eco-ed+worldwide

Post at least two links to articles or reports describing developments in environmental education in in the United States, or elsewhere in the world -- using this format:

[|US Dept of Education Plans for a Green Ribbon Schools Award] This post on the US Dept of Education website describes plans for a Green Ribbon __Schools__ program. Three types of achievement will be recognized: 1) schools’ and their occupants’ impact on the environment 2) schools’ environmental and behavioral impact on the __students__, teachers and others in the facility 3) how schools teach students about the environment and sustainability to better prepare them for citizenship and employment in the 21 st  century. The last is also referred to as "environmental literacy." (Kim Fortun

[|My green school dream: John Hardy on TED.com] This is a TED talk video about John Hardy's green school in Bali. He retired with his wife and donated locally and created a green school. The school has no walls, sustainable desks and white boards, and composting toilets. The children feel connected to the school and have a sense of ownership. The students learn to leave the school and the world a better place than they left. (Carrie Drexel)

[|USA Today: Environmental Education Gets a Green Light] This article from July of 2008 details how a charter school in Washington teaches students about sustainability as early as kindergarten. The effects of the program are quite apparent in the behavior of the students. However, this type of education has proven hard to implement, an unfortunate side-effect of the No Child Left Behind Act. One of the interviewees raises the important point that, " When environmental education becomes advocacy, it no longer is environmental education. The role of an educator is not to teach kids what to think but how to think."(Greg Niguidula)

[|Treehugger: 10 of the Best College Environmental Programs in the U.S.]A new kind of college top 10 list, Treehugger has compiled some of the most unique approaches to environmental education found on college campuses. The most interesting among these is Wisconsin's Northland College, which requires all undergraduates to take sustainability-oriented courses, regardless of major. The other schools also have innovative programs, including Montana State's vegetable farm students work on and Middlebury College's Middlebury Mountain club. Other colleges on the list include Cornell University, SUNY-ESF, and Yale University, among others.(Greg Niguidula)

[|Daylighting Collaborative Case Study]When Bob Zuehlsdorf, Facility Director for the Appleton School District, decided to retrofit the windows in two area elementary schools, he didn’t just go with the conventional choices. With the help of the Energy Center of Wisconsin's Daylighting Collaborative he pursued the energy efficient alternative of daylighting—the use of natural, indirect sunlight to supplant __electric__ lighting. (Dorothy Underwood)

[|The Go Green Initiative's School of the Week: Westmount Elementary in Alberta, Canada!]The days of the week have taken on entirely new meanings at our Go Green Initiative School of the Week, Westmount Elementary School in Strathmore, Alberta, Canada. Plain old Tuesdays became Trash-Free Tuesdays and mundane Wednesdays are dubbed Walk or Wheel Wednesdays. Students are encouraged to rinse and recycle milk cartons with the creative Squish and Swish campaign. (Dorothy Underwood)

Helping Teachers Stand up for ScienceThis article covers some of the controversy and obstacles that educators face in trying to teach students in public schools about environmental education. This push back is largely due to the different belief systems in America and the boundary of rights teachers have to provide information to students. (Jason King)

Taking Stock of Campus Sustainability  This article discusses how in recent time there actually has been a dramatic increase is sustainability awareness on college campuses and also on a national level. However there are still social justice is help up by a variety of boundaries that need to be broken down for real change to propagate through this country as well as the rest of the world. (Jason King) [|National Environmental Education Act (US, 1990)] This link leads on to the National Environmental Education Act, which is an act that enables the promotion of environmental literacy. It enables federal policy to establish and support a program which would provide environmental education for students and staff that work with students (through the K-12 and higher education levels), also providing them and enabling interests in pursuing a career pertaining/relating to the environment. (Ernesto Villasenor)

