Environmental Education Report 2014

South Carolina Environmental Education Consortium

Final Report

Presented to:South Carolina National Heritage Corridor (SCNHC)

Environmental Protection Agency (EPA)North American Association on Environmental Education (NAAEE)

Prepared by:Jennifer M. Thomsen, Ph.D and Robert B. Powell, Ph.D.

Clemson University

Decemeber 2014

EXECUTIVE SUMMARY

The South Carolina Environmental Education Consortium was started this past year to support the South Carolina Great Outdoors initiative’s goal of protecting, creating and promoting the state and its vast natural resources as a premier international outdoor travel destination. This report summarizes the accomplishments and lessons learned from an extensive evaluation of the Consortium’s 2014 activities from a series of surveys and other evaluative means. The main activities highlighted and assessed include:

• StatewideEENeedsAssessment• CollaborationwithBoardofEducation• PartnershipwithMichelin• PartnershipwithEdVenture• PartnershipwithSCETV• FormalandNon-FormalEducatorCertification• DatabaseDevelopmentandUse• ConsortiumWorkshopSeries(7workshopsthroughoutthestateincludingawebinar)• PresentationsandOutreach• ConsortiumImpacts• Planning,Learning,andLookingAhead

TheConsortium’sfirstyearhasimpressiveachievementsandmoreimportantly,theConsortiumisbuildingastrongfoundationforfutureactivitiesandachievinglong-termgoals.ItisinthisinitialstagethattheConsortium has a lot of opportunity for growth, learning, and improvement to further strengthen its collective andindividualmembers’capacities.ThecontinuousevaluationsthroughoutthispastyearofferawealthofvaluablefeedbacktoguidefutureConsortiumplanning.ThefollowingsectionsofthisreporthighlighttheConsortium’s successes and identify areas for improvement in their diverse activities to help the Consortium meetitsshortandlong-termgoalsandprovideguidanceforotheremergingstatewideenvironmentaleducationconsortiums.

TABLE OF CONTENTS

Overview......................................................................................................................................1-3

History of South Carolina’s Environmental Education..................................................................4

NeedsAssessment......................................................................................................................5-19

EvaluationofYear1Activities................................................................................................20-22

DatabaseUse,Value,Impact...................................................................................................23-26

WorkshopSeries.......................................................................................................................27-29WorkshopI:www.EEinSC.orgDatabaseTraining.......................................................30-31•WorkshopII:The“How’sandWhy’s”ofDevelopingSustainable•

NetworkingandDynamicPartnerships........................................................................32-41WorkshopIII:EECapacity&GuidelinesofExcellence..............................................42-49•WorkshopIV:DelevopingCreativeEnvironmentalLessonPlans•

andTeachingControversialIssues................................................................................50-58WorkshopV:BuildingSynchronicity............................................................................59-68•WorkshopVI:LearningtoCommunicateMoreEffectivelywith•

ReluctantParties............................................................................................................69-76Webinar:DelevopingCreativeEnvironmentalLessonPlansand•

TeachingControversialIssues.......................................................................................77-85WorkshopVII:WhataretheStepsforDevelopingaSystemfor•

ContinualProgrammaticImprovementandCapturingYourSuccess?.........................86-94

FinalComprehensiveSurveytoAllParticipants...................................................................95-104

ConsortiumandWorkshopAchievements..................................................................................105

OutreachandPresentations.................................................................................................106-107

SustainingProjects..............................................................................................................108-110

ImpactSharing......................................................................................................................111-113

OVERVIEW

SouthCarolinaGreatOutdoorsisastatewideinitiativeoftheSouthCarolinaNationalHeritageCorridorwiththe goal of protecting, creating and promoting South Carolina and our vast natural resources as a premier internationaloutdoortraveldestination.Thisinitiative’saimis“toprotectandpromoteSC’snaturalresources,createsustainableeconomicdevelopmentopportunities,andimprovequalityoflife-allwhileinspiringstewardshipinbothvisitorsandresidents.”TheSouthCarolinaEnvironmentalEducationConsortiumwasstarted this past year to support the South Carolina Great Outdoors effort.

This report summarizes the accomplishments and lessons learned from an evaluation of the South Carolina Environmental Education Consortium,whichisafundedinitiativeoftheEnvironmentalProtectionAgency(EPA)andtheNorthAmericanAssociationonEnvironmentalEducation(NAAEE).SouthCarolinawasoneofthree states to receive the grant to strengthen and diversify environmental education throughout the state.

InthisfirstyearorPhaseOne,theConsortiumhasfocusedonthreeareas:

Buildingnetworkcapacity•Training and professional development •Evaluation and future planning•

TheConsortium’smid-termgoals(overthenext2-3years)includestrengthening:

numberandtypeoforganizationsandgeographicreach•awarenessamongenvironmentalprofessionalsandcommunitymembersabouttheorganizationand •

initiatives that are a part of EECapacity and the state consortiumnumberoforganizationsandpeopleawareofandinvolvedwithEECapacity/NAAEEthathavenot •

traditionallybeennumberofnewaudiencesstateconsortiummembersareengagingasaresultofparticipatingingrant•numberofminorities,youthandyoungadultsinvolvedinEE•evaluationtechniquesforEEprogramming•

Thelong-termgoals(overthenext4-5years)oftheSouthCarolinaEnvironmentalEducationConsortiuminclude strengthening:

organizationsbecominginvolvedintheconsortium•urbanandcommunityEEpractices•strategiesandpracticesonteachinginurbanandruralsettingsandreachingdiverseaudiences•leadershipandcareeropportunitiesforunderrepresetnedpopulationintheenvironmentalfield•recognitionoftheenvironmentaleducationfieldacrossthestateandregion•

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CURRENT CONSORTIUM PARTNERSHIPS:

SC Parks, Recreation & Tourism• SC Department of Natural Resources•

Francis Marion University• Greenville Zoo•

Palmetto Conservation Foundation• Audubon SC•

SC Wildlife Federation• Clemson University •

EdVenture State Children’s Museum• Sc Aquarium•

SC Forestry Commission• Charleston County Parks •

Addventure Coaching • University of SC•

Calyx Farms• Oconee County•

SC Sea Grant• Wild in SC•

Rock Hill PRT• Youth to Ocean•Jenkins Institute• Catawba Indian Nation•

Palmetto Pride• Watershed Ecology Center•

City of Gaffney• Girl Scouts of SC•

Museum of York County• Hatcher Garden•

Lexington County• SC State University•

SCDHEC• Carolina Living Magazine•

S2TEM Centers of SC• The Nature Conservancy•

Spartanburg County Parks• SC Science Academy•

EVALUATION METHODS:

To evaluate the South Carolina Environmental Education Consortium Workshop Series, workshopparticipantscompletedsurveysaftereachworkshopandacomprehensivesurveyattheendoftheworkshopseriestoassessthequalityandeffectivenessoftheworkshop,thepresenters,andtheutilityoftheskillstaughtineachsession.

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GOVERNOR’S PROCLAMATION

SouthCarolinawasoneofonlyfifteenstatestoreceivethehonorofJuneasrecognizedasGreatOutdoorsMonthbytheUSDepartmentoftheInterior.ThiscameasaresultofboththeSCGreatOutdoorsinitiative,coupledwiththeEnvironmentalEducationworkacrossthestate.

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ThefollowingexcerptwastakenfromtheInstituteofEducationSciencesandacceptedbytheSCDepartmentof Education as the inception of Environmental Education in South Carolina:

The South Carolina Environmental Education Conference was held February 3 and 4, 1971, at Hobcaw House, Georgetown, South Carolina. The Conference was intended to provide a dialogue between

teacher-training institutions, State Department of Education personnel, and other state agency personnel interested in environmental education. One aim of the Conference was to encourage college and

university education departments to incorporate the use of available environmental education materials into their curriculums. Addresses, accompanied by resulting discussions and suggestions, are presented verbatim in this report. Topics include: The Need for Environmental Education as an Integral Part of

Teacher Education; Existing Teacher Training Programs and Material; Federal Programs as a Source of Funds; Existing Materials for Environmental Education; Principal Parts of a Model Program;

Employment Opportunities; Implementation; and Evaluation of Environmental Education Programs. Lists of conference members, staff, and environmental education materials available from the South

Carolina State Department of Education are included. (http://eric.ed.gov/?id=ED055828)

Evenafterfourdecades,SouthCarolinadoesnothaveafirmfoundationforEnvironmentalEducation.NorecordsweremaintainedattheDepartmentofEducationfromadministrationtoadministration,combiningwithalegislaturenothistoricallysupportiveorknowledgeableaboutEnvironmentalEducation;ourstateisleftwithnocentralroadmaporstrategicplanforEE.ANationalHistoryofEnvironmentalEducationcanbefoundatthislink:http://niu.edu/~carter/courses/520/Carter_Simmons.pdf

Fromthisnationalperspective,SouthCarolinawouldfitintothehistoryinthe1970swhenthefirstattemptsweremadeinSCtolaunchtheEnvironmentalEducationAssociationofSouthCarolina(EEASC)withassistancefromtheStateDepartmentofEducation.Manyotherinitiativesstartedaroundthattimehereaswell,however the momentum was lost as administrations changed.

South Carolina needs a strong foundation moving forward. The same discussion and arguments mentioned inthe1971documentarestillapplicabletoday.SouthCarolina’sPeopleandtheEnvironmentCurriculumismentionedbythenewConservationEducationConsultantattheStateDepartmentofEducation,howeverthereisnoformalpositiontomakesurethiscomestofruition.EvenwhenafulltimepersonholdinganEEpositionattheDepartmentofEducationwasinstated,thePeopleandEnvironmentserieswasneverdiscussed,muchlessintroduced into curriculum over a ten year stent.

Asanexample,acourseatUSC’sCollegeofEducation,TeachingEnvironmentalEducation,waseliminatedinthe1990sbecausetheneedwasnotrelevantbasedoncurriculumintheSouthCarolinaschoolsystem.Finally,inthelastdecadeapaneltointroducelegislationtogetenvironmentalcourseworkapproveddiscussedonlyuniversity programs in the state. Even so, the legislature vetoed all.

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HISTORY OF SOUTH CAROLINA’S ENVIRONMENTAL EDUCATION

NEEDS ASSESSMENT

OnceawardedthegrantfromtheEnvironmentalProtectionAgency(EPA)andtheNorthAmericanAssociationonEnvironmentalEducation(NAAEE),aneedsassessmentwasconductedwithover300individualsinvolvedinenvironmentaleducationtoidentifythegreatestneedsacrossSouthCarolina.Thequestionsandresponsesfromtheneedsassessmentarelistedbelow:

1) How do you define Environmental Education?

Organizedeffortstoteachabouthownaturalenvironmentsfunctionand,particularly,howhumanbeings• canmanagetheirbehaviorandecosystemsinordertolivesustainably

Sharing the wonder and tools for exploring the world around us•

Environmental Education is a process that allows individuals to explore environmental issues, engage • inproblemsolvingandtakeactiontoimprovetheenvironment.Asaresult,individualsdevelop adeeperunderstandingofenvironmentalissuesandhavetheskillstomakeinformedand responsibledecisions

Teachingparticipantsaboutnaturalresourcesandenvironmentalissues,etc.withthegoalofthe • participantgainingatleastanunderstandingofthewaytheenvironmentworks;atmostgetting the participant to respect and appreciate nature and all in entails.

Environmental education refers to the organized effort to teach people of all ages how to more • appropriatelyinteractwiththeirlocalecosystemsinaglobalmindset.Ipersonallybelievethebestway to achieve this is via creating a passion for time spent outdoors in natural areas from a young age.

Anyopportunitytoeducatethepubliconthemanyaspectsofnaturalresources•

Learningabouttheimportanceofnaturalresourcestoourhealthandwellbeing.Alsolearningabout • wildlifeandthenaturalworld(ecology)childrenandadults

Teaching people to appreciate nature•

Environmental education is providing authentic experiences that invite, challenge, and encourage • diverseaudiences(includingK12students,professionals,andthegeneralpublic)toengagecognitively andaffectivelywiththenaturalsciencesincludingecology,hydrology,biology,geology,environmental history,andsustainability;environmentaleducationshouldinformandinspirestewardshipofnatural resources.

IntherealmthatIdealwithit,it’smoreconservationeducationwhereItrytoteachtheprincipalsof • naturalresourcemanagement,promotesustainableuseoftheresourcethroughoutdoorskillslearning andinspire,influenceandenhancethepassionofconservationstewardshipinprogramparticipants.

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Creating, awareness, empathy and action for the environment and those within it.•

Anyeducationthatfocusesonteachingstudentsaboutthebiologyofanimals,andplantsinecosystems • andrelatethatknowledgewithanunderstandingofecologyingeneralandlinkitallwithan understandingofhowhumansplayanintegralroleinourenvironment,whetheritbepositiveor negative.

Learninghowallpartsoftheenvironmentcanbe•

Learningaboutnaturalsystems,theirinterdependence,andtheimpactsofhumanactivity.•

Educatingthepubliconhowtheycanmakesmallchangesintheireverydayactivitiestohaveless • impact on the local environment.

Familiarizingstudentswithlocal,regional,nationalandglobalenvironmentalissuesandtherangeof • solutionsproposedandundertakenbyexpertsandengagedindividualsatalllevels.

Learningaboutthenaturalworld,whetherindoorsoroutdoors.Includessystems,relationships,human • interactionwiththeenvironment,issues-based,science-based,ormultidisciplinaryapproaches.

Teachingcitizens(allages)aboutnaturalresources,helpingthemunderstandtheirimportance, • providing guidance on how to sustain and protect them.

Educationaboutthenaturalworldandissuesthatimpactmanandtheenvironment.•

Learningwhatourphysicalenvironmentis,itslimitations,problems,identifyingwaystoteachothers.•

Educationthepublicabouttherelationshipbetweenhumaninfluencesandournaturalresources.•

Teaching,demonstratingandinvolvingothersinenvironmentalawareness,increaseinknowledgeand • bestmanagementpractices.

TheteachingofNaturalHistoryconceptsandthemes,preferablyinoutdoorsettings•

Usingtheenvironmenttoteacheverything—science,math,languagearts,physicaleducation,etc.•

Baba Dioum’s quote I think sums it up the best, “In the end we will conserve only •

what we love; we will love only what we understand; and we will understand

only what we have been taught.”

Teachinghowman’spoliciesandactionsimpactthegeneralecosystemwhichincludesourbeaches, • waterways,forests,theairwebreathe-ouroverallsurroundings.

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Environmentaleducationistheteachingorlearningabouttheinterrelationshipbetweenorganismsand • theirhabitatorenvironment.Connectedtothisishowtheenvironmentinfluencestheorganism either positively or negatively.

A knowledge and respect for natural resources and natural habitat. An understanding • of how human interaction impacts the natural environment

Informingpeopleabouttheenvironmentandcausingameasureablechangeinbehavior.•

Makingpeopleandcompaniesawareoftheimpacttheyhaveontheenvironmentaswellassmall • changestheycanmaketocontributetolargechanges.

Experientiallearningthattakesplaceeitherinoroutdoorstohelpcreateanenvironmentallyliterate • public.

EnvironmentalEducationistheprocessofteachingchildrenandadultsaboutournaturalworld,help • themunderstandtheinteractionsofthatworldwithhumansandlearnhowtomakeinformeddecisions on how to care for our world.

Exposingpeopleofallagestothewondersandimportanceoftheenvironment,includinghowitbenefits• us,sothattheywill,inturn,feelanobligationandcompulsiontoprotectit.

Comingfromahistory,asopposedtosciencebackground,ItendtodefineEEmorealongthelines • of promoting an understanding of how humans interact with their surrounding environment and how the environment has impacted human development.

Theteachingofconceptsrelatedtoournaturalandman-alteredsurroundingsandhowweinteractwitht• thosesurroundings.Whileitisnotnecessary,thistypeofeducationtakesplaceintheenvironments beingdiscussed!

Knowledgeofnature/theenvironmentandourplace,ashumans,withinit.•

Gettingpeopleoutdoorsinareaswheretheycanexperiencethebenefitsofourwork.•

Teachingadultsandchildren(a)abouttheenvironment;(b)howtointerpret,investigate,andunderstand• theenvironment;and(c)howtomakeresponsible,informeddecisionsonenvironmentalissues.

Itisbothclassroomandoutsideexperientialeducationthatbuildsawarenessandappreciationofthe • connectionsbetweenpeople,theirenvironmentandotheranimalsandplants.

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Increasingtheliteracywithinourcommunityofenvironmentalissuesandsolutions.•

Teachingthejoysandissuesoftheenvironment.•

Teachingcenteredaroundtheconceptofnature,outdoors,andecology-usingbothfieldbased • (outside!)teachingmethodsaswellastraditionalclassroom.

Increasingtheknowledgebaseofcitizensandelectedleadersrelatedtothebuiltandnatural • environments.Weespeciallyneedtoincludeeducationatthegrassrootslevelandfordecision makersregardingpoliciesthatsupportbestmanagementpracticestoprotectenvironmentresourcesfor sustainability.

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2) Do you currently have Environmental Education programs in your capacity?*Predominatelysenttoenvironmentaleducationorganizations

3) Does your organization currently partner with other Environmental Education organizations?

4) How do you rate the following as SC’s environmental education challenges?

