
• Set up forums of information sharing at the regional level to allow collaboration
among museums, nature centers, and parks, as well as grades kindergarten through
twelve, and colleges and universities.
• Devise a method to measure changes in behavior and attitude inspired by
environmental education programs.
• Hire practitioners, including mid-career professionals, who have a background in
environmental education at EPA.
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Loan EPA staff to other federal agencies with environmental education mandates
for staff development.
Encourage EPA to facilitate the placement of student interns and teacher fellows
in various resource agencies of the federal government.
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Environmental Education in Community-Based Youth Programs
Facilitator: Paul McCawley, Extension Service, U.S. Department of Agriculture
What Is the Current Status of Environmental Education in Community-Based Youth Programs?
The work group on community-based youth programs observed that excellent organizations
and programs, many of which rely heavily on volunteers, are already in place. Many workgroup
members felt, however, that these programs were missing important audiences and were not
coordinating well at the local level. The work group felt that youths should be given access to
participate in program planning and implementation, and that both youth and adult leaders need
better access to program materials and opportunities.
The work group cited several successful programs that have made environmental education
a priority in the last year. The 4H clubs, for example, reached four million youths, half of them in
urban areas. The City of Los Angeles" and the YMCAU and 4H groups" in North Carolina
are also providing leadership and counselor training in environmental education. The Girls and
Boys Clubs are a resource that could be used to direct environmental education programs to
thousands of youths in urban areas.
Where Do We Go from Here?
The work group indicated that leader training, including training of volunteers, is a priority
for community-based youth programs. Many members felt that community-based environmental
education programs should move toward the use of youths as educators, peer teachers, and mentor
programs. Participants felt that these programs will need to rely more and more on inter-
organizational cooperation to capitalize on various strengths. Communication and planning will
have to take place both vertically and horizontally across organizations.
The work group emphasized that the definition of environmental education needs to be
expanded to include urban environments, by dealing with environmental risk and other issues that
can be made immediately relevant to urban audiences.
The work group recognized that too few programs are devoted to minorities and ethnic
groups, and that museums, parks, and summer camps could be used to reach more youths in these
"City of Los Angeles, Environmental Affairs Department, 200 North Spring Street, Room 1500,
MS-177, Los Angeles, CA 90012, (213) 485-9981.
I2YMCA, Camp Seagull Environmental Center, Route 65, Box 1, Arapahoe, NC 28510,
(919) 249-1111.
134-H Program Specialist, North Carolina State University, Ricks Hall, Box 7606, Raleigh, NC
27695, (919) 515-3242.
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groups. In addition, coordination of all youth-serving programs in a community is needed to target
local issues and minority and ethnic audiences, and to tap into local energy, expertise, and volunteer
networks.
In-school and out-of-school programs need to work together to coordinate their efforts.
Community programs should be based on what is already happening in the schools. Science and
math opportunities should be coordinated among youth groups and institutions such as the National
Science Foundation. Data bases and clearinghouses could be valuable tools in connecting people
with the information they need.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Community-Based Youth Programs?
The work group felt that the federal government could help by making youth education a
priority for funding. They had several suggestions for how this could be accomplished:
• Assign a certain percentage of grant dollars to nonformal youth education programs.
Focus funding on development of projects that are replicable.
• Reward requests for proposals that emphasize minority and ethnic programs,
perhaps by highlighting the use of learning centers and camps.
• Host training workshops for youth educators so that youths can serve as instructors
for younger children.
• Use conference resources to sponsor multi-state, state, and local workshops. EPA
could provide seed money to local and state organizations submitting proposals to
host conferences that specifically address community-based environmental education.
These conferences would cover training needs and opportunities, program
availability and support, and issue focusing.
• Support community-based youth programs publicly and politically. Sponsor
international outreach programs.
The federal government could also help by identifying model strategies and available
technical assistance to help community-based youth programs coordinate their efforts and focus on
specific issues such as pollution prevention, environmental risk, and sustainable development. EPA
could identify mission statements to help youths focus their goals. In keeping with the workgroup's
opinion that youths should be involved in setting priorities and developing and implementing
programs, the group suggested that EPA earmark an amount of funding in each region for
proposals developed by youths.
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Finally, the work group thought that an EPA data base would be valuable if it could be:
• Made accessible through existing networks.
• Used to identify current youth programs.
• Maintained by EPA for the long term.
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Environmental Education in Adult Continuing Education Programs
Facilitator: Paul McCawley, Extension Service, U.S. Department of Agriculture
What Is the Current Status of Environmental Education in Adult Continuing Education Programs?
The work group characterized adult continuing education as not easily identified,
coordinated, or addressed. They acknowledged that good programs and materials in environmental
education were available for some segments of the population, but that programs were missing
some major groups. Among those groups currently not being addressed or being reached only
sporadically are minorities and ethnic communities, senior citizens, the illiterate public, the business
community, policy makers and elected officials, and the media.
One of the key challenges of adult education, workgroup members pointed out, was the
critical need for hands-on and experiential activities. Like children, most adults learn best by doing
and need to be involved and feel theyare making a contribution. Also, as adults, many have passed
the peak in their learning curve and will retain information much more readily if they have been
participants rather than observers. Also, in many adults, habits are ingrained whereas with youth
audiences habits are still being formed. Another challenge in adult education is the variety of
educational backgrounds and cultures addressed, emphasizing the need for materials in different
languages and at a level that is easy to comprehend yet not condescending. Workgroup members
stressed that available materials coul
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Seniors) Project14 and the Kellogg Foundation intergenerational project that brings 4-H students
and seniors together. The goal of such programs would be to involve all generations in adapting
and adopting practices and sharing problem solving.
To provide continuing education to professionals in agencies and businesses, the work group
emphasized the need to take advantage of opportunities to channel executives out of their corporate
structures to address issues of interest to the entire community. Education for business professionals
must include how the community would benefit by particular actions. Local forums based on
environmental issues can bring together coalitions of people of various backgrounds and ages to
broaden and expand their values.
In order to promote adult education in environmental issues, communities need to build an
agenda for environmental literacy and action. It was suggested that "health" be used as a target
issue to bring people together on an environmental topic of common concern. Communities also
need to develop tools with which they can evaluate the success of adult education programs in terms
of increasing both people's awareness of issues and the rate at which people adopt new behaviors.
The work group identified the need to examine what mechanisms are missing in moving people
from no knowledge to awareness to action.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Adult Continuing Education Programs?
Workgroup members agreed that the federal government, and EPA in particular, could help
by emphasizing and prioritizing projects in nonibrmal adult education, both through funding and
technical support. As a fbllowup to this conference, EPA should implement regional and local
conferences that focus on educator training, accessing local resources, and program evaluation.
These local conferences could culminate in the creation of community environmental issue forums
through which local issues of importance can be identified and put on a community agenda. EPA
could also help promote and support workshops at the local level targeted toward specific audiences
such as seniors and minorities.
The federal government could play a major role in facilitating partnerships among academia,
nonprofit organizations, businesses, and government agencies. They could support continuing
education programs at universities, especially those that target audiences not otherwise reached.
EPA could also encourage local nature centers, museums, and parks to promote community
environmental education for adults. Conducting workshops or training programs in media relations
would help environmental educators leam how to get media support and train media in how they
can obtain information on various environmental programs. Through media briefings, adult
education programs could establish credibility and open up a network of communication within the
community.
"Robert Wood Johnson Foundation, Y.E.S. (Youth Exchanging with Seniors) Project, District
2 Director, Texas Agricultural Extension Service, Lubbock, TX 79401-9746, (806) 746-6101.
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Environmental Education in Nonprofit Organizations
Facilitator Bonnie Smith, Center for Environmental Learning, U.S. Environmental Protection
Agency, Region 3
What Is the Current Status of Environmental Education in Nonprofit Organizations?
The two work groups on nonprofit organizations represented a wide range of experience
from those who were relatively new to environmental education to those who had devoted 20 years
or more to the field. Members discussed that many nonprofits, such as the National Wildlife
Federation,15 Renew America," and Project WILD," as well as a number of federal agencies,
in addition to EPA, offer curriculum materials, products, and services.
Many participants felt that although numerous nonprofit environmental education programs
exist, three major problems need to be solved:
1. How to reach the most people, which means targeting cities, and how to finance
programs.
2. How to build, expand, and maintain existing networks and resources.
3. How to disseminate available materials and training.
Leaders present from many key environmental organizations were aware of both local and
national programs, networks, and initiatives. In addition to ERIC,18 EcoNet,19 and many
subscription programs like DIALOG,20 participants discussed some effective programs for
dissemination currently in place or being developed including an on-line computer database
"National Wildlife Federation, 1400 16th St., NW, Washington, DC 20036, (202) 797-6800.
16Renew America, 1400 16th St., NW, Suite 710, Washington, DC 20036, (202) 232-2252.
"Project WILD, P.O. Box 18060, Boulder, CO 80308-8060, (303) 444-2390.
"ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1200 Chambers
Road - 3rd Floor, Columbus, OH 43212, (614) 292-6717.
19EcoNet, Institute for Global Communications, 18 DeBoom Street, San Francisco, CA 94107,
(414) 442-0220, (Fax) 415-546-1794.
""DIALOG Information Services, Inc., 3460 Hillview Avenue, Palo Alto, CA 94304, 800/3-
DIALOG (800-334-2564 or 415-858-3785)
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clearinghouse run by the Texas Environmental Center,21 the citizens' hotline Chesapeake Resource
Information System,22 and UNESCO's INFOTERRA: International Network.23 Despite these
existing resources, participants felt there was a need for new efforts, especially local initiatives, and
for different programs to connect with others working on similar initiatives.
Where Do We Go from Here?
One work group felt that environmental education should be mandated at the state or local
level but driven by grassroots networks. An important role of nonprofit organizations is to
empower people at the grassroots level to participate actively in resource management, planning,
and implementation. The work group emphasized the need for nonprofits to develop a handbook
of successful case studies to encourage legislation on environmental education in a variety of states.
The National Wildlife Federation is taking the lead in this effort, working on the local level with
organizations and individuals. At this time, federal participation is not needed with this grassroots
effort.
Many participants had suggestions for approaches to environmental education, but most
agreed that it should be based on experiential learning and that it should be created through broad
access to information resources and collaborations. As one participant said, the goal is to "have the
environment seen as a playing field on which all other activities compete."
The work groups suggested many ways that nonprofit and nongovernmental organizations
can continue to integrate environmental education through formal as well as informal channels,
supporting the needs of educators and helping to integrate members of the business sector into
environmental education efforts. Nonprofits are in a unique position to create, expand, and
leverage community resources to facilitate community contacts and learning opportunities such as
field trips with industrial and natural settings. They can also help identify roles for community
groups that do not now have an environmental focus, by finding pathways of support, sponsoring
events, and designing models for local partnerships. Nonprofits can press an environmental
education agenda with state and federal legislators, as well as international flinders such as the
World Bank.
One workgroup participant said that success stories would be useful for all groups to provide
models for effective, replicable, and economically feasible programs that meet community needs.
The work groups felt that a process was needed to review and evaluate existing
environmental education information to establish a quality standard. The development of a
centralized information service was cited as another need.
"Texas Environmental Center, Environmental Education Outreach Coordinator, Texas General
Land Office, 1700 Congress, Room 730, Austin, TX 78701, (512) 475-1577.
"Chesapeake Resource Information System, 1-800-662-CRIS.
"UNESCO's INFOTERRA: International Network, UNESCO, 7 Place de Fontenoy, 75700
Paris, (Fax) 011-331-42-73-30-07.
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What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Nonprofit Organizations?
Both work groups felt that leadership from the federal government, from the President on
down, is critical to the establishment of environmental education on the national agenda. The
government needs to take the lead in promoting the importance of environmental education
through highly visible publicity campaigns. Both work groups felt that the main challenge for the
federal government is to join forces with nonprofit organizations. Several of the participants see
EPA and the other federal agencies ready to accept that challenge.
Another role for the federal government stated by one participant is to "keep us
communicating." The breadth of representation at this conference was productive. It was viewed
as important to bring together organizations that are in the environmental education business, those
that are getting into this area, and those that focus elsewhere but would be willing to assist in
environmental education projects.
Participants felt that EPA and other federal agencies needed to focus efforts and funding
on three major areas:
• To build local collaborations among business, government, and nonprofit
organizations. EPA needs to contribute money as well as support to partnership-
based programs. These programs need to be highly visible to build informed and
active local constituencies for environmental education and environmental
protection. These constituencies should then cany out community-based agendas.
• To develop a set of guidelines or standards that would outline what students should
learn in order to graduate from high school. EPA should fund and participate in
the American Society of Testing Materials (ASTM) Environmental Literacy
Committee. The standards that are being developed through ASTM would
encompass knowledge, skills, and habits of mind. One work group also cited as a
goal the creation of Vorldwise" schools, in which students learn about
environmental conditions and problems through exchanges such those currently run
by the Peace Corps.24
• To establish balanced environmental education programs, which provide both adults
and young people with opportunities for information, education, and action. Many
workgroup members expressed concern that adults were currently being left out of
environmental education plans.
At the conclusion of both work groups, members summarized what they would like to see
happen in environmental education with federal support within the coming year:
• EPA and other federal agencies should develop partnerships with nonprofit
organizations.
MU.S. Peace Corps, 1990 K Street, NW, Washington, DC 20526, (202)606-3100.
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Create a centralized "Who's Who and Who's Doing What." By organizing and
consolidating existing resources, this information clearinghouse should contain
information from across the country and be accessible at the local level. The North
American Association for Environmental Education (NAAEE)25 is preparing a
"Who's Who of Individuals in Environmental Education."
Sponsor another youth environmental action forum, in conjunction with other
agencies, and include youths on the planning committee.
Provide for environmental education consultation on a regional and local level.
Sponsor an environmental education conference for people of color.
Distribute funding and support with geographic equity (urban, rural areas).
Use grant dollars for education, not only research or curriculum development.
Publish a process flowchart that illustrates how organizations can establish
partnerships, obtain funding, and access and update information on the
clearinghouse.
Participate in the Earth Summit (The United Nations Conference on Environment
and Development) in June 1992.
Establish an environmental training program for federal agencies run by nonprofit
organizations.
Encourage the use of Eisenhower Mathematics and Science Education Program
grants (Title II, Public Law 100-297) for teacher staff development.26
^North American Association for Environmental Education, 1255 23rd Street, NW, Suite 400,
Washington, DC 20037, (202) 467-8754.
"Eisenhower Mathematics and Science Education Program, U.S. Department of Education, 400
Maryland Avenue, SW, Room 2040, Washington, DC 20202-6140, (202) 401-1062.
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Environmental Education in the Business Community, Workplace, and Marketplace
Facilitators: Margaret McCue, Office of Public Affairs, U.S. Environmental Protection
Agency, Region 5
Helen Taylor, ICF Kaiser Engineers
What Is the Current Status of Environmental Education in the Business Community, Workplace,
and Marketplace?
Participants in these two work groups observed that environmental education efforts vary
greatly in the business community, often by the size of the business. A few corporate leaders have
taken aggressive environmental stands, and many businesses are ahead of the U.S. government in
terms of taking environmental responsibility. The work groups pointed out that there are many
different facets to environmental education in business with diverse audiences who must be
addressed, including:
• Educating businesses to adopt environmentally sound policies.
• Educating workers to cultivate environmentally sound habits and practices.
• Educating consumers and stockholders to be aware of environmental issues and
support environmental efforts by business.
• Supporting school and community youth programs, which affect future employees.
The work groups felt that, overall, businesses are becoming more aware of environmental
issues, but they face many barriers to environmental education program implementation. First,
many businesses encounter polarization and mistrust when seeking possible partnerships with
nonprofit environmental groups and government agencies. Finding funding for environmental
education programs is also a problem, especially in this time of economic hardship. The current
economic climate could, however, serve as a catalyst for partnerships as the necessity of pooling
resources becomes more apparent. An example of a successful funding program is the
Environmental Fund of Pennsylvania. Also, industry is not always aware of how to go about
forming partnerships, and needs better access to information on existing networks. Likewise, local
governments are just learning how to motivate businesses to participate in environmental education
efforts. Finally, it is not always easy for the public or industry to distinguish meaningful
environmental action from "marketing fluff or hype. Business needs more examples of meaningful
environmental education efforts.
One participant recommended the article about business and environmental education,
"Hold the Applause," by Jack Doyle of Friends of the Earth.
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Where Do We Go from Here?
Work groups agreed that businesses need to be more proactive and to emphasize the ethic
that being environmental stewards is good business by tying environmental responsibility to quality.
In order for environmental education to work, key figures including CEOs must be involved. Top
manager support for environmental training, for example, is critical to its recognition throughout
the company. Corporations can make environmental education practices more attractive to all
employees by sponsoring internal awards programs such as those at DuPont, 3M, and Dow. To
make environmental education more immediately relevant to people in all sectors of the business
community, it was suggested that the focus be broadened to include such issues as health and
scarcity of natural resources and that programs focus on multi-cultural communication.
Workgroup members felt that the future of environmental education in the business
community lies in increasing partnerships and coalitions with nonprofit organizations, community
residents, and state and local government, including chambers of commerce. In some cases,
corporations have adopted schools; one workgroup participant cited the DuPont "Delaware
Teachers Project" as an example of a successful partnership.
Workgroup participants thought that attention should be divided between short-term goals
(involving particular plans of action, such as starting a recycling program) and long-term goals (such
as education about diminishing resources). It was voiced that small companies, in particular, need
to become more involved with environmental education, and that more attention should be directed
to the differences between businesses in terms of size, worker diversity, and other factors.
Participants also suggested that business schools, and other institutions of higher education, build
environmental education into their curricula.
Finally, workgroup members suggested that EPA adopt a business approach as it defines
its objectives and goals for environmental education, using the concepts of accountability and the
bottom line, and following up on projects to evaluate their effectiveness. Continuing feedback from
participants is also extremely important.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in the Business Community, Workplace, and Marketplace?
The work groups concluded that EPA could help businesses establish environmental
education programs and goals in five broad areas:
1. Foster partnerships. EPA could include the business community in its clearinghouse
of information. It could also provide training to nonprofit organizations and local
governments on how to get businesses involved in their environmental education
efforts. Community meetings facilitated by regional EPA or local government
contacts could help business communicate with residents about local environmental
issues. EPA could also make some of its grants dependent on corporate
sponsorship; grant writers would need to contact business about potential
partnerships. Finally, EPA could serve as a broker to bring together businesses with
organizations that already provide environmental education services, such as zoos,
museums, and schools.
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2. Provide incentives for environmental education programs. EPA could help make
environmental education desirable to business by publicly recognizing businesses
with effective environmental projects or programs. Businesses can use
environmental education as a marketing tool to promote a positive image.
3. Sponsor regional environmental education conferences. To continue the dialogue
begun at this conference, EPA could sponsor a series of conferences that include
task- and issue-oriented followup. Some conferences could be specifically targeted
to business and industry, including small business and labor representatives. These
conferences could help define environmental education for the business community,
and should be organized in such a way that participants are accountable for
followup. Publicity for these conferences should also target businesses so that they
are aware that their participation is needed.
4. Utilize universities and other institutions of higher education. The federal
government could encourage all institutions of higher learning to include more
environmental education coursework so that future employees and business leaders
would have a background in environmental issues. Business schools, in particular,
should require proficiency in or exposure to environmental literacy. EPA could also
be involved in the training of current faculty, and facilitating the use of faculty
expertise to spread environmental education to small and large corporations.
Finally, EPA could recognize universities that have sound environmental practices.
5. Set an example. By using environmentally sound practices, EPA can provide both
leadership and a model for businesses and other agencies. The Agency has already
taken a lead with procurement and recycling programs at its headquarters. EPA
could also help train all federal employees in environmental issues and practices and
help to define every agency's role in environmental education.
The work groups concluded with a few additional suggestions:
• Speed up green labeling and life cycle analysis efforts to help with marketing
consistency and cut down on hype.
• Provide more environmental education materials to businesses on compliance,
pollution prevention, and cross-media issues. Make sure that regulations are in
clear, simple language, so that small businesses can understand them.
• Use money from industry penalties for environmental education.
• Ensure the accountability of environmental education grantees through regional
coalitions of schools, businesses, and local governments; or tie grants to corporate
matching programs to involve businesses.
• Involve businesses in reaching consumers with environmental messages.
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Make available more information on corporate/community partnerships in
environmental education to help the business community leam about successful
programs
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Environmental Education in Minority and Multiethnic Communities
Facilitator Clarice Gaylord, Office of Human Resources and Management, U.S. Environmental
Protection Agency
Presenter: Fenna Catty, Searles Elementary School, New Haven Unified School District,
Hayward, CA
What Is the Current Status of Environmental Education in Minority and Multiethnic
Communities?
These two work groups observed that minority and multiethnic groups have often borne the
brunt of the country's environmental problems. For example, studies have shown that a majority
of toxic waste sites and landfills have been located in minority and multiethnic communities. The
workgroup facilitator pointed to a number of recent reports and meetings, including the October
1991 Teople of Color Environmental Leadership Summit" in Washington, DC, that focused on
health effects, risk assessment, and risk communication issues relevant to environmental equity.
Despite the environmental risks that minority and multiethnic communities have incurred,
the work groups agreed that few programs in environmental education are directed toward or
involve these communities. Some exceptions, however, were cited, including the Urban Habitat
program from the Earth Island Institute in San Francisco,27 the California Conservation Corps28
(which is 50 percent minority), and the Anacostia Nature Trail program in Washington, DC, which
involves students in grades kindergarten through twelve in outdoor, urban activities ranging from
archeology to poetry. Participants said that both the National Park Service and the U.S. Forest
Service also have material on cultural diversity and environmental programs. Most nature center
and program participants, however, are still from white suburban areas, and many white schools are
inundated with environmental materials, while minority schools are asking for more.
Workgroup participants discussed a number of barriers to implementing effective
environmental education programs in multicultural communities. First, traditional approaches to
environmental education have not. worked well in these communities in the past. Holistic programs
integrating technical and socioeconomic environmental issues need to be developed, and
environmental programs need to be more community based. Few curriculum materials have been
developed in languages other than English and Spanish, and existing materials have not reflected
or considered cultural differences, priorities, or needs. Most urban students, for example, do not
have access to natural areas. There have been too few minority or multicultural role models in the
field of environmental education, and not enough incentives, such as scholarships and paid
internships, to get minority students interested or involved. As a result, few minorities seek careers
in the environment; thus, the cycle continues.
Another problem has been with the definition of environmental education. Programs are
inconsistent as to whether to deal with the environment in purely scientific or technical terms or
whether to explore its socioeconomic and societal aspects. Most workgroup participants, although
"Earth Island Institute, 300 Broadway, Suite 28, San Francisco, CA 94133, (415) 788-3666.
"California Conservation Corps, 1530 Capitol Ave., Sacramento, CA 95814, (916) 445-0307.
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not all, felt that the two are intertwined, and that while social issues were foremost for minority and
multiethnic groups in the 1960s, environmental issues are critical in the 1990s.
Where Do We Go from Here?
The work groups recommended that minority and multiethnic populations need to take a
more active role and be consciously included in the environmental movement. The work groups
emphasized that more community-based education programs were needed, which would involve
parents, students, counselors, and teachers, as well as churches and other groups in the community.
Environmental education programs also need to be customized to deal with the environmental
issues that affect individual communities. Some participants suggested that such programs as Peace
Corps and Vista can be used as routes to reach minority communities with environmental
information.
One of the most important aspects of improving environmental education in minority
communities is to make the environment more relevant to them. This can be done by increasing
access to natural areas through funding for field trips and camping for urban children and urban
reclamation projects, and expanding the definition of the environment to include urban habitats and
health issues that affect everyone.
The work groups cited a couple of programs that could be used as models for other
communities. In New York City, the 4-H program "Water Proof provides students with the funds
to develop their own water projects. In another program, the YMCA Earth Corps Clubs29 in
Seattle involve students in 45 schools; 55 percent of the clubs are minority students. In this
program, students pick their own projects, such as planting a tree or starting a recycling program
in a minority community for Earth Day.
Resources and training were cited as two other pressing needs. Grassroots efforts require
funding through grants or partnerships with schools, industry, government, or nonprofit groups.
More teachers, administrators, and other school personnel must also receive in-service training and
curriculum development in environmental areas. Some workshop participants felt that a mandate
is needed, such as the State of Wisconsin's mandate requiring environmental education in grades
kindergarten through twelve.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Minority and Multiethnic Communities?
The work group felt that EPA and the federal government could be most useful in assisting
grassroots efforts in minority and multiethnic communities with training, funding, and information
dissemination. The federal government can help ensure that teachers of differing races and
backgrounds are a part of and can claim ownership in whatever environmental strategies are
developed. Role models who live within the community should be sought as leaders. The
government can help increase training opportunities in technical areas, and in colleges and
universities, and support in-service training in environmental education that emphasizes sensitivity
and cultural diversity. Workgroup members also suggested that the government provide
consultation services to sensitize environmental educators outside of multicultural communities to
29YMCA Earth Corps, 909 Fourth Avenue, Seattle, WA 98104, (206) 382-5336.
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issues of cultural diversity and environmental racism. Hie government could also sponsor small
workshops for parents and families to acquaint them with environmental practices and ideals, with
a consideration for their priorities and needs.
To assist with funding, EPA should hold grantsmanship workshops to help people in
multicultural communities become more competitive for the small grants that will be available
under the National Environmental Education Act They should also simplify the small grant
applications and include examples, so that grants are equally accessible to all regardless of language
or educational backgrounds. EPA also could take the lead in encouraging other agencies and
industry to form partnerships that support environmental education efforts in minority and
multicultural communities. In a partnership between EPA and the Duke Ellington School of the
Arts in Washington, DC, a $40,000 grant allowed seniors to teach elementary students about
pollution prevention and household hazardous waste through posters, videos, and other artistic
media during their senior year. Head Start could also be used as a model for a successful
community-based action program to improve the environment, teaching concepts like recycling and
pollution prevention to children at a young age.
Finally, in the area of materials development and dissemination, some workgroup
participants recommended that EPA focus curriculum efforts on creating materials that are sensitive
to gender and ethnicity. There was, however, some disagreement about EPA's role in the creation
of curricula versus the dissemination of existing materials. Work groups agreed that EPA should
ensure that environmental education materials geared toward minorities and multiethnic
communities are readily identifiable and, accessible on EPA's clearinghouse data base. EPA has
a list of vendors who can advise schools on cultural diversity; they should publicize this list and
make it available.
The work group recommended that EPA involve state and local government groups in
developing a list of recommendations to present to President Bush. The creation of the 16-agency
Federal Environmental Education Task Force and the National Environmental Education Advisory
Council of nonfederal environmental education experts were seen as positive first steps.
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Environmental Education in Government
Facilitator Lynn Hodges, Environmental Education Section, Tennessee Valley Authority
What Is the Current Status of Environmental Education in Government?
The two government work groups felt that environmental education has recently surfaced
as a goal in business and government, but that this goal has so far been reflected more on paper
than in action. Local governments are realizing that people, including elected officials, need to be
educated about local environmental issues, and many states are moving toward the development
of statewide education plans. Offices for coordinating environmental education efforts are being
established at the national, state, and local level.