[|Arthropods: Attitude and Incorporation in Preservice Elementary Teachers] This journal entry discusses and brings about a study pertaining to arthropods, which have a negative connotation amongst many people in the United States (this negative connotation also found in numerous teachers). The study of invertebrates and the beneficial ecological services that they provide is not known much of due to the negative connotation, and shows the results in pre and post study results, demonstrating that positive teaching about the invertebrates (Madagascar Hissing Cockroaches) brings about positive views towards the arthropods, leading to a future likelihood of arthropod incorporation into future science curriculum. (Ernesto Villasenor)

[|BASF Opens New Environmental Education Classroom and Wildlife Habitat in Rensselaer, New York]A well known chemical company (BASF) created an environmental education center at an old manufacturing site. The facility is run by the company. (Maureen White) [|Environmental Literacy Initiative in New York State]The New York State Outdoor Education Association (NYSOEA) formed a committee to discuss improving environmental literacy in New York state. Over 100 stakeholders met to discuss the definition of environmental literacy, how to achieve environmental literacy, and methods of testing environmental literacy. NYSOEA is currently working with NYS Education Department to "establish an environmental literacy plan". (Maureen White) [|Australian building wins international award] Designers Mirvac Design created an award winning sustainable school. The building reduced its emissions by 80% and it is the first building with a 6 star green rating. The building was constructed with help from ADCO, ARUP Sustainability, Bassett, Qantec McWilliam, Steve Paul and Partners, Waterway Solutions, Turner & Townsend Rawlinsons and McCarthy Consulting Group. (Carrie Drexel) [|Sodexo Offers Integrated Solution for Managing Sustainability and Wellness at Client Sites with SMART]

Sodexo created a program called SMART (Sustainability Management and Reporting Tool) to improve sustainability and wellness. This is part of their //Better Tomorrow Plan//. SMART gives clients the opportunity to estimate energy use and the associated climate impact, review progress and trend data, view customized and specific recommendations for making immediate improvements, and generate customized sustainability reports. (Carrie Drexel

This article written in1997 and published in the US Times discusses the different viewpoints of environmental education activists and its critics. It states that 31 one schools mandated environmental education in 1997 and that many even require specific training concerning environmental education for the teachers. I found this to be quite interesting and want to know if the number has increased or decreased. The article was written before the recent developments in climate science but it still illustrates the views that environmental activists share, especially their urgent call to action to help stop environmental problems. This article shows how more than a decade ago people were advocating environmental education, that it is still a debated topic today and that not much has been done for its cause. (Matai Blacklock)
 * __@Critics Rise Up Against Environmental Education__**

This article published on //modernserenity.com// in 2011, a website aimed at increasing environmental education literacy and activism, discusses the reasons why it is time to implement environmental education curriculums in schools. The article claims that due to the current increase in environmental sustainability support that the public and government would back the implementation of environmental education programs. The article discusses that although we are in a rough economic time, the US Government still has the funds to provide grants to establish programs and that bills such as the recently proposed amendment to the Elementary and Secondary Education Act (ESEA) are already trying to do so. The article alludes that even though we are in a tough economic time preaching environmental education would establish a generation of eco-minded individuals that would ultimately implement and develop ecofriendly technology that would save us money in the long run. The article claims that is our duty to teach our children about the environment so that we can foster a better life for them in a world that is not destroyed by the dangers of environmental degradation. (Matai Blacklock)
 * __@Why Environmental Education Makes Sense Now__**

[|California Education and the Environment Initiative] In 2003 a law was created that mandated the development of a kindergarten through 12th grade environmental education curriculum that would align with California's current content standards. The initiative was just rolled out in 2010 to 100 school districts and hopes to eventually reach all 1,059 school districts in California. This link takes you to the curriculum page which has tons of information and resources on their curriculum (click the grade levels below the form). According to the EEI Curriculum Overview, the curriculum answers the questions of "why should I care?" by focusing on "environment-based topics such as sustainability, global climate change, resource conservation, and recycling within a framework of existing academic requirements." (Deonna White)

[|Climate change skepticism seeps into science classrooms] State boards of education in Texas and Louisiana have introduced standards to require teachers to present climate change denial as a valid scientific position. Legislators in Tennessee, Oklahoma, South Dakota and Kentucky have introduced bills to require equal time for climate change skeptics. (Deonna White)