Responses for “Other” category:Thewordingandoptionsonthisquestionareconfusing.SorryIcouldnotprovidemorefeedback.•Reaching a more diverse audience•SouthCarolinaisWAYbehindinenvironmentaleducationinthepublicschoolsystemwithnohelpfromourgovernment •

cutting out programs.Engagingtheyouthandmakingthemawareofwhythiseducationisnecessaryandfortheirbenefit.•Collaborationwithnon-traditionalpartners•

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5) What is the greatest need for Environmental Education in South Carolina?

EE is necessary for any lasting conservation effort and protection of South Carolina’s natural and • cultural resources.

Raising awareness of our natural resources and options for conserving and protecting; • knowing the difference one person can make.

Atmanylevelsfromthegeneralpublictoelectedpublicofficialsrecognizingallthegreatnatural • resourcesandprovidingastrongenvironmentaleducationprograming/emphasisthatwillsecurethese resources.Also,tousethenaturalresourcesinawaythatsupportsecotourism

Required environmental and outdoor education in the schools.•

Inourentirecountry,Iwouldsaythattheaveragepersonfeelsadistinctdisconnectbetweenthemselves• andnature.Theydonotseethetangiblewaysinwhichwhattheyputoutsideinfluencestheir dailyliving.Ifpeopleweretofeelasenseofintimacyaboutwildspaces,theywouldbemore inclinedtoprotectthem.Ibelievethatfundingissueswillberesolvedifmorepeopleare educatedfirstastotheenvironmentalconcernswehave.

Fundingasinalmostallthings,reachingdiverse(socioeconomic,racial,andage)audiencesand • children in poor communities.

Justdoingit.•

Communitytohelpprovideconsistency,networking,support,recruitment,andretentionofdiverse, • high-qualityenvironmentaleducators.

EnvironmentaleducationemphasisinSCpublicschoolsystem.AnappointedpersonwithSCDEto • establishorcompilegradelevelandstatestandardsappropriateenvironmentaleducationactivities, curricula,fieldtrips,etc.

Awarenessandaction.•

To open the eyes of the next generation that every individual can play an important role as an • environmental steward.

Stewardship.•

Impactsofdevelopmentandotherhumanactivity.•

Anopportunitytoconnectwithotherorganizationsandlocalschooldistrictstoprovideclasses/ • educationalmaterialtothepublic.Anopportunitytonetwork.

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Raisingawarenessabouttheissuesandthestepsthatcanbetakenbyindividuals,politicalentitiesand • industry to address them.

Implementationthroughoutallgrades(usingittoteachawidevarietyofsubjects),plushavingit • availableforadults.Havingorganizationscomingtogether(whereastheyarecurrentlycompeting).

Comprehensive plan that connects the many organizations that already provide these services•

Coordinationofservicestobemoreeffectiveineducationandconservation.Trainingforeducatorsin • schools.

Aconcentratedeffortamongthestakeholders.•

People to understand the relationship between a healthy environment, quality of life • and economic strength in a community

Ithinkmiddleschoolandhighschooloutreachisanareaofgreatestneed.•

Makingitanintegralpartoftheschoolcurriculum.•

Forteacherstouseitintheirclassrooms,whichwouldrequirethattheyknowhow•

Tobeintertwinedwiththepublicschoolsystems.•

Toreachawideraudiencewitheducationandtoolsonhowtomakeadifferenceinthisarea.•

There seems to be a lack of coordination I often feel like I am working in a vacuum. • There no “community” within the state.

Needtostrikeabalancebetweencommunitydevelopment,theneedsofgrowthandpracticalrestrictions• to protect natural SC.

Awareness.•

Acomprehensiveplan,(ifthereisone,Iamnotawareofit).•

AcertificationprogramandlegitimacyfromtheDept.ofEducation.•

EnvironmentalEducationcanbeusedtoteachmanyofthestandardsoflearningandgetstudentsactive• atthesametime.Weneedschooladministratorstoseeitasalearningtool,notafrivolousfieldtrip.

Buildingthatawarenessoftheimportanceofenvironmentalstewardship.•

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Notsure.•

Moneytopayforstudentstoexperiencethewealthofenvironmentaleducationprogramsavailable • throughout the state.

IthinkDNRdoesagreatajobshowingupatlocaleventsandbeinginthepubliceyewithfun • interactivetoolsthatkids(andoftenadults)canenjoy.

N/A•

Fundingandcommunication(e.g.,howisthisSCNHCinitiativecoordinatedwithexistingSC • EnvironmentalEducationefforts?)

Myexperienceislimited,butitseemsthatmostschooldistrictshavepatheticenvironmentaleducation • programs, and what they do have is usually limited to elementary and middle school. Typically, there is nothing for high school students.

Engagingallpartsofthecommunitynotjustyouth.•

Programsandparticipants.•

Gettingthemessagetoallteachers,includingpre-serviceteachers.•

Educationatgrassrootslevelandtop-downdecision-makereducation.•

6) What are your organization’s Environmental Education goals?

CreateadatabaseofEEorganizations,createanenvironmentalliteracyplan.•

Expandmembers’knowledgebaseandencourageinvolvement•

To partner with more organizations that enable us to expand our environmental • education. Also, to implement more environmental education programing on the Palmetto Trail.

Gettingkidsoutsideandunderstandingnatureandtheenvironment•

Tocreateasenseofintimacybetweenlocalpeopleandtheirnaturalareas(theGlendaleShoals)2.To • partnerwithareaschoolstocreateasetoflongstandingfieldtripprogramming,sothattheGlendale ShoalsbecomearegularpartofSpartanburgareaeducation.3.Tobridgethegapbetweenurban Spartanburgandtheruralcommunity,particularlybyincorporatingWoffordstudentsinourevents.

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Saving land.•

Toinformandinspireunderstandingoffloodplains,forests,andthewatershedsthatnourishthem.•

Specificallyformyprograms,nottheagency’s,istopromotethesportoffishing,anglerethics, • appreciation/understandingofaquaticresourcesandinfluencetheiropinionoftheagency(what’sour purpose).Inadditiontothat,anoverarchinggoalistorecruitnewanglerstothesportoffishing andtomaintainopportunitiestokeepanglersengagedthroughouttheirlifetime.

Tobeatopresourceforenvironmentaleducation.•

To open the eyes of the next generation that every individual can play an important • role as an environmental steward, by providing curriculum that compliments school classes, and shows them how exciting the outdoors can be.

Communication.•

To reduce the impacts of sprawl and protect special places.•

Toeducatethepublic,peopleofallagesintheStateofSConhowtheycanhaveahugeimpactonlocal• waterways.

EnvironmentalEducationisanimportantaspectofouroveralleducationalmission.Aswitheverything • we do, our goal is to improve the lives of all South Carolinians.

Educating adults, underserved groups, and more school presence•

Toinformcitizensofthosethingstheycandotoimpactthequalityofournaturalresources.•

Toprovideinquiry-basedinstructionforstudentsK-12toprovidepubliceducationprogramsand • workshopsrelatedtoEE.TocreatelearningareasthatmotivatestudentstolearnmoreaboutEE.

To provide education opportunities within our county.•

Thesameasabove,justspecificallyfocusedontheSavannahRiver.•

Sustainablebehaviorchangeandinfluenceonat-home,parentalpractices.•

Toeducatethepublicabouttherelationshipbetweenwetlandecosystemsandthequalityoflifeofall • living things.

Educatethepublicabouttheimportanceofforeststoourenvironment,ourstate’seconomy,andour • everyday lives.

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TofindsupportforexpandingenvironmentaleducationinSC.•

Ourorganizationhasn’tarticulatedanyspecificgoalsinthisarea.•

ContinuetoprovidescienceeducationinschoolsanddothisusingPrivatemoneyasmuchaspossible • developatleastonenewprogramineachgradeeachyear.Developwaystoreachouttoadults.

Continuetoeducateonwaterissues,mainlystormwaterrunoff,butthelargerissuesofpollutionand • human impact on wetlands, streams.

Provideinformation/programsonconservationenvironmentaleducation.•

Informingourcommunityaboutairquality,waterquality,andtheimportanceofrecycling.•

Toteachthegeneralpublichowtoadvocateforandbecomestewardsofthestate’smarineresources.•

Notaffiliatedwithanorganization.•

ThegoalhasshiftedawayfromeducationinourAgency,thoughwestilltacklerecyclingandgreen • initiatives.

Our goal is to raise an appreciation of nature as a vital part of understanding our history and that our • choicesthroughouthistoryhavehadasubstantialimpactonthenaturalworld.

Toteachstudentsaboutthevalueofbirdsandotherwildlifeasbothbio-indicatorsandaslifeenriching • representatives of the environment we share.

Raiseawarenessofthebeautyofthenaturalareawhileteachingthosewhovisitittoprotectand • preserve it.

Useoutreachtobuilddonorsupport.•

Promotingnaturalresourceconservation.•

Create a personal connection to nature among younger generations.•

Toincreasethescientificliteracyofourcommunitysothatdecisionmakingisbasedonscientific • principles.

Soil and water conservation education, stormwater education.•

To teach undergraduates, to train teachers, and to inform citizens of the importance of the environment.•

Promotesensiblegrowthandtheprotectionsofspecialplaces.•

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7) List the top 5 training needs for SC Envrionmental Education?

BestPractices,Assessment,Process,EnvironmentalJustice,EnvironmentalPriorities.•

ProtectingwaterqualitynetworkingtoblockimportofgarbageSCconnectionstoregional,national, • and international migrations.

Awareness and sensitivity, Knowledge and understanding, Attitudes skills participation.•

Beingcomfortableoutsideinnature;understandingoftheissues;understandingofbasicenvironmental • principles.

Tipsondevelopingnewandcreativeenvironmentallessonplans,focusedonbeinghandsonand • practical.2.Learningtocommunicatemoreeffectivelywithreluctantorresistantparties.3.Adviceon publicizingenvironmentaleducationevents--howdoweencouragepeopletoattend?4.Tipsonmore effectivecommunicatingbetweenlike-mindedenvironmentalgroups,andhowwecanuseeachother tobeastrongermovementasawhole.5.Determinewhichenvironmentaltopics (water,airpollution,speciesdiversity,etc.)aremostvitaltoconvey,andhowwe canhoneourmessagedowntoamemorableamountofinformation.

Programawareness,grantopportunities,facilitatortraining.•

Foreducators-effectivegrassrootsoutreach.Generally-importanceofcleanwater,forestryand • farming opportunities, outdoor recreation opportunities.

Hunting,fishing,farming.•

Climatechangeliteracy*Psychologyandtechniquesforcommunicating“controversial”topicssuch • asclimatechangeandevolution*Trainingthe3frameworkdimensionsintheNASFramework forScienceEducation*Trainingincommoncoremathandquantitativeliteracytohelpenvironmental educatorsusenumbersmeaningfullytoworkthroughfears(includingtheirown andtheaudience’s)ofdealingnumbers.*Traininginframesforconnectingtovarious audiences;thisincludestheworkofNisbetandScheufelebutalsosomeadditionaldimensions oftheologicalandphilosophicalframesthatcanhelpusall(educatorsandaudiencesalike)HOPEinthe face of very real environmental challenges.

AunifiedorganizationtooverseeEEthatdoesmorethanhostsanannualconference(training • opportunities,eventsforthepublicheldbymulti-agencypartnerstoexpose/communicatetothepublic aboutEE;immersiontacticstoenterschoolsystem;etc.).

Fieldexperience(outdoorworkshops),Ageappropriate.•

Notsure...•

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Stewardship, littering, recycling.•

Moreoutreachtoadultsonbehaviorstheycanchange:purchasingdecisions,drivingbehavior,home • and yard care, etc.

Opportunities to get information to people who need to see it.•

1.Emphasizetherelationshipbetweenhealthandneighborhood2.Beginenvironmentaleducation • inelementaryschool3.Statewidedisseminationofinformation4.Empowermentofteens5. Empowerment of local communities.

Regulartrainingworkshops(forteachersoreducationproviders)beingofferedinavisiblemanner(no • oneknowswhotogotoforatrainingsession),abasicunderstandingofwhatEEmeansandhow itcanbeusedacrossdisciplines.

Thetrainingshouldbefocusedonconnectingeducatorswithallthedifferentopportunitiesforlearning • first.Thenexposingthemtoeachoftheminasummaryformat.Theyshouldunderstand watersheds,typicalwaterpollutants,basictreatmentprocesses,somesoilbackground(contaminants, erosion),anddevelopmentimpacts.

GrantwritingforEEleadersDevelopingpartnershipsInquiry-basedinstructionteachereducationto • integrate EE into the Common Core instruction.

1-Qualifiedcoordinators,2-Standardizedtrainingmaterials,3-Collaborativeactivities,4-Assurance• thatSCEducationDeptguidelinesincludeenvironmentaleducationinschoolcurricula.

Educationalmaterialsfundsforchildrentotraveloutinthefield.•

Top5trainingneedsforeducators?1.chemicals’fateintheenvironment2.chemicals’fatein • organisms,creatures,suchasbioaccumulation3.impactsofpoorlymanagedlandusechange4.impacts ofamodifiedhydrology5.waterconservationbestpractices.

EvaluationofEEprogrameffectiveness2.Howtoreachnon-traditionaladultaudiences.•

Huh?•

Publicschoolsystem--gettingthemonboardlikewhatNCisdoingwithoutdooralternativeschoolsor • Maryland’sschooldistrictsprovidingenvironmentaled.through12thgrade,findingcorporatesupport, gettinglocal/citizensupport.

Teachers2)Groupstobetaught3)locationstoteach4)Opportunitiestoimplementwhat’staught5) • Cooperation/collaborationwiththosedealingwiththesameveryissues.

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Improvingandexpandingfundraisingdevelopnewprogramsmanagementoffundsandprograms • Marketingoftheprograms.

1)Resourcesforeducationpurposes2)speakersbureau3)trainingthetrainersprogram4)acohesive • educationalfocus,notre-inventingthewheel,butaccessingwhatisalreadythere5)strongcore curriculum.

AwarenesswithintheEEcommunity2.afewconsistentmessages.•

1)listofexistingresources2)benchmarkofaplaninasimilarcommunity3)litterprevention4) • recycling5)waterquality.

Teachingcontroversialissuessuchasclimatechangeinabalancedmanner.Effectivecommunication • skills.Contentbasedtraining.Incorporatingstandardsbasedcontentintoprograms.Teaching techniques,groupmanagement.

Teachingmethodsinthefield,ContentResourcesavailable,Howtodevelopcurriculum.•

Encourage community involvement in the environments in which they live.•

Notsure.•

HowtocombineforcesforincreasedimpactculturalhistoryoftheenvironmentinSCmanaging • multiplestakeholdergroupsinEE.

Don’tknow.•

N/A•

1. Train classroom teachers to integrate EE with current methods. 2. Gain support for EE at the • administrativelevel(SchoolPrincipals,DistrictSchoolBoards,andStateDepartmentofEducation). 3.Traindecision-makers(politiciansatlocalandstatelevel)intheimportanceofEEsotheywill provide more legislative support and funding for EE initiatives. 4. Support the EE professional communitythroughorganizationsandgroupssuchasEEASCandSCOIES.5.Traineducatorsin appropriateinstruction/interpretationmethodsandstateacademicstandards.

Notsure.•

Mentoringthenextgenerationofleaders,introducingsoundenvironmentalconceptsintoour • community,integratingenvironmentaleducationwitheconomicandqualityoflifeissues,teaching familiesabouttheimportanceofenvironmentaleducation,engaginglocalprofessionalsineducation initiatives.

Training facilitators for national programs.•

17

Teachertraining-howtoandwhytousenatureintheclassroom2.toinformthepublic-whynatureis • so important and why and how they need to get themselves and their families outside.

1.PublicSchoolScienceandSocialStudiesTeachers2.Schoolcurriculumthatintegrateseducationon • theimpactoflanduseplanningonpublichealth--specificallyprevalenceofchronicdiseases relatedtoobesityandbeingoverweight.3.Citizen’sdailyimpactonwaterquality4.Needforexpanded solidwasterecyclingprograms,especiallyinSpartanburgCounty5.Electedleaders/decisionmakers.

8) How important is a successful SC Environmental Education Program in the following areas?

Responses for “Other” category:Involementwithotherorganizationswhohavethesamemission•Outdoor recreation•N/A•Thebenefitscitizensgainfromacleanenvironment.•Childhood Education•Youth engagement, health, and academic success•Ecosystem Services•

18

9) What benefit do see from participating in the EE Consortium? Mark all that apply.

10) Which of the following would you consider success indicators for the EE Consortium in its first year? Mark all that apply.

19

EVALUATION OF YEAR 1 ACTIVITIES

CollaborationwithBoardofEducation

WhentheSouthCarolinaNationalHeritageCorridorandtheEnvironmentalEducationAssociationofSouthCarolinawereawardedtheEPAgranttobeginastatewideconsortiumonEnvironmentalEducation,theDepartmentofEducationhasbeensupportive.Theywereabletolinkontheirwebsitetowww.EEinSC.orghelpingtofurtherbuildthestatewidedatabase;theygraciouslypromotedtheSCEE2014InauguralWorkshopSeries;andaswemoveforwardwithourefforts,havebeenengagedandinformedandwillcometothetableinthecapacitywithwhichtheyfeelbestsuitedtobuildthemomentum.

Partnership with Michelin

Whileunderstandingtheneedsofourstateandlookingforwaystoassist,Micheliniscurrentlyconsideringtwothings:agrantintheamountof$25,000inordertobeginoureffortsinHispanicOutreachwillhopefullybeawardedinFebruary2015;secondly,theSCEEConsortium’sapplicationwillbereviewedintheSpringasapossiblerecipienttotheirCharityGolfTournament.