Some trends that are beginning to surface include growth in the areas of partnerships,
information, and audience. More and more organizations that deliver environmental education are
turning to partnerships as a way to fund and support projects. Limited budgets have forced a
greater coordination and consolidation among agencies, academia, and corporations. Partnerships
between government agencies as well as among countries, such as current efforts to develop a
trilateral environmental education agreement among the United States, Mexico, and Canada, are
growing. Nongovernmental organizations and corporations have also formed partnerships to
develop and deliver educational materials. Workgroup members identified the delivery of
environmental education by nonfederal groups both as a growing trend and a major resource. They
also felt that there was a need for greater cooperation among federal agencies.
The work groups noted the tremendous growth in the amount of environmental education
materials and information available. Participants acknowledged that these materials vary in quality
and in perspective. Many activist organizations and special interest groups, for example, offer
materials with a specific agenda and limited or narrow perspective. In addition, little material is
reaching multiethnic and urban populations. The EPA clearinghouse is one response to both the
information glut and the distribution problem, and could serve to merge this resource base into a
form that anyone can access. Participants, however, still had many questions concerning the
clearinghouse and were reluctant to voice their support until they knew more about its intent and
the procedures for its use.
The audience for environmental education materials is also expanding beyond teachers and
students, to include the work force and government employees. Because the audience is so diverse,
it is an important challenge to forge a common definition of environmental education and a
vocabulary that is free of jargon and understandable to all levels.
The work groups recognized that, in many ways, the federal government, including EPA,
is behind the trend setters in environmental education. Government agencies suffer from lack of
coordination of efforts, often resulting in overlaps and duplications. Workgroup participants also
stressed that information distribution and education are not the same thing; too many government
agencies emphasize the development and distribution of materials, without proper training and
followup to make sure education is taking place. The work groups agreed that awareness leading
to a change in behavior, such as in consumerism, should be a goal of environmental education.
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Barriers to more effective environmental education identified by the work group included
insufficient funds, fragmentation of issues to be addressed, lack of trained personnel, insufficient
quality control, few credible studies, lack of information in textbooks, not enough direct involvement
by educators, and resistance from groups who do not want to be educated.
Where Do We Go from Here?
The facilitator noted that the federal government's role is to listen and respond to needs,
recognizing that asking the question, "What do you need?" is more important than "telling you what
we have." Functioning effectively in this role will involve working together with academia, business,
and other agencies to develop a common language, and taking the lead in developing a vision and
setting goals. The government can then help environmental educators promote these messages to
a diverse audience.
The work groups recognized that partnerships with government are an important avenue
of support, emphasizing that government could identify and support quality programs as well as
showcase local initiatives that work and assist in their replication. The work groups pointed out
that some of the best environmental education success stories are at the local level. The
government could provide a vehicle for spreading this information to other communities, as well
as helping to link local environmental education efforts with local business support. One workgroup
participant pointed out that direct contact with teachers is essential and cited the example of
Chattanooga, TN, which appoints one teacher in each school as a contact person responsible for
distributing environmental education materials to all others in the school.
The group felt that connecting environmental education to the workplace was critical, and
that the government could help by offering training to managers and supporting teachers and
students in training for environmental careers. State and local agencies also could provide
incentives for minority and urban students in high schools and colleges by active recruitment in
environmental positions.
The work groups felt that government agencies need to market environmental education to
business in business terms, by demonstrating the link between environmental performance and value
added, making it part of total quality management.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Government?
The work groups felt that a major service the federal government could provide would be
a directory of current environmental education efforts in the federal government. Environmental
programs and materials could be cross referenced against the needs identified at this conference.
One participant suggested that EPA create a guide for how and where to obtain funding from
federal agencies across the country.
The work groups suggested numerous ways the National Environmental Education Act
should be used to support networks. The federal government could play a key role in creating and
supporting networks and partnerships with academia, industry, and nongovernmental organizations
for gaining access to funds and information. Because EPA's funds are limited, it was suggested that
the Agency earmark certain grants for partnership projects. One workgroup member also suggested
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creating a scholarship fund for teachers specializing in environmental education. Participants
suggested that government tap the resources of other professionals, such as engineers and librarians,
to support environmental education, whether through money, projects, staff, work opportunities,
or internships. EPA could also provide technology links that allow environmental educators to
search for accurate technical information, share ideas, and generally keep in touch. One participant
suggested the creation of a toll-free number or hotline for information or advice.
Workgroup members supported EPA's plans for regional workshops, and also suggested the
organization of smaller environmental "summits" throughout the country, which would be accessible
to educators who do not have the funds to travel to major conferences. There was concern about
the decision to limit participation at this conference, and members felt that participation at future
meetings, including regional ones, should be more open.
Some participants expressed concern that the National Environmental Education Advisory
Council did not represent an adequate distribution of geographical and cultural backgrounds,
attitudes, and interests. The Council has been selected by EPA to provide outside expert advice
on how EPA implements its new environmental education program.
The work groups felt strongly that environmental education needed to be put on the agenda
for the U.S. Department of Education's "America 2000" strategy to improve public education, and
be promoted as an added goal—"the seventh goal for the seventh generation"—throughout America
2000 communities.
The federal government could also help with quality control of environmental education
materials, by establishing standards and guidelines for differentiating quality education from
propaganda or hype. One workgroup member suggested that EPA create a national diffusion
network that would standardize materials and provide instructions on how to use them.
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Environmental Education for Teachers
Facilitators: Judy Braus, Office of Training and Program Support, U.S. Peace Corps
Arva Jackson, Educational Affairs Division, National Oceanic and Atmospheric
Administration
Suzanne Kircos, Office of Public Affairs, U.S. Environmental Protection Agency,
Region 5
What Is the Current Status of Environmental Education for Teachers?
The three work groups on this topic felt that teacher education in environmental education
varies widely across the country, from nonexistent to excellent. Although some states, such as
Wisconsin and Kentucky, have teacher education mandates for environmental education, the norm
is that they do not Overall, teachers are not well versed in environmental issues and technologies.
The teaching profession is characterized by a high rate of turnover, with a constant stream of new
teachers who need training. Even among the teacher education programs that are available, most
have not been evaluated for their effectiveness. Another problem is that too many environmental
education curricula and supplementary materials arrive in school systems unaccompanied by
training, so that teachers do not know how to apply them effectively in the classroom. Most of the
teaching in environmental education gets done because of individual teacher initiative rather than
as the result of instruction or requirements.
The work groups thought that teacher education in general suffers from lack of money, time,
and commitment, and that low salaries and lack of respect for teachers offer little incentive for
innovation. Also, the job market for teachers specializing in environmental education is scarce.
Where Do We Go from Here?
The work groups had some strong suggestions of what should be done to improve teacher
education. Many felt that all teachers needed to be trained in environmental education and that
standards for instruction should be established at the local and state levels, leading to a "teach well
or perish" attitude with respect to environmental education. There was some debate among the
work groups as to whether teacher education in environmental education should be mandated at
the state level, but most agreed with the Wisconsin model of requiring environmental literacy.30
Workgroup members also felt that school districts should consider a K-14 model when planning
environmental education programs, so that issues and concepts could be carried over from high
school to college.
Work groups felt that training needs to take place both preservice and in-service. At the
university level, some participants suggested making use of current effective models where teachers
are trained in a specific content area as undergraduates, then must earn a 1-year teaching
certification at the master's level, which includes an environmental education component. Others
suggested a general environment and society course for all bachelor's degree candidates.
Participants suggested bringing in exemplary teachers to demonstrate skills and methods as part of
'"Wisconsin Center for Environmental Education, College of Natural Resources, University of
Wisconsin-Stevens Point, Stevens Point, WI 54481-3897, (715) 346-4973.
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preservice instruction. Another suggestion was to encourage land grant universities to review and
adapt the Tufts University31 program to implement a campus-wide interdisciplinary approach to
environmental literacy.
Work groups concurred that a better system needs to be developed to train existing teachers
and that in-service training in environmental education could be linked to a certification
requirement. Some questions were raised as to how this "re-training" would take place, whether
on a district-by-district or school-by-school basis. Some participants advocated a team approach
using master teachers to work with teachers in developing their own projects and courses, to help
create ownership. Another suggestion was to make use of science camps or parks and museums
to learn concepts and activities, which could then be practiced with students.
The work groups also had some specific suggestions about the kind of training that is
needed, including:
• How to adapt, localize, and regionalize existing materials and models.
• How to facilitate environmental education in the classroom using techniques of
conflict resolution.
• How to integrate cultural diversity and sensitivity into environmental education
instruction.
To continue and expand the dialogue concerning teacher education issues, workgroup
participants want to involve more teachers as decision-makers in conferences and policy sessions.
They felt that in future regional and other conferences, there should be a greater representation
of teachers than were perceived to be present at this conference. Leadership institutes for
educators across the country were also suggested as ways to help prepare teachers to serve in
advisory roles and implement environmental education programs at the local level.
Work groups also discussed funding options for teacher education programs. Some
participants suggested concentrating on district or regional grants, while others pointed to
opportunities in the private sector including utility support of programs, adoption of schools by local
businesses, and utilization of business and local agency leaders as teachers.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education for Teachers?
The work groups advocated that the role of EPA and the federal government be as an
expediter, disseminating existing information and facilitating networking and partnerships. They felt
strongly that EPA should not develop new environmental education curricula or programs at the
national level, but should instead use existing materials, networks, and experts in the field. One
participant suggested that EPA could publish and distribute guidelines on how to develop local
environmental education materials or how to adapt existing materials at the local level. Another
suggestion was that EPA make available a summary of what colleges and universities are doing
nationwide in teacher education along with effective models, such as the Tufts University program.
"Tufts Environmental Literacy Institute (TELI), Tufts University, 474 Boston Avenue, Medford,
MA 02155, (617) 381-3452.
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Other suggestions included the establishment of a toll-free line or a cable television network for
updating teachers on the environmental education activities of federal agencies.
One work group suggested that EPA create two councils of teachers, one elementary and
one secondary, to advise on issues related to environmental education. These councils could be
consulted about all of the ideas above as well as on how materials should be presented in the EPA
clearinghouse. Guidance on how to infuse these materials into existing curricula would be very
helpful.
The federal government could also encourage textbook publishers to incorporate
environmental information into their products to assist teachers in presenting material, and to
encourage colleges and universities to make environmental literacy a graduation requirement.
EPA and the federal government are also needed to provide funding for innovative teacher
education programs and encourage partnerships between federal funding agencies, such as the U.S.
Departments of Education and Health and Human Services. Participants suggested that in funding
decisions, emphasis be given to locat initiatives and student action. The work groups also felt that
federal government funding should support teacher education that is holistic and interdisciplinary,
rather than strictly math or science based.
Finally, EPA should continue to stress collaborative efforts and promote environmental
education as the "best citizenship education program" available.
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Environmental Education in Entertainment and the Media
Facilitator: Tom Levennann, Soil Conservation Service, U.S. Department of Agriculture
What Is the Current Status of Environmental Education in Entertainment and the Media?
This work group found that entertainment and the media have emphasized environmental
awareness instead of environmental education that leads to personal, organizational, or community
action. There is a lack of dimension in most of the media's treatment of environmental issues, both
in how the environment is portrayed and in the educational applicability of programs. Participants
also felt that the media, in general, tends to look at problems rather than solutions.
Television and other media overuse violence and anthropomorphism as ways to convey
environmental messages and often aim their campaigns and programming toward children.
Workgroup participants suggested that the media often doesn't know where to go for accurate,
balanced information, and should turn to the grassroots level for environmental programming
opportunities.
The environment is not a part of daily media and entertainment programming, yet some
messages, such as the importance of recycling, are emerging. The media lacks followup, and little
assessment has been made of the effects of the media and entertainment on people's attitudes and
actions. The environmental information available from the media is also not used as effectively as
it could be, because teachers are not trained in how to take advantage of all of the multimedia
technologies available.
Where Do We Go from Here?
The work group recognized that a media infrastructure exists and that people must build
partnerships between the media and agencies, organizations, and educators. It was also stressed
that organizations sponsoring or co-sponsoring a media activity must accept accountability for the
activity's content. However, concern was voiced that agencies and educators should avoid becoming
censors.
Workgroup participants also felt the need to develop national criteria and guidelines to
exercise quality control over the information in the media. These criteria would need to address:
• A definition of the environment and environmental programming.
• The types and availability of multimedia technology, such as videotaping and
computer-interactive educational software.
• The educational aspects of environmental programs.
The facilitator felt that building a file of successful collaborations would be useful.
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What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Education in Entertainment and the Media?
The federal government and EPA could develop criteria and guidelines for environmental
programming. Federal agencies need to ensure that environmental messages publicized as
education really are education rather than hype Or propaganda. The new 11-member National
Environmental Education Advisory Council could take the lead in this effort.
Federal government agencies, including EPA, also should be sure that media messages about
the environment are meeting their needs. The federal government can develop strategies for
infusing all forms of media and entertainment with environmental information. To assist the
industry in producing these materials, EPA could make the media aware of resources available to
them at the local, state, regional, and national levels, including the EPA clearinghouse.
EPA also could help the media work together with other industries, nonprofit organizations,
and academia by encouraging partnerships, such as the one among the U.S. Department of Energy,
Amoco Corporation, and WTTW Public Television Station, Chicago, which resulted in the Bill
Kurds production, "The New Explorers."32 EPA also could assist people in federal government
agencies and classroom teachers in taking advantage of media offerings by developing training
programs in current technologies.
32Kurtis Productions, 400 West Erie, Suite 301, Chicago, IL 60610, (312) 951-5700.
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Environmental Health Risk Education
Facilitator John McLachlan, Division of Intramural Research, National Institute of
Environmental Health Sciences
What Is the Current Status of Environmental Health Risk Education?
This work group opened by discussing the definitions inherent in the concept of
environmental health risk education:
• Environmental. As applied to human health risk, the work group noted the need
to define this area more broadly than hazardous agents to include infectious agents,
natural toxicants, diet, stress, economic conditions; and social interactions.
• Environmental Health. This term implies the interface and interaction between the
total environment and human health. The work group expressed some concern that
this issue is often overlooked when teaching about the environment. The group
noted that there now exists an enormous gap between the environmental community
and the health community, which education needs to bridge.
• Environmental Health Risk. This term was defined as the best judgments at a given
time about the proportional chance, or probability, of an adverse health outcome
associated with the environment.
• Environmental Health Risk Education. The work group felt that environmental
health risk education can lead to empowerment because the more someone knows
about a process, the better able he or she is to judge the risk. Thus science literacy
is an important, but not the only, underpinning of environmental health risk
assessments.
The work group felt that very little environmental health risk education is taking place
currently, and that it is the least taught of environmental issues. In kindergarten through twelfth
grade curriculum, it is almost nonexistent. In fact, even in medical school, there is little instruction
in this area. Still, awareness is increasing and some programs and agencies are taking the lead in
environmental health risk education programming.
EPA, for example, recently initiated a program, involving several university systems, to
evaluate public perception of risk and identify the best educational strategies. As part of this study,
EPA surveyed subjects to find out who the public trusts, whether health professionals or educators.
EPA also held an environmental health risk education workshop to determine what to teach in the
classroom and to identify barriers to education, including the decentralization of education, the lack
of resource manuals, and the wide gap in understanding.
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Other programs in environmental health risk education include:
• The National Institutes of Health (especially the National Institute of Environmental
Health Sciences) and the National Science Foundation have made available grants
to fund projects related to environmental health risk education.
• Pennsylvania State University has a health risk program on ground water.
• The Deafness Institute is developing a video on the impact of the environment on
the ear, nose, and throat.
Where Do We Go from Here?
The work group felt that environmental health should be part of environmental education,
especially in the sciences. Not only is science education important to risk education, but conversely,
concerns about risk can drive scientific research. Workgroup participants expressed that science
can be influenced by a regard for health issues, but people also can become desensitized if they feel
that everything can harm them. Environmental health risk education must strike a balance which
provides accurate, realistic assessments of relative risks and hazards.
Participants also felt that teachers need to be given the training and tools to teach
environmental health risk, and that such instruction should not be solely in the sciences. Although
this subject should be part of science, and especially biology curricula, it needs to be expanded to
encompass economics and sociology as well as other academic areas. Environmental health risk
education materials also need to be packaged so that teachers who are already overworked can
infuse them into existing materials.
The work group agreed that professionals need to get involved in science and environmental
education by speaking up and working as community resources and educators. For example,
physicians, with their expertise, should be involved in educational efforts that deal with disease and
dysfunction stemming from environmental causes. The work group felt that most physicians don't
understand relative risks and environmental hazards, because they don't see the environment as part
of medical responsibility. Some people suggested that environmental medicine should be a
specialty. Participants suggested approaching clergy, as figures of respect and influence in minority
and inner city areas, to play a role in environmental health risk education.
The work group noted the importance of addressing multiple target audiences including the
very young, adolescents, adults, the aging, and pregnant populations, each with their own concerns,
needs, and vulnerability to risk. Economically disadvantaged communities, as well as those that are
ethnically and geographically diverse, also need to receive environmental health risk information
targeted to their needs and in an easy-to-understand language and format. The work group
discussed the issue of environmental equity, expressing that often minorities and disadvantaged
groups have the greatest need for environmental health information because they face some of the
greatest risks in their environment
The work group also stressed that environmental risks are not only associated with toxic
waste and pollutants; Lyme disease, for example, is an environmental risk associated with nature
trips.
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Finally, workgroup members felt that education should be a two-step process: first, people
must be given information; then they need tools for change.
What Should Be the Role of EPA and the Federal Government in Supporting Environmental
Health Risk Education?
The federal government can promote partnerships among government agencies, educators,
the private sector, and health professionals to help fund and develop environmental health risk
education programs. EPA can also make available grants geared to this specific area of
environmental education and promote projects that deal with environmental health risk. EPA can
also get involved with curriculum development.
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SECTION FIVE
SPECIAL PRESENTATIONS
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TIME/Warner Environmental Education Campaign
Warner Bros. Senior Vice President of Worldwide Merchandising, John Heinritz, and Vice
President of Animation, Kathleen Helppie, presented an overview of their environmental education
campaign featuring Looney Tunes characters Tweety and Sylvester. The presentation of the
"Tweety Global Patrol" on Wednesday evening, November 20, included videotape excerpts and
slides previewing the upcoming campaign.
The "Patrol" is an innovative and ambitious environmental education program being jointly
developed by EPA, the Alliance for Environmental Education, and TIME/Warner. The campaign
will initially focus on pollution prevention, recycling, and conservation issues. It is intended to
provide youngsters with the necessary skills to make sound environmental choices, influence their
families' environmental behavior, and help promote environmental stewardship to the general
public.
Educational components are currently being designed by a national committee of
environmental educators and will be field tested in spring 1992. The entire "Tweety Global Patrol"
program will roll out in September 1992 with a massive marketing, advertising, promotion, and
publicity campaign designed to further promote environmental education to the nation. For more
information on this program, contact Heather Schoen, Multi-Media Services, Office of
Communications, Education, and Public Affairs, U.S. Environmental Protection Agency, 401 M
Street, S.W. (A-107), Washington, DC 20460, 202-260-2043.
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The New Explorers PBS Television Series
Richard Stephens, Associate Director of the U.S. Department of Energy (DOE), Office of
Science and Education, and Bill Kurtis, President of Kurtis Productions, presented the PBS
television series The New Explorers at a luncheon on Thursday, November 21. The conference
presentation included clips of episodes from the upcoming season.
A new season of 13 half-hour programs of The New Explorers will premiere in January 1992.
These episodes will continue in the tradition of the original season, profiling people who are seeking
to expand the frontiers of science, nature, and the environment. Award-winning broadcast
journalist Bill Kurtis hosts each of the programs and through his eyes, the viewers are able to follow
each "new explorer" on his or her expeditions to the cutting edge of discovery. Amoco Corporation
and Waste Management, Inc. are the underwriters of this partnership effort.
The second season of The New Explorers will again be enhanced by a national educational
component developed by the Department of Energy through Argonne National Laboratory. DOE
has invested $15 million in this project to date and has committed another $532,000 for
development, production, and distribution of educational materials in the second year of the series.
In addition, DOE is building a network for the educational program by drawing in other national
laboratories from different parts of the country to help train teachers and work with students.
These labs are Brookhaven, Upton, New York; Lawrence-Berkeley, San Francisco; Los Alamos,
New Mexico; Oak Ridge, Tennessee; and Pacific Northwest, Richland, Washington. The Science
Explorers Program has become the major initiative for the Department of Energy and its Secretary,
James Watkins, in combating science illiteracy and challenging students to take up science as a
career. In its first year, the project had exposure in more than 100,000 schools across the country.
For more information on this program, contact Kassie Andrews-Weller, Office of Science
and Education, U.S. Department of Energy, 202-586-8949.
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APPENDIX A
CONFERENCE AGENDA
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BUILDING A SHARED VISION FOR
ENVIRONMENTAL EDUCATION
Sponsored by the U.S. Environmental Protection Agency
in cooperation with the Federal Task Force on Environmental
Education
The Omni Shoreham Hotel
Washington, DC
November 19-21,1991
AGENDA
TUESDAY. NOVEMBER 19 ENVIRONMENTAL EDUCATION: ADDING THE 2 E'S TO THE
3R'S
4:OOPM-9:OOPM
4:OOPM-5:OOPM
7:OOPM-8:30PM
REGISTRATION
SPEAKER/FACILITATOR MEETING
GENERAL SESSION
WELCOME - Lewis Crampton, Associate Administrator for
Communications, Education, and Public Affairs, U.S.
Environmental Protection Agency (EPA)
ENVIRONMENTAL EDUCATION AND AMERICA 2000
David Keams, Deputy Secretary, U.S. Department of Education
ENVIRONMENTAL EDUCATION AT THE U.S.
DEPARTMENT OF THE INTERIOR - Manuel Lujan, Jr.,
Secretary, U.S. Department of the Interior
KEYNOTE ADDRESS - Building a Shared Vision for
Environmental Education
F. Henry Habicht, Deputy Administrator, U.S. EPA
ENVIRONMENTAL EDUCATION PRIORITIES AT EPA
William Reilly, Administrator, U.S. EPA (Video)
8:30PM-10:OOPM SOCIAL HOUR WITH CASH BAR
WEDNESDAY. NOVEMBER 20
7:OOAM-5:OOPM
10:OOAM-7:OOPM
ENVIRONMENTAL EDUCATION: HOW WE GOT HERE
REGISTRATION DESK OPEN
EXHIBITS OPEN TO CONFERENCE ATTENDEES AND THE
PUBLIC
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WEDNESDAY. NOVEMBER 20
8:OOAM-9:30AM
9:30AM-10:OOAM
10:OOAM-12:OOPM
10:OOAM-11:OOAM
CONTINUED
GENERAL SESSION
OPENING REMARKS - Barbara Zartman, Deputy Director,
U.S. Peace Corps
HISTORICAL PERSPECTIVE ON ENVIRONMENTAL
EDUCATION - Senator Gaylord Nelson, Counselor, Wilderness
Society
NEW FEDERAL LAW TO SUPPORT ENVIRONMENTAL
EDUCATION
Goals and Priorities in Implementing NEEA
Lewis Crampton, Associate Administrator for
Communications, Education, and Public Affairs, U.S. EPA
The National Environmental Education and Training Foundation
Robert Herbst, Chairman, Interim Board of Trustees
COFFEE BREAK
GENERAL SESSION
PANEL PRESENTATION - Successful Partnerships to Develop and
Deliver Environmental Education in the U.S.
Moderator Walter Bogan, Director, Science Resources for
Schools, American Association for the Advancement of Science
Randall Champeau, Director, Wisconsin Center for Environmental
Education, University of Wisconsin, Stevens Point
Carol Muscara, Director, Audubon Science Institutes, National
Audubon Society
Patricia Borkey, Teacher, Mathematics and Science Center,
Richmond, Virginia
Lillian Kawasaki, General Manager, Los Angeles City
Environmental Affairs Department
Herbert Thier, Director, Chemical Education for Public
Understanding Program, University of California, Berkeley
UNITED NATIONS CONFERENCE ON THE
ENVIRONMENT AND DEVELOPMENT - Andrew Wolf,
Special Assistant to the Director, United Nations Environment
Program
11:15AM-12:OOPM PANEL PRESENTATION - Successful Partnerships to Develop and
Deliver Environmental Education Globally
Moderator Lynn Elen Burton, Director of Environmental
Education, Environment Canada
11:00AM-11:15AM
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WEDNESDAY. NOVEMBER 20
11:15AM-12:OOPM
12KX)PM-2:OOPM
2:OOPM-3:OOPM
2:OOPM-3:OOPM
CONTINUED
GENERAL SESSION - PANEL PRESENTATION - continued
Augusto Medina, Senior Program Officer for Latin America and
the Caribbean, World Wildlife Fund
Anthony Cortese, Dean of Environmental Programs, Tufts
University
Nan Little, Director, YMCA Earth Corps
William Eblen, President, Rene Dubos Center for Human
Environments
LUNCH AND EXHIBITS (ON OWN)
GENERAL SESSION
PANEL PRESENTATION - Successful Partnerships to Finance
Environmental Education
Moderator Kathy McGlauflin, Vice President for Education,
American Forest Foundation
Thomas Benjamin, Staff Director, Alliance for Environmental
Education
Valerie Williams, Supervisor of Program Development and
Management in Educational Services, Southern California Edison
Annette Berkovits, Director of Education, Bronx Zoo
Madeline Strong, Executive Director, Florida Advisory Council on
Environmental Education
COFFEE/SODA BREAK
CONCURRENT QUESTION AND ANSWER SESSIONS
BASED ON PANEL PRESENTATIONS
Panel Members and Moderators
Group 1 - Environmental Education in the U.S.
Group 2 - Global Environmental Education
Group 3 - Financing Environmental Education
5:OOPM ADJOURN
5:30PM-7:OOPM RECEPTION WITH CASH BAR IN EXHIBIT HALL
3:OOPM-3:30PM
3:30PM-5:OOPM
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WEDNESDAY. NOVEMBER 20 CONTINUED
7:OOPM-9:OOPM
BANQUET: VIDEO PRESENTATION OF TIME-WARNER
ENVIRONMENTAL EDUCATION CAMPAIGN
GUEST SPEAKERS - John Heinritz, Vice President of
International Marketing Operations, Warner Brothers, Inc. and
Kathleen Helppie, Vice President of Production and
Administration, Warner Brothers Classic Animation, Warner
Brothers, Inc.
THURSDAY. NOVEMBER 21
8:OOAM-2:OOPM
ENVIRONMENTAL EDUCATION: WHERE DO WE GO FROM
HERE?
EXHIBITS OPEN TO CONFERENCE ATTENDEES AND THE
PUBLIC
8:OOAM-8:30AM GENERAL SESSION
OPENING REMARKS - James Moseley, Assistant Secretary for
Natural Resources and Environment, U.S. Department of
Agriculture
ENVIRONMENTAL EDUCATION: WHERE DO WE GO
FROM HERE? - Louis lozzi, Dean of Academic and Student
Affairs, Cook College, Rutgers University
8:45AM-11:45AM CONCURRENT WORKING GROUP DISCUSSIONS
MAKING ENVIRONMENTAL EDUCATION A PRIORITY
AND ENSURING EFFECTIVE DELIVERY IN:
Schools (Kindergarten • Grade 12)
Colleges and Universities
Museums, Nature Centers, and Parks
Community-Based Youth Programs
Adult Continuing Education Programs
Nonprofit Organizations
Business Community, Workplace, and Marketplace
Minority and Multi-Ethnic Communities
Government
Teacher Education
Media and Entertainment World
Environmental Health Risk Education
8:45AM-10:OOAM
10:OOAM 10.-30AM
10:30AM-11:45AM
NOTE:
WORKING GROUP DISCUSSIONS - SESSION 1
COFFEE BREAK
WORKING GROUP DISCUSSIONS - SESSION 2
For location and time of your assigned group for both sessions,
please refer to Work Group Schedule and Room Assignments
Sheet attached to this agenda.