[|Nature and Sports Camps (Nairobi, Kenya)] This video describes a program established by the United Nations Environmental Program to promote environmental education in a slum region of Kenya (Kiberia district). The Nature and Sports Camps integrate sports training in football, tennis, basketball, and volleyball with education in environmental sustainability that includes hands-on projects in recycling, clean-up, water management, and tree planting. The main goal is to develop eco-leadership skills in the children attending the camps. To date, the camps have educated over 7000 children. (Lindsay Poirier)

[|Denver Green School] This article describes a K-8 school in Colorado that teaches english, science, and mathematics in terms of sustainability. The curriculums integrate Colorado State Standards with Education for Sustainability Standards developed by the Cloud Institute and incorporate elements of service learning. Frank Coyne, a founder of the school, makes a point to emphasize that the school is not based on political sentiments and that they are not attempting to "brainwash" students. They are simply trying to educate them in a way that will allow them to make good decisions. (Lindsay Poirier)

[|Urban EnvironmentalEducation] This article talks about how environmental education is different when looked at in an urban context, and how different approaches are needed. The article talks extensively about environmental justice as well as the issues associated with fostering a sense of respect for the environment in an area where the environment is a rather abstract concept. The article then talks about "civil ecology education" and the importance of stewardship, and making people feel as though they are a direct part of the environment that they are working to protect. (Nathaniel Mowell)

[|Environmental Education in Israeli Schools] This article talks about how Israel, more specifically their schools, is approaching environmental education. It talks about how while school lessons are important the Israelis have found that direct involvement and grass roots movements have been much more effective at both educating people as well as bringing about change. The article then discusses the issues involved with certifying schools as green and the issues and concerns that revolve around this issue. (Nathaniel Mowell)

Evergreen Charter School receives grant for environmental education initiatives Evergreen Community Charter School received a $25,000 grant from the Glass foundation for its TREE (Teachers & Resources for Environmental Education) program. The TREE program is intended to make the school a hub for environmental education as well as develop its students to be the environmentally-conscious leaders of the future. With the grant, the school plans on building an outdoor classroom, with the participation of the students, and an outdoor climbing wall to increase the student's self confidence and skill in outdoor activities. In addition to the students, there is also a great deal of community participation in the design and construction plans. The Evergreen Charter School is located in Asheville, NC and teaches students K-8. It has also received the Exceptional Environmental Educational Center Award in 2010 by the Environmental Educators of North Carolina. (Lasana Power)

Teaching Sustainability Has Benefits for Big Business

This article deals with environmental education in big corporations as opposed to schools. It references the visible changes in many corporate cultures, more specifically regarding their ideas about sustainable practices. It shows why a company teaching sustainability concepts to their employees benefit in a variety of way, not only in profits. There are also many examples, such as HSBC which has partnered with EarthWatch Institute for an international study on climate change's effect on tree growth and a sustainability education program for HSBC employees around the world. In the study, HSBC managers measure tree trunks in the forest and will continue to do that over time. When they return from their trip, they are eager to integrate their green education into their spheres of influence. Other companies promote energy-saving initiatives like shutting down computers at the end of the work day. The article also makes reference to companies which try to appear eco-friendly by putting Green logos on small trinkets but don't actually follow through with their claims. (Lasana Power)

Teaching Biology for a Sustainable Future

This article from the October 2011 issue of BioScience discusses the importance of addressing environmental issues from both a scientific and social perspective. The article uses a new Biology program at Calvin College in Michigan as an example for this interdisciplinary approach. Students in this program work on real-life problems and must consider the implications of both their problem and their solutions. The author of the article mainly mentions the importance of STEM education, but this program sounds far more focused on understanding environmental issues more comprehensively and fostering scientists more open to understanding social implications of the problems and their actions. (Mark Rovereto)