PartnershipwithEdVenture

Aswemoveinto2015,ourresearchhasshownthatalimitedamountofsystematicstatewideoutreachinourNationexistsforunderservedpopulations.PartneringwithEdVenture,SouthCarolina’sStateChildren’sMuseum,weareworkingwiththeirHispanicOutreachCoordinator,GrantWriterandProjectLearningTreeinordertoco-writeanEPAgrantindependentoftheoverarchingstateconsortiumallowance.Thisinitiativewouldallowforthefollowing:createanevaluationmodel,thefirstinthecountry;identifykeyorganizationsandoutreachexamples;identifyareasofgreatestimpact;translationofmaterials;partnershipbuildingandtrainingofbilingualenvironmentaleducators.

20

PartnershipwithSCETV

AsaresultofoureffortstostrengthenanddiversityEnvironmentalEducation,SouthCarolinaEducationalTelevisionallowedourworkshopseriestobecompiledintoandEnvironmentalEducationModule.Thismeansthatteachersfromacrossthestate,whilesearchingforCertifiedEducationalUnits(CEUs)-arequiredrecertificationeachyear,willhaveaccessto2014EEpresenters.Withthisinformation,theywillbeaskedtoanswerquestionspertainingtoincorporationintolessonplans,classroomactivitiesorother.ThisEEmodulewillbeavailablenotonlyfor2015butinyearstocome.

Partenrship with College of Charleston

Movingforwardwithwww.EEinSC.org,ourstate’sEEdatabasae,wefeltthatadditionalattentionshouldbemade towards growing this initiative. College of Charleston, directly from a class on Social Entrepreneurship, decidedthiswouldbeaninterestingwaytoinvolvestudentsalongsidestateagencies,privatebusinessesandvolunteercitizensalllookingtomakechange.Thisfirsthandexperienceimpactedtheirfinalprojectfortheclass and the outcome was a lasting relationship with the College moving forward.

21

FormalandNon-FormalEducatorCertification

SinceJanuary2014,theSouthCarolinaSeaGrantConsortium,inpartnershipwithKDBConsulting,continuedwiththedevelopmentofaSouthCarolinaEnvironmentalEducationCertificationProgram(SCEECP).Basedonastate-widesurveythatwasdistributedinOctober2013,twofocusgroupsessionswereheldinMarch2014toaddresscommonthemesandsuggestionsofthesurvey.Duringthistime,researchwasalsoconductedonvariousenvironmentaleducationcertificationprogramsintheUnitedStates,includingtwosoutheasternprograms,NorthCarolinaandGeorgia,inanattempttocomparedifferentprograms.AsitevisitwasheldinJune2014withmembersoftheAdvancedTrainingforEnvironmentalEducationinGeorgia(ATEEG)anda wealth of information was gained pertaining to program content and format development, lessons learned instartingupanEEcertificationprogram,andadviceoneffective“nextsteps”.Basedonthisinformation,twocommitteeswerecreatedinOctober2014:SteeringCommitteeandReviewCommittee.TheSteeringCommitteewillassistinthedevelopmentofcontentandstructureoftheSCEECP.TheReviewCommitteewillbothevaluateandvetcontent,materials,andoverallstructuredevelopedbytheSteeringCommittee.Itwillalsoprovidefeedbackastheinauguralgroupofparticipantstogothrough–andreceive–theirSCEnvironmentalEducationCertification.ContactforthiseffortisEVBell,MarineEducationSpecialist,[email protected].

22

Database Use, Value, Impact

TheEnvironmentalEducationwebsite,www.EEinSC.org,isahousingagentforbusinesses,schoolsandorganizationsacrossSouthCarolina.Itisusedasbothamarketingtool,aswellasaresourceforthoselookingtoventureintoanythingenvironmentallyrelated.Thebeautyofthisendeavoristhatthedatabaseisapartofathirteenstateconsortiumallsharingtheirgrants,jobopportunitiesandactivities.Informationisaccessiblewhilestilluniquetoeachstate.SouthCarolinaisintheprocessofbuildingourindividualresourcesandcreating awareness for our partners across the state so that use is second nature when accessing all things EnvironmentalEducation.Currently,apartnershipwasforgedwithCollegeofCharlestonfortheFallsemester2014withfiveinternsandwearecurrentlyworkingwithUniversityofSouthCarolina’sCenterforSustainabilitytogetanotherinternforthedatabaseandtohelpwithour2015HispanicOutreachInitiative.

2014 Database Timeline

January:EPAGrantAwarded;needsassessmentcompleted.

February:DatabaseFlyerCreated;WorkshopSeriesFinalized

March: FirstWorkshopSeries–DatabaseTraining

April:EncouragingConsortiumMemberstoengagewithdatabase;VariousPresentationstoorganizationsacross SC

May:SecondWorkshopSeries–Marketedthroughflyer;VariousPresentationstoorganizationsacrossSC

June:Presentationsatvariousorganizationstomarketdatabaseandinitiative.

July:ThirdWorkshopSeries–Marketedthroughflyer;Variouspresentationstomarketdatabaseandinitiative

August: FourthWorkshopSeries–Marketedthroughflyer;Variouspresentationstomarketdatabaseandinitiative

September:FifthWorkshopSeries–Marketedthroughflyer;PartneredwithCollegeofCharlestonforDatabaseIntern

October:SixthWorkshopSeries–Marketedthroughflyer;PartneredwithCollegeofCharlestonforDatabaseIntern;Variouspresentationstomarketdatabaseandinitiative

November:PartneredwithCollegeofCharlestonforDatabaseIntern

December:FinalWorkshopSeries&PlanningSession;PartneredwithCollegeofCharlestonForDatabaseIntern;Variouspresentationstomarketdatabaseandinitiative.

23

Please rate how much you agree with the following statements about the Environmental Education Database:

StronglyDisagree

Disagree Neutral Agree Strongly Agree

Ifeelcomfortableusingthedatabase.

0(0.0%)

13(13.8%)

20(21.3%)

44(44.8%)

17(18.1%)

Ilearnednewwaystoutilizethedatabase.

3(3.2%)

23(24.7%)

36(38.7%)

19(20.4%)

12(12.9%)

Iamgoingtoencourageother organizations to contributetheirinformationandeventstothedatabase,

0(0.0%)

4(4.3%)

22(23.4%)

44(46.8%)

24(25.5%)

24

Google Analytics for the Database

Thefollowingfigureillustratestheusageofwww.EEinSC.orgdatabasewebpagefromMarch2013toDecember2013.Lookingatthenumbers,therewasasignificantincrease(4,000+sitevisits)tothesitein2014whentheConsortiumwasdevelopedandthedatabasewasupdatedandpromotedforusethroughoutthestate.

Thefollowingfigureillustratestheusageofwww.EEinSC.orgdatabasewebpagefrommid-February2014toDecember2014.ManyofthepeaksindatabaseactivitycoincidedwiththeworkshopseriesdatesthroughouttheyearaswellasCollegeofCharlestonInternshipsintheFallof2014.

Thefollowingfigureillustratestheincreaseinusageofwww.EEinSC.orgdatabasewebpagrefrom2005toDecember2014.

25

Promotional & Informative Database Flyer distributed throughout 2014

26

Workshop Series

TheConsortiumworkshopseriesconsistedofsevenworkshopsandawebinarfromMarch-December2014.TheworkshopsweretargetedforConsortiummembersbutparticipationwasfreeandopentoanyone.Thefollowingflyerliststheoriginalscheduleofworkshopsandpresenters.However,twooftheworkshopsdidchangeinthemeandpresenters.Eachoftheworkshopswereevaluatedinapost-workshopsurveytoparticipants.Theresultsarepresentedforeachworkshopinthefollowingsectionsofthereport.NotethatthefirstworkshoponDatabaseTrainingdoesnothaveresultsbecauseitwaspriortothestartoftheevaluationgrant.

27

Overall Information on Workshop Series Participants

Pleaseindicateyourgender:

Howwouldyoudescribeyourself:

28

Overall Information on Workshop Series Participants

Pleaseindicatewhichfieldsofenvironmentaleducationbestdescribesyou:

Whichsettingbestdescribesthelocationwhereyouwork?

29

Workshop I: www.EEinSC.org Database Training

March24,2014,WhaleySt.,Columbia,SC/19participants

Workshop Description:Duringthistwohoursessionyouwilllearnhowto1)createaprofileforyourorga-nizationorschool.Thismayalreadyexistinsomecapacityhoweveryouwilllearnhowto2)edittheprofile,3)addeventstothecalendarand4)addresourcesthatyourorganizationorschoolprovidesand5)oneononetimewithKimBaileyforspecificquestionsregardingthedatabase.ThistrainingisextremelyimportantasSouthCarolinamovestowardsacohesivenetworkofenvironmentaleducation–asoneofthreestatestoreceiveanEPAgrantdistributedthroughNAAEEtobeginastatewideconsortium.Thedatabaseisabeginningsteptowardsaconsolidatedeffortinthefieldandmeetthestandardsofourneighboringstates.PleasemakeeveryefforttoattendandinviteallapplicablesoincludedinformationstartstobecomecredibleandaknownvalidresourceforfunctionalandusableEEinformationwithinSouthCarolina.

Presenter Bio:KimBaileyhasworkedinenvironmentaleducationforthelasttwentyyearsandcoordinatingtheEEinGeorgia.orgwebsiteforthelasttwelveyears.ShehasaBSinBiology,BSinEducationandholdsaMastersofSciencedegreeincurriculumandinstructionwithanemphasisinscienceeducation.PastrolesincludeleadnaturalistatElacheeNatureCenterwhereshewasresponsiblefordevelopingcurriculumforenvironmentaleducationprograms.InadditiontoleadingwildernessbackpackingtripsforadultsandstudentsthroughBlueRidgeBackCountryinNorthCarolina.CurrentlyKimistheDirectoroftheSoutheastEnvironmentalEducationwebsitegrantthroughGeorgiaDepartmentofNaturalResources.

30

Workshop I: www.EEinSC.org Database Training

March24,2014,WhaleySt.,Columbia,SC

Noevaluationdatawascollectedforthisworkshopbecauseitoccuredpriortothestartdateoftheevaluationgrant.

31

Workshop II: The “How’s and Why’s” of Developing Sustainable Networks and Dynamic Partnerships

May21,2014,EdVenture,Columbia,SC/31participants

Workshop Description:Networks,partnershipsandinterdisciplinarycooperationarecommon21stcenturybuzzwordsforimprovingstrategicoutcomes.Intheory,theseactionsarethoughttoimproveinformationflow,aligninterests,andlowerboundariesamongorganizations.Dr.PatrickJ.HolladayfromTroyUniversitywillleadaworkshop-stylesessionthatwillassistyouinhowtoidentifypartners,understandtheconnectivityamongpartners,quantifystakeholderimportanceanddefinecommunitieswithinyournetworkofpartners.Youwillalsolearnaboutbridgingconnectionsamongtraditionalandnon-traditionalcollaborators,includingtribalpartnerships.Buildingupontheselessons,theworkshopwillhelpyoufacilitatedecisionmaking,appreciateinformationdiffusion,shapecooperation,fosterresilienceandenhancecoordinationeffortswithinyournetworkof partners.

Presenter Bio:Dr.PatrickJ.HolladayearnedhisPh.D.fromClemsonUniversityinParks,Recreation&TourismManagementwithanemphasisinTravel&Tourism.Fornearly20yearshehashadthegreatprivilegetoprofessionallyengageinboththesocialandnaturalsciences.Dr.HolladayhasworkedinconservationandenvironmentaleducationinEasternEurope,ecotourismandnationalparkmanagementinCentralAmerica,sustainabilityandcommunitydevelopmentintheCaribbean,aswellasamyriadofprojectsintheUnitedStatesfromtheblistering,yetbeautifulMojaveDeserttothelushly-forestedmountainsofSouthernAppalachia.PriortojoiningTroyUniversity,Dr.Holladayhasheldacademicpositions

withtheUniversityofSt.Francis,ClemsonUniversityandEasternKentuckyUniversity.Beforehisacademiccareerhewasanecologistfor10yearsandconductedavarietyofbiologicalfieldworkthatincludedDepartmentofDefenseprojectsinsupportoftheEndangeredSpeciesActandheservedasaUSPeaceCorpsVolunteerasanenvironmental consultant.

32

Workshop II: Question 1

Overall, how would you rate your satisfaction with the following:

CompletelyDissatisfied

MostlySatisfied

Somewhat Dissatisfied

Neitherdissatisfiedorsatisfied

Somewhat satisfied

MostlySatisfied

Presenter’sknowledgeofthematerial.

1(5.0%)

1(5.0%)

0(0.0%)

0(0.0%)

2(10.0%)

16(80.0%)

Organization of the workshop

0(0.0%)

1(5.0%)

1(5.0%)

0(0.0%)

5(25.0%)

13(65.0%)

Qualityandcomfortofthefacility

0(0.0%)

1(5.0%)

0(0.0%)

0(0.0%)

2(10.0%)

17(85.0%)

Locationoftheworkshop 0(0.0%)

1(5.0%)

0(0.0%)

1(5.0%)

1(5.0%)

17(85.0%)

Foodandaccommodations 0(0.0%)

1(5.0%)

1(5.0%)

10(50.0%)

2(10.0%)

6(30.0%)

33

Workshop II, Question 2

Pleaseratehowyouagreewiththefollowingstatements:

StronglyDisagree


Thetopicspresentedattheworkshopwereof relevance to my future environmental education goals.

2(10.0%)

0(0.0%)

3(15.0%)

9(45.0%)

6(30.0%)

Theworkshop’sgoalswereclearlystated. 0(0.0%)

0(0.0%)

2(10.0%)

12(60.0%)

6(30.0%)

Thisworkshopwasapositivelearningexperience.

0(0.0%)

1(5.0%)

3(15.0%)

8(40.0%)

8(40.0%)

The sessions and activities encouraged hands-oninvolvementfromparticipants.

0(0.0%)

0(00.0%)

2(10.0%)

8(40.0%)

10(50.0%)

Theworkshopmetmyexpectations. 1(5.3%)

0(0.0%)

3(15.0%)

9(47.4%)

6(31.6%)

Ilearnedsomethingnewatthisworkshop. 1(5.0%)

3(15.0%)

0(0.0%)

3(15.0%)

13(65.0%)

Overall,thequalityoftheworkshopwasexcellent.

0(0.0%)

3(15.0%)

2(10.0%)

8(40.0%)

7(35.0%)

The topics and materials presented in the workshopwillbeapplicabletomycareerin environmental education.

1(5.0%)

1(5.0%)

2(10.0%)

8(40.0%)

8(40.0%)

Icanputintopracticetheideasandskillscoveredinthisworkshop.

1(5.0%)

1(5.0%)

4(20.0%)

6(30.0%)

8(40.0%)

Workshop II, Question 2 (con’t.)

34


Pleaseratehowmuchyouagreewiththefollowingstatements:

StronglyDisagree


Theworkshopprovidedampleopportunities to meet and interact with othersinmyfield.

0(0.0%)

5(25.0%)

2(10.0%)

7(35.0%)

6(30.0%)

TheworkshopprovidedaforumtointeractwithotherenvironmentaleducatorsthatIwould not have had without participating intheworkshop.

0(0.0%)

2(10.0%)

3(15.0%)

8(40.0%)

7(35.0%)

Thenetworkingfromthisworkshopwillsupportfuturecollaborationwithenvironmental educators.

1(5.0%)

5(25.0%)

4(20.0%)

2(10.0%)

8(40.0%)

Iwasabletoexchangeideas,relevantto my professional future, with other environmental educators.

2(10.0%)

2(10.0%)

4(20.0%)

8(40.0%)

1(20.0%)

35


PleaserateyourLEVELOFCHANGEinthefollowingskillsfrombeforetheworkshoptoaftertheworkshop:

Nochange Minorchange Moderatechange

Majorchange

Identifypotentialpartners. 3(15.8%)

5(26.3%)

8(42.1%)

3(15.8%)

Definecommunitieswithinnetworksofpartners.

3(15.8%)

4(21.1%)

10(52.6%)

2(10.5%)

Formconnectionsamongtraditionalandnon-traditionalpartners.

4(21.1%)

4(22.1%)

9(47.4%)

2(10.5%)

Abilityotaffectivelydiffuseinformationtootherpartnerswithinmynetwork.

4(22.2%)

4(22.2%)

8(44.4%)

2(11.1%)

Improvecoordinationofactivitiesamongpartners.

3(15.8%)

5(26.3%)

9(47.4%)

2(10.5%)

36


PleaserateyourCONFIDENCEinapplyingthefollowingskillsinyourprofession:


Please rate your CONFIDENCE in applying the following skills in your profession:

Not confident Neither confident nor not confident

Somewhat confident

Very confident

Identify potential partners. 0 (0.0%)

1 (5.3%)

10 (52.6%)

8 (42.1%)

Define communities within networks of partners.

1 (5.3%)

1 (5.3%)

13 (68.4%)

4 (21.1%)

Form connections among traditional and non-traditional partners.

0 (0.0%)

2 (10.5%)

12 (63.2%)

5 (26.3%)

Ability to affectively diffuse information to other partners within my network.