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THURSDAY. NOVEMBER 21 CONTINUED
12:OOPM-2:OOPM
LUNCHEON: VIDEO PRESENTATION OF THE NEW
EXPLORERS PBS TELEVISION SERIES
OPENING REMARKS - Richard Stephens, Associate Director,
Office of University and Science Education, U.S. Department of
Energy
GUEST SPEAKER ~ Bill Kurtis, President, Kurtis Productions,
and host of the The New Explorers PBS Series
2:OOPM-4:OOPM GENERAL SESSION
OPENING REMARKS - Frank Young, Deputy Assistant
Secretary for Health, Science, and Environment, U.S. Department
of Health and Human Services
OVERVIEW OF ENVIRONMENTAL EDUCATION
ACTIVITIES IN MEXICO AND THE TRI-LATERAL
AGREEMENT AMONG THE U.S., MEXICO, AND CANADA •
Alejandro Diaz Camacho, Director General of Environmental
Education, Ministry of Urban Development and Ecology,
Government of Mexico
SUMMARY REPORTS OF WORKING GROUP
DISCUSSIONS
CLOSING REMARKS - Lewis Crampton, U.S. EPA
4:OOPM ADJOURN
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APPENDIX B
LIST OF SPEAKERS, PANELISTS, AND FACILITATORS
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U.S. Environmental Protection Agency
BUILDING A SHARED VISION FOR ENVIRONMENTAL EDUCATION
Omni Shoreham Hotel
Washington, DC
November 19-21,1991
PROGRAM SPEAKERS, PANELISTS, AND FACILITATORS
Speakers
Alejandro Diaz Camacho
Director General of
Environmental Education
Ministry of Urban Development & Ecology
San Luis Potosi No. 192-20
06700 Mexico, D.F.
Fax: Oil 52'5 55 30 808
Barbara Zartman
Deputy Director
U.S. Peace Corps
Esplanade Building
1990 K Street, NW
Washington, DC 20526
202-606-3970
Robert Herbst
Chair, Interim Board of Trustees
The National Environmental Education
& Training Foundation
915 15th Street, NW - Suite 200
Washington, DC 20005
202-628-8200
Lewis Crampton
Assistant Administrator for
Communications, Education, & Public
Affairs
U.S. Environmental Protection Agency
401 M Street, SW (A-107)
Washington, DC 20460
202-260-7963
F. Henry Habicht
Deputy Administrator
U.S. Environmental Protection Agency
401 M Street, SW (A-101)
Washington, DC 20460
202-260-4711
John Heinritz
Vice President of International
Marketing Operations
Warner Brothers, Inc.
4000 Warner Boulevard - Tower 2645
Burbank, CA 91522
818-954-5344
Kathleen Helppie
Vice President of
Production & Administration
Warner Brothers Classic Animation
Warner Brothers, Inc.
3601 West Olive Avenue - Suite 450
Burbank, CA 91505
818-954-3717
Louis lozzi
Dean of Academic & Student Affairs
Cook College
Office of Resident Instruction
Rutgers University
P.O. Box 231
New Brunswick, NJ 08903
908-932-9465
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David Kearns
Deputy Secretary
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
202-401-1000
Bill Kurtis
President
Kurtis Productions
400 West Erie - Suite 301
Chicago, IL 60610
312-951-5700
Manuel Lujan, Jr.
Secretary
U.S. Department of the Interior
1849 C Street, NW - Room 6151
Washington, DC 20240
202-208-7351
James Moseley
Assistant Secretary for Natural
Resources and Environment
U.S. Department of Agriculture
14th Street and Independence Avenue, SW
Room 217E
Washington, DC 20250
Gaylord Nelson
Counselor
The Wilderness Society
900 17th Street, NW
Washington, DC 20006-2596
202-833-2300
Fax; 202-429-3958
William Reilly (video)
Administrator
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
202-260-4484
Richard Stephens
Associate Director
Office of University & Science Education
U.S. Department of Energy
1000 Independence Avenue, SW
Room 3F061
Washington, DC 20585
202-586-8949
Andrew Wolf
Special Assistant to the Director
United Nations Environmental Program
United Nations
2 United Nations Plaza (DC2-803)
New York, NY 10017
212-963-8144
Fax: 212-963-7341
Frank Young
Deputy Assistant Secretary for Health,
Science, & Environment
Office of the Assistant Secretary for Health
Department of Health & Human Services
Hubert H. Humphrey Building, Room 701H
200 Independence Avenue, SW
Washington, DC 20201
202-245-6811
Panelists
Thomas Benjamin
Staff Director
Alliance for Environmental Education
P.O. Box 368
The Plains, VA 22171
703-253-5812
Annette Berkovits
Director of Education
Bronx Zoo Education Department
Bronx Zoo
185th Street & Southern Boulevard
Bronx, NY 10460
212-220-5135
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Patricia Borkey
Environmental Educator
Mathematics & Science Center
2401 Hartman Street
Richmond, VA 23223
804-788-4454
Fax: 804-788-8916
Randall Champeau
Director
Wisconsin Center for
Environmental Education
College of Natural Resources
University of Wisconsin
Stevens Point, WI 54481-3897
715-346-4973
Fax: 715-346-3624
Anthony Cortese
Dean, Environmental Programs
Curtis Hall
Tufts University
474 Boston Avenue
Medford,MA 02155
617-381-3452
Fax: 617-627-3084
William Eblen
President
Rene Dubos Center for
Human Environments
100 East 85th Street
New York, NY 10028
212-249-7745
Lillian Kawasaki
General Manager
Department of Environmental Affairs
City of Los Angeles
200 North Spring Street
Room 1500, MS 177
Los Angeles, CA 90012
213-237-0352
Fax: 213-485-9657
Nan Little
Director, YMCA Earth Corps
909 Fourth Avenue
Seattle, WA 98104
206-382-5336
Augusto Medina
Senior Program Officer
Latin American & Caribbean Programs
World Wildlife Fund
1250 24th Street, NW - Suite 500
Washington, DC 20037
202-778-9608
Carol Muscara
Director
Audubon Science Institutes
National Audubon Society
666 Pennsylvania Ave., S.E.
Washington, DC 20003
301-869-7751
Fax: 202-547-9009
Madeline Strong
Executive Director
Florida Advisory Council on
Environmental Education
Holland Building - Room 237
Tallahassee, FL 32399-1400
904-487-0123
Fax: 904-488-4959
Herbert Thier
Director, CEPUP
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8718
Valerie Williams
Educational Services Supervisor
Southern California Edison
1190 Durfee Avenue - Suite 200
South El Monte, CA 91733
818-302-0239
Fax: 818-302-0254
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Panel Moderators
Walter Began
Director
Science Resources for Schools
American Association for the
Advancement of Science
1333 H Street, NW
Washington, DC 20005
202-326-6625
Fax: 202-371-9849
Lynn Elen Burton
Director of Environmental Education
Environment Canada
Les Terrasses De La Chaudiere
10 Wellington Street - 4th Floor
Ottawa, Ontario, Canada K1A OH3
613-953-1617
Fax: 819-953-1626
Kathy McGlauflin
Vice President of Education &
Director of Project Learning Tree
American Forest Foundation
1250 Connecticut Avenue, NW
Suite 320
Washington, DC 20036
202-463-2468
Fax: 202-463-2461
Work Group Facilitators
Judy Braus
Environmental Education Specialist
U.S. Peace Corps
1990 K Street, NW
Washington, DC 20526
202-606-3100
Robert Dixon
Global Mitigation &
Adaptation Team Leader
Environmental Research Laboratory
U.S. Environmental Protection Agency
200 Southwest 35th Street
Corvallis, OR 97330
503-757-4772
Fenna Gatty (Presenter)
K-4 Science/Computer Specialist
New Haven Unified School District
1348 Highland Boulevard
Hayward, CA 94542-1102
510-538-5327
Fax: 510-471-2772
Clarice Gaylord
Office of Human Resource and
Management, PM-224
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
202-260-5310
Lynn Hodges
Manager, Environmental Education Section
Tennessee Valley Authority
Ridge Way Road - Forestry Building
Norris, TN 37828
615-632-1640
Bob Huggjns
Interpretive Specialist
National Park Service
U.S. Department of the Interior
c/o William Jarrell (7345)
18th & C Streets, NW
Washington, DC 20240
703-523-5270
Terry Ippolito
Office of External Programs
Room 905
U.S. EPA Region 2
26 Federal Plaza
New York, NY 10278
212-264-2980
Fax: 212-264-8109
Arva Jackson
Chief, Educational Affairs Division
National Oceanic &
Atmospheric Administration
1825 Connecticut Avenue, NW - Room 627
Washington, DC 20230
202-606-4380
Fax: 202-606-4425
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Suzanne Kircos Helen Taylor
Environmental Education Coordinator Senior Associate
Office of Public Affairs ICF Kaiser Engineers
U.S. Environmental Protection Agency One East Wacker Drive
77 W. Jackson Chicago, IL 60601
Chicago, IL 60604 312-321-3785
312-353-2000 Fax: 312-321-3799
Tom Levermann
Head, Educational Relations
Soil Conservation Service
U.S. Department of Agriculture
P.O. Box 8090
Washington, DC 20013
202-720-6475
Paul McCawley
Environmental Education Specialist
Extension Service
U.S. Department of Agriculture
14th Street & Independence Avenue, SW
Washington, DC 20250
202-447-5468
Margaret McCue
Director of Public Affairs
U.S. Environmental Protection
Agency (5PA-14)
77 W. Jackson
Chicago, IL 60604
312-353-2072
Fax: 312-353-1155
John McLachlan
Director, Division of Intramural Research
National Institute of Environmental
Health Sciences
P.O. Box 12233
Research Triangle Park, NC 27709
919-541-3205
Bonnie Smith
Environmental Education Coordinator
Center for Environmental Learning
U.S. Environmental Protection Agency
841 Chestnut Street (3C100)
Philadelphia, PA 19107
215-597-9076
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APPENDIX C
LIST OF ATTENDEES
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U.S. Environmental Protection Agency
BUILDING A SHARED VISION FOR ENVIRONMENTAL EDUCATION
Omni Shoreham Hotel
Washington, DC
November 19-21, 1991
FINAL ATTENDEE LIST
Barbara Addelson
Instructional Coordinator of
Environmental Education
Missouri Botanical Garden
P.O. Box 299
St. Louis, MO 63166
314-577-5147
Fax: 314-577-9598
Michael Alford
Senior Analyst
Versar, Inc.
6850 Versar Center
Springfield, VA 22151
703-642-6730
Fax: 703-642-6730
Nancy Anderson
Director, Environment
Citizenship Program
Lincoln Filene Center
Tufts University
Medford, MA 02155
617-381-3451
Fax: 617-381-3401
Karen Armstrong-Cummings
Director
Council of State Governments
P.O. Box 11910
Iron Works Pike
Lexington, KY 40601
606-231-1826
Fax: 606-231-1858
C. Michael Baker
Acting Deputy Director
Office of Environmental
Education
U.S. Environmental Protection
Agency
401 M Street, SW (A-107)
Washington, DC 20460
202-260-4958
Eugenia Bamaba
Senior Extension Associate/Program Leader
Center for the Environment
Cornell University
452 Hollister Hall
Ithaca, NY 14853
607-255-0800
Fax: 607-255-0238
Donald Barnes
Staff Director, Science Advisory Board
U.S. Environmental Protection
Agency
401 M Street, SW (A-101)
Washington, DC 20460
202-260-4126
Fax: 202-260-9232
Don Baugh
Education Director
Chesapeake Bay Foundation
162 Prince George Street
Annapolis, MD 21401
301-261-2350
Fax: 301-268-6687
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Tim Beaty
Natural Resource Conservation
Education
U.S. Forest Service
U.S. Department of Agriculture
P.O. Box 96090
S & PF - 2nd Floor - NW Wing
Washington, DC 20090-6090
202-205-1195
Fax: 202-205-1174
Wendy Beaver
Environmental Coordinator
U.S. Information Agency
301 Fourth Street, SW
Washington, DC 20547
202-619-4762
Wayne Bell
Vice President for External
Relations
Center for Environmental &
Estuarine Studies
University of Maryland System
P.O. Box 775
Cambridge, MD 21613
301-228-9250
Fax: 301-228-3843
Thomas Benjamin
Staff Director
Alliance for Environmental
Education
P.O. Box 368
The Plains, VA 22171
703-253-5812
Fax: 703-253-5811
Kirk Bergstrom
President
WORLDLINK Foundation
P.O. Box 480483
Los Angeles, CA 90048
213-273-2636
Fax: 213-479-7665
Annette Berkovits
Director of Education
Bronx Zoo
Bronx Zoo Education Department
185th Street & Southern
Boulevard
Bronx, NY 10460
212-220-5135
Fax: 212-220-7114
Judi Billett
Public Education Coordinator
Tacoma Public Utilities
3628 South 35th
P.O. Box 11007
Tacoma, WA 98411
206-593-8224
Fax: 206-383-9627
Kathleen Blanchard
Vice President, Research &
Education
QLF/Atlantic Center for the
Environment
39 South Main Street
Ipswich, MA 01938
508-356-0038
Fax: 508-356-7322
Nancy Blatt
Public Information Manager
Water Pollution Control
Federation
601 Wythe Street
Alexandria, VA 22314-1994
703-684-2456
Fax: 703-684-2492
Dale Boatright
Assistant Director
Educational Issues Department
American Federation of
Teachers
555 New Jersey Avenue, NW
Washington, DC 20001
202-879-4495
Fax: 202-879-4537
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Daniel Bogan
Environmental Science Teacher
Sidwell Friends School
4004 Edmunds Street, NW
Washington, DC 20007
202-537-8155
Walter Bogan
Director
Science Resources for Schools
American Association for the
Advancement of Science
1333 H Street, NW
Washington, DC 20005
202-326-6625
Fax: 202-371-9849
Lawrence Bonino
President
Laurel Mountain Environmental
Education & Research
Institute
244 Pine Court
Pittsburgh, PA 15237-2634
412-364-8335
Patricia Bonner
Director, Office of External
Affairs
U.S. Environmental Protection
Agency
1200 Sixth Avenue (SO-143)
Seattle, WA 98101
206-399-1107
Fax: 206-399-0149
AnnBoren
Special Assistant to the
Deputy Secretary
U.S. Department of the
Interior
1849 C Street, NW (MS-6217)
Washington, DC 20240
202-208-7990
Fax: 202-208-7508
Toni Borge
Program & Training Coordinator
PACEM Region
U.S. Peace Corps
1990 K Street, NW - Room 7405
Washington, DC 20526
202-606-3855
Fax: 202-606-2375
Patricia Borkey
Environmental Educator
Mathematics & Science Center
2401 Hartman Street
Richmond, VA 23223
804-788-4454
Fax: 804-788-8916
John Borris
Environmental Scientist/Educator
Office of the Superintendent
Borough of Rockaway School
Systems
Main Street
Rockaway, NJ 07866
201-535-2439
Fax: 201-535-2423
Bill Borwegen
Director
Occupational Health & Safety
Department
AFL-CIO, Service Employees
International Union
1313 L Street, NW
Washington, DC 20005
202-898-3385
Fax: 202-898-3491
Geraldine Bower
Director, Educational Programs
U.S. Office of Consumer
Affairs
1626 L Street, NW
Washington, DC 20036
202-634-4334
Fax: 202-634-4135
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Mary Bradbury
Biology Teacher
Southern High School
1818 Ellis Road
Durham, NC 27703
919-560-3968
Ward Brady
Professor of Environmental
Resources
School of Agribusiness &
Environmental Resources
Arizona State University
Tempe, AZ 85287
602-965-2402
Judy Braus
Environmental Education
Specialist
U.S. Peace Corps
1990 K Street, NW
Washington, DC 20526
202-606-3100
Fax: 202-281-1319
Carolyn Breedlove
Senior Professional Associate
Government Relations
National Education Association
1201 16th Street, NW
Washington, DC 20036
202-822-7310
Fax: 202-822-7741
J. Noah Brown
Director of Governmental Relations &
Public Affairs
National University Continuing
Education Association
One Dupont Circle - Suite 615
Washington, DC 20036
202-659-3130
Fax: 202-785-0374
Drew Burnett
Environment Specialist
U.S. Peace Corps
1990 K Street, NW (OTAPS/ENV)
Washington, DC 20526
202-606-3100
Fax: 202-606-3024
Lynn Elen Burton
Director of Environmental
Education
Environment Canada
Les Terrasses De La Chaudiere
10 Wellington Street
4th Floor
Ottawa, Ontario
CANADA K1AOH3
819-953-1617
Fax: 819-953-1626
Brenda Bush
School Program Manager
Operation Brightside
200 South Seventh Street
Louisville, KY 40202
502-625-2702
Fax: 502-625-4227
Keith Buttleman
Administrator
Virginia Council on the
Environment
202 North Ninth Street
Room 900
Richmond, VA 23219
804-786-4500
Fax: 804-371-7604
Carol Bylsma
State Coordinator, Project
WILD
Colorado Division of Wildlife
6060 Broadway
Denver, CO 80216
303-291-7262
Fax: 303-294-0874
-206-
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Amy Dyer Cabaniss
Educational Products
Development Coordinator
Environmental Hazards
Management Institute
10 Newmarket Road
P.O. Box 932
Durham, NH 03824
603-868-1496
Fax: 603-868-1547
Alejandro Diaz Camacho
Director General of
Environmental Education
Ministry of Urban Development
& Ecology
San Luis Potosi No. 192-20
06700 Mexico, D.F.
Fax: Oil 52 5 55 30 808
Megan Camp
Program Director
The Stewardship Institute of
Shelburne Farms
Shelburne, VT 05482
802-985-8686
Fax: 802-985-8123
Cleopatra Carr
Chemistry/Physical Science
Teacher
Gary High School
638 Walnut Street
Gary, NC 27511
919-460-3557
Cornelia Carrier
Member, Citizen's Advisory
Committee
Gulf of Mexico Program (EPA)
6128 Benjamin
New Orleans, LA 70118
504-899-7024
Fax: 504-595-8854
Nance Ceccarelli
Educational Consultant
American Forestry Association
P.O. Box 2000
Washington, DC 20013
202-667-3300
Fax: 202-667-7751
Joseph Chadboume
President
Institute for Environmental
Education
32000 Chagrin Boulevard
Cleveland, OH 44124
216464-1775
Fax: 216-464-1776
Randall Champeau
Director
Wisconsin Center for
Environmental Education
College of Natural Resources
University of Wisconsin
Stevens Point, WI 54481-3897
715-346-4973
Fax: 715-346-3624
Cheryl Charles
Executive Director
Project WILD
P.O. Box 18060
Boulder, CO 80308-8060
303-444-2390
Fax: 303-444-2391
Jayni Chase
Founder
Project Eco-School
881 Alma Real Drive
Suite 301
Pacific Palisades, CA 90272
213-454-4585
Fax: 213-459-1452
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Valerie Chase
Staff Biologist
National Aquarium in Baltimore
Pier 3 - 501 East Pratt Street
Baltimore, MD 21202-3194
301-576-3887
Fax: 301-576-8238
Kimberly Chastain
Staff Assistant
Council on Environmental
Quality
722 Jackson Place, NW
Washington, DC 20503
202-395-5750
Fax: 202-395-3745
Bruce Chelikowsky
Chief Sanitarian
U.S. Public Health Service
5600 Fishers Lane - Room 5A39
Rockville, MD 20857
301-443-1048
Fax: 301-443-5697
Donna Chickering
Environmental Education
Coordinator
Arizona Cooperative Extension
University of Arizona
301 Bio Science East - SRNR
Tucson, AZ 85721
602-621-7263
Fax: 602-621-8801
Cathy Cliff
Chief, Education & Youth
Programs Section
Wisconsin Department of
Natural Resources
P.O. Box 7921
101 South Webster Street
Madison, WI 53707
608-267-7529
Fax: 608-267-2750
Ray Clore
Multilateral Affairs Officer
Bureau of Oceans &
International Environmental &
Scientific Affairs
U.S. Department of State
Room 4325
Washington, DC 20520
202-647-3367
Fax: 202-647-5947
Anthony Cortese
Dean, Environmental Programs
Curtis Hall
Tufts University
474 Boston Avenue
Medford, MA 02155
617-381-3452
Fax: 617-627-3084
Julia Cothron
Director
Mathematics & Science Center
2401 Hartman Street
Richmond, VA 23223
804-788-4454
Fax: 804-788-8916
Vincent Covello
Director, Center for Risk
Communication
School of Public Health
Columbia University
60 Haven Avenue - B-7
New York, NY 10032
212-222-7841
Fax: 212-749-3590
Lewis Crampton
Assistant Administrator of
Communications, Education,
& Public Affairs
U.S. Environmental Protection
Agency
401 M Street, SW (A-107)
Washington, DC 20460
202-260-7963
Fax: 202-260-7963
-208-
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Carol Crosby
Coordinator of Education &
Interpretation
Chet Ager Nature Center
Parks & Recreation Department
City of Lincoln
2740 A Street
Lincoln, NE 68502
402-471-7895
Fax: 402-471-8706
Diane Davies
Extension 4-H Specialist
Environmental & Natural
Resources
Cooperative Extension Service
University of Georgia
Rock Eagle 4-H Center
350 Rock Eagle Road, NW
Eatonton, GA 31024
404-485-2831
Fax: 404-485-2191
Miriam Davis
Director, Office of Policy
Development
U.S. National Institute for
Environmental Health Services
Building 31 - Room 2855
Bethesda, MD 20852
301-496-3511
Fax: 301-496-0563
Mary Jo Deering
Director, Health Communication
Staff
Office of Disease Prevention &
Health Promotion
U.S. Department of Health &
Human Services
Switzer Building - Room 2132
330 C Street, SW
Washington, DC 20201
202-472-5307
Fax: 202-245-1478
Armando de la Cruz
Professor
Mississippi State University
P.O. Drawer GY
Mississippi State, MS 39762
601-325-3120
Fax: 601-325-7939
Doug Delaney
Public Affairs Associate
Michigan Catholic Conference
505 North Capitol
Lansing, MI 48933
517-372-9310
Fax: 517-372-3940
Dona DeLeon
Special Assistant
Office of the Deputy
Administrator
U.S. Environmental Protection
Agency
401 M Street, SW (A-101)
Washington, DC 20460
202-260-4724
Fax: 202-260-4852
Paul Dickinson
Assistant to Principal
Laboratory Associate Director
Lawrence livermore National
Laboratory
P.O. Box 808 (L-209)
Livermore, CA 94523
510-422-6525
Fax: 510-423-0618
Robert Dixon
Global Mitigation & Adaptation
Team Leader
Environmental Research
Laboratory
U.S. Environmental Protection
Agency
200 Southwest 35th Street
Corvallis,OR 97330
503-757-4772
-209-
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Samuel Doctors
Director, Center for Business
& Environmental Studies
Department 7 MGT Science
California State University Hayward, CA
94542
415-753-2176
Fax: 415-759-0426
Ray Dod
Program Coordinator
Lawrence Berkeley Lab (90-1070)
University of California
Berkeley, CA 94720
510-486-6719
Fax: 510-486-6660
Sean Duffy
Teacher
Fairfax County Public Schools
c/o Flint Hill Elementary
School
2444 Flint Hill Road
Vienna, VA 22181
703-938-8093
Fax: 703-255-2835
Robert Dulli
Director, Geography Education
Division
National Geographic Society
1145 17th Street, NW
Washington, DC 20036
202-857-7134
Fax: 202-775-6141
Paul Dumas
Science Coordinator
American Samoan Department of
Education
American Samoa Government
Pago Pago, American Samoa 96799
684-699-1246
Fax: 684-699-5184
Brad Duncan
Staff Services Manager
Corpsmember Development
Program
California Conservation Corps
1530 Capitol Avenue
Sacramento, CA 95814
916-323-7249
Fax: 916-327-8920
KirkEaly
Program Liaison
Geography Education Program
National Geographic Society
1145 17th Street, NW
Washington, DC 20036
202-828-6604
Fax: 202-775-6141
Ruth Eblen
Executive Director
The Rene Dubos Center for
Human Environments
100 East 85th Street
New York, NY 10028
212-249-7745
Fax: 212-772-2033
William Eblen
President
The Rene Dubos Center for
Human Environments
100 East 85th Street
New York, NY 10028
212-249-7745
Fax: 212-772-2033
Roger Eckhardt
SWOOPE Science Director
Los Alamos National Laboratory
D-447
Los Alamos, NM 87545
505-667-8950
Fax: 505-665-5759
-210-
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Mary Edie
Director of Educational
Outreach
Project Eco-School
881 Alma Real Drive
Suite 301
Pacific Palisades, CA 90272
213-454-4585
Fax: 213-459-1452
Zannie Efird
Teacher/Biologist
W.G. Enloe High School
Wake County Public Schools
226 Clarendon Crescent
Raleigh, NC 27610
919-856-7918
James Elder
President
School for Field Studies
16 Broadway
Beverly, MA 01915
508-927-7777
Fax: 508-927-5127
Alan Elzerman
Director, Environmental
Science Program
Environmental Systems
Engineering
Clemson University
Clemson, SC 29634-0919
803-656-5568
Fax: 803-656-0672
Patricia Emmons
Environmental Specialist
Franklin Township Board of
Education
1755 Amwell Road
Somerset, NJ 08873
908-873-2400
Richard Farnsworth
LESSON Program Manager
Lawrence Livermore National
Laboratory
P.O. Box 808 (L-793)
Livermore, CA 94550
510-373-0778
Fax: 510-373-1106
Donald Feliciano
Senior Policy Analyst
Versar, Inc.