British-run Climate Projects Take Root in Chinese Schools

This article from June 17, 2010 focuses on the successes of two environmental NGOs, The Jane Goodall Institute and the British Council, in working with the Chinese education system. Before the successes of these groups, the Chinese government had been in the habit of denying collaboration of foreign NGOs with their schools, like with the banning of Oxfam from educational interaction with Chinese students several months before the publishing of this article. The British Council runs the Global Action Plan (GAP) environmental charity, which in turn funds the education of teachers in China. While many GAP trained teachers are from the wealthier areas of China, they are encouraged to teach in both urban and rural areas, and to teach about the different environmental issues different parts of China face, from water pollution to soil and air pollution. Care must be taken to avoid political conflict, but so far it seems as if these NGOs are working with a receptive group of participants in the educators receiving their training. (Mark Rovereto)

[|Sustainability Education Saving Refugees] Burma, a country still engaged in heavy internal conflict is about to get a dose of sustainability education. In an effort to curb the increasingly high rates of child labor and human trafficking a charity has opted to host an international architecture competition on constructing new schools. Centered around the principle of "Moving Schools" these buildings are judged primarily on sustainability and mobility. (Runey)

Greener Transportation? Portland State University recently received a grant of three and a half million dollars towards fostering sustainable transportation education. This initiative will be centered around; increasing knowledge of of efficiency and of walking, cycling, and public transit as well as studying long term effects of emissions on climate change. (Runey)

[|EPA Environmental Justice Grant to Help Ironbound Community Promote Sustainable Practices through Urban Gardening and Environmental Education] This news release, dated January 23rd 2012, focuses on a EPA grant given to the Ironbound section of Newark, NJ, which is to provide and fund for a community garden as well as to promote environmental education within this area. This grant was particularly given to this area in Newark, NJ, as it is home to a lot of industrial factories that have polluted and continue to pollute the area, and to also provide a environmental awareness in a low-income community. (Ernesto Villasenor)

[|Smithsonian Launches Environmental Education Program] This article details the return of the Smithsonian's environmental education program, [|SHOUT]. The program, in its second year, provides interactive "webinars" for teachers and schools. The theme is Water Matters. In order to increase effectiveness, the program is rolling out a new feature called "badges." Badges provide digital recongnition for students who demonstrate understanding of the material through challenges. (Russell Brown)

[|Making Climate Change Cool in the Classroom] This article details the success of a climate change assembly developed by ACE, Alliance for Climate Education. This organization aims to turn the current fact driven documentary style environmental education on its head. Through a dynamic assembly which relates climate issues to the lives of students, ACE aims to provide students with a basic understanding of climate science, including the greenhouse effect. While the organization has come under fire from climate change deniers, it sticks closely to facts and avoids political discussions including cap and trade. (Russell Brown)

[|GSA Energy Conservation Contest] The Green Schools Alliance makes another push for awareness surrounding energy conservation in more than 116 schools around the US. It is estimated that nearly 30 percent of all energy is wasted. Students in K-12 are encourage to implement energy saving techniques that they may find on the GSA website. The average energy consumption is reduced by 4.5% in participating schools, which the GSA believes can ripple into home environments. (Jeff Finkel)

[|Travelling Nature Carnival] The World-Wide Fund for Nature-Pakistan in partnership with the Indus Motor Company has organized the annual Travelling Nature Carnival in an effort to educate nearly 25,000 children in the importance of recycling, reuse, and waste reduction. More than 150 models, demonstrations, and presentations are used to exemplify the effects of harmful and preventative actions on society as well as the environment. (Jeff Finkel)

Yale Environment 360: What’s Wrong With Environmental Education? Marine conservationist and author Charles Saylan talks about schools that are providing environmental education, but not affecting kids' behavior or attitude. He stresses the importance of getting kids to engage by making the material relevant, and he believes that they should be taught about the political system to learn how to take effective action. (Dan Powell)