0 (0.0%)

1 (5.3%)

13 (68.4%)

5 (26.3%)

Improve coordination of activities among partners.

0 (0.0%)

3 (15.8%)

11 (57.9%)

5 (26.3%)

0

10

20

30

40

50

60

70

80

90

100

NdenJfy potenJal partners.

WeYne communiJes within networks of

partners.

Form connecJons among tradiJonal and

non]tradiJonal partners.

Ability to afecJFely difuse informaJon to other partners within

my network.

NmproFe coordinaJon of acJFiJes among

partners.

Please rate your LEVEL OF CHANGE in the following skills from before the workshop to aher the workshop`

No change Minor change Moderate change Major change

37


Describe two examples of how you will put into practice the skills and ideas from this workshop.

TheconceptisintriguingandIhaveexpandedmyperceptionofpartnerstoincludecontactsthrough • localFacebookoutdoorrecreationclubs.Includingfourseparatekayakfishingclubsandsomelocal hikingclubs.

(1)Plantoaskourboardmemberswhotheyknowsowecanbetteridentifyroutesofcommunication. • (2)Bettercoordinateamongthestaffwhoiscontactwhichpartneraboutwhichproject.

Noexamples;mostoftheideastaughtintheworkshopwerenotapplicable.•

(1)PlantodoaGephianalysiswithpartnersindifferentdepartmentsatmyinstitution.(2)Willreadthe• reference material provided to determine next steps.

(1)Startadatabaseofcurrentpartners.(2)Identifytheirmissionandmakesureitalignswithours,then• identify other potential partners along with their mission.

Ourorganizationwillconductanetworkanalysistobetterunderstandwherewefallwithinthelarger • pictureandwewillfollowuponthatstudywithconcreteactionsthatwillbetterpositionusintermsof information sharing and partnering with others.

Tryingtousethedatabasemore.•

(1)Analyzingthepartnersintwocoalitionsandhoweffectivethecoverage.(2)Usingthecurrent • situationtoadd/subtractpartnerstobemoreeffectiveinscopeofwork.

(1)Imayusetheinformationtoidentifykeypartners.(2)Willfocusonstrongerengagementwith • partners.

(1)Discusswithmycolleaguestheneedtobestrategicindealingwithcurrentpartnersandengaging • newpartners.(2)Makesurethatcurrentpartnersfeelthatourcommonprinciplesandgoalsaremetand reciprocated.

Idonotbelievethetopicoftheworkshopwasbeneficialanddonotplantouseanyoftheskills • presented.

38


Describe two examples of how specific skills and ideas from this training might impact development and implementation of your environmental education program.

IwillsharetheconceptsandideaswiththeWoffordCollegeenvironmentaleducationprogram.•

Helpustogetthewordoutfasteraboutourprogramsandhelpustobettercommunicatewithprogram • participants.

Ididn’tlearnanythingnewfromthistraining;infact,thetrainingwasatamuchmorebasiclevelthanit• seemedtobefromthedescriptiononthewebsite,andmostoftheskillsandideaspresentedarethingsI learned years ago.

(1)Willlikelypartnerwithnewinstitutions,butthathasmoretodowithnetworkingthanwiththe • contentoftheworkshop.(2)Willbemorecognizantofpartnermissions.

Haveamoreclearconcisemessageandbuildstrongerrelationshipswithinthecommunity.•

Simplynetworkingwiththeotherattendeeswillopenupopportunitiesforinformationsharingwhich • will drastically improve our current environmental education efforts.

ByusingGephiIthinkitwillstronglyhelpidentifywhowearelackingandwhereourgapsneedtobe • tightened.

Notabletoquantifythisatthistime.•

Ithelpstoidentifywhichorganizationshavethemostengagedconnectionsandprovidestoolsto • evaluateeachorganizationsinfluence.

(1)WecanusethecomputerprogramtoassessourcurrentEEpartners.(2)Canexplorenew • partnerships that have the potential to enhance our current environmental education programs.

N/A•

39


What did you like most about this workshop?

Theparticipationandinteractionbroughtonbythepersonalityandfacilitationskillsofthepresenter•Identifyinghoweveryoneisconnected•Excellentspeaker,interestingdespitenotbeinginanEEfield•Presenter•The venue was good•Thespeakerandhisformat•NetworkingwithorganizationsIdon’toftenworkwith•Ireallyenjoyedthetopicbecauseitwaseasytograspandeasytoreplicate•Interactive•Creativethinking•Networking•Interactionbetweenspeakerandattendees•Location•


What suggestions do you have for future workshop planners?

Iwouldlikeareviewofpastmeetingsanddiscussionofhowwecanintegrateallofoursessions.•

Moretimeforsharing/networking.•

(1)Allowmoretimeforandencouragenetworking.Itseemedthatalmosteveryoneleftimmediately • aftertheworkshop,soIhadnoopportunitytospeaktoothereducators.

•(2)Iwouldliketoseesomeinformationonhowtoidentifypartners,collaborate,etc.inthe •

ENVIRONMENTALfieldspecifically.Nothingthespeakermentionedwasspecificallyenvironmental- based;itcouldhaveappliedtoalmostanydiscipline.

•(3)Andpleasetrytohavetheworkshopresemblethedescriptionmoreclosely!Iwaslookingforwardto•

learningmoreaboutcollaboratingwithstakeholders,methodsforbettercollaboration,and howtoidentifynon-traditionalpartnerssuchastribalorganizations(astheadmentioned),none ofwhichwasdiscussed.Instead,thespeakerspenttwohoursteachinguselementaryfacts,such asthatweneedtobeawarethatcommunicationlinkagesmaynotbedirectenoughtosuitourneeds,and that there is a software tool for identifying what partners are already connected to other partners, and how to use the tool.

•Alunchoptionwouldhavebeenniceforthoseofustraveling.It’salsoagoodopportunitytotalkwith •

othersandgettoknowpeopleattheworkshop.•

40

Workshop II, Question 9 (con’t.)

(1)Allowforicebreakerorbreaktimetotalktootherparticipants.(2)Largerfontsonpresentations • wouldbeappreciated.

•Reallyencouragethespeakerstoprovideattendeeswith‘deliverables’suchasthenetworkanalysis •

session.•

Have a preview and follow up plan with participants.•

(1)Havelongerworkshops.Half-daylonginsteadoftwohours.(2)Iftheseworkshopswerelonger,we• couldhavemoretimetogettoknowotherconsortiummembersandnetworkwiththem.Idon’t knowmostoftheattendees,soattheveryminimum,weshouldintroduceourselvesatthebeginning.

Ididnotgetanychocolate.•

Iwishtherewouldhavebeenmoretimeforsharing-Iwaslate,somaybeImisseditatthevery • beginning,butseemslikeagoodopportunitytocollaboratewhenweareallintheroomtogether.

Nonetworkingtimesetaside.•

(1)Ididnotlikethefactthatthespeakerbarelycoveredanythingmentionedintheworkshopad(which• iswhatattractedmetotheworkshopatall),andfocusedonsuchabasiclevelofnetworkingthat itseemedlikeitwouldalreadybecommonknowledgetomostpeopleinthediscipline;Ididnot findanyoftheinformationneworuseful.

(2)Itseemedtomethatthefirsthalfoftheworkshopkindoframbledanddidnotpresentanyapplicable• methodsforidentifyingpartnersorfosteringcollaborationamongstakeholders.Infact,therewasreally nothingintheworkshopaboutwaystofostercollaboration.Thesecondhalfoftheworkshopwasalmost entirelyanetworkanalysissoftwarelecture,whichmaybeusefultosomepeople,buttheway thespeakerpresentedit,wouldnotbeusefultomostparticipants.

(3)Ididnotlikethefactthatthespeakerseemedtosuggest(duringthenetworkanalysislecture)that • usefulpartnersarethosethathavethelargestnetworkofotherpartners(amerepopularitymetric,in otherwords).Itmaybetrueinmanycases,butitisnottheonlywaytoidentifypartners.

Didn’tstartontime,seemedrushed,noopportunityforintroductionstoparticipants.•

N/A•

Slow on the technology.•

Toomuchdrivingtimeforsuchashortprogram.Ispentmoretimeinthecarthanatthemeeting.•

Topic•

41

Workshop III: EE Capacity & Guidelines for Excellence

July17,2014,EducationCenteratSonocoRecycling,Columbia,SC/20participants

Workshop Description:EECapacityencouragesinnovationinenvironmentaleducationbypromotingtheexchangeofideasamongprofessionalandvolunteerswithdiverseperspectives.We’llcoverprofessionaldevelopmentandnetworkingopportunitiesavailable,includingtrainingintheGuidelinesforExcellenceinEnvironmentalEducation,onlinecourses,andsocialnetworking.We’llalsodiscusswhydiversityisthecoreofEECapacityandhowtheprojectvaluesthefullspectrumofknowledgeandskillsthatmakeupenvironmentaleducation.WorkshopparticipantswillalsohearfromSouthCarolinaStateConsortiaco-leadersLaurenPonderandIanSanchez.LearnhowEECapacityiscreatingchangeatthestatelevelandhowSouthCarolinaisworkingtostrengthenanddiversifyenvironmentaleducationinthestate.Completingsixmonthsatthisjuncture,attendeeswillalsobegivenamid-yearreportofaccomplishmentsandupdatedinformationonsustainabilityefforts.

Presenter Bio:AnneFergusonisthenewNationalCoordinatorfortheEECapacityProject.Inthiscapacityshehasoverallresponsibilityfortheday-to-dayoperationandadministrationoftheproject.AnnebuildscollaborativerelationshipswithprojectpartnersandtheU.S.EnvironmentalProtectionAgencywithrespecttopolicy,programplanningandimplementation,evaluation,outreach,andfinances.Annebringstohernewroleover12yearsexperienceworkinginconservationeducation,extension,andtraining.PreviouslysheworkedattheNationalAudubonSocietydevelopingandmanagingtheConservationLeadershipFellowsProgramofTogetherGreen,Audubon’s5-year$20millioninnovative

conservationprograminalliancewithToyota.AsthefirstFellowsProgramManager,sheledtheprogram’sinitialdesignandimplementation,includingtheprogram’sstellarLeadershipInstitute.TheLeadershipInstitutebroughttogethertheinter-disciplinarygroupofFellowsandotherleadersinthefieldofenvironmentaleducation,strategiccommunications,evaluation,conservationplanning,anddiversityandinclusion,tonetworkand learn from each other.

BeforeAudubonsheworkedoverfouryearsattheDepartmentofEnvironmentalandConservationProgramsattheFieldMuseumofChicagoastheInternationalProgramsManagerforeducation.SheorganizedEEtrainingandnaturalresourceuseworkshopsforforestcommunitieswithinanewlyestablishedprotectedareainBolivia’sdiverseAmazonregionthatfocusedonculturalpracticesrelatedtosustainablelivelihoodsandthelinksbetweenqualityoflifeandtheconservationofnaturalresources.HerfirstexperienceswithEEbeganinEcuadorwhereshewasaNaturalResourcesPeaceCorpsVolunteeranddiscoveredthepowerofenvironmentaleducationtoinspirecreativity,learning,andcross-culturalexchange.

42

Workshop III, Question 1




Completely dissatisfied

Mostly dissatisfie

d

Somewhat dissatisfied

Neither dissatisfied nor satisfied

Somewhat satisfied

Mostly satisfied

Presenter’s knowledge of the material

0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

13 (100.0%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

13 (100.0%)

Quality and comfort of the facility

0 (0.0%)

0 (0.0%)

1 (7.7%)

0 (0.0%)

2 (15.4%)

10 (76.9%)

Location of workshop

0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

3 (23.1%)

10 (76.9%)

Food and accommodations

0 (0.0%)

0 (0.0%)

0 (0.0%)

3 (25.0%)

1 (8.3%)

8 (66.7%)

0

10

20

30

40

50

60

70

80

90

100


Krgani_aJon of the workshop


BocaJon of workshop Food and accommodaJons

KFerall\ how would you rate your saJsfacJon with the following`

Iompletely dissaJsYed Oostly dissaJsYed Homewhat dissaJsYed

.either dissaJsYed nor saJsYed Homewhat saJsYed Oostly saJsYed

43




Please rate how much you agree with the following statements:

Strongly disagree

Disagree Neutral Agree Strongly agree

The topics presented at the workshop were of relevance to my future environmental education goals.

0 (0.0%)

0 (0.0%)

0 (0.0%)

8 (61.5%)

5 (38.5%)

The workshop’s goals were clearly stated.

0 (0.0%)

0 (0.0%)

0 (0.0%)

5 (38.5%)

8 (61.5%)

This workshop was a positive learning experience.

0 (0.0%)

0 (0.0%)

0 (0.0%)

5 (38.5%)

8 (61.5%)

The sessions and activities encouraged hands-on involvement from participants.

0 (0.0%)

2 (15.4%)

2 (15.4%)

4 (30.8%)

5 (38.5%)

The workshop met my expectations.

0 (0.0%)

0 (0.0%)

0 (0.0%)

6 (46.2%)

7 (53.9%)

I learned something new at this workshop.

0 (0.0%)

0 (0.0%)

0 (0.0%)

5 (38.5%)

8 (61.5%)

Overall, the quality of the workshop was excellent.

0 (0.0%)

0 (0.0%)

1 (7.7%)

6 (46.2%)

6 (46.2%)

The topics and materials presented in the workshop will be applicable to my career in environmental education.

0 (0.0%)

0 (0.0%)

3 (23.1%)

5 (38.5%)

5 (38.5%)

I can put into practice the ideas and skills covered in this workshop.

0 (0.0%)

0 (0.0%)

0 (0.0%)

8 (61.5%)

5 (38.5%)

44





Strongly disagree


The workshop provided ample opportunities to meet and interact with others in my field.

0 (0.0%)

0 (0.0%)

1 (7.7%)

9 (69.2%)

3 (23.1%)

The workshop provided a forum to interact with other environmental educators that I would not have had without participating in the workshop.

0 (0.0%)

0 (0.0%)

0 (0.0%)

6 (46.2%)

7 (53.9%)

The networking from this workshop will support future collaboration with environmental educators.

0 (0.0%)

1 (7.7%)

0 (0.0%)

7 (53.9%)

5 (38.5%)

I was able to exchange ideas, relevant to my professional future, with other environmental educators.

0 (0.0%)

0 (0.0%)

2 (15.4%)

7 (53.9%)

4 (30.8%)

0

10

20

30

40

50

60

70

80

90

100

The workshop provided ample opportuniJes to meet and interact with others in my field.

The workshop provided a forum to interact with other environmental educators that I would not have had without parJcipaJng in the

workshop.

The networking from this workshop will support

future collaboraJon with environmental educators.

I was able to exchange ideas, relevant to my

professional future, with other environmental

educators.


Strongly disagree Disagree Neutral Agree Strongly agree

45




Please rate your LEVEL OF CHANGE in the following skills from before the workshop to after the workshop:

No change Minor change Moderate change

Major change

Develop a shared understanding of EE Capacity goals and activities.

0 (0.0%)

4 (30.8%)

7 (53.9%)

2 (15.4%)

Identify EE Capacity resources and professional development opportunities.

0 (0.0%)

2 (15.4%)

6 (46.2%)

5 (38.5%)

Increase professional networks in SC, especially through State Consortium.

0 (0.0%)

5 (38.5%)

4 (30.8%)

4 (30.8%)

Develop a shared understanding of the South Carolina State Consortium’s goals and activities.

2 (15.4%)

4 (30.8%)

3 (23.1%)

4 (30.8%)

0

10

20

30

40

50

60

70

80

90

100

Develop a shared understanding of EE Capacity goals and

acJviJes^

IdenJfy EE Capacity resources and professional

development opportuniJes^

Increase professional networks in SC, especially through State ConsorJum^

Develop a shared understanding of the South Carolina State ConsorJumds

goals and acJviJes^



46






Somewhat confident

Very confident


0 (0.0%)

3 (23.1%)

8 (61.5%)

2 (15.4%)


0 (0.0%)

0 (0.0%)

11 (84.6%)

2 (15.4%)


0 (0.0%)

1 (7.7%)

10 (76.9%)

2 (15.4%)

Develop a shared understanding of the South Carolina State Consortium’s goals and activities.

0 (0.0%)

3 (23.1%)

8 (61.5%)

2 (15.4%)

0

10

20

30

40

50

60

70

80

90

100

Develop a shared understanding of EE Capacity goals and

acJviJes^

IdenJfy EE Capacity resources and professional development opportuniJes^

Increase professional networks in SC, especially through State ConsorJum^

Develop a shared understanding of the South Carolina State ConsorJumds

goals and acJviJes^

Please rate your CONFIDENCE in applying the following skills in your profession

Not confident Neither confident nor not confident Somewhat confident Very confident

47


Describetwoexamplesofhowyouwillputintopracticetheskillsandideasfromthisworkshop.•

(1)Iappreciatethebiggerpictureofanationalprogramandthathelpsmestrengthenmypresentationto• otherstakeholders.(2)Iwillbeabletospeakwithauthorityabouttheneedforandthespecifics of recycling.

•Incorporateenvironmentalstewardshiptopicsintomyclassroomlectures.•

•I’vejoinedtheUrbanEEgrouponFacebook;thiswillhopefullygivemesomeideasabouthowto •

implementEEinurbansettingsintheMidlands.•

(1)Sharingofthisknowledge.(2)Usingitwhenputtingtogetherlessonplans.••

Online education opportunities.••

Imightlookupsomeofthetrainingopportunitiesbuthonestlydon’tknowthatIwouldbeabletofind • the time to participate in any of the courses.