6850 Versar Center
P.O. Box 1549
Springfield, VA 22151
703-642-6934
Fax: 703-642-6954
Ralph Ted Field
Director of Education
American Forestry Association
P.O. Box 2000
Washington, DC 20007
202-667-3300
Fax: 202-667-7751
Doug Fieldhouse
Director
Damocles Planning International (DMI)
Project Earth
1700 K Street, NW - Suite 1200
Washington, DC 20006
202-331-8832
Fax: 202-331-8878
Kenneth Finch
Director
Glen Helen Preserve &
Outdoor Education Center
Antioch University
405 Cony Street
Yellow Springs, OH 45387
513-767-7375
Karen Firehock
Program Director, Save Our
Streams
Izaak Walton League of America
1401 Wilson Boulevard
Level B
Arlington, VA 22209
703-528-1818
Fax: 703-528-1836
-211-
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Kate Fish
Co-Director
Earthways
7838 Big Bend
St. Louis, MO 63119
314-963-1996
Fax: 314-963-1996
Cece Forget
Environmental Education
Program Coordinator
U.S. Environmental Protection
Agency
999 18th Street
Suite 500 (80EA)
Denver, CO 80202-2405
303-294-1113
Fax: 303-331-7665
Rosanne Fortner
Professor of Natural Resources
& Science Education
Ohio State University
2021 Coffey Road
Columbus, OH 43210
614-292-9826
Fax: 614-292-7162
Barbara Joyce Frank
Director, Pollution Prevention
Education Committee (NACEPT)
Office of Cooperative
Environmental Management
U.S. Environmental Protection
Agency
401 M Street, SW (A-101/F6)
Washington, DC 20460
202-260-9484
Fax: 202-260-6882
Sarah Friedell
Communications Specialist
Council for Solid Waste
Solutions
1275 K Street, NW - Suite 400
Washington, DC 20005
202-371-5319
Fax: 202-371-5679
Ron Gardella
Director, Curriculum &
Instruction
Northern Kentucky University
Campus Station (BP-251)
Highland Heights, KY 41099-0800
606-572-6380
Fax: 606-572-5566
Deborah Garrett
Director, Public Information
Maine Department of
Environmental Protection
State House Station 17
Augusta, ME 04333
207-289-2811
Fax: 207-289-7826
Fenna Gatty
K-4 Science/Computer
Specialist
New Haven Unified School
District
1348 Highland Boulevard
Hayward, CA 94542-1102
510-538-5327
Fax: 510-471-2772
Clarice Gaylord
Office of Human Resource and
Management, PM-224
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
202-260-5310
Mitch Geasler
Associate Administrator Extension Service
U.S. Department of Agriculture
Administration Building
Washington, DC 20250-0900
202-720-3381
Fax: 202-720-3993
-212-
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Daphne Gemmill
Senior Policy Analyst
Office of Global Programs
National Oceanic &
Atmospheric Administration (NOAA/GP)
1335 East-West Highway
Silver Spring, MD 20910
301-427-2089
Fax: 301-427-2082
Gwen Gerber
Education Specialist
Environmental Media
Corporation
P.O. Box 1016
Chapel Hill, NC 27514
919-933-3003
Fax: 919-942-8785
Susan Gilley
Project WILD Coordinator
Virginia Department of Game &
Inland Fisheries
P.O. Box 11104
Richmond, VA 23230
804-367-1000
Fax: 804-367-9147
Pamela Godsey
Staff Assistant, State &
Private Forestry
U.S. Forest Service
U.S. Department of Agriculture
P.O. Box 96090
S & PF - 2nd Floor - NW Wing
Washington, DC 20090-6090
202-205-1041
Fax: 202-205-1174
Eddie Gouge
Assistant Director, Federal
Relations
National Association of
State Universities & Land Grant Colleges
One Dupont Circle - Suite 710
Washington, DC 20036
202-778-0828
Fax: 202-296-6456
Dan Greenfield
Press Secretary
Earth Day U.
2 Elm Street
P.O. Box 470
Peterborough, NH 03458
603-924-7720
Fax: 603-924-7855
John Grupenhoff
Director
Senior Environment Corps
6410 Rockledge Drive
Suite 203
Bethesda, MD 20817
301-571-9790
Fax: 301-530-8910
Katharine Gugulis
Branch Chief, Media &
Educational Services
Soil Conservation Service
U.S. Department of Agriculture
P.O. Box 2890
Washington, DC 20013
202-720-9149
Fax: 202-690-1013
William Gustafson
Coordinator, Environmental
Education
Department of Education
University of California at
Los Angeles Extension
10995 LeConte Avenue
Los Angeles, CA 90024
213-825-4191
Fax: 213-206-5066
Lolette Sudaka Guthrie
Director of Grant Programs
The National Environmental
Education & Training
Foundation
915 15th Street, NW
Suite 200
Washington, DC 20005
202-628-8200
Fax: 202-628-8204
-213-
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Tessa Gutowski
Supervising Environmental
Analyst
Connecticut Department of
Environmental Protection
165 Capitol Avenue - Room 119
Hartford, CT 06106
203-566-4007
F. Henry Habicht
Deputy Administrator
U.S. Environmental Protection
Agency
401 M Street, SW (A-101)
Washington, DC 20460
202-260-4711
Mary Hanley
Vice President of Public
Affairs
The Wilderness Society
900 17th Street, NW
Washington, DC 20006
202-429-2650
Fax: 202-429-8443
Lynne Carter Hanson
Special Assistant for Global
Change
Graduate School of
Oceanography
University of Rhode Island
USDA Global Change Office
Narragansett, RI 02882
401-792-6211
Fax: 401-792-6486
Cindy Harrell-Horn
Co-Founder
Environmental Media
Association
401 St. Cloud Road
Los Angeles, CA 90077
310-471-0145
Fax: 310-476-4046
Linda Harris
Executive Director
Chattanooga Audubon Society
900 North Sanctuary Road
Chattanooga, TN 37421
615-892-1499
Laurence Hausman
Environmental Coordinator
Agency for International
Development
AA/Research & Development
U.S. Department of State
Room 4942 - NS
Washington, DC 20523
703-875-4288
Fax: 703-875-4053
Josetta Hawthorne
Executive Director
Western Regional Environmental
Education Council
Project WILD - Project
Learning Tree
4014 Chatham Lane
Houston, TX 77027
713-622-2219
Gary Heath
Environmental Education
Specialist
Maryland State Department of
Education
200 West Baltimore
Baltimore, MD 21201
301-333-2318
Fax: 301-333-2379
John Heinritz
Vice President of
International Marketing
Operations
Warner Brothers, Inc.
4000 Warner Boulevard
Tower 2645
Burbank, CA 91522
818-954-5344
-214-
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Kathleen Helppie
Vice President of Production &
Administration
Warner Brothers Classic
Animation
Warner Brothers, Inc.
3601 West Olive Avenue
Suite 450
Burbank, CA 91505
818-954-3717
Chad Henderson
Public Policy Manager
National Outdoor Leadership
School
P.O. Box AA
Lander, WY 82520
307-332-6973
Fax: 307-332-3631
Barbara Henry
Outreach Coordinator
Environmental Education
Texas General Land Office
1700 Congress - Room 730
Austin, TX 78701
512-475-1577
Fax: 512-475-1415
Robert Herbst
Chair, Interim Board of
Trustees
The National Environmental
Education & Training
Foundation
915 15th Street, NW
Suite 200
Washington, DC 20005
202-628-8200
Tina Hobson
Executive Director
Renew America
1400 16th Street, NW
Suite 710
Washington, DC 20036
202-232-2252
Fax: 202-232-2617
Lynn Hodges
Manager, Environmental
Education Section
Tennessee Valley Authority
Ridge Way Road
Forestry Building
Norris, TN 37828
615-632-1640
Fax: 615-632-1612
Mary Holland
Senior Policy Analyst
Council on Environmental
Quality
722 Jackson Place, NW
Washington, DC 20503
202-395-5750
Fax: 202-395-5750
David Holloway
Librarian
National Agricultural Library
WQIC/NAL - Room 1402
10301 Baltimore Boulevard
Beltsville, MD 20705-2351
301-344-4077
Fax: 301-344-6098
Don Hollums
Consultant, Environmental
Education
Colorado Department of
Education
201 East Colfax
Denver, CO 80203
303-866-6787
Fax: 303-830-0739
Richard Holmgren
Chair of the Board
James T. Montgomery Consulting
Engineers
300 North Lake Street
Pasadena, CA 91109-7009
818-796-9141
-215-
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Millie Horosko
Education Specialist
Southwest Regional Recycling
Operating Committee
125 East Avenue
Norwalk, CT 06856
203-852-0103
Fax: 203-857-0143
John Hug
Environmental Education
Consultant
Ohio Department of Education
65 South Front Street
Room 1005
Columbus, OH 43266-0308
614-466-2211
Fax: 614-752-8148
Bob Huggins
Interpretive Specialist
National Park Service
U.S. Department of the
Interior
c/o William Jarrell (7345)
18th & C Streets, NW
Washington, DC 20240
703-523-5270
Dale Humbert
Environmental Science Manager
Dow Chemical Company
1603 Building - Dow Chemical
Midland, MI 48640
517-636-4269
Fax: 517-638-7203
Donald Humphreys
Program Director
National Science Foundation
1800 G Street, NW Room 635
Washington, DC 20550
202-357-7066
Fax: 202-357-7009
Ronn Hunt
Assistant to the Director
Interagency Operations (OKA)
U.S. Department of Education
Room 3061 - FOB #6400
Maryland Avenue, SW
Washington, DC 20202
202-401-1953
Fax: 202-401-1971
Dianne Hyer
SWOOPE Project Director
Los Alamos National Laboratory
D-447
Los Alamos, NM 87545
505-667-8950
Fax: 505-665-5759
Diana Ingraham
Vice President of Programming
Global View Productions, Inc.
2901 Connecticut Avenue
Suite B-4
Washington, DC 20008
202-667-5968
Fax: 202-667-3609
Louis lozzi
Dean of Academic & Student
Affairs
Cook College
Office of Resident Instruction
Rutgers University
P.O. Box 231
New Brunswick, NJ 08903
908-932-9465
Terry Ippolito
Office of External Programs
U.S. EPA Region 2
26 Federal Plaza - Room 905
New York, NY 10278
212-264-2980
Fax: 212-264-8109
-216-
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Arva Jackson
Chief, Educational Affairs
Division
National Oceanic & Atmospheric
Administration
Department of Commerce (LE03)
1825 Connecticut Avenue, NW
Room 627
Washington, DC 20230
202-606-4380
Fax: 202-606-4425
Barry Jamason
Coordinator, Environmental
Education
New York State Education
Department
Room 212 EB
Albany, NY 12234
518-474-5890
Fax: 518-473-9466
Linda Janower
President
Professional Media Services
2274 Washington Street (A-107)
Newton Lower Falls, MA 02162
617-969-7322
Fax:617-969-8033
Tim Jarboe
Teacher
Fourth Street Elementary
School
715 Fourth Street
Athens, GA 30601
404-369-1893
Mary Jensen
Marketing Assistant
World Resources Institute
1709 New York Avenue, NW
Suite 700
Washington, DC 20006
202-662-2596
Fax: 202-638-0036
John Kallos
Director
Eastern Europe Environment
Program
School of International &
Public Affairs
Columbia University
530 West 113th Street - #2A
New York, NY 10025
212-749-8866
Fax: 212-854-8577
Conrad Katzenmeyer
Director, Division of Schools
& School Professionals
U.S. Department of Education
555 New Jersey Avenue, NW
Room 627 (5649)
Washington, DC 20208
202-219-2210
Fax: 202-219-2030
Ira Kaufman
Executive Director
Legacy International
346 Commerce Street
3rd Floor
Alexandria, VA 22314
703-549-3630
Fax: 703-549-0262
Lillian Kawasaki
General Manager
Department of Environmental Affairs
City of Los Angeles
200 North Spring Street
Los Angeles, CA 90012
213-237-0352
Fax: 213-485-9657
Tracy Kay
Director
Rye Nature Center &
Association of
Nature Center Administrators
873 Boston Post Road
P.O. Box 435
Rye, NY 10580
914-967-5150
Fax: 914-967-4604
-217-
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David Kearns
Deputy Secretary
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
202-401-1000
Carolyn Kennedy
Director, Outdoor Education
Program Group
Girl Scouts of the U.S.A.
830 Third Avenue
New York, NY 10022
212-940-7735
Fax: 212-940-7859
Paul Keough
Deputy Regional Administrator
U.S. Environmental Protection
Agency
John F. Kennedy Federal
Building
Boston, MA 02203
617-565-3402
Fax: 617-565-3415
Kathleen Kilpatrick
Special Assistant
U.S. Department of the
Interior
18th & C Streets, NW
Room 6214
Washington, DC 20240
202-208-4502
Suzanne Kircos
Environmental Education
Coordinator
Office of Public Affairs (P1-19J)
U.S. Environmental Protection
Agency (5PA)
77 W. Jackson
Chicago, IL 60604
312-353-3209
Fax: 312-353-1155
John Kirk
Director & Professor of
Environmental Studies
New Jersey School of Conservation
Montclair State College
Box 272 - R.D. 2
Branchvffle, NJ 07826
201-948-4900
Fax: 201-948-5131
Emily Kling
Project Director
Environmental Stewardship
Initiative
National 4-H Council
7100 Connecticut Avenue
Chevy Chase, MD 20815
301-961-2828
Fax: 301-961-2875
Kimberley Knox
Manager of Youth Education
American Water Works
Association
6666 West Quincy
Denver, CO 80235
303-794-7711
Fax: 303-794-7310
Marianne Krasny
Assistant Professor
Program Leader
4-H Natural Resources
Department of Natural
Resources
Femow Hall
Cornell University
Ithaca, NY 14853
607-255-2827
Fax: 607-255-0349
Robin Kump
Environmental Superintendent
EJ. Du Pont (B-l)
P.O. Box 1089
Orange, TX 77631-1089
409-886-6239
Fax: 409-886-9333
-218-
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Bill Kurtis
President
Kurtis Productions
400 West Erie - Suite 301
Chicago, IL 60610
312-951-5700
Terry Lashley
Precollege Program Administrator
Oak Ridge National Laboratory
P.O. Box 2008
105 Mitchell Road (MS-6496)
Oak Ridge, TN 37831-6496
615-574-0689
Fax: 615-576-9496
Steven Laursen
Assistant Professor/Natural
Resource & Environmental
Education Program Leader
Minnesota Extension Service
University of Minnesota
247 Coffey Hall
1420 Eckles Avenue
St. Paul, MN 55108
612-624-9298
Fax: 612-625-6227
Frances Lawrence
Education Program Coordinator
Virginia Institute of Marine
Science
College of William & Mary
Gloucester Point, VA 23062
804-642-7172
Fax: 804-642-7097
Richard Lemaire
Environmental Policy Advisor
U.S. Department of Defense
400 Army Navy Drive
Suite 206
Arlington, VA 22202-2884
703-695-8360
Fax: 703-697-7548
Thomas Levermann
Head, Educational Relations
Soil Conservation Service
U.S. Department of Agriculture
P.O. Box 8090
Washington, DC 20013
202-720-6475
Barbara Link
Director
Texas Environmental Center
1245 West 18th Street
Houston, TX 77008
713-880-5145
Fax: 713-880-2003
Michael Link
Executive Director
Audubon Center of the North
Woods
3295 Walters Road
Willow River, MN 55795
612-245-2648
Fax: 218-372-3507
Judith Listanowsky
Board Member
Committee for the National
Institutes of the Environment
37 Bailey Drive
Washington Crossing, PA 18977
215-493-9182
Fax: 215-493-9365
Linda Little
Director, North Carolina Office of
Environmental
Education
Department of Environmental
Health & Natural Resources
P.O. Box 27687
Raleigh, NC 27611-7687
919-733-9020
Fax: 919-733-0713
-219-
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Nan Little
Director
YMCA Earth Corps
909 Fourth Avenue
Seattle, WA 98104
206-382-5336
Frederick Long
Executive Director
Management Institute for
Environment & Business
1220 16th Street
Washington, DC 20036
703-525-1133
Fax: 703-247-8343
Richard Longmire
Special Assistant for
Indian Program Coordination
U.S. Environmental Protection
Agency
401 M Street, SW (H-7502C)
Washington, DC 20460
703-308-8553
Fax: 703-308-8773
Manuel Lujan, Jr.
Secretary
U.S. Department of the
Interior
1849 C Street, NW Room 6151
Washington, DC 20240
202-208-7351
Rosemary Macionus
Manager of Education Programs
Regional Water Authority
90 Sargent Drive
New Haven, CT 06511-5966
203-624-6671
Fax: 203-624-6129
Kathleen MacKinnon
Office of Environmental
Education
U.S. Environmental Protection
Agency
401 M Street, SW (A-107)
Washington, DC 20460
202-260-4484
Fax: 202-260-0790
Tom Marcinkowski
Assistant Professor of
Education
Education Division
Maryville University
13550 Conway Road
St. Louis, MO 63141
314-576-9542
Fax: 314-542-9085
David McCalley
Professor, Biology/Science
Education
University of Northern Iowa
McCollum Science Hall (0421)
Cedar Falls, IA 50614
319-273-2581
Fax: 319-273-2893
David McCallura
Director
Center for Risk Communication
1000 Potomac Street, NW
Suite L20
Washington, DC 20007
202-338-2156
Fax: 202-338-2156
Gerald McCarthy
Executive Director
Virginia Environmental
Endowment
P.O. Box 790
1051 East Gary Street
Richmond, VA 23206-0790
804-644-5000
Fax:804-644-0603
-220-
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Megan McCarthy
Program Coordinator
Chesapeake Bay Youth
Conservation Corps
301 Albemarle Drive
Chesapeake, VA 23320
804-436-8197
Fax: 804-436-8202
Paul McCawley
Environmental Education
Specialist
Extension Service
U.S. Department of Agriculture
14th Street & Independence
Avenue, SW
South Building - Room 3871
Washington, DC 20250-0900
202-447-5468
Fax: 202-475-4869
Richard McCloskey
Professor of Biology
Co-Director, Intermountain
Environmental Education
Training Team
Department of Biology
Boise State University
1910 University Drive
Boise, ID 83725
208-385-3490
Edward McCrea
Director of Development
North American Association for
Environmental Protection
1255 23rd Street, NW
Suite 400
Washington, DC 20037
202-862-1991
Fax: 202-862-1947
Margaret McCue
Director of Public Affairs
U.S. Environmental Protection
Agency(5PA-14)
230 South Dearborn Street
Chicago, IL 60604
312-353-2072
Fax: 312-353-1155
Kate McDaniel
Program Manager
Environmental Science
Education
Youth Awards, Advisory
Subcommittee
U.S. Environmental Protection
Agency
College Station Road
Athens, GA 30613
404-250-3593
Fax: 404-250-2018
Kathy McGlauflin
Vice President of Education &
Director of Project Learning Tree
American Forest Foundation
1250 Connecticut Avenue, NW
Suite 320
Washington, DC 20036
202-463-2468
Fax: 202-463-2461
Marguerite McKnight
Graduate Coordinator
Parks & Recreation
Environmental Education
Department
Slippery Rock University
Slippery Rock, PA 16057
412-738-2622
John McLachlan
Director, Division of
Intramural Research
National Institute of
Environmental Health
Sciences
P.O. Box 12233 (MD A2-09)
Research Triangle Park, NC 27709
919-541-3205
Fax: 919-541-5002
-221-
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Rebecca McMann
Vice President
Professional Media Services
2274 Washington Street (A-107)
Newton Lower Falls, MA 02162
617-969-7322
Fax: 617-969-8033
Wanda McMurray
Educational Services
Representative
Edison Electric Institute
701 Pennsylvania Avenue, NW
5th Floor
Washington, DC 20004-2696
202-508-5590
Fax: 202-508-5759
John McShane
Policy Specialist
Federal Emergency Management
Agency
500 C Street, SW - FCP
Room 417
Washington, DC 20472
202-646-2971
Fax: 202-646-3445
Augusto Medina
Senior Program Officer
Latin American & Caribbean
Programs
World Wildlife Fund
1250 24th Street, NW
Suite 500
Washington, DC 20037
202-778-9608
Fax: 202-293-9211
Robert Mercer
Naturalist/Director
Bucks County Department of
Parks & Recreation
Silver Lake Nature Center
1306 Bath Road
Bristol, PA 19007
215-785-1177
Fax: 215-757-1421
Anthony Meyer
Development Communication
Specialist
Agency for International
Development
AID/R & D/ED
Room 609 - SA-18
Washington, DC 20523
703-875-4620
Fax: 703-875-8813
Dan Meyer
Consultant, Environmental
Education
5902 Mt. Eagle Drive - #1412
Alexandria, VA 22303
703-960-5537
Rowena Michaels
Director, Office of Public
Affairs
U.S. Environmental Protection
Agency
726 Minnesota Avenue
Kansas City, KS 66101
913-551-7003
Fax: 913-551-7066
Adrienne Miller
Community Outreach Coordinator
Environmental Affairs
Department
City of Los Angeles
200 North Spring Street
Room 1500 (MS-177)
Los Angeles, CA 90012
213-485-9981
Fax: 213-485-9657
Maria Mitchell
Director of Sales & Marketing
All Waste Paper Recycling
Central Region
Waste Management of North
America
4653 Leston - Suite 729
Dallas, TX 75247
214-638-2471
Fax: 214-634-0545
-222-
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Jim Morris
Assistant Director
Office of Continuing Education
Cook College
Box 231
New Brunswick, NJ 08903
908-932-9271
Fax: 908-932-8726
Lynn Mortensen
Director
Great Plains Education
Consultants
P.O. Box 5225
Lincoln, NE 68505
402-488-4803
Fax: 402-488-7918
James Moseley
Assistant Secretary for
Natural Resources &
Environment
U.S. Department of Agriculture
14th Street & Independence
Avenue, SW Room 217E
Washington, DC 20250
202-720-7173
John Muir
Executive Director
Brooklyn Center for the Urban
Environment
Tennis House - Prospect Park
Brooklyn, NY 11215-9992
718-788-8500
Fax: 718-499-3750
Consuelo Murtagh
Executive Assistant
Times Mirror Magazines
1705 DeSales Street, NW
Washington, DC 20036
202-467-4949
Fax: 202-467-4858
Carol Muscara
Director
Audubon Science Institutes
National Audubon Society
666 Pennsylvania Ave., S.E.
Washington, DC 20003
301-869-7751
Fax: 202-547-2454
Harry Mussman
Acting Assistant Secretary
Science & Education
U.S. Department of Agriculture
14th Street & Independence Avenue, SW
Room 217W
Washington, DC 20250
202-720-8885
Fax: 202-690-2842
William Mu&zynski
Deputy Regional Administrator
U.S. Environmental Protection
Agency
26 Federal Plaza
Jacob K. Javits Federal
Building - Room 906
New York, NY 10278
212-264-0396
Fax: 212-264-0829
Richard Myers
Associate Professor of Natural
Science
Alaska Pacific University
4101 University Drive
Anchorage, AK 99508
907-561-1266
Richard Nawyn
Chief, Environmental Education
& Public Outreach Staff
U.S. Environmental Protection
Agency
345 Courtland Street, NE
Atlanta, GA 30365
404-347-3004
Fax: 404-347-3721
-223-
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Mary Witten Neal
Director, Interagency
Operations (OEA)
U.S. Department of Education
400 Maryland Avenue, SW
Room 3067 - FOB #6
Washington, DC 20202
202-401-0427
Fax: 202-401-1971
Dennis Nelson
Director, Western
Watercourse/Project WET
The Western Watercourse
335 Culburtson Hall
Montana State University
Bozeman, MT 59717
406-994-5392
Fax: 406-994-1919
Gaylord Nelson
Counselor
The Wilderness Society
900 17th Street, NW
Washington, DC 20006-2596
202-833-2300
Fax: 202-429-3958
Michael Nolan
Project Consultant
Partnership Between San
Francisco Conservation Corps
& San Francisco State
University
201 Mission Street - Room 201
San Francisco, CA 94103
415-543-2118
Fax: 415-974-6107
Katherine Norman
Project Coordinator
Environmental Education Pilot
Project
Department of Curriculum &
Instruction
School of Education
207 Bailey Hall
University of Kansas
Lawrence, KS 66045
913-864-4474
Fax: 913-864-3566
Paul Nowak
Associate Professor &
Director of Professional
Education
University of Michigan
430 East University
Ann Arbor, MI 48109-1115
313-763-1312
Far 313-936-2195
James O'Connor
Associate Professor of
Geoscience
Department of Environmental
Science
University of the District of
Columbia (MB-44-04)
4200 Connecticut Avenue, NW
Washington, DC 20008-1154
202-282-7380
Fax: 202-282-7635
Jim O'Connor
Coordinator
Kingsley Wilderness Project
P.O. Box 148
Clarksburg, MD 20871
301-353-0838
Gtistav Ofosu
Professor of Biology
Delaware State College
1200 North Dupont Highway
Dover, DE 19901
302-739-5102
Fax: 302-739-3567
-224-
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Sharon Ohlhorst
Director, Outreach Education
Program
College of Natural Resources
Utah State University
Logan, UT 84322-5200
801-750-2580
Fax: 801-750-3798
Janet Olson
Senior Research Assistant
Time Warner, Inc.
1050 Connecticut Avenue, NW
Suite 850
Washington, DC 20036
202-861-4077
Fax: 202-785-3757
Linda OTVlalley
Director of Information
Services
Earth Day U.SA.
2 Elm Street, P.O. Box 470
Peterborough, NH 03458
603-924-7720
Fax: 603-924-7855
Andrew Oser
Director, Washington Office
Daedalus Foundation
2478 Windbreak Drive
Alexandria, VA 22306
703-768-4077
Fax: 703-768-6808
Ron Osterbauer
Director
National Association of
Interpretation
1920 Fitch Avenue
St. Paul, MN 55108
612-624-1276
Fax: 612-624-8740
Beth OToole
Education Program Manager
Air & Waste Management
Association
P.O. Box 2861
Pittsburgh, PA 15230
412-232-3444
Fax: 412-232-3450
Tanya Oznovich
President
Youth Environmental Society
1214 River Road
Titusville, NJ 08560
609-984-9802
Fax: 609-292-0837
John Padalino
President
Pocono Environmental Education
Center
R.R. #2 - Box 1010
Brisco Mountain Road
Dingmans Ferry, PA 18328
717-828-2319
Fax: 717-828-9695
Rod Parrish
Executive Director
SETAC Foundation for
Environmental Education, Inc.
1010 North 12th Avenue
Pensacola, FL 32501
904-469-9777
Fax: 904-469-9778
Jay Dean Paschall
Program Director
Global Environment Project
Institute
P.O. Box 1111
411 Sixth Street
Ketchum, ID 83340
208-726-4030
Fax: 208-726-1531
-225-
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John R. Paulk
Manager
Cooperative Environmental
Management Program
Tennessee Valley Authority
415 Walnut Street (LB-1A)
Knoxville,TN 37902
615-632-3474
Fax: 615-632-2291
Maria Pavlova
National Expert on
Toxicology/Medical Officer
Emergency Remedial Response
Division
U.S. Environmental Protection
Agency
26 Federal Plaza - Room 747
New York, NY 10278
212-264-7364
Fax: 212-264-9331
Bill Pendergraft
President
Environmental Media
Corporation
P.O. Box 1016
Chapel Hill, NC 27514
919-933-3003
Fax: 919-942-8785
James Perkins
Chair-Emeritus
International Council for
Educational Development
20 Nassau Street
Princeton, NJ 08542
609-921-2440
Fax: 609-921-7293
Gail A. Pezzi
Program Coordinator
Water Conservation
Narragansett Bay Commission
The Foundry Corporate Office
Center
235 Promenade Street
Suite 500
Providence, RI 02908
401-277-6680
Fax: 401-277-2584
Michael Philley
Supervisory Natural Resources
Officer
Agency for International
Development
AID/R & D/ENR
Room 509-D - SA-18
Washington, DC 20523
703-875-4058
Fax: 703-875-4639
Regina Procopio
Assistant Corporate
Communication Representative
Shenandoah Environment &
Education Center
Georgia Power Company
7 Solar Circle
Newnan, GA 30265
404-526-4745
Fax: 404-251-6747
Alison Rasmussen
Habitat Education Specialist
Center for Marine Conservation
1725 DeSales Street, NW
Washington, DC 20036
202-429-5609
Fax: 202-872-0619
-226-
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Suzanne Ravenscroft
Recycling Specialist
Onondaga County Resource
Recovery Agency
100 Ehvood Davis Road
Syracuse, NY 13212
315-453-2866
Deborah L. Redmond
Executive Director
Environmental Education
Associates, Inc.