The Challenges of Teaching Sustainability: The RCA's Approach An article about the increased role sustainability is playing in the design program at the Royal College of Art. They believe designers have the ability to change the attitudes of customers, and so they are encouraging them to focus their designs on people instead of industry. One particularly cool thing they mention is their 'No Energy' project, which constrained students to working in a world with no conventional energy sources. (Dan Powell)

Smithsonian Launches Environmental Education Program @http://thejournal.com/articles/2012/01/18/smithsonian-launches-environmental-education-program.aspx The Shout Environmental Exploration Program is returning for it's second year at the Smithsonian. Aimed at teaching younger students through interactive webinars, Lesson Plans, Hands-on Activities and Involvement by SMithsonian scientists and experts. Each year has theme and this years theme is "Water Matters". (Tom Holland)

Environmental Grant __Money__ is Hard at Work @http://www.hudsonstarobserver.com/event/article/id/46022/ Hudson Middle School located in Hudson Wisconsin was the proud recipient of a $30,000 grant from the Wisconsin Environmental Education Board. Science teacher CIndy Landers wrote the grant application and has been busy over the last two years putting the money to good use. Educators from across the district have participated in programs such as LEAF, Earth Partnership, and project WILD classes. They have wrote up lesson plans, curriculums, and have built and outdoor classroom. (Tom Holland)

Early Childhood Environmental Education Rating Scale [] This article talks about a certain scale authored by Yash Bhangwanji which helps people understand whether certain schools have the right amount of environmental education for children. It is a good tool in order to evaluate certain schools. This scale is based on six characteristics including the quality of the childhood environmental educationon program. (Christina Pacifico)

Diversifying the American Environmental Movement [] This article shows that we can diversify our approaches by "providing opportunities for young people of color from kindergarten to graduate school is essential to achieving a diverse environmental community for generations to come. We need more organizations like Environmental Learning for Kids in Denver and Outward Bound Adventures in the Los Angeles area who help raise the next generation of environmental stewards by providing positive outdoor experiences, speciﬁcally for young people of color." This article explains how diversifying the American Environmental movement could help make a bigger impact. One of the ways to diversify would be to target the education system. (Christina Pacifico)

'The Lorax' Movie Updates its Environmental Statements [] Responding to a petition from Ted Well's fourth grade class, Universal Studios updated 'The Lorax' promotional website to include tips and recommendations for having a more sustainable lifestyle. Beforehand, the site contained little to no information on environmental education or living habits, which is in stark contradiction to the message and spirit of Seuss' Lorax. The event marked a defining moment in children's environmental education and effectiveness to change the world for the better. (Taylor Prince)

Chicago Museum Adds a Conservation Exhibit [] On November 4th, 2011, the Field Museum in Chicago opened the Abbot Hall of Conservation Restoring Earth. In addition to being the museum's newest permanent exhibition, the displays provide an link to the link between the harmful effects humans impose on the world's natural beauty and how to inspire an attitude change for the greater good. The exhibit highlighted major donors like Ford and Exelon, but did not exempt them from the environmental impacts such as air quality and climate change potential. The displays were an excellent example of providing education without falling behind political lines. (Taylor Prince)

[|Sustainable Schools Project] Sustainable Schools Project is a dynamic model for school improvement and civic engagement. On this website there are tools for curriculum, example schools, and lists of partners. The pilot schools are in Lawrence Barnes Elementary School and Champlain Elementary School in Burlington, VT. The schools worked with community partnerships to strengthen their programs. (Carrie Drexel)

[|Public Environmental Awareness and Education]

This article was published on the United Nations Environmental Program website and discuss various ways in which a society or individual could proliferate environmental activists. The main steps that the article suggests people take are to increase awareness and knowledge about environmental issues through education. The article describes how in order effectively raise environmental awareness a number of steps must be accomplished: schools must receive funding from the Government or other sources to implement environmental education programs, community or Government leaders must make themselves a figure head for environmental education so that the general public can rally behind them, the media must do its part to advocate for environmental awareness and activism and that all of these programs must be tailored for specific regions or communities for them to work effectively. (Matai Blacklock)