Describetwoexamplesofhowspecificskillsandideasfromthistrainingmightimpactdevelopmentandimplementation of your environmental education program.

(1)ThedetailedknowledgeabouthowrecyclingactuallyhappenswillhelpmeasIshowthe • degradationofriparianareasinourstate.(2)Icanspeakknowledgeablyaboutthepurposeforrecycling and help develop programs to do it properly.

•Movingforwardknowingthereisspecificinformationouttheretoreferenceonanationallevel.•

•Passalongtrainingopportunitiestoothereducatorsinthearea.•

48


Whatdidyoulikemostaboutthisworkshop?

The virtual tour of Sonoco.•Veryorganized.•Newresourcepresentedwithlotsofdetail.•Learningabouttheresourcesavailablethroughthewebsite.•Ease of presenter.•Theopportunitytohearaboutnationallevelsupportforenvironmentaleducationandvisitingthe •

Sunoco facility.Meetingnewpeopleinmyfield•Excellentpresenter;goodopportunitytonetwork.•


Whatsuggestionsdoyouhaveforfutureworkshopplanners?

Trytohaveasmuchhands-oninteractiveparticipationduringthepresentation.•Hardtofindbuttrytogetspaceconfiguredtonumberofpeople.Perhapsaddanactivityofsharing •

specificsofhowattendeesdelivereducationintheirroles.Ithoughttheplasticjugwaschocolatemilk.•Cramped setup.•Alittlecrampedbutitwascozytotalkwitheveryone.•Limitedtimetonetworkandchat.•Itwascoldandcrowdedintheroom.Therewasgreatstadiumseatingbutweweresquishedintotables•

too close to the presentation screen.

49

Workshop IV: Developing Creative Environmental Lesson Plans & Teaching Controversial Issues

August15,2014,FarmBureauAuditorium,Caycee,SC/23participants

Workshop Description: EducatorsfromtheUNCSuperfundProgramResearchTranslationCoreandtheUNCInstitutefortheEnvironmentwillsharestrategies,tipsandresourcesfordevelopingtimelyandrelevantlessons,includingthosethatfeaturecontroversialorsensitiveenvironmentalissues,suchasenvironmentaljustice.Thisworkshop-stylesessionwillenableyoutonetworkwithcolleagueswhileconsideringlocalenvironmentalissuesthat can serve as the foundation for lessons designed to effectively engage others around a topic and promote environmental literacy.

Presenter Bio:DanaBrownHaine,MS,istheK-12ScienceEducationManagerfortheUniversityofNorthCarolinaatChapelHill’sInstitutefortheEnvironmentandisascienceeducatorforUNC’sSuperfundResearchProgramResearchTranslationCore.Danacreatescurriculaanddeliverslearningexperiencestogrades6-12teachers,studentsandinformaleducatorsthataredesignedtoprovideaccesstocurrentscientificinformationandrelevantresourcestohelpmakeinformeddecisionsaboutenvironmentalsciencetopics.SheservedontheNCEnvironmentalEducationAdvisoryCouncilfrom2007-2011andtheNCEnvironmentalLiteracyPlanWorkingGroupfrom2009-2011.Previously,shewasascienceeducatorforDESTINY,UNC’sTravelingScienceLearningProgram,andfrom1998-2003shewasasciencefacultymemberat

CentralPiedmontCommunityCollegeinCharlotte,NC.DanaearnedherMSinBiologyfromWakeForestUniversityandherBSinBiologyfromAppalachianStateUniversity.

Presenter Bio:SarahYelton,MS,EnvironmentalEducationCoordinatorfortheUNCInstitutefortheEnvironment’sEnvironmentalResourceProgram,engagesK-12teachers,universitystudentsandotherlayaudiencesontopicssuchasenvironmentalhealth,waterquality,hazardouswaste,climatechange.BeforecomingtoUNC,SarahmanagedthePreK-12EnvironmentalEducationProgramfortheNCOfficeofEnvironmentalEducationandPublicAffairs.SarahearnedherMSinNaturalResources-EnvironmentalEducationfromtheUniversityofWisconsin-StevensPointandreceivedherBAdegreefromtheUniversityofNorthCarolinaatChapelHill.SheisaCertifiedEnvironmentalEducatorandwinneroftheNCOutstandingEarthScienceEducatorAwardbytheNCGeologicalSurvey.

50

Workshop IV, Question 1





Mostly dissatisfie

d



Somewhat satisfied

Mostly satisfied


1 (5.9%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

1 (5.9%)

15 (88.2%)


1 (5.9%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

5 (29.4%)

11 (64.7%)


1 (5.9%)

0 (0.0%)

3 (17.7%)

0 (0.0%)

2 (11.8%)

11 (64.7%)


1 (5.9%)

0 (0.0%)

1 (5.9%)

1 (5.9%)

2 (11.8%)

12 (70.6%)


0 (0.0%)

1 (5.9%)

0 (0.0%)

9 (52.9%)

4 (23.5%)

3 (17.7%)

0

10

20

30

40

50

60

70

80

90

100








51





Strongly disagree



0 (0.0%)

0 (0.0%)

2 (11.8%)

5 (29.4%)

10 (58.8%)


0 (0.0%)

1 (5.9%)

1 (5.9%)

5 (29.4%)

10 (58.8%)


0 (0.0%)

0 (0.0%)

1 (5.9%)

5 (29.4%)

11 (64.7%)


0 (0.0%)

0 (0.0%)

4 (23.5%)

4 (23.5%)

9 (52.9%)


0 (0.0%)

2 (11.8%)

2 (11.8%)

4 (23.5%)

9 (52.9%)


0 (0.0%)

0 (0.0%)

2 (11.8%)

5 (29.4%)

10 (58.8%)


0 (0.0%)

0 (0.0%)

4 (23.5%)

4 (23.5%)

9 (52.9%)


0 (0.0%)

0 (0.0%)

3 (17.6%)

6 (35.3%)

8 (47.1%)


0 (0.0%)

0 (0.0%)

4 (23.5%)

5 (29.4%)

8 (47.1%)

52






Exploring strategies for teaching controversial issues to your target audience and utilizing them as positive pedagogical opportunities.

1 (5.9%)

3 (17.7%)

10 (58.8%)

3 (17.7%)

Dealing with controversial issues and the challenges they raise.

1 (5.9%)

4 (23.5%)

11 (64.7%)

1 (5.9%)

0

10

20

30

40

50

60

70

80

90

100

Exploring strategies for teaching controversial issues to your target audience and uJli_ing them as posiJve

pedagogical opportuniJes.




53






Somewhat confident

Very confident

Applying a framework for investigating environmental issues.

2 (11.8%)

2 (11.8%)

9 (52.9%)

4 (23.5%)

Applying strategies for teaching controversial issues to your target audience and utilizing them as positive pedagogical opportunities.

1 (5.9%)

2 (11.8%)

8 (47.1%)

6 (35.3%)


1 (5.9%)

4 (23.5%)

9 (52.9%)

3 (17.7%)

0

10

20

30

40

50

60

70

80

90

100

Applying a framework for invesJgaJng environmental issues.

Applying strategies for teaching controversial issues to your target audience and uJli_ing them as

posiJve pedagogical opportuniJes.




54






Somewhat confident

Very confident


2 (11.8%)

2 (11.8%)

9 (52.9%)

4 (23.5%)

Applying strategies for teaching controversial issues to your target audience and utilizing them as positive pedagogical opportunities.

1 (5.9%)

2 (11.8%)

8 (47.1%)

6 (35.3%)


1 (5.9%)

4 (23.5%)

9 (52.9%)

3 (17.7%)

0

10

20

30

40

50

60

70

80

90

100

Applying a framework for invesJgaJng environmental issues.

Applying strategies for teaching controversial issues to your target audience and uJli_ing them as

posiJve pedagogical opportuniJes.




55


Describetwoexamplesofhowyouwillputintopracticetheskillsandideasfromthisworkshop.

Greatdemonstrationonresponsibility--Icouldseeusingthatinaprogramordiscussion.••

(1)WilltrytocorrelatelessonswithNGSS.(2)WilllookupHungerfordVolkreference.••

(1)Trytohavepeoplerealizethatthecontroversyisusuallysocialandthatthesciencebehindclimate • changeissolid.(2)TrynottomakepeoplefeellikeIamsayingtheyareabsolutelywrong.

•(1)IamcurrentlyexploringagrantbytheOceanProjecttoengagestudentsinenvironmentalissues •

withourocean.(2)Wecurrentlydonothaveprogramstargetingmiddleandhighschoolstudents. Especiallyonethatrequirescriticalthinking.Iwouldliketocreateaprogrambasedaroundstate standards and environmental issues.

•(1)Iwillusetheexerciseonassigningresponsibilityfortheprincessesdeathtoteachcollegestudents •

aboutthecomplexityofenvironmentalissues.(2)Iwillusethechecklistfordevelopinglesson plans around a controversial environmental topic in training college students to develop lesson plans.

•Incorporatingcontroversialenvironmentalissuesintoprogramsforadults?•

•(1)Engagewithstudentsandgeneralvisitorsabouttheeffectsofclimatechangeandevolution.(2) •

Promoteenvironmentaljusticeandtheprosecutingofenvironmentalinjustice.

56



(1)Understandingthatthecontroversyispoliticalandsocial,notscientificisimportantwhenplanning • programsthatdealwithcontroversy.(2)I’mencouraged/motivatedtodevelopmoreprograms formiddleandhighschoolerssowecantalkaboutcontroversialissues.

•(1)IwillusetheNOAAmaplinkthatwasemailed.(2)Iwilladdmoreclimatechangefocusingonhow•

it really is not controversial.•

Iwillbrainstormandpracticewaystointeractwithallkindsofresponses(denyingclimatechangeto • denyingevolution).

•TheframeworklaidoutinthePowerPointpresentedseemslikeitwillbeveryeasytodevelopand •

implement a new program.•

(1)Iwilltrytoidentifytheteachingstylebestsuitedforeachaudience.(2)Whenteachingabout • specificissuesgothroughthestagesofhowaneventevolvesintoproblems,issues,andhopefully solutions.

•Theonebigtakeawayformewasthediscussionabouthowsayingnotoonethingmeanssayingyesto •

another.Itisveryeasytogetgreenwashedandjumponbandwagonswithoutdoinganyotherresearch.I hope that pointing out some of these examples will have the same impact on the students as it did on me.

•(1)Canfocusonhowachangingclimatewillimpactusduringsummercamp.(2)Candiscuss •

adaptation and other aspects of evolution during tours.

57



Presenterhadgreatideasandtheorybutalsopracticalapplicationsandexamples.•Topic.•Thecollaboration.•Room wasn’t cramped.•The focus on how to structure lesson plans and frame issues•(1)Networkingopportunities;(2)Gotmethinkingaboutwhatenvironmentalissuesexistatmysiteand•

howIaddress/interpretthemtothepublic.(3)Ididn’trealizethatGeorgiaandNChad qualityEEprogramsandthatSCwassoenvironmentallyilliterate.(4)Ialsolearnedsomenew termssuchasenvironmentaljustice.

IenjoyedthetrainingandIlikedthatthespeakerwasfromauniversity.Ithinkcollegesareagreat • resource for training.

Interactivecomponentandthefriendliness/expertiseofthespeaker.•



Ifeellikewedon’tgetenoughnetworkingtime.•Providefoodorsometimetosocializeandnetwork.Facilityshouldhavedrinkingwaterandaccessible •

Wi-Fi.Concrete examples.•Focusingonhowtotranslatescienceandmotivatestudents•(1)Sometimebuiltinforustogettoknowotherconsortiummembers.(2)Sincealotofustravela •

gooddistancetogettothemeeting,Iwouldrathertheybehalf-dayinlengthandallowustime to interact more with other attendees.

Forfuture,preferfewerbutfulldayworkshopsratherthanfrequentshortworkshops.It’stoughwhenI • amdrivingmorethanIamactuallyattheworkshop.Ittakesalotofmytime,especiallywhen it’srequiredsofrequently.ItwouldbeeasyifyoulivedinColumbia,butwhenyouliveoutside, it’staxing.Especiallytonothavefood,waterandWi-Fihandy.

58

Workshop V: Building Synchronicity

September15,2014,GlendaleOutdoorLeadershipSchool,Glendale,SC/34participants

Workshop Description: Dr.DrewLanham,keynotespeakerattheInternationalConferenceonEnvironmentalEducationinOttawathisOctober,willaddressconnectingwithnatureandthebroaderimpactsofthissuccinctembodiment.BenTuretzkywillspeakonculturalhandicapsovercomeworkingwithFOLKS(FriendsofLakeKeowee)asa21yearold501c3watershedprotectionorganization.Lessonslearnedfromgrantimplementation,potentialsourcesoffundingforyourorganization,realtimeexamplesofworkingwithgovernmentagencies,theoutcomesofpersistenceandtheveryactiveroleFOLKSplayedintheRelicensingofLakeKeowee.Alsoincludedwillbetheprocessandthechallengesthatlayahead.SeemoreonFOLKSandthepresentationbelow.

Presenter Bio:Dr.J.DrewLanhamisanativeofEdgefield,SouthCarolinawithaB.AandM.S.inZoologyandPhDinForestWildlifeEcologyfromClemsonUniversity.HeisanawardwinningfacultymemberandwasnamedasDistinguishedAlumniProfessorandMasterTeacherathisalmamaterin2012.Dr.LanhamisaCertifiedWildlifeBiologistandanactiveboardmemberinseveralorganizationsincludingtheSouthCarolinaWildlifeFederation,AldoLeopoldFoundationandBirdNote.Heisawidelypublishedessayistandendeavoringpoetwhohascontributedtoseveralanthologieswithpiecesfocusingonapassionforplaceandintrospecitvesontheinternalandsocietalconflictsthat

sometimesputethnicityandpassionfornatureatodds.Hismostrecentwork“9RulesfortheBlackBirdwatcher”wasfeaturedinOrionMagazineandonNPR’s“AllThingsConsidered.”

Drew’sfirstsolowork,TheHomePlace,MemoirsofaColoredMan’sLoveAffairwithNature(MilkweedEditions),isduetobepublishedlatein2014-early2015.AmemberoftheinauguralAudubon/ToyotaTogetherGreenFellowsclassandamemberoftheWholeThinkingCommunityatKnollFarm,heviewshisprofessionalpassionandpersonalmissionsconvergingtodefineenvironmentalsustainabilityandconservationinnewways.AmajorfocusofthiseffortistotellthestoriesofBlack-AmericanconnectionstonatureintheSoutheastandbeyond.Drewisalifelongbirder,naturalistandavidhunterlivingintheUpstateofSouthCarolinawithhiswifeJanice.Theyhavetwoadultchildren;KimberlyAlexisandDonovanColby.

59

Presenter Bio:BenTuredzkyreceivedhisBSinChemicalEngineeringfromMITin1961andaMSinChemicalEngineeringin1963fromStevensInstitute.HeandhiswifeReggie,havemovedaroundtheUSinthecourseofhis38yearcareerinsyntheticrubberandthetirebusiness.HestartedwiththeTexasUSChemicalCompany,ajointventureofTexacoandUniroyal,continuedwiththeUniroyalGoodrichTireCompanyandendedwithMichelinwhereheretiredin1999.OverthecourseofhiscareerheservedasPresidentoftheUniroyalGoodrichTextileDivisioninWinnsboroSC,MichelinVice-PresidentofSalesandMarketing–PrivateBrandsandhislastassignmentwastheconsolidationandredesignofthe

MichelinNorthAmericaReplacementTireCustomerServiceorganizationinGreenville.HeisaPastPresidentandcurrentlyservesasExecutiveDirectorofFOLKS.BenandhiswifeReggiehavetraveledtheworldforbusinessandpleasureovertheir53yearsofmarriage.

FOLKS Description:FOLKSwasstartedbySCDHECandClemsonUniversityfollowingtheestablishmentoftheLakeHartwellAssociationandtheLakeMurrayAssociation.In1993theonlyrelativelylargeestablishedlakesidenewcomercommunitywasKeoweeKeysothemembershipstartedasMidwesternretirees.Fromthestarttherewasanefforttoinvolveallmembersinoneortwoactivities.ThesewereLakeSweepstocleantheshorelinetwiceayearandtomakeverybasicwaterclaritymeasurements.Themembershipgrewastheshorelinebecamemorepopulated;weformedamutualassistancepackwithClemsonUniversity;developedgrant-writingcapabilities;workedcloselywithSCDHECandbetween1999andthepresentimplementedover$700,000inFederalCleanWaterAct319Grantstoremediateimpairedstreams.

FOLKShasreacheddiverseaudiencesasanintegralpartofbuildingrelationshipstomoveforwardandhasmadesmallinroadsinEnvironmentEducationestablishedintheschoolsystemandhigherlearningenvironmentsengagingthelocalUniversityoutdoorclassroominitiative,summerinternshipsandthelike.ThesetacticswillbediscussedandcorrelatebacktotheEPAgrantfocusofStrengtheningandDiversifyingEnvironmentalEducationAcrossSouthCarolinaandtheroleofFOLKSindoingjustthatfromalocalandstateperspective.