1211 Connecticut Avenue, NW
Suite 812
Washington, DC 20036
202-296-4572
Fax: 202-452-9370
Patricia Regan
General Science Teacher
Briscoe Midlesex School
7 Sohier Road (A-107)
Beverly, MA 01915
508-921-6103
Fax: 508-927-9463
Judy Reid
Teacher Expert
Science & Outdoor Education
Anchorage School
District/Curriculum
c/o Anchorage School District
P.O. Box 196614
Anchorage, AK 99519-6614
907-269-2274
Fax: 907-269-2222
PattiReilty
Environmental Education
Specialist
U.S. Fish & Wildlife Service
U.S. Department of the
Interior
c/o William Jarrell (7345)
18th & C Streets, NW
Washington, DC 20240
202-208-3477
Fax: 202-208-1873
Christopher J. Rice
Director of Program
Development
Kiwanis International
3636 Woodview Trace
Indianapolis, IN 46268
317-875-8755
Fax: 317-879-0204
William W. Rice
Deputy Regional Administrator
U.S. Environmental Protection
Agency
726 Minnesota Avenue
Kansas City, KS 66101
913-551-7006
Fax: 913-551-7064
Stephen Riter
Dean of Engineering
College of Engineering
University of Texas at El Paso
El Paso, TX 79968
915-747-5460
Fax: 915-747-5616
Roger Rivera
Project Consultant
National Hispanic
Environmental Project
National Council of LA RAZA
2000 L Street, NW - Suite 702
Washington, DC 20036
202-223-9135
Fax: 202-223-1288
Eloy Rodriguez
Professor/Research Scientist
Department of Developmental
Cell Biology
University of California
Campus Drive
Irvine, CA 92715
714-786-6186
Fax: 714-725-2902
-227-
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Nancy Rolli
Education Coordinator
Delaware Department of Natural
Resources & Environmental
Control
Watershed Assessment Branch/4080405
89 Kings Highway
P.O. Box 1401
Dover, DE 19903
302-739-5731
Fax: 302-739-3491
Walter A. Rosenbaum
Professor, Political Science
University of Florida
3324 Turlington Hall
Gainsville, FL 32611
904-392-6806
Fax: 904-392-8127
Hy Rosner
Joan & Hy Rosner Educational
Fund
4300 Sunningdale, NE
Albuquerque, NM 87110
505-265-6346
Joan Rosner
Sierra Club
4300 Sunningdale, NE
Albuquerque, NM 87110
505-265-6346
Mark Rovner
Vice-President, Public Affairs
World Wildlife Fund
1250 24th Street, NW
Washington, DC 20037
202-778-9540
Fax: 202-296-9211
Thomas Sachse
Manager, Science &
Environmental Education
California Department of
Education
721 Capitol Mall - 3rd Floor
Sacramento, CA 95814
916-324-7187
Fax: 916-323-3865
Arthur B. Sacks
University of Wisconsin
206 Goodnight Hall
1975 Willow Drive
Madison, WI 53706
608-262-9150
Fax: 608-262-0591
Cynthia Salazar
Assistant Director of
PreCollege Programs
American Indian Science &
Engineering Society
1630 30th Street - Suite 301
Boulder, CO 80301
303-492-8658
Fax: 303-492-3400
Joseph Sanders
Consultant/Staff Developer
Long Beach Schools/SCAS
P.O. Box 91598
Long Beach, CA 90809-1598
213-498-2071
Fax: 213-596-3238
Alan R. Sandier
Senior Director, Education
Programs
American Architects Foundation
at The American Institute of
Architects
1735 New York Avenue, NW
Washington, DC 20006
202-626-7573
Fax: 202-626-7420
-228-
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Gary J. San Julian
Vice President for Research &
Education
National Wildlife Federation
8925 Leesburg Pike
Vienna, VA 22184-0001
703-790-4495
Fax: 703-442-7332
Joan Saroka
Communications Director
Environmental Services
City of Portland, Oregon
1120 Southwest Fifth Avenue
Room 400
Portland, OR 97204
503-796-7765
Fax: 503-796-6995
Bryan C Saums
Administrator
Ohio Environmental Education
Fund
Ohio Environmental Protection
Agency
1800 Watermark Drive
P.O. Box 1049
Columbus, OH 43266-0149
614-644-2373
Fax: 614-644-2329
Roberta Savage
President & Board Chair
America's dean Water
Foundation
444 North Capitol Street, NW
Suite 330
Washington, DC 20001
202-624-7733
Far 202-624-7788
Phillip Schaeffer
Executive Director
National Audubon Society
National Environmental
Education Center
613 Riversville Road
Greenwich, CT 06831
203-869-5272
Fax: 203-869-4437
Karen Schmidt
Program Associate
Environmental & Energy Study
Institute
122 C Street, NW - Suite 700
Washington, DC 20001
202-628-1400
Fax: 202-628-1825
Sylvia Scinta
Assistant Director, Marketing
South Carolina Educational
Television
2712 Millwood Avenue
Columbia, SC 29205
803-737-3446
Fax: 803-737-3435
Robert J. Senecal
Dean of Continuing Education
Associate Vice Chancellor for
Academic Affairs
Division of Continuing
Education
University of Kansas
Lawrence, KS 66045-2600
913-864-4790
Fax: 913-864-4871
Ann Seppenfield
Environmental Education
Consultant
Kentucky Department of
Education
500 Mero Street
Frankfort, KY 40601
502-564-2106
Fax: 502-564-6952
-229-
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William L, Sharp
Director of Education Programs
The Roger Tory Peterson
Institute
110 Marvin Parkway
Jamestown, NY 14701
716-665-2473
Fax: 716-665-3794
Nancy Shea
Director of Environmental
Policy
Education & Outreach
Teton Science School
P.O. Box 68
Kelly, WY 83011
307-733-4765
Andrea Shotkin
Development & International
Program Assistant
North American Association for
Environmental Education
1255 23rd Street, NW
Suite 400
Washington, DC 20037
202-862-1991
Fax: 202-862-1947
Charlotte R. Shover
Planner
Office of Environmental
Education
Department of Education
550 Cedar Street
651 Capitol Square Building
StPaul,MN 55155
612-296-2726
Fax: 612-296-3272
John R. Shrewder
Associate Director, Public
Liaison
U.S. Department of the
Interior
18th & C Streets, NW
Washington, DC 20240
202-208-3477
Fix: 202-208-4561
Elizabeth M. Siaba
Cooperative Extension Agent
4-H Youth Development
4-H Education Center
Cornell University
381 Sunrise Highway
Lynbrook,NY 11563
516-593-9604
Kelly Sinclair
Deputy Assistant Administrator
Chairman, Office of
Environmental Education
Internship & Fellowship
Subcommittee
U.S. Environmental Protection
Agency
401 M Street, SW (PM-208)
Washington, DC 20460
202-260-4600
Fax: 202-260-0835
James E. Slater
Administrator
Office of Environmental
Services
Carroll County Government
225 North Center Street
Westminster, MD 21157
301-857-8123
Fax: 301-848-0003
Ron Slotkin
Acting Director, Technology
Transfer Staff
U.S. Environmental Protection
Agency
401 M Street, SW (H-8105)
Washington, DC 20460
202-260-7891
Fax: 202-260-0036
-230-
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Bonnie Smith
Environmental Education
Coordinator
Center for Environmental Learning
U.S. Environmental Protection
Agency
841 Chestnut Street (3C100)
Philadelphia, PA 19107
215-597-9076
Fax: 215-597-7906
Brad Smith
Special Assistant
Office of the Administrator
U.S. Environmental Protection
Agency
401 M Street, SW (A-101)
Washington, DC 20460
202-260-4727
Fax: 202-260-4852
Sue Smith
Education Director
Keep America Beautiful
21051 Rock Run Drive
Joliet,IL 60436
815-725-1811
Fax: 815-725-7444
Lundie Spence
Marine Education Specialist
UNC Sea Grant
North Carolina State
University
Box 8605
Raleigh, NC 27695-8605
919-515-2454
Fax: 919-515-7095
Merritt W. Sprague
Deputy Director, Office of
Policy Analysis
U.S. Department of the
Interior (4412 MIB)
18th & C Streets, NW
Washington, DC 20240
202-208-3805
Fax: 202-208-4867
Billy D. StaUings
Professor, Department of
Environmental Science
Rose State College
6420 Southeast 15th
Midwest City, OK 73110
405-733-7364
Fax: 405-736-0372
Edie Standoff
UNCED Coordinating Center
U.S. Department of State
722 Jackson Place, NW
Washington, DC 20503
202-395-3110
Fax: 202-395-1036
Walter E. Steidle
Chief, Mathematics &
Science Education Programs
Branch
U.S. Department of Education
400 Maryland Avenue, SW (6140)
Washington, DC 20202-6140
202-401-1336
Fax: 202-401-1112
Richard Stephens
Associate Director
Office of University & Science
Education
U.S. Department of Energy
1000 Independence Avenue, SW
(Room 3F061)
Washington, DC 20585
202-586-8949
Fax: 202-586-3119
Barry S. Stem
Senior Environmental Health
Advisor
Bureau of Health Professions
U.S. Public Health Service
5600 Fishers Lane
Rockville, MD 20857
301-443-6757
Fax: 301-443-1164
-231-
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Roma Y. Stibravy
Conference Coordinator/Consultant
United Nations Industrial
Development Organization (UNIDO)
491 Belden Hill Road
Wilton, CT 06897
212-354-4480
Fax- 212-575-0327
Rick Stinchfield
Executive Assistant to the
President
University of Northern Iowa
244Gilchrist
Cedar Falls, IA 50614-0029
319-273-2567
Fax: 319-273-6494
Darleen K. Stoner
Professor, Environmental
Education
School of Education
California State University
5500 University Parkway
San Bernardino, CA 92407
714-880-5640
Fax: 714-880-5902
John K. Strickler
Extension Forester/President
Kansas Advisory Council for
Environmental Education
State & Extension Forestry
Kansas State University
2610 Claflin Road
Manhattan, KS 66502-2798
913-537-7050
Fax: 913-539-9584
Madeline Strong
Executive Director
Florida Advisory Council on
Environmental Education
Holland Building - Room 237
Tallahassee, FL 32399-1400
904-487-0123
Fax: 904-488-4959
Nancy B. Szabo
Environmental Program Manager
National Association of
Attorneys General
444 North Capitol Street, NW
Suite 403
Washington, DC 20001
202-628-0435
Fax: 202-347-4882
Mark A. Taplin
Executive Assistant, Bureau of
Programs
U.S. Information Agency
301 Fourth Street, SW
Washington, DC 20547
202-619-6561
Fax: 202-619-6557
Dick Taylor
Co-Director, Program & Fund
Development
Cayuga Nature Center
1420 Taughannock Boulevard
Ithaca, NY 14850
607-273-6260
Helen Taylor
Senior Associate
ICF Kaiser Engineers
One East Wacker Drive
Chicago, IL 60601
312-321-3785
Fax: 312-321-3799
Willie R. Taylor
Deputy Director
Office of Environmental
Affairs
U.S. Department of the
Interior (MS-2340 ME3)
1849 C Street, NW
Washington, DC 20240
202-208-3891
Fax: 202-289-7405
-232-
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Susan Tejada
Managing Editor
National Geographic WORLD
17th & M Streets, NW
Washington, DC 20036
202-828-6651
Fax: 202-429-5712
Herbert Thier
Director, CEPUP
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510-642-8718
Fax: 510-642-1055
Robert A. Thomas
Executive Director
Louisiana Nature & Science
Center
P.O. Box 870610
New Orleans, LA 70187-0610
504-246-5672
Fax: 504-242-1889
Mary Tisdale
Special Assistant, Bureau of
Land Management External
Affairs
U.S. Department of the
Interior
18th & C Streets, NW
Room 5647
Washington, DC 20240
202-208-6913
William Tolle
Vice President
James M. Montgomery Consulting
Engineers 1015 15th Street, NW Suite 500
Washington, DC 20005
202-682-1542
Fax: 202-789-8243
Kevin Tonat
Assistant to the Director
National Institute of
Environmental Health Sciences
Office of Policy Development
National Institutes of Health
Building 31 - Room 2855
Bethesda,MD 20892
301-496-3511
Fax: 301-496-0563
Duane Toomsen
Environmental Education
Consultant
Iowa Department of Education
Grimes State Office Building
Des Moines, 1A 50319
515-281-3146
Fax: 515-242-6025
Mary Sue Topper
Administrator, Communication
Strategies
New Jersey Department of
Environmental Protection &
Energy
401 East State Street (CN-402)
Trenton, NJ 08625
609-777-4322
Fax: 609-633-1166
Michael Torrusio
Acting Director
Multi-Media Services Division
U.S. Environmental Protection
Agency
401 M Street, SW
Washington, DC 20460
202-260-2053
Fax: 202-260-7883
-233-
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Mary Louise Uhlig
Director, Program Management
Operations
Pesiticides & Toxic Substances
U.S. Environmental Protection
Agency
401 M Street, SW (TS-788)
Washington, DC 20460
202-260-2906
Fax: 202-260-1847
John Vance
Deputy Administrator, Extension Service
U.S. Department of Agriculture
USDA-ES-NRRD
South Building - Room 3909
Washington, DC 20250-0900
202-720-7947
Fax: 202-720-2269
Maria C. van der Werff
Environmental Education
Coordinator
Remedial Project Manager
U.S. Environmental Protection
Agency
John F. Kennedy Federal
Building
Boston, MA 02203
617-565-9447
Fax: 617-565-4939
Karen P. Varcoe
Coordinator, Division of
Agriculture & Natural
Resources
Urban & Environmental Outreach
139 Highlander Hall
University of California
Riverside, CA 92521
714-787-3419
Fax: 714-787-7251
Ken Voorhis
Director
Great Smoky Mountains
Institute at Tremont
Route 1 - Box 700
Townsend,TN 37882
615-448-6709
Sharon H. Walker
Marine Education Specialist
Mississippi-Alabama Sea Grant
Consortium
P.O. Box 7000
Ocean Springs, MS 39564-7000
601-374-5550
Far. 601-374-5559
Felicia Walker-Blow
Public Information Officer
Southeastern Public Service
Authority
723 Woodlake Drive
Chesapeake, VA 23320
804-399-8924
Fax: 804-397-7678
Betty Ward
International Education Policy
Specialist
U.S. Department of Education
400 Maryland Avenue, SW
Room 3047
Washington, DC 20202-3721
202-401-0435
Fax: 202-401-1971
Brenda Weiser
Education Coordinator
NAAEE, Project WILD, PLT
Oklahoma Conservation
Commission
2800 North Lincoln - Suite 160
Oklahoma City, OK 73105-4210
405-521-2384
Fax: 405-521-6686
Patricia A. Welch
Executive Director
Pine Jog Environmental
Education Center
Florida Atlantic University
6301 Summitt Boulevard
West Palm Beach, FL 33415
407-686-6600
Fax: 407-687-4968
-234-
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Kathleen Welsch
Education/The Green Scene
The Wilderness Society
900 17th Street, NW
Washington, DC 20006
202-833-2300
Fax: 202-429-3957
James A. Whelan
Museum Director
Lafayette Natural History
Museum
637 Girard Park Drive
Lafayette, LA 70503
318-268-5544
Fax: 318-261-8041
Ronald White
Director of Environmental
Health
American Lung Association
1726 M Street, NW - Suite 902
Washington, DC 20036
202-785-3355
Fax: 202-452-1805
Deanna M. Wieman
Director, Office of External
Affairs
U.S. Environmental Protection
Agency
75 Hawthorne Street (E-l)
San Francisco, CA 94105
415-744-1015
Fax: 415-744-1605
Terry Wiles
Education Coordinator
U.S. Department of the
Interior
18th & C Streets, NW (5123)
Washington, DC 20240
202-208-7990
Richard Wilke
Professor of Environmental
Education
Associate Dean, College of
Natural Resources
CNR Building
University of Wisconsin
Stevens Point, WI 54481
715-346-2853
Fax: 715-346-3624
Dawn Williams
Concern, Inc.
1794 Columbia Road, NW
Washington, DC 20009
202-328-8160
Fax: 202-387-3378
Valerie Williams
Educational Services
Supervisor
Southern California Edison
1190 Durfee Avenue - Suite 200
South El Monte, CA 91733
818-302-0239
818-302-0254
Joe D. Winkle
Deputy Regional Director
U.S. Environmental Protection
Agency
1445 Ross Avenue (6-D)
Dallas, TX 75202
214-655-2100
Andrew Wolf
Special Assistant to the
Director
United Nations Environment Program
2 United Nations Plaza (DC2-803)
New York, NY 10017
212-963-8144
Fax: 212-963-7341
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Carol Woodall
Manager, Idaho National
Engineering Laboratory
Office & Academic Programs
EG & G Idaho
P.O. Box 1625
Idaho Falls, ID 83415-3500
208-526-9221
Fax: 208-526-1880
James A. Woodland
Director, Science Education
Nebraska Department of
Education
P.O. Box 94987
301 Centennial Mall South
Lincoln, NE 68509
402-471-4329
Fax: 402-471-2701
Thomasena Woods
Science Supervisor
Newport News Public Schools
12465 Warwick Boulevard
Newport News, VA 23606
804-599-8734
Fax: 804-595-2461
Christine Woolaway
Extension Agent
Sea Grant Extension Service
University of Hawaii at Manoa
1000 Pope Road (MS-B217)
Honolulu, HI 96822
808-956-2872
Fax: 808-956-2858
Ann W. Wright
Manager, Environmental
Education Department
Land Between Hie Lakes
Tennessee Valley Authority
100 Van Morgan Drive
Golden Bond, KY 42211-9001
502-924-5602
Fax: 502-924-1399
David Yniguez
Vice President
National Council of LA RAZA
810 First Street, NE
3rd Floor
Washington, DC 20002
202-289-1380
Fax: 202-289-1509
Carolyn Young
Public Affairs Manager
Oregon Department of
Environmental Quality
811 Southwest Sixth Avenue
Portland, OR 97204
503-229-6271
Fax: 503-229-6124
Frank Young
Deputy Assistant Secretary for
Health, Science & Environment
Office of the Assistant Secretary for Health
U.S. Department of Health &
Human Services
Hubert H. Humphrey Building Room 701-H
200 Independence Avenue, SW
Washington, DC 20201
202-245-6811
Fax: 202-245-7360
Michael Zamm
Director of Environmental
Education
Council on the Environment
of New York City
51 Chambers Street - Room 228
New York, NY 10007
212-566-0990
Fax: 212-566-1383
Barbara Zartman
Deputy Director
U.S. Peace Corps
Esplanade Building
1990 K Street, NW
Washington, DC 20526
202-606-3970
Fax: 202-606-3970
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APPENDIX D
LIST OF EXHIBITORS
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BUILDING A SHARED VISION FOR ENVIRONMENTAL EDUCATION
A conference sponsored by the U.S. Environmental Protection Agency
in cooperation with the Federal Task Force on Environmental Education
THE OMNI SHOREHAM
WASHINGTON, DC
NOVEMBER 19-21,1991
LIST OF EXHIBITORS
ORGANIZATION
Air & Waste Management Association
America's Clean Water Foundation
American Forest Foundation/Project Learning Tree
American Forestry Association
American Lung Association
Audubon Science Institutes
Center for Marine Conservation
Dow Chemical Company
Edison Electric Institute
Environment Canada
Environmental Hazards Management Institute
Environmental Media Corporation
Izaak Walton League of America/Save Our Streams Program
Louisiana Nature & Science Center
Management Institute for Environment & Business
Minnesota Office of Environmental Education
Montclair State College/New Jersey School of Conservation
National Audubon Society
National Geographic Society
Pocono Environmental Education Center
R.L DuPont
Renew America
South Carolina Educational Television
Tufts University/Lincoln Fflene Center
U.S. Department of Agriculture
U.S. Department of Commerce/National Oceanic and Atmospheric Administration
U.S. Department of Education
U.S. Department of Energy
U.S. Department of Health and Human Services
U.S. Department of Interior
U.S. Environmental Protection Agency
U.S. Information Agency
U.S. Peace Corps
University of California at Berkeley/Chemical Education for Public Understanding
University of Northern Iowa
Virginia Department of Game and Inland Fisheries
Water Pollution Control Federation
The Western Watercourse
The Wilderness Society
Wisconsin Department of Natural Resources
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APPENDIX E
SPEAKER AND PANEL BIOGRAPHIES
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BIOGRAPHIES FOR SPEAKERS
Lewis Crampton
Lewis Crampton is Associate Administrator for Communications and Public Affairs for the U.S.
Environmental Protection Agency. He serves as the Agency's liaison to constituent groups and
directs public affairs, environmental education, publications, press and community relations. Mr.
Crampton led the EPA's 90-day management review of the Superfund program, resulting in a major
new blueprint for the administration of this complex program. In an earlier tour of duty at the
Agency, Mr. Crampton served as the senior agency official in charge of program evaluation and
management systems; as acting director of the Office of Standards and Regulations; and as acting
director of the Office of Solid Waste and Emergency Response.
Alejandro Diaz Camacho
Alejandro Diaz Camacho is the Director General of Environmental Education, Ministry of Urban
Development and Ecology for the government of Mexico. He is currently involved in representing
his government in discussions with the U.S. and Canada in developing a trilateral environmental
education agreement.
F. Henry Habicht
Hank Habicht is the Deputy Administrator of the U.S. Environmental Protection Agency. He has
been involved in environmental issues since 1981, at the U.S. Department of Justice, in private law
practice, and as a public servant and private counselor. He has served on the Board of Directors
and Executive Committee of the Environmental Law Institute, on the pro bono advisory panel for
the Chesapeake Bay Foundation, and has chaired the American Bar Association Toxic and
Environmental Tort Committee.
John Heinritz
John Heinritz is Vice President of International Operations for Warner Brothers Consumer
Products. He is responsible for the strategic development, marketing, and implementation of
consumer product licensing for Warner Brothers throughout the world. Prior to joining Warner
Brothers he served as Divisional Vice President of International Marketing Operations for Polaroid
Corporation.
Kathleen Helppie-Shipley
Kathleen Helppie-Shipley is Vice President of Production and Administration for Warner Brothers
Classic Animation. She is currently Executive Producer of "The Bugs Bunny & Tweety Show," and
Producer of the afternoon cartoon show, "Merrie Melodies Starring Bugs Bunny & Friends." Her
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producer/production credits include over1100 commercials, public service announcements, prime-
time network specials, animated shorts, and feature films.
Robert Herbst
Robert Herbst is chairman of the U.S. National Environmental Education and Training Foundation,
which grew out of the National Environmental Education Act. He is also president of the Lake
Superior Center, a nonprofit organization formed to bring global water issues to public attention.
From 1977 to 1981 Mr. Herbst was Assistant Secretary and Acting Secretary for Fish, Wildlife, and
National Parks at the Department of the Interior.
Louis lozzi
Louis lozzi is Dean of Academic and Student Affairs at Cook College, Rutgers University. He is
a past president of the North American Association for Environmental Education. He has taught
at all levels, from elementary through graduate schools. He is involved in research on the moral
aspects of problem-solving, and decision-making related to issues in science and environmental
education.
David Kearns
David Keams serves as Deputy Secretary of Education and is a member of the President's
Education Policy Advisory Committee. He advises the Secretary of Education on all major program
and management issues and oversees the daily operations of EPA and its 4,500 employees. Prior
to joining the Department of Education, Mr. Keams was chairman of the Xerox Corporation and
vice president in the data processing division of International Business Machines Corporation.
Bill Kurtis
Bill Kurtis has spent more than 20 years as a broadcast journalist, working for CBS News, and most
recently for PBS as host of The New Explorers. This series focuses on the human drama behind
today's explorations as it follows scientists and innovators on the cutting edge of discovery. Mr.
Kurtis' work has been honored with several television awards, including the George Foster Peabody,
the duPont Columbia, and the Overseas Press Club, as well as national and local Emmys.
Manuel Lujan, Jr.
Manuel Lujan is the 46th Secretary of the Interior. His political career includes 20 years of service
in the House of Representatives, where he co-sponsored seven major environmental protection bills,
including the Clear Air and the Clean Water Acts. At the Department of Interior he has
established the Interior Council on Global Climate Change to further strengthen the Department's
leadership role in scientific research, and has led efforts for the U.S. ban on the importation of
African elephant ivory to help stem the rapid decline of this species.
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James Moseley
James Moseley serves as Assistant Secretary for the U.S. Department of Agriculture (USDA). He
is responsible for directing the policies and supervising the activities and programs of the Forest
Service and the Soil Conservation Service. Before joining the USDA, Mr. Moseley served as
Agricultural Advisor to William Reilly, Administrator of the U.S. Environmental Protection Agency.
Gaylord Nelson
For 18 years, Gaylord Nelson represented the state of Wisconsin in the U.S. Senate, where he
worked actively for environmental causes. Prior to that he served as Governor of Wisconsin and
as a state senator. He is currently Counselor of the Wilderness Society.
Richard Stephens
Richard Stephens is the Associate Director for University and Science Education Programs, Office
of Energy Research, U.S. Department of Energy. He is responsible for oversight and evaluation
of the Department's science education programs and for the development and management of a
number of specialized precollege and university science education programs that capitalize on the
resources of the Department's national research laboratories. Mr. Stephens also serves as the
Department's senior liaison with the university community.
Frank Young
Frank Young serves as the Deputy Assistant Secretary for Health, Science, and Environment at the
U.S. Department of Health and Human Services. Prior to his current position he was the
Commissioner of the Food and Drug Administration and the U.S. representative to the Executive
Committee of the World Health Organization. Dr. Young's area of research is biotechnology, and
he has contributed many scientific articles to this field.
Barbara Zartman
Barbara Zartman is the Deputy Director of the Peace Corps of the United States. She is a member
of the Federal Task Force on Environmental Education. Ms. Zartman has been instrumental in
the staging of a number of cooperative projects among the federal agencies. With her background
as a researcher and writer in urban affairs, Ms. Zartman has been a senior researcher for the New
York State Assembly, Special Assistant to the Director of the Office of Minority Business
Enterprise at the U.S. Department of Commerce, and researcher and writer for the Conference
Board, where she directed the work of the Public Affairs Research Council.
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BIOGRAPHIES FOR PANEL 1: SUCCESSFUL PARTNERSHIPS TO DEVELOP
AND DELIVER ENVIRONMENTAL EDUCATION IN THE UNITED STATES
Moderator:
Walter Bogan
Walter Bogan is Project Director of Science Resources for Schools at the American Association for
the Advancement of Science. In this capacity, he is responsible for overseeing the "Science
Resources for Schools" project, which addresses the science teaching needs of middle grade
teachers. He is also the former director of the Office of Environmental Education of the U.S.
Department of Education.
Panelists:
Patricia Borkey
Patricia Borkey is an environmental educator at the Mathematics and Science Center, a consortium
of five school districts in Richmond, Virginia. She has designed an aquatic studies program that
utilizes a pond site, an aquatic classroom, and a travel van equipped with water-testing equipment,
computers, and a microvideo unit. She has also developed programs on African animals, the
Alaskan wilderness, tropical rain forests, and the Galapagos Islands.