Environmental Education? The Test is a Big Farce The Supreme Court of India passed an order in 2004 that mandated environmental education be included in the curriculum of schools. The article outlines how the order is not being taken seriously. In Hyderabad, the junior college (I think comparable to our high school) mentioned in the article has given their students little preparation for their Environmental Science exam. No textbooks, no teachers, nothing. In fact, the exam doesn't even count for anything. The students are given a set of questions and they only prepare for those. There is no weight given to the exam. The only requirement is that it be written by the student which is compulsory in order to receive their final certificate. “We have never seen the textbook, there is no teacher and neither do the marks count. Why put us through this?” questions Shruthi, a student at a private junior college in the city. (Lasana Power)

[|Ecological Consciousness in Teacher Education (Access through Library Site)] Full Title: Exploring and Promoting Ecological Consciousness in Teacher Education: The Possibilites of Educational Action Research in Education for Sustainable Development This was a fairly heavy scholarly article to read but I think I was able to draw out the mani points. This article was a report of 39 students studying at the university level at a Latvian university to be teachers (mainly pre-school and primary school). They took part in an Education Action Research, EAR, study called "Environmental Pedagogy". The participants were aquainted with the ideas embedded in the 11 principles of "A Manifesto for Earth" and then reflected on their interactions with ecology and nature. Three frames of reference were determined: 1. Inclusion of human life with the environment 2. Exclusion of human life from the environment and 3. A solution oriented frame of reference. This study was conducted in the fall of 2010. (Tom Holland)

[|Sustainability Rating System] GreenerU using a Sustainability tracking, assessment & rating system (STARS) to evaluate sustainability progress in higher education. While education and research is examined, sustainable efforts in areas such as waste/water management and public engagement foster sustainability through environmental influence. By encouraging students to be more aware of their environmental impact, subtle education is incorporated into campus life in everyday activities such as recycling bottle instead of discarding them in the trash.

Environmental Initiative Takes Students to Wildlife This article is in Education News and describes how the Environmental Protection Agency and the White House Council for Environmental Quality helped develop a program to get kids to interact with nature at an early age. Hands on outdoor activities have the potential to increase student awareness on environmental issues in a fun and productive way. The article follows a group of seventh graders who have gone on several field trips to learn about how everything is connected. The goal is to give students an idea of the "web of life" outside of classroom labs. (Dan Fancher)

What Can I Teach My Young Child About the Environment? This article has been reprinted and included in the Sierra Club's articles for environmental education page. Environmental Education needs to develop even before school because many activities children are exposed to later on are strictly indoor. If children don't experience the natural environment at an early age they will typically go through life with little regard for the environment's protection or benefits. It is stressed that time spent letting children explore does not need structuring. Children will have fun on their own in their own way. Magnifying glasses and shovels are a good way to catch the child's interest. (Dan Fancher)

[|The Alley Pond Environmental Center (APEC) in Queens, NY] The website in an information site for an environmental center located in the very urbanized area of Queens, NY. It was built in the mid-1970s and has stood as a protection site for natural vegetation in the area. There are after school education programs offered daily as well as outdoor space for families, birthday parties, and businesses to enjoy. In addition to school programs geared for grades K-8 and 6-12, there are Teacher Outreach programs to help teachers get their students excited about the environment and environmental conservation. There is also a summer internship program offered on site. (Bree Mobley)

[|Teaching Environmental Literacy: Seeking Balance] This article from the Nation Public Radio website describes a new education policy recently adopted by Maryland public schools. As of September 2011, Maryland public schools will begin to implement "environmental literacy" or, for them, a basic understanding of environmental protection and threats to the state's natural resources. A professional development program for teachers was hosted on canoes by the Chesapeake Bay Foundation, a major supporter of the policy. The Maryland Agricultural Education Foundation has also taken an interest in the program to make sure the curriculum includes an ag perspective because farmers can be good stewards of the land and do contribute to Maryland's state economy; industry and agriculture also contribute to pollution of the Chesapeake Bay.