60

Workshop V, Question 1





Mostly dissatisfied



Somewhat satisfied

Mostly satisfied


0 (0.0%)

0 (0.0%)

0 (0.0%)

1 (5.9%)

2 (11.8%)

14 (82.4%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

1 (5.9%)

6 (35.3%)

10 (58.8%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

1 (5.9%)

6 (35.3%)

10 (58.8%)


0 (0.0%)

2 (11.8%)

1 (5.9%)

1 (5.9%)

2 (11.8%)

11 (64.7%)


1 (5.9%)

0 (0.0%)

2 (11.8%)

2 (11.8%)

5 (29.4%)

7 (41.2%)

0

10

20

30

40

50

60

70

80

90

100

Presenter’s knowledge of the

material




KFerall\ how would you rate your saJsfacJon with the following



61





Strongly disagree



0 (0.0%)

3 (17.7%)

4 (23.5%)

8 (47.1%)

2 (11.8%)


0 (0.0%)

4 (23.5%)

5 (29.4%)

5 (29.4%)

3 (17.7%)


0 (0.0%)

0 (0.0%)

2 (11.8%)

10 (58.8%)

5 (29.4%)


1 (5.9%)

3 (17.7%)

4 (23.5%)

3 (17.7%)

6 (35.3%)


1 (5.9%)

3 (17.7%)

6 (35.3%)

3 (17.7%)

4 (23.5%)


0 (0.0%)

2 (11.8%)

3 (17.7%)

5 (29.4%)

7 (41.2%)


0 (0.0%)

2 (11.8%)

3 (17.7%)

9 (52.9%)

3 (17.6%)


0 (0.0%)

2 (12.5%)

6 (37.5%)

7 (43.8%)

1 (6.3%)


0 (0.0%)

4 (23.5%)

4 (23.5%)

6 (35.3%)

3 (17.6%)

62





Strongly disagree



0 (0.0%)

2 (11.8%)

2 (11.8%)

5 (29.4%)

8 (47.1%)


0 (0.0%)

1 (5.9%)

4 (23.5%)

5 (29.4%)

7 (41.2%)


0 (0.0%)

2 (11.8%)

5 (29.4%)

6 (35.3%)

4 (23.5%)


0 (0.0%)

2 (12.5%)

8 (50.0%)

3 (18.8%)

3 (18.8%)

0

10

20

30

40

50

60

70

80

90

100

The workshop provided ample opportuniJes to meet and interact with others in

my field.


workshop.



I was able to exchange ideas, relevant to my professional

future, with other environmental educators.



63






Learning about the importance of Duke Energy Lakes.

3 (18.8%)

4 (25.0%)

6 (37.5%)

3 (18.8%)

Learning more about others. 2 (12.5%)

5 (31.3%)

7 (43.8%)

2 (12.5%)

Learning about grantsmanship. 7 (43.8%)

5 (31.3%)

4 (25.0%)

0 (0.0%)

Learning about septic system regulations.

3 (18.8%)

5 (31.3%)

4 (25.0%)

4 (25.0%)

Gaining a greater sense of how to connect people with nature.

2 (12.5%)

5 (31.3%)

9 (56.3%)

0 (0.0%)

Learning a different way to collect and interpret data.

3 (18.8%)

5 (31.3%)

6 (37.5%)

2 (12.5%)

0

10

20

30

40

50

60

70

80

90

100

Learning about the importance of

Duke Energy Lakes.

Learning more about others.

Learning about grantsmanship.

Learning about sepJc system regulaJons.


Learning a different way to collect and

interpret data.



64






Somewhat confident

Very confident


5 (31.3%)

3 (18.8%)

6 (37.5%)

2 (12.5%)


7 (43.8%)

6 (37.5%)

3 (18.8%)

Learning about grantsmanship. 1 (6.3%)

8 (50.0%)

6 (37.5%)

1 (6.3%)


4 (25.0%)

5 (31.3%)

5 (31.3%)

2 (12.5%)


0 (0.0%)

3 (18.8%)

10 (62.5%)

3 (18.8%)


1 (6.3%)

2 (12.5%)

12 (75.0%)

1 (6.3%)

0

10

20

30

40

50

60

70

80

90

100

Learning about the importance of

Duke Energy Lakes.

Learning more about others.


Learning about sepJc system regulaJons.



Please rate your CONFIDENCE in applying the following skills in your profession


65



(1)Talkingtoouroperationsstaffaboutouruseofwateratthemuseumandhowtheparkinglotsdrain • andareerodingournaturetrailandstreamand(2)whatplandotheyhavetostopthatfromcontinuing.

•(1)“CreateaNatureJournal”workshop.(2)InvestigateseptictanksonthepropertyIworkon.•

•(1)Plantousetheseskillstoexplaintoothersabouttheprogramandencouragetheirinvolvement.(2) •

Alsoplantousetheskillstocontributetoaconsortiumrequirementforpublicoutreach.•

(1)Encouragemytargetaudiencestoseebeyondscientific“data”todevelopconnectionswiththe • naturalworld.(2)Writemoreaboutthenaturalworld,andencourageotherstodothesame.

•(1)Iwillbrainstormwaystohelpprogramparticipantsmakeaconnectionbetweentheirheadandheart•

bymakingmoreemotionalconnectionstotheinformationIpresent.(2)ImaysharetheinformationI learnedfromthe“FOLKS”speakerwithourFriendsGrouptohelpthemstrengthentheirorganization.

•(1)Iwillusephotosasdata.(2)Iwillconnectwithlocal“friendsoflakes.”•

•Notsure•

•IwasexpectingaWildParentingworkshop.Understandably,theworkshopneededtobechangedat •

thelastminute.Ialreadyhavemuchofmyheartintheenvironmentandinconservation,so thatissomethingIalreadydo.Ididnotrealizeallthatgoesintomaintainingtheman-madelakesinour area.However,Idon’tgettotalkaboutthatmuch,ifatall,atthemuseum.

66



Iwillusetheimprovedknowledgebaseaboutsepticsystemsinmyclassroomontheriver.••

N/A••

(1)IreallyenjoyedthepoeticjournalingideasfromthefirstspeakerMr.Landum,andIwillusethatin • myhomeschoolprogramandpossiblyotherprograms,likesummercamps.(2)Itwasgoodtoget informationthatwasnotdirectlyrelatedtomyfield--septicsystemsandwaterrunoff,etc. abouttheriversandlakesintheupstateandbykayakingitIhadatotallynewimpression of its importance and its affect to our area in the piedmont.

•(1)Incorporateartmoreindesigningscienceprograms.(2)Keepcurrentonpublishedscholarlyjournals•

relatedtomysite’sflora,fauna,geographyetc.•

Itwillimpacthighschoolgroupswhoareabletofullyunderstandandcomprehendthematerialsand • contributetodatacollection.

•Iamgoingtotrytoincludemoreemotionalconnectionsinmyprograms.•

•Iwilltakemorepictures!•

67



Theartistryofthefirstpresenterandtheknowledgeofthesecond.•Networkingwithotherattendees.•ThehikingtourandseeingtheMillruins.•Thefirstspeaker,whowasverygiftedandreallyraisedthebarforustobemoreheartorientedinour •

educationnotjustfactualanddisconnected.Headvocatesmindtoheartconnectionsandthatis so important.

The activities afterwards were a great way to meet other educators and exchange ideas.•Thespeakerswereverydynamicandknewtheirsubjectswell.•Meetingothereducators.•Seeing the gardens at the Environmental Center.•Theafternoonhike,becauseforthefirsttimeatthesemeetingsIreallygottoconnectwithsomeofthe •

other attendees.Meetingtheguestspeakers,visitingtheGOLSsinceIhadneverbeentherebefore,networkingandthe •

afternoon activity options.Ilikedthefirsttalk-itwasenjoyablebutdidn’treallychangemyknowledgebase.Ididenjoythewalk•

tothecreekandtourofthenaturecenter.Location.•Greatstaffandsupportstaff.Enjoyedeverything!Thanks!•Ireallylikehavethemeetingatanaturecenter/EEfacilitysothatafterthetalkwecanmovearoundand•

exploreandseewhatotherEEfacilitiesarelike/whattheyaredoing.



Morehands-onandbeinginthefield.•N/A•Ithinkwhathappenedonthisonewasverysad...weallspenttimepreparingandreadingthebookand •

didnotgettoheartheLauraBlindspeak,butwedidappreciatethehardworkofthosethathadtocome upwithanewprogramtoreplacethecancellation.Itwaswelldone!

Informusoflunchchoicesaheadoftime.•Planmoretimeforlunch.•Morebuilt-insocialtimetogettoknowmyotherconsortiummembers.•Ireallywouldhavelikedtohearfromtheoriginalpresenters.Ithinktheotherpresentersweregreat,but•

Ifeltthattheydidn’treallycoversubjectsthatreallypertainedtomywork.The2ndpresenterdidnotreallyapplytothetopicthatwasadvertised.HewasgoodbutIwasn’tableto•

connectittotheworkshoptopic.

68

Workshop VI: Learning to Communicate More Effectively with Reluctant or Resistant Parties

October2,2014,USCDiscoveryIBuilding,Columbia,SC/25participants

Workshop Description: JoinDr.GeoffScottattheUniversityofSouthCarolinaforawell-plannedworkshoponcommunicatinganddisseminationofinformationtoreluctantorresistantparties.Whenitcomestoenvironmentalissuesitisimportanttonotoffendanyone,makesureeveryonecanunderstand,andthatinformation is communicated in a way that will not incite outrage or resistance to a changing environmental paradigm.Translatingthetechnical,economic,social,andpossiblelegalaspectsofenvironmentaltopicsintoanunderstandablelanguage(i.e.,EE)isbothanartandascience(paraphrasedfromFranMarshall,formerSCToxicologist).SpeakersandTeachersmustknowwhatquestionswillbeasked,shouldbeasked,andhowtocraftaclear,accurate,conciseresponse.Inthisseminarwewillcover:

Perceivedrisksversusactualrisksandhowtoeffectivelycommunicatethedifferencestotheaudience•Threetypesofeffectivecommunicationwithreluctantparties:Precautionadvocacy,outrage •

management, and crisis communicationDevelopingtrustandcredibilitywiththeaudience•Threekeysforcommunicatingtechnicalinformationeffectivelytonon-technicalparties•Usingclimatechangeasatopicofdiscussiontodeterminehoweacheducatormaytailortheirstrategies•

in

Presenter Bio:GeoffScottistheChairoftheDepartmentofEnvironmentalHealthSciencesintheArnoldSchoolofPublicHealthatUniversityofSouthCarolina.Hisresearchinterestsfocusonenvironmentaltoxicology,marineecotoxicology;marinemicrobiologyrelatedseafoodsafety;endocrinedisruptionininvertebrates;Researchhasfocusedontheeffectsofurbanandagriculturalnonpointsourcerunoffonestuarine ecosystem health. This has included research which has assessed boththelethalandsublethaleffectsofchemicalcontaminantsandmethodsto discern impacts from ecosystem process changes versus chemical contaminanteffectsandlinkinglanduseactivitieswithenvironmentalwaterqualityindicators.

69

Workshop VI, Question 1





Mostly dissatisfied



Somewhat satisfied

Mostly satisfied


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

2 (14.3%)

12 (85.7%)


0 (0.0%)

0 (0.0%)

1 (7.1%)

1 (7.1%)

0 (0.0%)

12 (85.7%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

2 (15.4%)

11 (84.6%)


0 (0.0%)

0 (0.0%)

2 (14.3%)

1 (7.1%)

0 (0.0%)

11 (78.6%)


0 (0.0%)

0 (0.0%)

1 (7.7%)

6 (46.2%)

2 (15.4%)

4 (30.8%)

0

10

20

30

40

50

60

70

80

90

100


material




KFerall\ how would you rate your saJsfacJon with the following



70





Strongly disagree



0 (0.0%)

0 (0.0%)

1 (7.1%)

5 (35.7%)

8 (57.1%)


0 (0.0%)

0 (0.0%)

2 (14.3%)

6 (42.9%)

6 (42.9%)


0 (0.0%)

0 (0.0%)

1 (7.1%)

4 (28.6%)

9 (64.3%)


0 (0.0%)

2 (14.3%)

5 (35.7%)

4 (28.6%)

3 (21.4%)


0 (0.0%)

0 (0.0%)

3 (21.4%)

5 (35.7%)

6 (42.9%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

4 (28.6%)

10 (71.4%)


0 (0.0%)

1 (7.7%)

2 (15.4%)

3 (23.1%)

7 (53.9%)


0 (0.0%)

0 (0.0%)

3 (21.4%)

4 (28.6%)

7 (50.0%)


0 (0.0%)

0 (0.0%)

2 (14.3%)

5 (35.7%)

7 (50.0%)

71





Strongly disagree



0 (0.0%)

3 (21.4%)

4 (28.6%)

2 (14.3%)

5 (35.7%)


0 (0.0%)

3 (21.4%)

3 (21.4%)

4 (28.6%)

4 (28.6%)


0 (0.0%)

2 (14.3%)

5 (35.7%)

3 (21.4%)

4 (28.6%)


0 (0.0%)

3 (21.4%)

5 (35.7%)

2 (14.3%)

4 (28.6%)

0

10

20

30

40

50

60

70

80

90

100



workshop.





educators.

Please rate how much you agree with the following statements


72






Major change

Understanding what constitutes environmental risk and risk management.

0 (0.0%)

2 (14.3%)

6 (42.9%)

6 (42.9%)

Differentiating and understanding the importance of framing what risks associated with a certain environmental issue are.

0 (0.0%)

2 (14.3%)

5 (35.7%)

7 (50.0%)

Understanding the importance of "Sound Science" in framing risks and risk management discussions and communications with the public.

0 (0.0%)

3 (21.4%)

4 (28.6%)

7 (50.0%)

0

10

20

30

40

50

60

70

80

90

100

Understanding what consJtutes environmental risk and risk

management.

WiferenJaJng and understanding the importance of framing what risks

associated with a certain environmental issue are.

Understanding the importance of "Sound Science" in framing risks and risk management discussions and communicaJons with the public.



73






Somewhat confident

Very confident


0 (0.0%)

1 (7.1%)

6 (42.9%)

7 (50.0%)


0 (0.0%)

0 (0.0%)

7 (50.0%)

7 (50.0%)


0 (0.0%)

0 (0.0%)

7 (50.0%)

7 (50.0%)

0

10

20

30

40

50

60

70

80

90

100

Understanding what consJtutes environmental risk and risk

management.

DiferenJaJng and understanding the importance of framing what risks

associated with a certain environmental issue are.

Understanding the importance of "Sound Science" in framing risks and risk management discussions and communicaJons with the pu;lic.



74



Increasetheuseofgraphicswhendescribingclimatechange(especiallythegraphicthatshowshow • eachUSstate’scurrentweatherwillchangeasclimatechangecontinuestohappen).

•Probesarealreadybeingdevelopedforourprograms.•

•(1)Bettercommunicationwithstakeholders’concerns.(2)Rememberingtoputsciencefirst.•

•Inpromotingpositiveenvironmentalhealthbehaviorsinpresentationsandwrittencommunication.•

•Ireallylikedthelasttenminuteswhenhefinallygottoclimatechangeandcanusesomeofthedatahe •

gave there in my classes.....•

Iwillusetheseskillswhentalkingtomysororityanddormaboutsustainablepractices.••

(1)Useinundergraduate/graduatecourseforscienceteachers.(2)Useindevelopingargumentsand • evidence for environmental issues.

•(1)Assessingmyaudience’sopinionsandbackgroundswhendiscussingissueslikeclimatechange.(2) •

Learnwhentoeducateandwhentolisten.



(1)Trytousethecurrentclimatechangedocumentsthatwerementioned.(2)Trytomentionclimate • changeissuestoyouthwhenandwhereapplicable.

•Withthelittletimewehavewithstudents,theseprobeswillhelpustogagewherethestudentsareand •

wecanadjustwhatapproachweusetoreinforcewhattheyhavelearnedinschool.•

(1)Findingwaysthroughoureducationalpartnerstogetsocialmediaexposuretoourmessagesand • programs.(2)Findingexamplesthatresonatewithouraudiencesofactualvs.perceivedriskstoairand waterqualityfromvariouspollutants.

•Itwillhelpmecommunicatewithmysisters.•

•(1)ClimatechangedatafromNOAAinAsheville,NCcanbeintroducedtomystudents.(2) •

Distinguishingbetweentimetolistenandwhentoeducatewasanimportantdistinctiontomake for responding to environmental events.

75



The presenter.•Greatlocationandgreatspeaker,Ilikedthatwewereoncampussothatstudentscouldjoininifthey •

wanted to.Speakerwasawesome!•Presenterwasextremelyknowledgeableandhowgreatexamples.•The energy and expertise of the presenter.•Theclimatechangeinfo,wouldlikealotmoreofthat,howtogetfolkstounderstandthatitisn’treally •

controversialVeryinteresting,notjustalecture.•Knowledgeofthepresenter.•Climatechange-specificdialogueandconversation.•



(1)Maybea2hourworkshop,lunchwithparticipants(eachpayingtheirownbill)andthenanoptional • 1-2hourtoursomewherenearby(forinstance,atthislocation,itcouldhavebeenatourofthe LEEDcertifiedbuildingnextdoortotheworkshoplocation).(2)Moretraining/experiences/networking inonedaymighthelpjustifytosuperiorswhyweneedtodrivelongdistancesforatraining.