Randall Champeau
Randall Champeau currently holds three positions in the state of Wisconsin. He is the director of
the Wisconsin Center for Environmental Education; a University of Wisconsin Cooperative
Extension Specialist in Environmental Education; and an Associate Professor of Environmental
Studies in the College of Natural Resources, University of Wisconsin-Stevens Point. He also serves
on a number of working committees for both the Alliance for Environmental Education and the
North American Association for Environmental Education.
Lillian Kawasaki
Lillian Kawasaki is the general manager of the Los Angeles City Environmental Affairs
Department. Her responsibilities include educating the citizens and businesses of Los Angeles on
how they can contribute to improving the environmental quality of life. Ms. Kawasaki also serves
on the National Advisory Council for Environmental Policy and Technology, which advises EPA
on national environmental management policies and programs.
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Carol Muscara
Carol Muscara developed and currently directs the Audubon Science Institutes, an educational arm
of the National Audubon Society. She is also a teacher specialist, responsible for the
implementation of technology into science instruction for Montgomery County Maryland Public
Schools. Ms. Muscara has 20 years of experience as a computer specialist and educator.
Herbert Thier
Herbert Thier is the Director of the Chemical Education for Public Understanding Program
(CEPUP) at the Lawrence Hall of Science at the University of California at Berkeley. CEPUP is
developing educational materials and strategies for school, community, and workplace use that focus
on developing an understanding of chemicals and how they interact with people and the
environment. As a science educator Dr. Thier has directed several national projects, including the
Science Curriculum Improvement Study and the Outdoor Biology Instructional Strategies.
BIOGRAPHIES FOR PANEL 2: SUCCESSFUL PARTNERSHIPS TO DEVELOP
AND DELIVER ENVIRONMENTAL EDUCATION GLOBALLY
Moderator:
Lynn Elen Burton
Lynn Elen Burton is the Director of Environmental Education within the Canadian Environmental
Citizenship Program of Environment Canada. Before working at Environment Canada she served
as Senior Advisor to the Prime Minister's National Advisory Board on Science and Technology and
directed a major national study on Human Resources Development. She is on the Board of
Directors for the Canadian Association for Adult Education and on the Education Sub-Committee
for UNESCO.
Panelists:
Anthony Cortege
Anthony Cortese is Dean of Environmental Programs at Tufts University. In this capacity, he
coordinates and develops Tufts University Environmental Programs, as well as additional programs
whose aim is environmental literacy and responsibility among all Tufts graduates. Dr. Cortese was
the founding director of the Center for Environmental Management at Tufts. Prior to joining the
Tufts community, Dr. Cortese served as Commissioner of the Massachusetts Department of
Environmental Protection.
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William Eblen
William Eblen is President and Co-founder of the Rene Dubos Center for Human Environments.
He has broad experience as a teacher, science administrator, specialist in teacher training and
curriculum development, and pioneer in environmental education. From 1972 to 1973 he directed
a series of national/regional workshops for elders from all fifty states under funding from the first
Office of Environmental Education established by the U.S. Department of Education in 1970.
Nan Little
Nan Little has worked as Director of International Programs for Metrocenter YMCA in Seattle,
Washington, since 1988. She is a founder and a Director of the YMCA Earth Corps, an
international youth leadership development program for high school students. Nan has just come
from the National Urban Forestry Conference in Los Angeles, where she spoke on issues of ethnic
diversity in the environmental movement.
Augusto Medina
Augusto Medina is a Senior Program Officer for Latin America and the Caribbean at World
Wildlife Fund. He is responsible for developing and monitoring over two dozen projects designed
to protect Caribbean ecosystems, and for the development of environmental education programs
and public awareness campaigns and the production of educational materials for Latin America and
the Caribbean. He has assisted numerous government and private conservation groups in the
design of their environmental education programs.
BIOGRAPHIES FOR PANEL 3: SUCCESSFUL PARTNERSHIPS
TO FINANCE ENVIRONMENTAL EDUCATION
Moderator:
Kathy McGlauflin
Kathy McGlauflin is Vice President for Education for the American Forest Foundation. She is
responsible for managing Project Learning Tree, an environmental education program. She also
serves on the Board of Directors of the North American Association for Environmental Education
and is a member of the National Science Teachers' Association Task Force on Environmental
Education.
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Panelists:
Thomas Benjamin
Thomas Benjamin is Staff Director of the Alliance for Environmental Education. He has been
involved in designing and implementing the International Network for Environmental Education.
He has consulted to many international organizations, including the Peace Corps Czechoslovakia
Environmental Education Program, the Committee on Earth and Environmental Sciences, and the
Convention on International Trade of Endangered Species.
Annette Berkovits
Annette Berkovits is Director of Education at the Bronx Zoo. She is responsible for the zoo's
formal and informal interpretive services, including adult education and school programs,
curriculum development projects, consultation on development of new exhibit graphics, and
international conservation education. Ms. Berkovits also serves as Chair of Education for the New
York Zoological Society.
Madeline Strong
Madeline Strong is the Executive Director of the Florida Advisory Council on Environmental
Education. The Council is responsible for soliciting, reviewing, recommending, and monitoring the
implementation of programs and funds from the state's environmental education trust fund. Ms.
Strong has also served as Director of the Office of Public Information for the Northwest Florida
Water Management District.
Valerie Williams
Valerie Williams has worked for Southern California Edison for 11 years, initially as developer of
their Residential and Commercial Solar Programs. She is currently Supervisor of Program
Development and Management in Educational Services. Her team is responsible for the
development of programs and materials that can assist educators, K-12, in the areas of science,
math, the environment, energy conservation, and electrical safety.
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APPENDIX?
MEMBERS OF THE FEDERAL TASK FORCE ON ENVIRONMENTAL EDUCATION
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MEMBERS OF THE FEDERAL TASK FORCE
ON ENVIRONMENTAL EDUCATION
Chair of Federal Task Force
on Environmental Education:
Mr. Lewis Crampton
Associate Administrator for
Communications and Public Affairs
U.S. Environmental Protection Agency
(EPA)
401 M Street, SW
Washington, DC 20460
Room: 1204 West Tower
Mail Code: A-100
Phone: 202-260-7963
FAX: 202-260-0279
Contact: Ms. Kathleen MacKinnon
Phone: 202-260-4484
FAX: 202-260-0790
Mr. Stephen Hayes
Director
Office of External Affairs
Agency for International Development
(AID)
320 21st Street, NW
Washington, DC 20523
Room: 4889
Mail Code: XA
Phone: 202-647-4200
FAX: 202-647-3945
Contact' Ms. Kristine Heine
Phone: 202-647-3920
FAX: 202-647-3945
Ms. Mary Holland
Senior Policy Analyst
Council on Environmental Quality (CEQ)
Executive Office of the President
Washington, DC 20503
Phone: 202-395-5750
FAX: 202-395-3744
Dr. Harry Mussman
Acting Assistant Secretary for Science and
Education
U.S. Department of Agriculture (USD A)
14th Street and Independence Ave., SW
Washington, DC 20250
Room: 217-W Administration
Building
Phone: 202-720-8885
FAX: 202-690-2842
Contact: Dr. Paul McCawley
Phone: 202-720-2506
FAX: 202-690-4869
Ms. Arva Jackson
Chief
Education Affairs Division
National Oceanic and Atmospheric
Administration (NOAA)
Department of Commerce
1825 Connecticut Ave., N.W.
Washington, DC 20235
Room: 627
Phone: 202-606-4381
FAX: 202-606-4425
Mr. Thomas Baca
Deputy Assistant Secretary for Environment
U.S. Department of Defense
400 Army Navy Drive, #206
Arlington, VA 22202-2884
Phone: 703-695-7820
FAX: 703-697-7548
Contact: Mr. Rich Lemaire
Phone: 703-695-8360
FAX: 703-695-7548
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Mr. G.O. Griffith, Jr.
Assistant Secretary
Office of Intergovernmental and
Interagency Affairs
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
Phone: 202-401-0404
FAX: 202-401-1971
Contact: Ms. Mary Witten Neal
Phone: 202-401-0427
FAX: 202-401-1971
or
Ron Hunt
Phone: 202-401-1953
FAX: 202-401-1971
Mr. Richard Stephens
Associate Director
Office of University and Science Education
Programs
U.S. Department of Energy (DOE)
1000 Independence Avenue, SW
Forrestal Building
Washington, DC 20585
Room: 3F061
Mail Code: ER80
Phone: 202-586-8949
FAX: 202-586-3119
Contact: Ms. Cindy Musick
Phone: 202-586-0987
FAX: 202-586-3119
Dr. Frank Young
Deputy Assistant Secretary for Health,
Science, and Environment
Office of the Assistant Secretary for Health
Department of Health and Human Services
(HHS)
Hubert H. Humphrey Building
200 Independence Ave., SW
Washington, DC 20201
Room: 701H
Phone: 202-245-6811
FAX: 202-245-7360
Contact: Dr. Miriam Davis
Phone: 301-496-3511
FAX: 301-496-0563
Mr. Ed Cassidy
Deputy Chief of Staff and Deputy Assistant
Secretary for Policy
U.S. Department of the Interior (DOI)
1849 C Street, NW
Washington, DC 20240
Room: 6117
Mail Code: 6214
Phone: 202-208-4123
FAX: 202-208-5048
Contact: Mr. Bill Jarrell
Phone: 202-208-3477
FAX: 202-208-6956
Mr. Richard Smith
Principal Deputy Assistant Secretary
Bureau of Oceans and International
Environmental and Scientific Affairs
U.S. Department of State
2201 C Street, NW
Washington, DC 20520
Room: OES-7831
Phone: 202-647-1555
FAX: 202-647-0217
Contact: Mr. Bob Ford
Phone: 202-647-1511
FAX: 202-647-0217
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Dr. Robert Brown
Deputy Associate Administrator
Office of Human Resources and Education
National Aeronautics and Space
Administration (NASA)
400 Maryland Avenue, SW
Washington, DC 20546
Phone: 202-453-1110
FAX: 202-755-2979
Contact: Mr. Frank Owens
Phone: 202-453-1110
FAX: 202-755-2979
Dr. Luther Williams
Assistant Director for Education and
Human Resources
National Science Foundation (NSF)
1800 G Street, NW
Washington, DC 20550
Room: 516
Phone: 202-357-7557
FAX: 202-357-9813
Contact: Ms. Jean Vanski
Phone: 202-357-7199
FAX: 202-357-9813
Ms. Barbara Zartman
Deputy Director
Peace Corps
Esplanade Building
1990 K Street, NW
Washington, DC 20526
Phone: 202-606-3970
FAX: 202-606-3110
Contact: Ms. Judy Braus
Phone: 202-606-3100
FAX: 202-606-3024
Mr. Lynn Hodges
Manager
Environmental Education Section
Tennessee Valley Authority (TVA)
Forestry Building
Ridge Way Road
Norris, TN 37828
Phone: 615-632-1640
FAX: 615-632-1612
Ms. Paula Dobriansky
Associate Director
Bureau of Programs
United States Information Agency (USIA)
301 4th Street, SW
Washington, DC 20547
Room: 848
Phone: 202-619-4545
FAX: 202-619-6557
Contact: Mr. Mark Taplin
Phone: 202-619-6561
FAX: 202-619-6557
P-T-Officio Members
Chairperson of EPA Environmental
Education Advisory Board
Mr. Paul Keough
Deputy Regional Administrator
U.S. Environmental Protection Agency
(EPA), Region 1
John F. Kennedy Federal Building
Boston, MA 02203
Room: 2203
Phone: FTS 835-3402/617-565-3402
FAX: FTS 835-3415/617-565-3415
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Chairperson of National Environmental
Education Advisory Council
Dr. Richard Wilke
Associate Dean and Professor
College of Natural Resources
University of Wisconsin
Stevens Point, WI 54481
Phone: 715-346-2853
FAX: 715-346-3624
To be determined
President
National Environmental Education and
Training Foundation
915 15th Street, NW
Suite 200
Washington, DC 20005
Phone: 202-628-8200
FAX: 202-628-8204
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APPENDIX G
NATIONAL ENVIRONMENTAL EDUCATION ADVISORY COUNCIL
MEMBERS AND BIOGRAPHIES
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NATIONAL ENVIRONMENTAL EDUCATION ADVISORY COUNCIL
LIST OF MEMBERS
Primary and Secondary Education Rapraaantatives
Ms. Fenna Qatty — Science and Computer Teacher, New Haven Unified
School District, Searles Elementary School, Union City, California
(one-year appointment)
Dr. Thomasena Woods — Science Supervisor, Newport News Public
Schools, Newport News, Virginia (two-year appointment)
Colleges and Univarsitiea Representatives
Dr. Bloy Rodriguez — Professor of Biological Sciences, University
of California, Irvine, Irvine, California (one-year appointment)
Dr. Richard Wilke — Associate Dean and Professor, College of
Natural Resources, University of Wisconsin, Stevens Point, Stevens
Point, Wisconsin (three-year appointment)
Not-for-Profit Organization Representatives
Mr. Norbert Hill — Executive Director, American Indian Science and
Engineering Society, Boulder, Colorado (two-year appointment)
Ms. Michelle Perrault — International Vice President and Director
of Summer Workshop for Teachers, Sierra Club, San Francisco,
California (three-year appointment)
States
Ms. Peggy Cowan — Science Specialist and Grants Program Manager,
Alaska Department of Education, Juneau, Alaska (two-year
appointment)
Mr. John StricJcler — Extension State Leader, Forestry Program,
Kansas State University, Manhattan, Kansas (three-year appointment)
Business and Industry Representatives
Ms. Cynthia Harrell-Horn — Co-Founder and Boardmember,
Environmental Media Association, Los Angeles, California (two-year
appointment)
Mr. Richard Holmgren — Chairman of the Board, James M. Montgomery
Consulting Engineers, Inc., Bellevue, Washington (three-year
appointment)
Ms. Joan Rosner — Albuquerque, New Mexico and South Miami, Florida
(one-year appointment)
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NATIONAL ENVIRONMENTAL EDUCATION ADVISORY COUNCIL
Member Biographies
Primary and Secondary Education
Ms. Fenna Qatty — Science and Computer Teacher, New Haven Unified
School District, Searles Elementary School, Union City, California.
Ms. Gatty teaches science and computer lab to first through fourth
graders. In addition to being a classroom teacher, Ms. Gatty is
active in local, state, and national environmental education
efforts. Ms. Gatty formed and assisted in coordinating the
District K-12 Earth Day Committee which was responsible for her
school district's annual Earth Week activities that included the
development of curriculum materials and community action. She is
also conducting a project with her local community recycling center
aimed at increasing the curbside recycling participation rate
through a curriculum program for K-4. Ms. Gatty is also active in
her school district's tree education and planting efforts and in
getting environmental education infused into the K-4 District
Science Specialist Curriculum.
Ms. Gatty has been involved in developing model state curricula and
national standards for environmental education with the California
Department of Education and the American Society for Testing and
Materials. She is also a Lead Teacher with the California Science
Implementation Network, is an advisor for developing educational
materials with the National Association for Humane and
Environmental Education, and has conducted teacher training
workshops at state and national conferences in environmental
education and science. Ms. Gatty holds a B.A. and an M.S. in
education and curriculum development.
Ms. Gatty will represent primary and secondary education and will
serve a one-year term.
Dr. Thomasena Woods — Science Supervisor, Newport News Public
Schools, Newport News, Virginia.
As science supervisor, Dr. Woods is responsible for providing in-
service courses for teachers, monitoring and coordinating science
curriculum development, and administering the Science Resource
Center program. She is a former science department chair and
science teacher with the Newport News Public Schools. Dr. Woods
holds a B.A. in Biology/Chemistry, an M.A. in Biology Education, an
M.A. in Administration, and a Ph.D. in Education.
Dr. Woods is active in community recycling as a member of the
Newport News Recycling and Clean Community Commission which has
been recognized by Keep Virginia Beautiful and Keep America
Beautiful. She has spearheaded the development of Science/Ecology
Clubs at each of her school district's seven middle and four high
schools to raise the consciousness of its 14,000 student members
about the importance of ecology and science education. Dr. Woods
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has also coordinated the development of a district-wide recycling
awareness campaign that included the development of a 10 page
newspaper supplement. The supplement was developed as a joint
venture by the local newspaper, local businesses, city government
and the school system. For elementary school students, Dr. Woods
coordinates the Kiddie Litter program which teaches the importance
of recycling and tree planting. Dr. Woods has been instrumental in
incorporating environmental education into K-12 science curriculum
in the Newport News Public Schools.
Dr. Woods is a member of numerous state and national science
education professional organizations. She serves on numerous
education advisory committees including those devoted to improving
minority involvement in science and engineering.
Dr. Woods will represent primary and secondary education and will
serve a two-year term.
Colleges and Universities
Dr. Eloy Rodriguez — Professor of Cell Biology and Phytochemical
Toxicology, University of California, Irvine, with appointments in
the School of Biological Sciences and the college of Medicine.
Dr. Rodriguez is an internationally known scientist in the area of
zoopharmacognosy, natural products toxicology, and cell biology.
For his research in dermatotoxicology and phytochemistry, Dr.
Rodriguez has received a five-year Research Career Development
Award from the National Institutes of Health. He has been a member
of the Bio-Organic Chemistry and Natural Products Study Section for
the National Institutes of Health and was a Fulbright Senior
Scholar. He holds a B.A. in zoology and a Ph.D. in phytochemistry
and plant biology.
Dr. Rodriguez is dedicated to supporting Chicano/Latino students in
the sciences. He is presently Director of the National Chicano
Council for Higher Education Science Fellowship Program, which has
over 100 Chicano/Latino students enrolled in Ph.D. programs across
the nation, as well as Director of the Howard Hughes Undergraduate
Biological Sciences Minority Research and Training Program, with
over 200 University of California, Irvine minority undergraduate
participants in basic research in the biological sciences. Dr.
Rodriguez is also director of the Kids Investigating and
Discovering Sciences Program, a science program for over 125 K-6
minority students.
Dr. Rodriguez has published one book and over 125 research papers.
He is presently a Council Delegate in Biological Sciences for the
American Association for the Advancement of Science (AAAS). In
1988 and 1990 he was selected as one of the 100 Most Influential
Hispanics in the United States.
Dr. Rodriguez will represent colleges and universities and will
serve a one-year term.
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Dr. Richard wilke — Associate Dean and Professor, College of
Natural Resources, University of Wisconsin-Stevens Point.
Dr. Wilke presently teaches graduate courses in environmental
education and is responsible for building and maintaining the
quality of the the university's natural resource program. He holds
B.S. and M.S. degrees in resource management and a Ph.D. in
environmental education. He is immediate past President of the
North American Association for Environmental Education, a member of
the North American Commission on Environmental Education Research,
and a consulting editor for the Journal of Environmental Education.
He has authored over 40 articles and two books on environmental
education, including publications for the United Nations
Educational, Scientific, and Cultural Organizations.
Dr. Wilke has made over 100 presentations on environmental
education at state, national, and international conferences and
workshops and has led environmental education foreign study
programs in Latin America, Europe, Australia, and Asia. He has
served as the committee chair and thesis supervisor for 21 graduate
students in environmental education.
Dr. Wilke has directed six National Science Foundation and U.S.
Department of Education supported projects for teacher training in
environmental education and currently directs two NSF projects
aimed at providing environmental education training for Wisconsin
teachers. Dr. Wilke has supported statewide initiatives that
include preservice teacher training, environmental education
grants, and environmental literacy assessments for teachers and
students. He currently directs a National Wildlife Federation
project to promote state and local environmental education
initiatives.
Dr. Wilke will represent colleges and universities and will serve
a three-year term.
Not-for-Profit Organizations
Mr. Norbert Hill — Executive Director, American Indian Science and
Engineering Society (AISES), Boulder, Colorado.
AISES is a nonprofit organization dedicated to increasing the
number of American Indian scientists and engineers. Under Mr.
Hill's leadership, AISES has evolved from an essentially
professional society to a major national resource in Indian
education which is recognized by the National Science Foundation,
the American Association for the Advancement of Science, and more
than 70 U.S. corporations. Mr. Hill holds B.S. and M.S. degrees in
sociology/anthropology and guidance and counseling and is presently
pursuing a doctorate in education. Mr. Hill is a member of the
Oneida Indian Tribe and was raised on a tribal reservation near
Green Bay, Wisconsin.
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Mr. Hill has been active in the development and administration of
education programs for American Indians and other educationally
disadvantaged students for more than fifteen years. He has served
as Director of the Native American Educational Opportunity Program
at the University of Colorado where he founded or co-founded the
Annual Native American Career Conference, the American Indians in
Science Project, the Science and Self-Determination American Indian
Upward Bound National Demonstration Project, and the American
Indian Science and Engineering Society Science Fairs Project. He
was selected as an Educational Policy Fellow by the Institute of
Educational Leadership and chose to serve with the Improvement of
Post-Secondary Education at the U.S. Department of Education.
Mr. Hill has been a guest speaker, lecturer, and board member for
numerous professional and educational organizations and has
published several reports and articles that focus on Native
American culture as well as minority science and engineering
education.
Mr. Hill will represent not-for-profit organizations and will serve
a two-year term.
Ms. Michelle Perrault — vice President for International Programs
and Director of Summer Workshop for Teachers, Sierra Club, San
Francisco, California.
Ms. Perrault is a former president of the Sierra Club and
chairperson of its National Environmental Education Committee. She
presently directs a national summer program for educators and is
co-director and founder of the California Environmental Network
(CEN) . CEN, modeled after the New England Environmental Network at
Tufts University, is devoted to enhancing environmental literacy
and to broadening citizen's skills in becoming more environmentally
active.
Her background includes numerous positions of leadership in
education and environmental stewardship with programs and
institutions at the local, state, and national level. She has
taught at the Children's School at Bank Street College of
Education, the Pearl River Schools, and the New York Zoological
Society's Education Department.
Ms. Perrault has served in a leadership capacity as president,
vice-president, chairperson, and board member for numerous
organizations including the American Ocean Foundation, the Contra
Costa County Agricultural Advisory Committee, the Environmental
Coalition on Offshore Oil, Citizens Advisory Committee for Boston
Harbor, League of Women Voters of Boston, the National Coastal
Advisory Committee of the U.S. National Oceanic and Atmospheric
Administration, the Massachusetts Governor's Task Force on Coastal
Resources, and the Massachusetts Trustees for Environmental
Education. Ms. Perrault has studied forestry, zoology, and
education and holds a B.A. in zoology.
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Ms. Perrault will represent not-for-profit organizations and will
serve a three-year term.
State Education and Natural Resource Agencies
Ms. Peggy Cowan — Science Specialist and Grants Program Manager,
Alaska Department of Education, Juneau, Alaska.
In her capacity with the Alaska Department of Education, Ms. Cowan
is presently responsible for coordinating math and science programs
and for administering grants to school districts and universities.
Ms. Cowan was director of the Alaska Sea/River Week Program and was
a marine education specialist at the University of Alaska,
Fairbanks. As director, she administered curriculum development,
supervised the training of nearly 1300 teachers, and trained in-
service and workshop facilitators in curriculum planning. As
marine education specialist, she wrote and edited a science
curriculum series as well as the "Alaska Marine Educator's
Newsletter," and taught university and college courses.
Ms. Cowan has also served in various capacities as a National Park
Service interpreter, as a teaching and research assistant in
natural resources and environmental education at the University of
Michigan, Ann Arbor, as an environmental education consultant
involved in teacher training as well as program and curricula
development, and as an environmental education interpreter with
various nonprofit organizations such as the Youth Conservation
Corps and the Massachusetts Audubon Society.
Ms. Cowan serves on various national environmental education boards
including the Western Regional Environmental Education Council, the
Project Learning Tree Advisory Committee, and the North American
Association for Environmental Education. She also serves on
various Alaska boards including the State Parks Advisory Board, the
Juneau and Arctic Audubon Societies, the Northern Alaska
Environmental Center, and the Northwest Association of Marine
Educators. Ms. Cowan has authored numerous environmental education
publications and holds a B.S. in education and an M.S. in natural
resources.
Ms. Cowan will represent state education agencies and will serve a
two-year term.
Mr. John strickler — Extension State Leader, Forestry Program,
Kansas State University, Manhattan, Kansas.
As state extension leader, Mr. Strickler is responsible for
coordinating state forestry water quality efforts as well as
departmental environmental education efforts, and is the state
coordinator for Project Learning Tree. Mr. Strickler was a past
associate state extension forester and an area extension forester
with Kansas State University as well as an assistant district
ranger with the U.S. Forest Service. Mr. Strickler has also served
as the Kansas Governor's special assistant for environment and
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natural resources and was acting secretary for the Kansas
Department of Wildlife and Parks.
Mr. Strickler has been actively involved as a leader in numerous
environmental education and resource management organizations
including the Kansas Advisory Council for Environmental Education
(where he presently serves as its president), the Kansas Board of
Trustees of the Nature Conservancy, and the University of Kansas
Environmental Education Pilot Program. He is a member of numerous
other organizations including the Kansas Academy of Science, the
Kansas Association of Conservation Districts, the Kansas Audubon
Society, and the Kansas Chapter of the Wildlife Society. Mr.
Strickler has authored numerous publications on forestry issues and
holds a B.S. in forestry and an M.S. in extension education.
Mr. Strickler will represent state natural resource agencies and
will serve a three-year term.
Business and Industry
Ms. Cynthia Harrell Horn — Co-Pounder and Board Member,
Environmental Media Association, Los Angeles, California.
As co-founder and board member, Ms. Horn assists in directing the
Environmental Media Association's efforts to encourage the
incorporation of environmental themes into television, motion
pictures, and music. The Environmental Media Association provides
educational briefings with leading experts, script research, as
well as a resource library and newsletter.
Ms. Horn is also currently serving on several other California
based nonprofit organizations including Heal the Bay, Treepeople,
and Coalition for Clean Air. Heal the Bay is a nonprofit
organization devoted to achieving swimmable, fishable, and surfable
waters in the Santa Monica Bay and Southern California coastal
waters. Treepeople educates and involves citizens in urban
environmental restoration through community tree planting.
Treepeople was recently honored at the White House as a recipient
of the President's Thousand Points of Light Award. The Coalition
for Clean Air is a driving force behind clean air legislation for
Southern California and focuses on educating and informing the
public through a speaker's bureau and newsletter.
Ms. Horn will represent the entertainment industry and will serve
a two-year term.
Mr. Richard Holmgren — Chairman of the Board, James M. Montgomery
Consulting Engineers, Inc., Bellevue, Washington.
Mr. Holmgren's firm specializes in environmental engineering and
pollution control technology. He holds a B.S. in civil engineering
and an M.S. in sanitary engineering. His work has focused on the
design and management of water and wastewater treatment projects
and health-related issues. Mr. Holmgren has also been involved in
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the reclamation and reuse of waste water and the design of life
support systems for fresh and salt water aquariums, fish hatcheries
and other aguaculture programs. His aquatic projects have included
the Baltimore Harbor Aquarium, Sea World of Florida, and the Living
Seas Pavilion at the Epcot Center in Florida.
Mr. Holmgren has been active in promoting environmental education
through various professional organizations. A scholarship fund was
recently created at his firm under the direction of the American
Consulting Engineers Council. His firm has also been involved in
providing assistance to large metropolitan clients to introduce
school age students to environmental engineering by using water and
wastewater projects as a primary resource. The programs are
designed to motivate students to continue their education beyond
high school for training as environmental engineers, scientists, or
technicians.
Mr. Holmgren represents business and industry and will serve a
three year-term.
Ms. Joan Rosner — Albuquerque, New Mexico and South Miami,
Florida.
Ms. Rosner retired in 1972 from a career in New York City as a
scientist, teacher, science administrator, and pioneer in
environmental education. She was a member of the Mayor's Council
on the Environment, the Parks Council, local American Lung
Association boards, as well as educational liaison for the New York
City Board of Education, the National Audubon Society, the Garden
Club of America, and the Junior League. She also wrote books,
magazine articles, curriculum materials, and syllabi on science and
environmental education for elementary and secondary schools.
Ms. Rosner and her husband Hy Rosner co-founded the Alley Pond
Environmental Center, an educational/preservationist facility in a
New York City park, as well as the Watson Summer Ecology Workshop,
an annual resident program which brings educators, parents, and
children together for hands-on exploration of their human and
natural environments.
Ms. Rosner has also been involved in open space preservation, air
quality and transportation planning, teacher training, curriculum
development, and developing the Rio Grande Nature Center. She is
also co-founder of the New Mexico Association for Environmental
Education and chairs the New Mexico Conservation Coordinating
Council.
Ms. Rosner has also developed the "Albuquerque Environmental Story"
and the "Dade County Environmental Story" which are holistic
teacher resource books to promote the understanding of the
student's own environment. These stories formed the basis for a
nationwide program "Understanding Your Community's Environment"
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which has been recognized in Renew America's "Environmental Success
Index." The Joan and Hy Rosner Environmental Education Fund has
been established to support this effort.
Ms. Rosner will represent senior Americans and will serve a one-
year term.
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APPENDIX H
EPA REGIONAL ENVIRONMENTAL EDUCATION COORDINATORS
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EPA ENVIRONMENTAL EDUCATION REGIONAL COORDINATOR
Revised 1/31/92
Region i
Maria van der Werff
JFK Federal Building
Boston, MA 02203
(617) 565-9447
FAX (617) 565-3415
FTS 8-835-9447
FAX 8-835-3415
CT, ME, MA, NH, RI, VT
Region 2
Terry Ippolito
26 Federal Plaza
New York, NY 10278
(212) 264-2980 (general)
(212) 264-7054 (grants)
FAX (212) 264-2980
FTS 8-264-2980
FAX 8-264-8109
NJ, NY, PR, VI
Region 3
Bonnie Smith
841 Chestnut Street, 3C100
Philadelphia, PA 19107
(215) 597-9076
FAX (215) 597-7906
FTS 8-597-9076
FAX 8-597-7906
DE, DC, MD, PA, VA, WV
Region 4
Rich Nawyn (general information)
Norman Blank (grants)
345 Courtland Street, NE
Atlanta, 6A 30365
(404) 347-3004
FAX (404) 347-3721
FTS 8-257-3004
FAX 8-257-3721
AL, FL, GA, KY, MS, NC, SC, TN
Region 5
Suzanne Kircos
77 West Jackson Blvd.
Chicago, IL 60604
(312) 353-3209
FAX (312) 353-1155
FTS 8-353-3209
FAX 8-353-1155
IL, IN, MI, MN, OH, WI
Region 6
Sandy Sevier
1445 Ross Avenue
Dallas, TX 7520
(214) 655-2200
FAX (214) 655-2118
FTS 8-255-2200
FAX 8-255-2118
AR, LA, NM, OK, TX
Region 7
Rowena Michaels
726 Minnesota Ave.
Kansas City, KS 66101
(913) 551-7003
FAX (913) 551-7066
FTS 8-276-7309
FAX 8-276-7066
IA, KS, MO, NE
Region a
Cece Forget
One Denver Place
999 18th Street
Denver, CO 80202
(303) 294-1113
FAX (303) 294-7665
FTS 8-330-1113
FAX 8-330-7665
CO, MT, ND, SD, UT, WY
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Region 9 Region 10
Ida To1liver Pat Bonner
75 Hawthorne Street 1200 Sixth Avenue
San Francisco, CA 94105 Seattle, WA 98101
(415) 744-1581 (206) 553-1107
FAX (415) 744-1605 FAX (206) 553-0149.
FTS 8-484-1581 FTS 8-399-1107
FAX 8-484-1605 FAX 8-399-0149
AZ, CA, HI, NV, AS, GU AK, ID, OR, WA
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EPA REGIONAL OFFICES
• •CO
Regions
4 —Alabama 1
10 —Alaska 3
9 —Arizona 1
6 —Arkansas 5
9—California 5
8 —Colorado 4
1 —Connecticut 7
3 — Delaware 8
3 — D.C. 7
4 — Florida 9
4 —Georgia 1
9—Hawaii 2
10—Idaho 6
5—Illinois 2
5—Indiana 4
7 _ |owa 8
7 — Kansas 5
4 — Kentucky 6
6— Louisiana 10
Regions
-Maine
• Maryland
• Massachusetts
• Michigan
- Minnesota
• Mississippi
- Missouri
• Montana
- Nebraska
• Nevada
- New Hampshire
- New Jersey
• New Mexico
-New York
• North Carolina
-North Dakota
-Ohio
-Oklahoma
-Oregon
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Regions
3 — Pennsylvania
1 — Rhode Island
4 —South Carolina
8 —South Dakota
4 —Tennessee
6 —Texas
8—Utah
1 —Vermont
3 —Virginia
10 —Washington
3 —West Virginia
5 —Wisconsin
8 —Wyoming
9 —American Samoa
9 —Guam
2 — Puerto Rico
2 —Virgin Islands
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APPENDIX I
SUMMARY OF U.S. EPA OFFICE OF ENVIRONMENTAL EDUCATION ACTIVITIES
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OFFICE OF COMMUNICATIONS, EDUCATION, AND PUBLIC AFFAIRS
Update on EPA's Office of Environmental Education
February 25, 1992
In August 1990, the Office of Environmental Education (OEE)
was established within the Office of Communications. Education, and
Public Affairs.
The following are highlights of our most recent activities:
FY 1992 Budget
For FY 1992, Congress appropriated $6,500,000 and 5 work-
years for OEE activities. The activities of the Office will be
funded by 27% of the amount appropriated and the remaining amounts
to go to the following: National Environmental Training Program
$1,625,000 (25%); Education Grant Program $2,470,000 (38%); and,
the National Environmental Education Foundation $650,000 (10%).
Grants Program
OEE is developing two grant programs to support selected
environmental education efforts. Congress appropriated approxi-
mately $4.1 million for the two programs for FY'92. Grants will be
awarded based upon criteria developed by EPA.
The two grant programs are:
Training and Education Program; A grant to a university
or non-profit institution or consortia of institutions to
operate an environmental training and education program.
Eighty preproposals were received in September 1991. An
internal EPA panel met to consider the preporoposals in
October. The panel selected 10 organizations to submit
full proposals. The full proposals were received by EPA
in January 1992. The proposals were evaluated on
February 21 by a panel of Federal education and grant
experts. The panel is making recommendations to the
Administrator, who will make the final selection. The
EPA expects to announce the award in the spring 1992.
Education Grants; Grants to support state, local and
non-profit environmental education efforts. Grants will
be awarded on an annual basis. During the first year,
Congress has appropriated $2.5 million for this program.
Applicants may ask for up to $250,000 for a grant with
25% of the appropriated funds to be used for grants of
$5,000 or less. Applications for $25,000 or less will be
evaluated by the Regional offices, and applications for
$25,000 or more will be evaluated by EPA Headquarters.
A presolicitation notice was published in the Federal
Register on September 5, 1991.
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A solicitation notice was published on December 10, 1991.
The solicitation notice distributed to more than 12,000
people on the grants program mailing list. To date, EPA
has received more than 6,500 requests for application
kits. Applications are due by March 9 with the first
awards to be made during the summer of 1992.
Contact: George Walker (202) 260-4965.
Environmental Education Clearinghouse
OEE is developing a clearinghouse of information on
environmental education materials which have been or are being
produced by Federal Agencies. Beginning with collection and
assessment of materials from EPA, the clearinghouse will eventually
expand to include information from all Federal sources and non
profit environmental groups.
The clearinghouse is intended to provide customized data to
existing information sharing networks with information access
routines which are tailored to the user community, especially
teachers. Multimedia information will be classified by criteria
and determined by any advisory group of environmental educators.
Initial availability for the database is scheduled for the fall of
1992.
Contacts: Michael Torrusio (202) 260-2044 or Michael Baker (202)
260-4958.
Education Advisory
EPA Advisory Board is composed of 35 senior level rep-
resentatives from Headquarters, Regions, labs, and chaired by Paul
Keough, DRA Region I. The Advisory Board has six functioning
subcommittees that are at work developing programs, policies, and
procedures required under the National Environmental Education Act
(NEEA) . The Board expects to meet quarterly. It's fourth meeting
is scheduled for March 26-27.
Contact: Michael Baker - (202) 260-4958.
Federal Task Force: EPA is required by NEEA to establish a
Federal Task Force on Environmental Education to provide advice and
recommendations to EPA on its implementation of the new law and to
serve as a mechanism for coordinating environmental education
activities among Federal agencies. The Task Force is made up of 16
Federal agencies involved in . environmental management. The Task
Force met in June and September 1991, and expects to meet
quarterly. Subcommittees of the Task Force have been set up to
develop national goals and identify specific areas of
collaboration. The Task Force sponsored a national environ-
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mental education conference in November 1991. The next meeting is
expected in April 1992.
Contact: Kathleen MacKinnon - (202) 260-4951.
Advisory Council: EPA has selected its ll-member National
Environmental Education Advisory Council. The Council represents
a wide variety of interest outside of the Federal Government,
including educators, states, non-profit groups, and the private
sector. The Council will provide advice and recommendations to the
Administrator on how EPA implement the new environmental education
law. The Council will hold its first meeting February 27 - 28,
1992 and expects to meet twice yearly.
Contact: Kathleen MacKinnon - (202) 260-4951.
Internship and Fellowship Programs
OEE is developing an environmental internship program for
college students and an environmental fellowship program for
teachers to fulfill the provisions in Section 7 of the NEEA.
The Fellowship Program will allow in-service teachers to work
in a Federal facility, including laboratories, for up to 12 months.
The work will allow the Fellows an opportunity to learn more about
environmental issues and to get "hands-on" experience in helping to
solve the nation's environmental problems.
In the start up year of the program, a joint letter from
Governor John Ashcroft, NGA Chairman, and EPA Administrator William
K. Reilly, was sent to all state Governors and the Mayor of the
District of Columbia asking that they nominate one Fellow and an
alternate- after consultation with appropriate state and local
officials. It is expected that the Fellows will begin their
assignments with the Federal government in the fall of 1992.
The Intern Program is in the early stages of implementation.
We expect to send out letters and posters to colleges and
universities formally announcing the program by late spring and
expect to receive applications by summer. The number of interns
selected will be limited in the first year due to the limited
number of Federal workyears and dollars to support the program.
Contact: Melba Meador (202) 260-4454.
The NNEMS program is designed to obtain high-quality studies
on EPA's priority environmental and program management issues. It
is designed to supplement the Agency's in-house science, policy and
land management analysis while creating a catalyst for increased
public awareness and involvement in national and regional environ-
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mental policy development and program management. NNEMS provides
experience, learning opportunities, professional guidance and
encouragement to individuals pursing careers in environmental
protection fields.
Contact: Ginger Wandless (202) 260-5960.
EPA Earth Notaa
OEE launched in November 1991 a periodical entitled EPA Earth
Notes . The periodical contains material from elementary classroom
teachers about their first-hand experiences in bringing environ-
mental education into the classroom. The first edition was
distributed to 100,000 educators nationwide. The next issue will
be published in April.
Contact: Lois Haig (202) 260-4129.
Youth
Boy Scouts of America: A Memorandum of Understanding between
EPA and the Boy Scouts was signed in September 1991. A BSA/GSUSA
Steering Committee will be formalized in the near future consisting
of three subcommittees: Boy Scouts of America Jamboree Subcom-
mittee; Girl Scouts National Service Project; and an Environmental
Education Subcommittee.
Trail Boss: EPA, USDA Forest Service, USDA Soil Conservation,
BSA, USDI National Park Service, USDI Bureau of Land Management,
USDI Fish and Wildlife Service, and the Department of Defense are
working together on the development of a new program entitled
"TRAIL BOSS". The mission of TRAIL BOSS is to teach volunteer
leaders specialized skills for training leading volunteer crews
involved in conservation projects resulting in greater stewardship
of natural resources. An Interagency Agreement on the Trail Boss
program was signed and an official joint signing ceremony was held
February 11, 1992.
students Watching Over our Planet Earth (SWOOPS): SWOOPE is
an innovative science-education program for teachers and students
in K-12. The program is being pilot tested in five area schools:
Amidon Elementary, Bertie Backus Junior High (EPA adopted school) ,
Wilson Senior High, Coleman Elementary, and a West Virginia
elementary school. A SWOOPE Water Quality Workshop was conducted
on January 8-10. We expect to offer the SWOOPE program to each EPA
Region for the 1992-1993 school year.
Girl Scouts of America and National 4-H Council: Memorandum
of Understandings are currently in development with these organ-
izations.
Contact: Doris Gillispie (202) 260-8749.
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APPENDIX J
NATIONAL ENVIRONMENTAL EDUCATION ACT
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NATIONAL ENVIRONMENTAL EDUCATION ACT
PUBLIC LAW 101-619
On November 16,1990, the President signed into law the National Environmental
Education Act. The Act is designed to increase public understanding of the natural
environment and to advance and develop environmental education and training. It requires the
U.S. Environmental Protection Agency (EPA) to assume a leadership role among federal
agencies in implementing the new law and encourages partnerships among federal government
agencies, local educational institutions, state agencies, not-for-profit educational and
environmental organizations, and the private sector. The law builds upon long-standing efforts
undertaken by EPA and other federal agencies to advance environmental education programs by
establishing formal communication and advisory links between the federal government and other
parties.
The following provides a brief synopsis of the mandates and authorizations under the
Act:
1. Requires the establishment of an Office of Environmental Education (OEE) within
EPA. The staff will be headed by a Director who will be a member of the Senior
Executive Service, and will include a headquarters staff of not less than 6 and not more
than 10 full-time equivalent employees. The regional support will include one full-time
equivalent employee per region.
2. Requires the establishment and operation of an Environmental Education and Training
Program. On an annual basis, the Administrator will award a grant to institutions of
higher education or a not-for-profit institution or consortia of such institutions to
establish and operate an environmental education and training program.
3. Authorizes EPA to enter into grants and contracts. Requires publication of regulations
addressing solicitation, selection, evaluation, and dissemination of environmental projects
and results. Grants are not to exceed $250,000. Twenty-five percent of grant dollars will
be awarded as grants of $5,000 or less.
4. Requires EPA to facilitate internships for college students and fellowships for in-service
teachers with agencies of the federal government. To the extent practicable, there will
be at least 250 internships and 50 fellowships per year.
5. Requires EPA to provide for national awards recognizing outstanding contributions to
environmental education.
6. Requires the establishment of a Federal Task Force and a National Advisory Council to
advise, consult with, and make recommendations to the Administrator of EPA on
matters relating to the implementation of the Act. The Federal Task Force is composed
of 16 federal agencies under the leadership of EPA. The National Advisory Council is
composed of 11 members who represent primary and secondary education, colleges and
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universities, not-for-profit organizations, state agencies, business and industry, and senior
Americans.
7. Requires the establishment of a National Environmental Education and Training
Foundation that will encourage private gifts for the benefit of the environmental
education activities of EPA; participate with foreign governments in furthering
environmental education and training worldwide; and further the development of
environmental awareness. (Membership and terms of membership are specified.)
8. Authorizes funds to carry out the Act as follows: $12,000,000 for each fiscal year in 1992
and 1993; $13,000,000 for fiscal year 1994; and $14,000,000 for each fiscal year in 1995
and 1996. (Percentages for distributing the funds among programs are specified.) For
fiscal year 1992, $6,500,000 was appropriated by Congress to carry out the Act.
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0nc Hundred first Congress of the United States of america
AT THE SECOND SESSION
Begun and held at the City of Washington on Tuesday, the twenty-third day of January,
one thousand nine hundred and ninety
an act
To promote environmental education, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE AND TABLE OF CONTENTS.
(a) TITLE.—This Act may be cited as the "National Environmental
Education Act".
(b) TABLE OF CONTENTS.—
Sec. 1. Short title and table of contents.
Sec. 2. Findings and policy.
Sec. 3. Definitions.
Sec. 4. Office of Environmental Education.
Sec. 5. Environmental education and training program.
Sec. 6. Environmental education grants.
Sec. 7. Environmental internships and fellowships.
Sec. 8. Environmental education awards.
Sec. 9. Environmental Education Advisory Council and Task Force.
Sec. 10. National Environmental Education and Training Foundation.
Sec. 11. Authorization.
SEC. 2. FINDINGS AND POLICY.
(a) FINDINGS.—The Congress finds that—
(1) Threats to human health and environmental quality are
increasingly complex, involving a wide range of conventional
and toxic contaminants in the air and water and on the land.
(2) There is growing evidence of international environmental
problems, such as global warming, ocean pollution, and declines
in species diversity, and that these problems pose serious
threats to human health and the environment on a global scale.
(3) Environmental problems represent as significant a threat
to the quality of life and the economic vitality of urban areas as
they do the natural balance of rural areas.
(4) Effective response to complex environmental problems
requires understanding of the natural and built environment,
awareness of environmental problems and their origins (includ-
ing those in urban areas), and the skills to solve these problems.
(5) Development of effective solutions to environmental prob-
lems and effective implementation of environmental programs
requires a well educated and trained, professional work force.
(6) Current Federal efforts to inform and educate the public
concerning the natural and built environment and environ*
mental problems are not adequate.
(7) Existing Federal support for development and training of
professionals in environmental Fields is not sufficient.
(8) The Federal Government, acting through the Environ-
mental Protection Agency, should work with local education
institutions, State education agencies, not-for-profit educational
and environmental organizations, noncommercial educational
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broadcasting entities, and private sector interests to support
development of curricula, special projects, and other activities,
to increase understanding of the natural and built environment
and to improve awareness of environmental problems.
(9) The Federal Government, acting through the coordinated
efforts of its agencies and with the leadership of the Environ-
mental Protection Agency, should work with local education
institutions, State education agencies, not-for-profit educational
and environmental organizations, noncommercial educational
broadcasting entities, and private sector interests to develop
programs to provide increased emphasis and financial resources
for the purpose of attracting students into environmental
engineering and assisting them in pursuing the programs to
complete the advanced technical education required to provide
effective problem solving capabilities for complex environ-
mental issues.
(10) Federal natural resource agencies such as the United
States Forest Service have a wide range of environmental
expertise and a long history of cooperation with educational
institutions and technology transfer that can assist in further-
ing the purposes of the Act.
(b) POLICY.—It is the policy of the United States to establish and
support a program of education on the environment, for students
and personnel working with students, through activities in schools,
institutions of higher education, and related educational activities,
and to encourage postsecondary students to pursue careers related
to the environment.
SRC. 3. DEFINITIONS.
For the purposes of this Act, the term—
(1) "Administrator" means the Administrator of the Environ-
mental Protection Agency;
(2) "Agency" means the United States Environmental Protec-
tion Agency;
(3) "Federal agency" or "agency of the United States" means
any department, agency or other instrumentality of the Federal
Government,, any independent agency or establishment of the
Federal Government including any Government corporation;
(4) "Secretary" means the Secretary of the Department of
Education;
(5) "local education agency" means any education agency as
defined in section 198 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 3381) and shall include any tribal
education agency;
(6) "not-for-profit" organization means an organization,
association, or institution described in section 501(cX3) of the
Internal Revenue Code of 1986, which is exempt from taxation
pursuant to the provisions of section 501(a) of such Code;
(7) "noncommercial education broadcasting entities" means
any noncommercial educational broadcasting station (and/or its
legal nonprofit affiliates) as defined and licensed by the Federal
Communications Commission;
(8) "tribal education agency" means a school or community
college which is controlled by an Indian tribe, band, or nation,
including any Alaska Native village, which is recognized as
eligible for special programs and services provided by the
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United State to Indiana because of their status as Indiana and
which, is not administered by the Bureau of Indian Affairs;
(9) Federal natural resource management agencies" means
the United States Forest Service, the Bureau of Land Manage-
ment, the National Park Service, and the Fish and Wildlife
Service;
(10) "environmental engineering" means the discipline within
engineering and science concerned with the development and
application of scientific and technical solutions to protecting the
aquatic and atmospheric environment, including, but not lim-
ited to. all phases of water resources planning, water supply,
water treatment,'air pollution characterization and control,
remediation of hazardous substances, environmental transport
of contaminants in surface and ground water and atmosphere,
and methods for assessment and control of pollution;
(11) "environmental education" and environmental edu-
cation and training" mean educational activities and training
activities involving elementary, secondary, and postsecondary
students, as such terms are defined in the State in which they
reside, and environmental education personnel, but does not
include technical training activities directed toward environ-
mental management professionals or activities primarily
directed toward the support of noneducational research and
. development;
(12) "Foundation" means the National Environmental Edu-
cation and Training Foundation established pursuant to section
10 of this Act; and
(13) "Board of Directors" means the Board of Directors of the
National Environmental Education and Training Foundation.
SRC. I. OFFICE OF ENVIRONMENTAL EDUCATION.
(a) The Administrator shall establish an Office of Environmental
Education within the Environmental Protection Agency.
(b) The Office of Environmental Education shall—
(1) develop and support programs and related efforts, in con-
sultation and coordination with other Federal agencies, to im-
prove understanding of the natural and built environment, and
the relationships between humans and their environment,
including the global aspects of environmental problems;
(2) support development and the widest possible dissemination
of model curricula, educational materials, and training pro-
grams for elementary and secondary students and other in-
terested group*, including senior Americans;
(3) develop and disseminate, in cooperation with other Federal
agencies, not-for-profit educational and environmental organiza-
tions, State agencies, and noncommercial educational broadcast-
ing entities, environmental education publications and audio/
visual and other media materials;
(4) develop and support environmental education seminars,
training programs, teleconferences, and workshops for environ-
mental education professionals, as provided for in section 5 of
thtaAct; .jo., , _i
(5) manage Federal grant assistance provided to local edu-
cation agencies, institutions of higher education, other not-for-
profit organizations, and noncommercial education broadcasting
entities, under section 6 of this Act;
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(6) administer the environmental internship and fellowship
programs provided for in section 7 of this Act;
(7) administer the environmental awards program provided
for in section 8 of this Act;
(8) provide staff support to the Advisory Council and Task
Force provided for in section 9 of this Act;
(9) assess, in coordination with other Federal agencies, the
demand for professional skills and training needed to respond to
current and anticipated environmental problems and cooperate
with appropriate institutions, organizations, and agencies to
develop training programs, curricula, and continuing education
programs for teachers, school administrators, and related
professionals;
(10) assure the coordination of Federal statutes and programs
administered by the Agency relating to environmental edu-
cation, consistent with the provisions and purposes of those
programs, and work to reduce duplication or inconsistencies
within these programs;
(11) work with the Department of Education, the Federal
Interagency Committee on Education, and with other Federal
agencies, including Federal natural resource management agen-
cies, to assure the effective coordination of programs related to
environmental education, including environmental education
programs relating to national parks, national forests, and wild-
life refuges;
(12) provide information on environmental education and
training programs to local education agencies. State education
and natural resource agencies, and others; and
(13) otherwise provide for the implementation of this Act.
(c) The Office of Environmental Education shall—
(1) be directed by a Director who shall be a member of the
Senior Executive Service;
(2) include a headquarters staff of not less than six and not
more than ten full-time equivalent employees; and
(3) be supported by one full-time equivalent employee in each
Agency regional office.
SEC. S. ENVIRONMENTAL EDUCATION AND TRAINING PROGRAM.
(a) There is hereby established an Environmental Education and
Training Program. The purpose of the program shall be to train
educational professionals in the development and delivery of
environmental education and training programs and studies.
(b) The functions and activities of the program shall include, at a
minimum—
(1) classroom training in environmental education and studies
including environmental sciences and theory, educational meth-
ods and practices, environmental career or occupational edu-
cation, and topical environmental issues and problems;
(2) demonstration of the design and conduct of environmental
field studies and assessments;
(3) development of environmental education programs and
curriculum, including programs and curriculum to meet the
needs of diverse ethnic and cultural groups;
(4) sponsorship and management of international exchanges
of teachers and other educational professionals between the
United States, Canada, and Mexico involved in environmental
programs and issues;
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S. 3176—5
(5) maintenance or support of a library of environmental
education materials, information, literature, and technologies.
with electronic as well as hard copy accessibility,
(6) evaluation and dissemination of environmental education
materials, training methods, and related programs;
(7) sponsorship of conferences, seminars, and related forums
for the advancement and development of environmental edu-
cation and training curricula and materials, including inter-
national conferences, seminars, and forums;
(8) supporting effective partnerships and networks and the
use of distant learning technologies; and
(9) such other activities as the Administrator determines to be
consistent with the policies of this Act.
Special emphasis should be placed on developing environmental
education programs, workshops, and training tools that are portable
and can be broadly disseminated.
(cXl) The Administrator shall make a grant on an annual basis to
an institution of higher education or other institution which is a not-
for-profit institution (or consortia of such institutions) to operate the
environmental education and training program required by this
section.
(2) Any institution of higher education or other institution (or
consortia of such institutions) which is a not-for-profit organization
and is interested in receiving a grant under this section may submit
to the Administrator an application in such form and containing
such information as the Administrator may require.
(3) The Administrator shall award grants under this section on
the basis of—
(A) the capability to develop environmental education and
training programs;
(B) the capability to deliver training to a range of participants
and in a range of settings;
(C) the expertise of the staff in a range of appropriate
disciplines;
(D) the relative economic effectiveness of the program in
terms of the ratio of overhead costs to direct services;
(E) the capability to make effective use of existing national
environmental education resources and programs;
(F) the results of any evaluation under paragraph (5) of this
subsection; and
(G) such other factors as the Administrator deems
appropriate.
(4) No funds made available to carry out this section shall be used
for the acquisition of real property (including buildings) or the
tantial modification of any building.
construction or L
(5) The Administrator shall establish procedures for a careful and
detailed review and evaluation of the environmental education and
training program to determine whether the quality of the program
being operated by the grantee warrants continued support under
this section.
(dXl) Individuals eligible for participation in the program are
teachers, faculty, administrators and related support staff associ-
ated with local education agencies, colleges, and universities,
employees of State education, environmental protection, and natu-
ral resource departments, and employees of not-for-profit organiza-
tions involved in environmental education activities and issues.
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(2) Individuals shall be selected for participation in the program
based on applications which shall be in such form as the Adminis-
trator determines to be appropriate.
(3) In selecting individuals to participate in the program, the
Administrator shall provide for a wide geographic representation
and a mix of individuals, including minorities, working at primary,
secondary, postsecondary levels, and with appropriate other agen-
cies and departments.
(4) Individuals selected for participation in the program may be
provided with a stipend to cover travel and accommodations from
grant funds awarded pursuant to this section in such amounts as the
Administrator determines to be appropriate.