Coffee/snacks=timeforinteraction.•CorrectaddressandparkinginformationfortheworkshopsothatGPSusagewillwork.•Donuts.•Itwasperfect.•Havingasandwichboardorsignoutsidethebuildingoratleastneartheelevatortoassurethe •

participantsthattheyareinthecorrectbuilding.Hewasveryentertaining.Ihadafewissueswithsomeofhisstats,butmaybehejusthaditeroded •

wrong on ppt slide.Addressanddirectionsgiveninannouncementwerenotcorrectandittookmealmost40minutestofind•

the venue.Saiditbeforeandwillsayitagain-Iwishwehadtimebuiltintotalktoandcollaboratewithothersat •

themeeting.Abreak,exercise,orpost/optionallunchwouldhavebeenwonderful.

76

Webinar: Developing Creative Environmental Lesson Plans & Teaching Controversial Issues

October28,2014,Webinar/27participants

Workshop Description: InresponsetotheoverwhelmingresponsefromtheirAugustpresentation,DanaHaineandSarahYeltonwillpresentawebinarontipsfordevelopingnewandcreativeenvironmentallessonplans&teachingcontroversialissues.EducatorsfromtheUNCSuperfundProgramResearchTranslationCoreandtheUNCInstitutefortheEnvironmentwillsharestrategies,tipsandresourcesfordevelopingtimelyandrelevantlessons, including those that feature controversial or sensitive environmental issues, such as environmental justice.Thisworkshop-stylesessionwillenableyoutonetworkwithcolleagueswhileconsideringlocalenvironmental issues that can serve as the foundation for lessons designed to effectively engage others around a topic and promote environmental literacy.

Presenter Bio:DanaBrownHaine,MS,istheK-12ScienceEducationManagerfortheUniversityofNorthCarolinaatChapelHill’sInstitutefortheEnvironmentandisascienceeducatorforUNC’sSuperfundResearchProgramResearchTranslationCore.Danacreatescurriculaanddeliverslearningexperiencestogrades6-12teachers,studentsandinformaleducatorsthataredesignedtoprovideaccesstocurrentscientificinformationandrelevantresourcestohelpmakeinformeddecisionsaboutenvironmentalsciencetopics.SheservedontheNCEnvironmentalEducationAdvisoryCouncilfrom2007-2011andtheNCEnvironmentalLiteracyPlanWorkingGroupfrom2009-2011.Previously,shewasascienceeducatorforDESTINY,UNC’sTravelingScienceLearningProgram,andfrom1998-2003shewasasciencefacultymemberat

CentralPiedmontCommunityCollegeinCharlotte,NC.DanaearnedherMSinBiologyfromWakeForestUniversityandherBSinBiologyfromAppalachianStateUniversity.

Presenter Bio:SarahYelton,MS,EnvironmentalEducationCoordinatorfortheUNCInstitutefortheEnvironment’sEnvironmentalResourceProgram,engagesK-12teachers,universitystudentsandotherlayaudiencesontopicssuchasenvironmentalhealth,waterquality,hazardouswaste,climatechange.BeforecomingtoUNC,SarahmanagedthePreK-12EnvironmentalEducationProgramfortheNCOfficeofEnvironmentalEducationandPublicAffairs.SarahearnedherMSinNaturalResources-EnvironmentalEducationfromtheUniversityofWisconsin-StevensPointandreceivedherBAdegreefromtheUniversityofNorthCarolinaatChapelHill.SheisaCertifiedEnvironmentalEducatorandwinneroftheNCOutstandingEarthScienceEducatorAwardbytheNCGeologicalSurvey.

77

Webinar, Question 1


Webinar, Question 1



Mostly dissatisfied



Somewhat satisfied

Mostly satisfied


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

2 (12.5%)

14 (87.5%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

2 (12.5%)

14 (87.5%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Presenter’s knowledge of the material Krgani_aJon of the worksho(

KFerall\ how wo:ld Go: rate Go:r saJsfa>Jon with the following`

Iom(letelG dissaJsYed OostlG dissaJsYed

Homewhat dissaJsYed .either dissaJsYed nor saJsYed

Homewhat saJsYed OostlG saJsYed

78

Webinar, Question 2


Webinar, Question 2


Strongly disagree



0 (0.0%)

0 (0.0%)

2 (13.3%)

6 (40.0%)

7 (46.7%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

7 (46.7%)

8 (53.3%)


0 (0.0%)

0 (0.0%)

1 (6.7%)

5 (33.3%)

9 (60.0%)


0 (0.0%)

1 (6.7%)

6 (40.0%)

5 (33.3%)

3 (20.0%)


0 (0.0%)

1 (6.7%)

2 (13.3%)

6 (40.0%)

6 (40.0%)


0 (0.0%)

0 (0.0%)

1 (6.7%)

8 (53.3%)

6 (40.0%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

7 (46.7%)

8 (53.3%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

8 (53.3%)

7 (46.7%)


0 (0.0%)

0 (0.0%)

1 (6.7%)

9 (60.0%)

5 (33.3%)

79

Webinar, Question 3


Webinar, Question 3


Strongly disagree



1 (7.1%)

2 (14.3%)

7 (50.0%)

3 (21.4%)

1 (7.1%)


1 (7.1%)

3 (21.4%)

2 (14.3%)

7 (50.0%)

1 (7.1%)


1 (7.1%)

4 (28.6%)

4 (28.6%)

3 (21.4%)

2 (14.3%)


1 (7.1%)

3 (21.4%)

2 (14.3%)

4 (28.6%)

4 (28.6%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



workshop.

The networking from this workshop will support future

collaboraJon with environmental educators.



educators.



80

Webinar, Question 4


Webinar, Question 4



Major change

Knowing a framework for investigating environmental issues.

0 (0.0%)

4 (28.6%)

8 (57.1%)

2 (14.3%)

Knowing strategies for teaching these issues to your target audience, and utilizing them as positive pedagogical opportunities.

0 (0.0%)

5 (35.7%)

4 (28.6%)

5 (35.7%)

Reflecting upon our role as educators in dealing with controversial issues and the challenges they raise.

2 (14.3%)

3 (21.4%)

4 (28.6%)

5 (35.7%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Knowing a framework for invesJgaJng environmental

issues.

Knowing strategies for teaching these issues to your target

audience\ and uJli_ing them as (osiJve (edagogical

o((ortuniJes.

UelecJng u(on our role as educators in dealing with controversial issues and the

challenges they raise.

Please rate your LEVEL OF CHANGE in the following skills from before the worksho( to aher the worksho(`


81

Webinar, Question 5

PleaserateCONFIDENCEinapplyingthefollowingskillsinyourprofession:

Webinar, Question 5



Somewhat confident

Very confident


1 (7.1%)

3 (21.4%)

5 (35.7%)

5 (35.7%)

Applying strategies for teaching these issues to your target audience, and utilizing them as positive pedagogical opportunities.

0 (0.0%)

3 (21.4%)

6 (42.9%)

5 (35.7%)


1 (7.1%)

1 (7.1%)

8 (57.1%)

4 (28.6%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Applying a framework for invesJgaJng environmental

issues.

Applying strategies for teaching these issues to your target

audience\ and uJli_ing them as posiJve pedagogical

opportuniJes.




82

Webinar, Question 6

Describetwoexamplesofhowyouwillputintopracticetheskillsandideasfromthisworkshop:

(1)Maybehavingseminarsatourcentertoaddresssomeissues.(2)Suggestingateacherworkshopon • thissubject.

•WheneverIgettheopportunitytoteachIwillapplytheskills.•

•Howtosetmylessonstobegradelevelspecificformystudents.•

•(1)Utilizingmorediverseresources.(2)Teachingasaimpartialchairperson.•

•(1)Willusetheoutdoorenvironmenttohavestudentsdecidewhichissuetheywanttoinvestigate.(2) •

Activatetheirplanofactiononsite.•

WillreferencetheinformationinthiswebinarwhenteachingenvironmentalissuesandifIeverhadany• questionsInowknowtwopeoplethatmaybeabletoassist(DanaandSarah).

•Currentcurriculumwriting,thoughtstotakeintofutureworkshops.•

•(1)Trainingvolunteersatmyinstitution.(2)Teachingcontroversialissues.•

•(1)Oxfamresourceswithstudents.(2)Sharetheframeworkpresentedsograduatestudentscanwork •

with grade school students.

83

Webinar, Question 7

Describetwoexamplesofhowspecificskillsandideasfromthistrainingmightimpactdevelopmentand implementation of your environmental education program.

•(1)Enforcingstudentstocriticalthinkofresolutionstoenvironmentalissues.(2)Iwouldalsoencourage•

creativity from the students.•

Organization of lesson plans and how to implement topics in an age appropriate fashion.••

Ideally,willallowdifferentpeopletoseeandheardifferentviewpointsandwillallowcompromise • agreements/program/etc.tobecreated-betterthansolelyoneviewpointfollowed.

•(1)Usetheconceptmaptoprogressfromideatostudytoactionplan.(2)Listtheimpactofclimate •

changeonEasternNorthCarolinaandtheninvestigatehowtheywouldimpactlocally. •(1)Usingtheframeworkdiscussedinthiswebinartomakesureallaspectsofanenvironmentalissue •

arecoveredand(2)Utilizingsomeofthesupportmaterialthatwasmentionedtoconstructan age appropriate lesson.

•Newinformationtoinvestigate.•

•(1)Iwouldliketodevelopamodulebasedaroundteachingenvironmentalissues.(2)Ilovedtheideaof•

thedifferentrolesateachercanplayintheclassroom(Ihadn’tthoughtaboutthatbefore).

Webinar, Question 8


Webinarformat•Experiencingmyfirstwebinar•Theframeworkthatwassharedattheworkshop.•Theopen-endeddiscussion•Webinar•Didn’thavetotravel!•Theopportunitytoaskquestionsandsee/hearcomments•Webinarformat•Wellorganizedandhelpful,newinformation.•Verywellorganized;greatspeakingvoicesforbothspeakers;aestheticallypleasingslides;greatuseof •

references and provided new sources of information to attendees.Pleaseoffermore!•

84

Webinar, Question 9


Earlier time frame•Idon’thaveanysuggestions.•Igotalotoutofthetwoorthreespecificexamplesofhowteachershavecoveredcontroversialissues •

thatweregiveninthe10minutesofquestionsafterthepresentationwasover.Morespecificprojects exampleslaidoutintheframeworkwouldhavebeenhelpful.

Keepcomingupwithexamplesthatcanbeusedatthesecondarylevel•N/A•Hadexperiencedthefearofthefuturethatinvestigatingsomeoftheseproblemsbringoutforstudents.•

Wouldlikeopendiscussionofhowtodealwiththis.Howtoknowenoughtounderstandbut keepapositiveoutlookforthefuture.

Possiblymorethanoneexample(ratherthanjustclimatechange)•Someofthesequestionsmadenosenseforthiswebinar.•Greatworkshop,wouldlovetoattendmore...e.g.,usingnatureconnectednesstechniquesinthe •

classroom.

85

Workshop VII: What are the Steps for Developing a System for Continual Programmatic Improvement and Capturing your Success?

December5,2015,Caw-CawInterpretiveCenter,RavenelSC/21participants

Workshop Description: Thisworkshopwillintroducetheconceptofadaptivemanagementandexaminethesteps that are necessary to develop an internal system for continual programmatic improvement and a culture of learning. One aspect of successful evaluations and adaptive management systems is a commitment to gauge outcomes and to investigate the relative effectiveness of different aspects of educational programs. Through a facilitatedprocess,participantswillbeprovidedpracticalexercisesthatwillaidthedevelopmentorrefinementofanevaluationsystem.Itisthoughtthatasystemofevaluationisnecessaryforenvironmentaleducationtomeetlong-termgoals,toaddresschangingsocialandeconomicchallenges,andtoproducemeaningfuleducational and conservation outcomes.

Presenter Bio:Dr.BobPowellistheDirectorofInstituteforParksatClemsonUniversity.HeisalsoAssociateProfessorintheDepartmentofParks,Recreation,andTourismManagement,CollegeofHealth,Education,andHumanDevelopment;andSchoolofAgriculture,Forest,andEnvironmentalSciences,CollegeofAgriculture,ForestryandLifeSciencesatClemsonUniversity.Dr.PowellreceivedaB.A.inInterdisciplinaryStudiesfromtheUniversityofNorthCarolina,ChapelHill,hisMastersinEnvironmentalManagementfromYaleUniversity,SchoolofForestryandEnvironmentalStudiesandhisPh.D.inForestryandEnvironmentalStudies,alsofromYaleUniversity.

Dr.Powell’sresearchandoutreachprogramfocusesoninterpretationandenvironmentaleducation,protectedareamanagementandecotourism,andintegratedlandscapescaleplanning.Aspartofhiscurrentresearchprogram,Bobiscurrentlyinvestigating:theeffectivenessofcommunity-basedconservationprojectsfortheNationalAudubonSocietyandtheToyotaFoundation;bestpracticesforInterpretation,Education,andVisitorOrientationfortheU.S.NationalParkService;andthebarriersandfacilitatorstoeffectivetransboundaryplanningandmanagementforconservation.PastEnvironmentalEducationprojectsincludeevaluationsforGreatSmokyMountainsInstituteatTremont,NorthBay,GreatSmokyMountainsNationalPark,EvergladesNationalPark,LeaveNoTraceandTreadLightly!outdoorethicseducationprograms,andtouroperatorsinAntarctica,theGalapagosIslands,andtheColoradoRiverthroughGrandCanyonNationalPark.

86

Workshop VII, Question 1





Mostly dissatisfied



Somewhat satisfied

Mostly satisfied


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

14 (100.0%)


0 (0.0%)

1 (7.1%)

2 (14.3%)

0 (0.0%)

2 (14.3%)

9 (64.3%)


0 (0.0%)

0 (0.0%)

1 (7.1%)

0 (0.0%)

3 (21.4%)

10 (71.4%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

0 (0.0%)

3 (21.4%)

11 (78.6%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

2 (14.3%)

0 (0.0%)

12 (85.7%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


material







87





Strongly disagree



0 (0.0%)

0 (0.0%)

1 (7.1%)

3 (21.4%)

10 (71.4%)


1 (7.1%)

1 (7.1%)

0 (0.0%)

5 (35.7%)

7 (50.0%)


0 (0.0%)

1 (7.1%)

1 (7.1%)

3 (21.4%)

9 (64.3%)


0 (0.0%)

0 (0.0%)

0 (0.0%)

4 (28.6%)

10 (71.4%)


2 (14.3%)

0 (0.0%)

0 (0.0%)

3 (21.4%)

9 (64.3%)


1 (7.1%)

1 (7.1%)

2 (14.3%)

2 (14.3%)

8 (57.1%)


0 (0.0%)

2 (14.3%)

0 (0.0%)

4 (28.6%)

8 (57.1%)


0 (0.0%)

0 (0.0%)

1 (7.1%)

2 (14.3%)

11 (40.0%)


0 (0.0%)

0 (0.0%)

1 (7.1%)

3 (21.4%)

10 (71.4%)

88





Strongly disagree



0 (0.0%)

2 (14.3%)

2 (14.3%)

7 (50.0%)

3 (21.4%)


0 (0.0%)

3 (21.4%)

2 (14.3%)

5 (35.7%)

4 (28.6%)


0 (0.0%)

1 (7.1%)

3 (21.4%)

5 (35.7%)

5 (35.7%)


0 (0.0%)

3 (21.4%)

3 (21.4%)

4 (28.6%)

4 (28.6%)

89






Adaptive management. 2 (14.3%)

3 (21.4%)

4 (28.6%)

5 (35.7%)

Understanding the need for monitoring/evaluation.

5 (38.5%)

1 (7.7%)

4 (30.8%)

3 (23.1%)

Logic modeling. 3 (21.4%)

4 (28.6%)

3 (21.4%)

4 (28.6%)

Developing measurable indicators. 4 (28.6%)

2 (14.3%)

3 (21.4%)

5 (35.7%)

Understanding the difference between outputs, outcomes, and impacts

4 (28.6%)

2 (14.3%)

2 (14.3%)

6 (42.9%)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


The workshop provided a forum to interact with other environmental

educators that I would not have had without parJcipaJng in the

workshop.





educators.



90






Somewhat confident

Very confident

Adaptive management. 0 (0.0%)

0 (0.0%)

10 (71.4%)

4 (28.6%)

Understanding the need for monitoring/evaluation.

0 (0.0%)

0 (0.0%)

5 (35.7%)

9 (64.3%)

Logic modeling. 0 (0.0%)

1 (7.1%)

6 (42.9%)

7 (50.0%)

Developing measurable indicators. 0 (0.0%)

1 (7.1%)

4 (28.6%)

9 (64.3%)

Understanding the difference between outputs, outcomes, and impacts

0 (0.0%)

2 (14.3%)

4 (28.6%)

8 (57.1%)

0 10 20 30 40 50 60 70 80 90 100

!dapJ

ve managem

ent.

Understanding th

e need for

monito

ringPevaluaJon.

Logic modeling.

Developing measurable

indicators.

Understanding th

e difference

between outputs, outcomes,

and impacts



91


Describetwoexamplesofhowyouwillputintopracticetheskillsandideasfromthisworkshop:

Revisit logic modeling and evaluation measures currently in place for existing programs.••

(1)Improvingevaluationbysharinglogicmodelingwithourstaff.2)Incorporatingsomeadaptive • managementprinciplesatourworksite.