SEC. 6. ENVIRONMENTAL EDUCATION GRANTS.
(a) The Administrator may enter into a cooperative agreement or
contract, or provide financial assistance in the form of a grant, to
support projects to design, demonstrate, or disseminate practices,
methods, or techniques related to environmental education and
training.
(b) Activities eligible for grant support pursuant to this section
shall include, but not be limited to, environmental education and
training programs for—
(1) design, demonstration, or dissemination of environmental
curricula, including development of educational tools and
materials;
(2) design and demonstration of field methods, practices, and
techniques, including assessment of environmental and eco-
logical conditions and analysis of environmental pollution
problems;
(3) projects to understand and assess a specific environmental
issue or a specific environmental problem;
(4) provision of training or related education for teachers,
faculty, or related personnel in a specific geographic area or
region; and
(5) design and demonstration of projects to foster inter-
national cooperation in addressing environmental issues and
problems involving the United States and Canada or Mexico.
(c) In making grants pursuant to this section, the Administrator
shall give priority to those proposed projects which will develop—
(Da new or significantly improved environmental education
practice, method, or technique;
(2) an environmental education practice, method, or tech-
nique which may have wide application;
(3) an environmental education practice, method, or tech-
nique which addresses a skill or scientific field identified as a
priority in the report developed pursuant to section 9(d) of this
Act; and
(4) an environmental education practice, method, or tech-
nique which addresses an environmental issue which, in the
judgment of the Administrator, is of a high priority.
(d) The program established by this section shall include solicita-
tions for projects, selection of suitable projects from among those
proposed, supervision of such projects, evaluation of the results of
projects, and dissemination of information on the effectiveness and
feasibility of the practices, methods, techniques and processes.
Within one year of the date of enactment of this Act, the Adminis-
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S. 3176—7
trator shall publish regulations to assure satisfactory implementa-
tion of each element of the program authorized by this section.
(e) Within 90 days after the date on which amounts are first
appropriated for carrying put this Act, and each year thereafter, the
Administrator shall publish a solicitation for environmental edu-
cation grants. The solicitation notice shall prescribe the information
to be included in the proposal and other information sufficient to
permit the Administrator to assess the project.
(f) Any local education agency, college or university. State edu-
cation agency or environmental agency, not-for-profit organization,
or noncommercial educational broadcasting entity may submit an
application to the Administrator in response to the solicitations
required by subsection (e) of this section.
(g) Each project under this section shall be performed by the
applicant, or by a person satisfactory to the applicant and the
Administrator.
(h) Federal funds for any demonstration project under this section
shall not exceed 75 percent of the total cost of such project. For the
purposes of this section, the non-Federal share of project costs may
be provided by inkind contributions and other noncash support. In
cases where the Administrator determines that a proposed project
merits support and cannot be undertaken without a higher rate of
Federal support, the Administrator may approve grants under this
section with a matching requirement other than that specified in
this subsection, including full Federal funding.
(i) Grants under this section shall not exceed $250,000. In addition,
25 percent of all funds obligated under this section in a fiscal year
shall be for grants of not more than $5,000.
SEC. 7. ENVIRONMENTAL INTERNSHIPS AND FELLOWSHIPS.
(a) The Administrator shall, in consultation with the Office of
Personnel Management and other appropriate Federal agencies,
provide for internships by postsecondary level students and fel-
lowships for in-service teachers with agencies of the Federal
Government.
(b) The purpose of internships and fellowships pursuant to this
section shall be to provide college level students and in-service
teachers with an opportunity to work with professional staff of
Federal agencies involved in environmental issues and thereby gain
an understanding and appreciation of such issues and the skills and
abilities appropriate to such professions.
(c) The Administrator shall, to the extent practicable, support not
less than 250 internships each year and not less than 50 fellowships
each year.
(d) The internship and fellowship programs shall be managed by
the Office of Environmental Education. Interns and fellows may
serve in appropriate agencies of the Federal Government including,
but not limited to, the Environmental Protection Agency, the Fish
and Wildlife Service, the National Oceanic and Atmospheric
Administration, the Council on Environmental Quality. Federal
natural resource management agencies, the Department of Agri-
culture, and the National Science Foundation.
(e) Interns shall be hired on a temporary, full-time basis for not to
exceed 6 months and shall be compensated appropriately. Fellows
shall be hired on a temporary full-time basis for not to exceed 12
months and shall be compensated appropriately. Federal agencies
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S. 3176—8
hiring interns shall provide the funds necessary to support salaries
and related costs.
(fKl) Individuals eligible for participation in the internship pro-
gram are students enrolled at accredited colleges or universities who
have successfully completed not less than four courses or the equiva-
lent in environmental sciences or studies, as determined by the
Administrator.
(2) Individuals eligible for participation in the fellowship program
are in-service teachers who are currently employed by a local
education agency and have not less than 2 years experience in
teaching environmental education, environmental sciences, or
related courses.
(g) Individuals shall be selected for internships and fellowships
based on applications which shall be in such form as the Adminis-
trator considers appropriate.
(h) In selecting individuals for internships and fellowships, the
Administrator shall provide for wide geographic, cultural, and
minority representation.
SEC 8. ENVIRONMENTAL EDUCATION AWARDS.
(a) The Administrator shall provide for a series of national awards
recognizing outstanding contributions to environmental education.
(b) In addition to such other awards as the Administrator may
provide for, national environmental awards shall include—
(1) The "Theodore Roosevelt Award" to be given in recogni-
tion of an outstanding career in environmental education.
teaching, or administration;
(2) The "Henry David Thoreau Award" to be given in recogni-
tion of an outstanding contribution to literature on the natural
environment and environmental pollution problems;
(3) The "Rachael Carson Award" to be given in recognition of
an outstanding contribution in print, film, or broadcast media
to public education and information on environmental issues or
problems; and
(4) The "Gifford Pinchot Award" to be given in recognition of
an outstanding contribution to education and training concern-
ing forestry and natural resource management, including mul-
tiple use and sustained yield land management.
(c) Recipients of education awards provided for in subsection (b)
shall be nominated by the Environmental Education Advisory Coun-
cil provided for in section 9 of this Act
(d) The Administrator may provide for the "President's Environ-
mental Youth Awards" to be given to young people in grades
kindergarten through twelfth for an outstanding project to promote
local environmantaTawareneaa.
(eXl) The Chairman of the Council on Environmental Quality, on
behalf of the Praaidaiit, i* authorized to develop and administer an
awards program to recognize elementary and secondary education
teachers and their local educational agencies who demonstrate
excellence in advancing environmental education through innova-
tive approaches. One teacher, and the local education agency
employing such teacher, from each State, including the District of
Columbia and the Commonwealth of Puerto Rico, are eligible to be
selected for an award pursuant to this subsection.
(2) The Chairman is authorized to provide a cash award of up to
$2,500 to each teacher selected to receive an award pursuant to this
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S. 3176—9
section, which shall be used to further the recipient's professional
development in environmental education.
(3) The Chairman is also authorized to provide a cash award of up
to 32,500 to the local education agency employing any teacher
selected to receive an award pursuant to this section, which shall be
used to fund environmental educational activities and programs.
Such awards may not be used for construction costs, general
expenses, salaries, bonuses, or other administrative expenses.
SEC. 9. ENVIRONMENTAL EDUCATION ADVISORY COUNCIL AND TASK
FORCE.
(a) There is hereby established a National Environmental Edu-
cation Advisory Council and a Federal Task Force on Environ-
mental Education.
(bXD The Advisory Council shall advise, consult with, and make
recommendations to, the Administrator on matters relating to
activities, functions, and policies of the Agency under this Act. With
respect to such matters, the Council shall be the exclusive advisory
entity for the Administrator. The Council may exchange informa-
tion with other Advisory Councils established by the Administrator.
The Office of Environmental Education shall provide staff support
to the Council.
(2) The Advisory Council shall consist of 11 members appointed by
the Administrator after consultation with the Secretary. Two mem-
bers shall be appointed to represent primary and secondary edu-
cation (one of whom shall be a classroom teacher); two members
shall be appointed to represent colleges and universities; two mem-
bers shall be appointed to represent not-for-profit organizations
involved in environmental education; two members shall be ap-
pointed to represent State departments of education and natural
resources; two representatives shall be appointed to represent busi-
ness and industry; and one representative shall be appointed to
represent senior Americans. A representative of the Secretary shall
serve as an ex officio member of the Advisory Council. The conflict
of interest provision at section 208(a) of title 18, United States Code,
shall not apply to members' participation in particular matters
which affect the financial interests of employers which they rep-
resentpursuant to this subsection.
(3) The Administrator shall provide that members of the Council
represent the various geographic regions of the country, has mi-
nority representation, and that the professional backgrounds of the
members include scientific, policy, and other appropriate disciplines.
(4) Each member of the Advisory Council shall hold office for a
term of 3 years, except that—
(A) any member appointed to fill a vacancy occurring prior to
the expiration of the term for which his predecessor was ap-
pointed shall be appointed for the remainder of such term; and
(B) the terms of the members first taking office shall expire as
follows: four shall expire 3 years after the date of enactment of
this Act. four shall expire 2 years after such date, and three
shall expire 1 year after such date, as designated by the
Administrator at the time of appointment.
(5) Members of the Advisory Council appointed under this section
shall, while attending meetings of the Council or otherwise engaged
in business of the Council, receive compensation and allowances at a
rate to be fixed by the Administrator, but not exceeding the daily
equivalent of the annual rate of basic pay in effect for grade GS-18
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S. 3176—10
of the General Schedule for each day (including travel time) during
which they are engaged in the actual performance of duties vested
in the Council. While away from their homes or regular places of
business in the performance of services for the Council, members of
the Council shall be allowed travel expenses, including per diem in
lieu of subsistence, in the same manner as persons employed inter-
mittently in the Government service are allowed expenses under
section 57030)) of title 5 of the United States Code.
(6) Section 14(a) of the Federal Advisory Committee Act relating to
termination, shall not apply to the Advisory Council.
(cXD The Federal Task Force on Environmental Education shall
advise, consult with and make recommendations to the Adminis-
trator on matters relating to implementation of this Act and assure
the coordination of such implementation activities with related
activities of other Federal agencies.
(2) Membership of the Task Force shall include the—
(A) Department of Education,
(B) Department of the Interior,
(C) Department of Agriculture.
(D) the Environmental Protection Agency,
(E) National Oceanic and Atmospheric Administration,
(F) Council on Environmental Quality,
(G) Tennessee Valley Authority, and
(H) National Science Foundation.
(3) The Environmental Protection Agency shall chair the Task
Force.
(4) The Administrator may ask other Federal agencies to partici-
pate in the meetings and activities of the Task Force where the
Administrator finds it appropriate in carrying out the requirements
of this Act.
(dXD The Advisory Council shall, after providing for public review
and comment, submit to the Congress, within 24 months of enact-
ment of this Act and biennially thereafter, a report which shall—
(A) describe and assess the extent and quality of environ-
mental education in the Nation;
(B) provide a general description of the activities conducted
pursuant to this Act and related authorities over the previous
2-year period;
(C) summarize major obstacles to improving environmental
education (including environmental education programs relat-
ing to national parka and wildlife refuges) and make rec-
ommendations for addressing such obstacles;
(D) identify personnel skills, education, and training needed
to respond to current and anticipated environmental problems
and make recommendations for actions to assure sufficient
educational and training opportunities in these professions; and
(E) describe and assess the extent and quality of environ-
mental education programs available to senior Americans and
make recommendations thereon; describe the various Federal
agency programs to further senior environmental education;
and evaluate and make recommendations as to how such edu-
cational apparatuses could best be coordinated with nonprofit
senior organizations across the Nation, and environmental edu-
cation institutions and organizations now in existence.
(2) The Federal Task Force on Environmental Education shall
review and comment on a draft of the report to Congress.
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SEC. 10. THE NATIONAL ENVIRONMENTAL EDUCATION AND TRAINING
FOUNDATION.
(a) ESTABLISHMENT AND PURPOSES.—
(1) ESTABLISHMENT.—(A) There is hereby established the Na-
tional Environmental Education and Training Foundation. The
Foundation is established in order to extend the contribution of
environmental education and training to meeting critical
environmental protection needs, both in this country and inter-
nationally; to facilitate the cooperation, coordination, and
contribution of public and private resources to create an
environmentally advanced educational system; and to foster an
open and effective partnership among Federal, State, and local
government, business, industry, academic institutions, commu-
nity based environmental groups, and international organiza-
tions.
(B) The Foundation is a charitable and nonprofit corporation
whose income is exempt from tax, and donations to which are
tax deductible to the same extent as those organizations listed
pursuant to section 501(c) of the Internal Revenue Code of 1986.
The Foundation is not an agency or establishment of the United
States.
(2) PURPOSES.—The purposes of the Foundation are—
(A) subject to the limitation contained in the final sen-
tence of subsection (d) herein, to encourage, accept, lever-
age, and administer private gifts for thepenefit of, or in
connection with, the environmental education and training
activities and services of the United States Environmental
Protection Agency,
(B) to conduct such other environmental education activi-
ties as will further the development of an environmentally
conscious and responsible public, a well-trained and
environmentally literate workforce, and an environ-
mentally advanced educational system;
(C) to participate with foreign entities and individuals in
the conduct and coordination of activities that will further
opportunities for environmental education and training to
address environmental issues and problems involving the
United States and Canada or Mexico.
(3) PROGRAMS.—The Foundation will develop, support, and/or
operate program* and projects to educate and train educational
and environmental professionals, and to assist them in the
development and delivery of environmental education and
training profnms and
(b) BOARD or
(1) ESTABUSHMXNT AND MEMBERSHIP.—(A) The Foundation
shall have a governing Board of Directors (hereafter referred to
in this section as "the Board"), which shall consist of 13 direc-
tors, each of whom shall be knowledgeable or experienced in the
environment, education and/or training. The Board shall over-
see the activities of the Foundation and shall assure that the
activities of the Foundation are consistent with the environ-
mental and education goals and policies of the Environmental
Protection Agency and with the intents and purposes of this
Act The membership of the Board, to the extent practicable,
shall represent diverse points of view relating to environmental
education and training.
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S. 3176-12
(B) The Administrator of the Environmental Protection
Agency shall, pursuant to paragraph (2), appoint the Director of
the Office of Environmental Education established pursuant to
section 3 of this Act as an ex-officio member of the Board. Ex
officio membership shall also be offered to other Federal agen-
cies or departments with an interest and/or experience in
environmental education and training.
(C) Appointment to the Board shall not constitute employ-
ment by, or the holding of an office of, the United States for the
purposes of any Federal law.
(2) APPOINTMENT AND TERMS.—(A) Members of the Board shall
be appointed by the Administrator of the Environmental
Protection Agency.
(B) Within 90 days of the date of the enactment of this Act,
and as appropriate thereafter, the Administrator shall publish
in the Federal Register an announcement of appointments of
Directors of the Board. At the same time, the Administrator
shall transmit a copy of such announcement to the Education
and Labor Committee and the Committee on Energy and Com-
merce of the House of Representatives and the Committee on
Environment and Public Works of the United States Senate.
Such appointments shall become final and effective 90 days
after publication in the Federal Register.
(O The directors shall be appointed for terms of 4 years,
except that the Administrator, in making the initial appoint-
ments to the Board, shall appoint 5 directors to a term of 2
years, 4 directors to a term of 3 years, and 4 directors to a term
of 4 years. The Administrator shall appoint an individual to
serve as a director in the event of a vacancy on the Board within
60 days of said vacancy in the manner in which the original
appointment was made. No individual may serve more than 2
consecutive terms as a director.
(3) CHAIR.—The Chair shall be elected by the Board from its
members for a 2-year term.
(4) QUORUM.—A majority of the current membership of the
Board shall constitute a quorum for the transaction of business.
(5) MEETINGS.—The Board shall meet at the call of the Chair
at least twice a year. If a Director misses three consecutive
regularly scheduled meetings, that individual may be removed
from the Board and that vacancy filled in accordance with this
subsection.
(6) REIMBURSEMENT OP EXPENSES.—Members of the Board
shall serve without pay, but may be reimbursed for the actual
and necessary traveling and subsistence expenses incurred by
them in the performance of the duties of the Foundation.
(7) GENUAL POWERS.—(A) The Board may complete the
organization of the Foundation by—
(i) appointing officers and employees;
(ii) adopting a constitution and bylaws consistent with the
purposes of the Foundation and the provisions of this sec-
tion; and
(iii) undertaking such other acts as may be necessary to
carry out the provisions of this section.
(B) The following limitations apply with respect to the
appointment of officers and employees of the Foundation:
(i) Officers and employees may not be appointed until the
Foundation has sufficient funds to pay for their service.
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S. 3176-13
Officers and employees of the Foundation shall be ap-
pointed without regard to the provisions of title 5, of the
United States Code, governing appointments in the
competitive service, and may be paid without regard to the
provisions of chapter 51 or subchapter HI of chapter 53 of
such title relating to classification and General Schedule
pay rates, except that no individual so appointed may
receive pay in excess of the annual rate of basic pay in
effect for grade GS-18 of the General Schedule.
(ii) The first officer or employee appointed by the Board
shall be the Executive Director of the Foundation who—
(I)'shall serve, at the direction of the Board, as the
Secretary of the Board and the Foundation's chief
executive officer; and
(IB shall be experienced in matters relating to
environmental education and training.
(c) RIGHTS AND OBLIGATIONS or THE FOUNDATION.—
(1) IN GENERAL.—The Foundation—
(A) shall have perpetual succession;
(B) may conduct business throughout the several States,
territories, and possessions of the United States and abroad;
(C) shall have its principal offices in the District of
Columbia or in the greater metropolitan area; and
ID) shall at all times maintain a designated agent au-
thorized to accept service of process for the Foundation.
The service of notice to, or service of notice upon, the agent
required under paragraph (4), or mailed to the business address
of such agent, shall be deemed as service upon or notice to the
Foundation.
(2) SEAL.—The Foundation shall have an official seal selected
by the Board which shall be judicially noticed.
(3) POWERS.—To carry out its purposes under section l(Xa) of
this Act, the Foundation shall have, in addition to the powers
otherwise given it under this section, the usual powers of a
corporation acting as a trustee, including the power—
(A) to accept, receive, solicit, hold, administer, and use
any gift, devise, or bequest, either absolutely or in trust, of
real or personal property or any income therefrom or other
interest therein;
(B) to acquire by purchase or exchange any real or
personal property or interest therein;
(C) unless otherwise required by the instrument of trans-
fer, to sell, donate, lease, invest, reinvest, retain, or other-
wise dispose of any property or income therefrom;
(D) to sue, or to be sued, and complain or defend itself in
any court of competent jurisdiction, except that the Direc-
tors of the Board shall not be personally liable, except for
gioss negligence;
(E) to enter into contracts or other arrangements with
public agencies and private organizations and persons and
to make such payments as may be necessary to carry out its
functions; and
(F) to do any and all acts necessary and proper to carry
out the purposes of the Foundation.
(d) CONDITIONS ON DONATIONS.—
(1) For the purposes of this section, a gift, devise, or bequest
may be accepted by the Foundation even though it is encum-
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S. 3176—14
bered, restricted, or subject to beneficial interests of private
persons if any current future interest therein is for the benefit
of the Foundation.
(2) No donation, gift, devise, bequest, property (either real or
personal), voluntary services, or any other thing of value may
be accepted by the Foundation if it—
(A) is contingent upon the transmission by the Founda-
tion of materials or information prepared by the donor or a
third party in such a fashion as to convey a particular point
of view favorable to the economic interests of the donor or
its constituents or associates; or
(B) in the judgment of the Board carries with it an
explicit or implied requirement on the part of the Founda-
tion to do a specific act or make general representations
which are to the benefit of the donor and which are not
consistent with the environmental and education goals and
policies of the Environmental Protection Agency and with
the intents and purposes of this Act.
(3) No materials bearing "logos", letterhead or other means of
identification associated with a donor or third party may be
transmitted by the Foundation, for use in environmental edu-
cation and training except as required pursuant to subsection
(f).
(e) ADMINISTRATIVE SERVICES AND SUPPORT.—Subject to the
requirements of this subsection, the Administrator may provide
personnel, facilities, and other administrative services to the
Foundation, including reimbursement of expenses under subsection
(bX6) of this section, not to exceed then current Federal Government
per diem rates, for a period of up to 4 years from the date of
enactment of this Act, and may accept reimbursement therefor, to
be deposited in the Treasury to the credit of the appropriations then
current and chargeable for the costs of providing such services. With
respect to personnel, the Administrator may provide no more than 1
full-time employee to serve the Foundation in a policy capacity, and
may provide clerical and other support staff at a level equivalent to
2 full-time equivalent employees to the Foundation, for a period not
to exceed 2 years from the date of initial assignment of any person-
nel for this purpose.
(f) REPORT.—The Foundation shall, as soon as practicable after the
end of each fiscal year, transmit to Congress a report of its proceed-
ings and activities during the year, including a full and complete
statement of its receipts, expenditures, and investments.
(g) VOLUNTEER STATUS.—The Administrator may accept, without
regard to the civil service classification laws, rules, or regulations,
the services of the Foundation, the Board, and the officers and
employees of the Board, without compensation from the Environ-
mental Protection Agency, as volunteers in the performance of the
functions authorized herein, in the manner provided for under this
section.
(h) AUDITS AND PETITION or THE ATTORNEY GENERAL FOR EQUI-
TABLE RELIEF.—For purposes of the Act entitled "An Act for audit of
accounts of private corporations established under Federal law",
approved August 30, 1964 (Public Law 88-504; 36 U.S.C. 1101-1103),
the Foundation shall be treated as a private corporation established
under Federal law.
(i) UNITED STATES RELEASE FROM LIABILITY.—The United States
shall not be liable for any debts, defaults, acts, or omissions of the
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S. 3176—15
Foundation nor shall the full faith and credit of the United States
extend to any obligation of the Foundation.
(j) AMENDMENT AND RXPEAL.—The Congress expressly reserves the
right to repeal or amend this section at any time.
SEC. 11. AUTHORIZATION.
(a) There is hereby authorized to be appropriated to the Environ-
mental Protection Agency to carry out this Act not to exceed
$12,000,000 for each fiscal year 1992 and 1993, not to exceed
$13,000,000 for fiscal year 1994, and not to exceed $14,000,000 for
each fiscal year 1995 and 1996.
(b) Of such sums appropriated in a fiscal year, 25 percent shall be
available for the activities of the Office of Environmental Education,
25 percent shall be available for the operation of the environmental
education and training program, 38 percent shall be available for
environmental education grants, 10 percent shall be available for
support of the National Environmental Education and Training
Foundation, and 2 percent shall be available to support awards
pursuant to section 8(e) of this Act.
(c) Funds appropriated pursuant to this section may be made
available to the National Environmental Education and Training
Foundation to—
(1) match partially or wholly the amount or value of contribu-
tions (whether in currency, services, or property) made to the
Foundation by private persons and State and local govern-
ments; and
(2) provide administrative services under section 10(d) of this
Act:
Provided, That the Administrator determines that such funds will
be used to carry out the statutory purposes of the Foundation in a
manner consistent with the goals, objectives and programs of this
Act.
Speaker of the House of Representatives.
Vice President of the United States and
President of the Senate.
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APPENDIX K
NATIONAL EDUCATION GOALS
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NATONAL EDUCATION GOALS*
Rtadtiustfor School
By the year 2000, all children in America
will start school ready to learn.
Objectives:
Q All disadvantaged and disabled
children will have access to high
quality and developmentally appro-
priate preschool programs that help
prepare children for school.
Q Every parent in America will be a
child's first teacher and devote time
each day helping his or her
preschool child learn; parents will
have access to the training and
suppon they need.
Q Children will receive the nutrition
and health care needed to arrive at
school with healthy minds and
bodies, and the number of low
birthweight babies will be signifi-
cantly reduced through enhanced
prenatal health systems.
<;OAL 2
High School Completion
By the year 2000, the high school
graduation rate will increase to at least 90
percent
Objectives:
Q The nation must dramatically
reduce its dropout rate, and 75
percent of those students who do
drop out will successfully complete
a high school degree or its equiva-
lent
Q The gap in high school graduation
rates between American students
from minority backgrounds and
their nonminority counterparts will
be eliminated.
GOAL 3
Student Achievement and Citizenship
By the year 2000, American students will
leave grades four, eight, and twelve
having demonstrated competency in
challenging subject matter including
English, mathematics, science, history,
and geography; and every school in
Amerka will ensure that all students
learn to use their minds well, so they may
be prepared for responsible citizenship,
further learning, and productive
employment in our modern economy.
Objectives:
Q The academic performance of ele-
mentary and secondary students
will increase significantly in every
quartile, and the distribution of
minority students in each level will
more closely reflect the student
population as a whole.
Q The percentage of students who
demonstrate the ability to reason,
solve problems, apply knowledge,
and write and communicate
effectively will increase substan-
tially.
Q All students will be involved in
activities that promote and
* U.S. Department of Education (July 1990)
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demonstrate good citizenship,
community service, and personal
responsibility.
Q The percentage of students who are
competent in more than one
language will substantially in-
crease.
Q All students will be knowledgeable
about the diverse cultural heritage
of this nation and about the world
community.
Science and Mathematics
By the year 2000, U.S. students will be
first in the world in science and
mathematics achievement
Objectives:
Q Math and science education will be
strengthened throughout the
system, especially in the early
grades.
Q The number of teachers with a sub-
stantive background in mathemat-
ics and science will increase by 50
percent
Q The number of United States
undergraduate and graduate
students, especially women and
minorities, who complete degrees
in mathematics, science, and engi-
neering will increase significantly.
<;OAL 5
Adult Literacy and Lifelong Learning
By the year 2000, every adult Amerkan
will be literate and will possess the
knowledge and skills necessary to
compete io a global economy and exercise
the rights and responsibilities of citizen-
ship.
Objectives:
Q Every major American business
will be involved in strengthening
the connection between education
and work.
Q All workers will have the opportu-
nity to acquire the knowledge and
skills, from basic to highly techni-
cal, needed to adapt to emerging
new technologies, work methods,
and markets through public and
private educational, vocational.
technical, workplace, or other
programs.
Q The number of quality programs,
including those at libraries, that are
designed to serve more effectively
the needs of the growing number of
pan-time and mid-career students
will increase substantially.
Q The proportion of those qualified
students, especially minorities, who
enter college; who complete at least
two years; and who complete their
degree programs will increase
substantially.
Q The proportion of college graduates
who demonstrate an advanced
ability to think critically, communi-
cate effectively, and solve prob-
lems will increase substantially.
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GOAL 6
Sqfe, Disciplined, and Drug-Free Schools
By the year 2000, every school in America
will be free of drugs and violence and will
offer a disciplined environment conducive
to learning.
Objectives:
Q Every school will implement a firm
and fair policy on use, possession,
and distribution of drugs and
alcohol.
Q Parents, businesses, and commu-
nity organizations will work
together to ensure that the schools
are a safe haven for all
children.
Q Every school district will develop a
comprehensive K-12 drug and
alcohol prevention education
program. Drug and alcohol
curriculum should be taught as an
integral pan of health education. In
addition, community-based teams
should be organized to provide
students and teachers with needed
support
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* U.S. GOVERNMENT PRINTING OFFICE:1992-822-136/60053
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