•Ialreadyemployadaptivemanagementandlogicmodeling.•

•(1)Createneedsassessmenttoexplainwhylocalschoolsdon’tcometoourcenterveryoften.(2)Find •

betterwaystoevaluatethesuccessofourcurrentprograms.•

(1)Developingwaystotestprogramswillbecomeanintegralofprogrammingbeginningatthe • developmentstage.(2)Iwillgobackanddeveloptestingforoldprogramswhichwillallowme tocritiquethem.

•(1)Iwillusethelogicmodelwhendevelopingprograms.(2)Iwillconsiderevaluationwhenstarting •

any new program.•

(1)Icanbetterstategoalsvsobjectivesandoutputversusoutcome.(2)Ihadn’tdonelogicmodels • beforebutwilltrytheminfuture.

•(1)Grantwriting.(2)Programdevelopment.•

92


Describetwoexamplesofhowspecificskillsandideasfromthistrainingmightimpactdevelopmentandimplementation of your environmental education program:

(1)Creatingmeasurableindicatorsthatdirectlyrelatetothegoalsandobjectivesofprogramming.(2) • Takingastepbackandlookingathowindividualprogramsfeedintooverarchingagencygoals.

•(1)Continuetotrainnewstaffontheprinciplesofevaluationbutincludelogicmodellingintheir •

training.(2)Beclearerabouttheimpactsweareworkingforinourprogramsostaffcandevelop programswithoutcomesthatsupportourgoal(s).

•ImightconsiderchangingsomeofthelanguageIusebuttheresearchonbestpracticesthatwas •

discussedissomethingIwilldelveinto.•

Resultsfromtestingwillgivemeinformationoniftheprogramshouldbeeditedordoneawaywith • altogether.

•(1)Thelogicmodelwillhelpinthedesignofprogrammingforspecificoutcomes.(2)Evaluationwillbe•

consideredandimprovedasaresultofskillslearnedatthisworkshop.•

(1)It’soktotrysomethingandfail,youhavetocontinuallyevaluateandreviseandtweakand • reevaluate,soIwilltryalotmorethingsandnotworrysomuchaboutfailure.(2)Alsowon’twaittill end for eval.

•(1)Understoodthedifferencebetweenoutputandoutcome.(2)Overall,betterlogicmodeldevelopment.•

93



The presenter.•Dr.Powellwasawesome!Greatspeaker!•Networking.•Informalityofitall.Feltverycomfortabletoshareinformation.•Dynamicpresenter.•Thespeakerwasawesome.Iwishhewouldhavespokenmoreabouthispersonalexperiencewith •

evaluation, and discussed types of evaluation. Learningabouttherecentliteraturesurvey.•Interactiveandapplicabletomywork.•Locationwasbeautiful.•Interactingwithotherenvironmentaleducatorsandsharingideas.•Goodspeaker,goodpace,moreinteractive.•Contentofspeaker.•



Ibelievethislastworkshopwasthemostproductiveandisagoodmodelforfutureworkshops.Allowed• for more interaction.

ThetwoworkshopsthatIattendedthisyearweremoresuitedtobeginnersinenvironmentaleducation • andIaminterestedintrainingsformoreveteraneducatorsaswellaseducationprogrammanagers.

Writtenagendatoshowtheflowofwhatweweregoingtodo.Onlineregistrationofsomesortandthen• workshopreminders.

Maybesomemorecontentbasedpresenters?E.g.thesciencebehindclimatechange;whatdoesclimate• changemeanforSouthCarolina;waterqualityissues,etc.

EveryworkshopIhaveattendeddiscusseslogicmodelsandpreparingforevaluation,butIhaveyetto • attendaworkshopthatdiscussestheactualprocessofcarryingouttheevaluation.Itwouldbegreatto haveaworkshopthatgaveexamplesoftypesofevaluation,discussedwhentousethesetypesof evaluation, and how to analyze your data.

Iwouldliketoseeusdiscusspossibletopicsanddevelopworkshopsaroundtheneedsofthegroup.•Ithoughtthatthediscussionwehadaboutplanningfor2015wasexcellent.Thethoughts/opinionsof •

othersinthegroupmirroredbyown.Itwaschilly.IwishIhadmoretimetoexplorethelocation.•Leavetimeforfurther,informalnetworking•Ilikethesuggestionoftheopenformat,nosetagendauntilgroupmeetsandthendecidestopicsforthe •

day.Moretimefornetworking.Also,startingontime.•

94

Final Comprehensive Survey to All Participants

FinalSurvey,Question1

Pleaseindicatewhichworkshopsyouhaveattended.

Final Comprehensive Survey to All Participants

Final Survey, Question 1

Please indicate which workshops you have attended.

Workshop Respondent Attendance

Database Training 10 (30.3%)

The “How’s and Why’s” of Developing Sustainable Networks and Dynamic Partnerships

11 (33.3%)

EE Capacity & Guidelines for Excellence 8 (24.2%)

Developing Creative Environmental Lesson Plans & Teaching Controversial Issues

15 (45.5%)

Building Synchronicity 6 (18.2%)

Learning to Communicate More Effectively with Reluctant or Resistant Parties 7 (21.2%)

Webinar: Developing Creative Environmental Lesson Plans & Teaching Controversial Issues

11 (33.3%)

What are the Steps for Developing a System for Continual Programmatic Improvement and Capturing your Successes?

13 (39.4%)

0 5

10 15 20 25 30 35 40 45 50

Database Training

The “How’s and Why’s” of Developing Sustainable Networks and

Dynamic Partnerships

EE Capacity & Guidelines for Excellence

Developing CreaJve

Environmental Lesson Plans & Teaching Controversial

Issues

Building Synchronicity

Learning to Communicate

More EfecJvely

with Reluctant or Resistant ParJes

Webinar: Developing CreaJve

Environmental Lesson Plans & Teaching Controversial

Issues

What are the Steps for

Developing a System for ConJnual

ProgrammaJc Improvement and Capturing

your Successes?

Please check all workshops you have a[ended in the series qaQ

95


Thefollowingskillsweretaughtintheworkshopseries.Pleaseindicatehowoftenyouappliedanyoftheskillsinyourjobsincetheworkshop:

Final Survey, Question 2

The following skills were taught in the workshop series. Please indicate how often you applied any of the skills in your job since the workshop:

Often Sometimes Seldom Never N/A Learning a different way to collect and interpret data.

6 (23.1%)

13 (50.0%)

1 (3.9%)

2 (7.7%)

4 (15.4%)


6 (22.2%)

10 (37.0%)

3 (11.1%)

1 (3.7%)

7 (25.9%)


6 (22.2%)

11 (40.7%)

2 (7.4%)

1 (3.7%)

7 (25.9%)


7 (25.9%)

12 (44.4%)

1 (3.7%)

1 (3.7%)

6 (22.2%)

Knowing a framework for investigating environmental issues.

5 (18.5%)

14 (51.9%)

1 (3.7%)

3 (11.1%)

4 (14.8%)

Knowing strategies for teaching these issues to your target audience, and utilizing them as positive pedagogical opportunities.

5 (18.5%)

14 (51.9%)

1 (3.7%)

3 (11.1%)

4 (14.8%)

Reflecting upon our role as educators in dealing with controversial issues and the challenges they raise.

11 (40.7%)

8 (29.6%)

0 (0.0%)

3 (11.1%)

5 (18.5%)

96

FinalSurvey,Question2(con’t.)


Final Survey, Question 2 (cont.)


Often Sometimes Seldom Never N/A Identify potential partners. 7

(31.8%) 12

(54.5%) 0

(0.0%) 1

(4.5%) 2

(9.1%) Define communities within networks of partners.

6 (28.6%)

7 (33.3%)

3 (14.3%)

1 (4.8%)

4 (19.1%)

Form connections among traditional and non-traditional partners.

6 (28.6%)

9 (42.9%)

2 (9.5%)

1 (4.8%)

3 (14.3%)

Ability to effectively diffuse information to other partners within my network.

3 (13.6%)

11 (50.0%)

3 (13.6%)

1 (4.5%)

4 (18.2%)

Improve coordination of activities among partners.

2 (9.1%)

12 (54.5%)

3 (13.6%)

1 (4.5%)

4 (18.2%)


1 (4.5%)

12 (54.5%)

5 (22.7%)

1 (4.5%)

3 (13.6%)


3 (13.6%)

10 (45.5%)

5 (22.7%)

1 (4.5%)

3 (13.6%)


5 (22.7%)

8 (36.4%)

4 (18.2%)

1 (4.5%)

4 (18.2%)

97

FinalSurvey,Question2(con’t.)


Final Survey, Question 2 (cont.)


Often Sometimes Seldom Never N/A Develop a shared understanding of the South Carolina State Consortium’s goals and activities.

3 (13.6%)

9 (40.9%)

3 (13.6%)

3 (13.6%)

4 (18.2%)

Using the framework for investigating environmental issues.

2 (9.1%)

9 (40.9%)

6 (27.3%)

2 (9.1%)

3 (13.6%)

Exploring strategies for teaching controversial issues to your target audience and utilizing them as positive pedagogical opportunities.

5 (22.7%)

10 (45.5%)

4 (18.2%)

1 (4.5%)

2 (9.1%)


3 (13.6%)

12 (54.6%)

4 (18.2%)

1 (4.5%)

2 (9.1%)


1 (4.5%)

9 (40.9%)

1 (4.5%)

4 (18.2%)

7 (31.8%)


9 (40.9%)

2 (9.1%)

1 (4.5%)

3 (13.6%)


3 (14.3%)

7 (33.3%)

5 (23.8%)

3 (14.29%)

3 (14.3%)


1 (4.6%)

5 (22.7%)

4 (18.2%)

6 (27.3%)

6 (27.3%)


10 (45.5%)

5 (22.7%)

3 (13.6%)

1 (4.5%)

3 (13.6%)

98


Pleaseprovideanexample(s)ofhowyouhaveappliedanyoftheskillstaughtintheworkshopseriestoyourjob.

AlwaysreachingouttoorgsinthesustainablenetworktosupportourB2Ceducationcontent.•Incorporaterisksintomylessonsalongwithsepticregulations.•Increasedthenumberofstatewidepartners.•IwouldliketoapplyskillsIhavelearnedinworkshopstomyjobbutIdidnotacquireanynewskills •

duringtheworkshopsIparticipatedin.Ionlyattendedoneworkshop.•Usinggraphicstohelpexplainglobalclimatechangeandusingpowerpointasanartisticbackground •

while doing a program to increase participants attention and aid in connecting with them.Help develop a lesson plan dealing with an environmental lesson.•ThequestionprioraskshowoftenIusetheseskillswhichisoftenbutIalreadyusedmanyoftheseskills•

inmyjobonadaytodaybasis.Honestly,manyoftheseworkshopsservedasgoodrefreshersbutdid not have a lot of new content.

logic modeling•N/A.TheoneworkshopIattendeddidnotactuallyteachmeanyusefulskills.TheskillsIlistedabove •

ashavingappliedinmyjob,Iemployedmyself,basedonpreviousexperience,knowledgeandtraining.Ididn’tattendanddidn’tgettoviewrecordingyet.•Expanding program evaluation and teaching logic modeling to more staff.•Developingnewwaystoincorporatecontroversialenvironmentalissuesintolessons.•NotenoughtimetorespondtothisquestionsincetheDecember5thworkshop.•


Provideanybarriersorconstraintstoyouapplyingtheskillstaughtintheworkshopseriestoyourjob.

Time•None•Idon’tfeelthatIgainedanynewskills.•Noproblemsnoted.•Timeandlackofsupportstaff•Time and money .....•Someapplicationofskillsisconstrained,limitedorpreventedbasedonworkenvironment•Approvalfrommanagement•Weneedmorestaffinordertoexpandourprogramminginordertoapplysomeoftheskills•Publicopinion•N/A•

99


Towhatextenthaveyousharedtheinformationandskillslearnedfromtheworkshopstoothercoworkersandteammembers?


Provideanybarriersorconstraintstosharing/teachinginformationandskillsfromtheworkshopstocoworkersandteammembers.

None•N/A•Time constraints•Noproblemsnoted.•Time and apathy on their part.•Mostskillslearnedintheworkshoparenotapplicabletomycoworkersand/orteammembers,soIhave•

not found it necessary or useful to share them.Time;makingitapriorityforeveryoneonourteam•Sometimes not receptive to new ideas•Isolatedindepartment,•N/A•

100


Often Sometimes Seldom Never N/A To what extent have you used the EEinSC.org Database to promote your EE information?

0 (0.0%)

4 (22.2%)

6 (33.3%)

4 (22.2%)

4 (22.2%)

To what extent do you use the EEinSC.org Database as a resource for EE information and events?

0 (0.0%)

4 (22.2%)

9 (50.0%)

3 (16.7%)

2 (11.1%)

101


HaveyouputinformationontheEEinSC.orgDatabase?


Provideanysuggestionsonhowtoimprove,market,makeaccessibleEEinSC.orgdatabase.

Attachinglinkstomoresites...alinktoeeinsc••

Ineedtofindsomeoneinourorganizationwhowilltakeitonasaresponsibility.Ithinkthedatabaseis• excellent

•Asthedatabasebecomesmorepopulated,Ithinkitwillbemorevaluable.•Nosuggestions.•

•IthinkthereshouldbeanEEinSCfacebookgroup.Facebookgroupsascomparedtoanorganization •

pagemakescommunicationeasierwithinagroupandhavingitasanopengroupmightencourageother SCEEpeopletojointhegroup.Theywillthenlearnaboutthedatabaseandhopefullyaddtheir organization’s information and events.

•Atoolkitforwaystopresenttoorganizationalleaderswouldbehelpfulsincetheyhavetoapprove •

content.•

(1)Ifoundsomereallyusefulinformationaboutgrantprogramsthere--isthereawaytoincludemoreof• that?(2)Isthereawaytoreceivealerts;notificationwhennewresources,events,orprograms areadded?

•Havesomethingtangibletohandoutduringeventsorworkshopswiththedatabaselink.•

102


Approximately,howmanynewpartnershipshaveyouformedthroughparticipationintheworkshopseries?


Provideanexampleofanewpartnershipformedfromtheworkshopseries.

CentralinaCOG,SCWildlifeFederation,ULI,andCarolinaLiving.com•Wecertificationinsc•Outdoor adventure companies in low country•ProjectLearningTree,WoodMagic,TeachersTour•Foundaneworganizationinmyareaandpartneredtoprovidenewresourcesforunderservedkids.•amnowonE.V.Bell’seecertificationsteeringcommittee•StrongerconnectiontoSCDNRandotherNAIInterpreters•N/A•


Pleaseindicatehowmuchyoudesiretheworkshopseriestochangenextyear:

103


Provideexamplesorideasofhowthetheworkshopseriescanbeimprovedorchangedfornextyear.

Longerworkshopwithworkinglunch••

Moreadvancedworkshopsforexperiencededucatorandcoordinatorsofeducationprograms.••

Nosuggestions••

Somethingtangibletoleavewith--notjustsomeconceptsofideasonatopic.Nothinggroundbreaking • orreallythatnewwaslearned,andcertainlynotangibleactionplanorideasweregained.

•(1)Iliketheideaofspendingmoretimeononedayforaworkshopandhavingthemlessoften.(2)An •

ideawasbroughtupwhilewewerebrainstormingideasfornextyear’ssessions.Iliketheidea ofuspayingforlunchbutIthink$15issteep.Wouldapersonbeabletopackalunch?

•(1)Examinethetargetaudience.Therewereanumberofveryexperiencededucatorsintheroomand •

somefolksthatwerehearingthingsforthefirsttime.Also,theattendeesranthegamutbetween classroomteacherstonon-profitswithfewprograms.Iwouldprefertoseeofferings tailoredforaspecificset(interpretivemanagers,neweducators,non-profits,classroomee professionals,etc.)(2)Asmentionedinthelastworkshop,maketimefornetworkingand try to use different learning styles in the presentations.

•Fewer,longer,includesoutdooractivityandhotchocolate.•

•(1)Pleasemakesureworkshopcontentisaccuratelydescribedand/orcontentpresentedbyspeaker •

matchesworkshopdescription.(2)Also,Iwouldliketoseeworkshopsonhowtoaddresscertaintarget audiencesmoreeffectively,e.g.K-12education,adulteducation,publicoutreachtechniques.

•Lessworkshops,morenetworkingopportunities,moreinformation/updatesastowhattheconsortiumis•

doingoutsideoftheworkshops•

Maybesomecontentbasedworkshops--climatechange,waterpollution,etc.••

Moreexamples••

Onlineofferings,morefieldbasedopportunities,partnerinvolvementwithhosting(notplanning)the • workshops.

104

CONSORTIUM AND WORKSHOP ACTIVITIES

TheSouthCarolinaEnvironmentalEducationConsortiumhashadaproductiveandsuccessfulfirstyearinallaspectsoftheirgoalsandactivities.Someoftheirkeyachievementsinclude:

Building network capacityDefinedtheirmessage,mission,andshortandlong-termgoals•Createdtheenvironmentaleducationdatabaseandtaughtandpromotedhowtoutilizeit•Completed a needs assessment of environmental education in SC•Starteddevelopmentofastate-wideenvironmentalliteracyplan•Presentedandattendednumerousanddiversemeetingsandconferences•FormalandinformalpartnershipshavebeenformedthroughtheConsortiumandcontinuetoexpandthe•

EEnetworkwithinandoutsidethestate

Training and professional developmentConductedeightenvironmentaleducationworkshopsincludingawebinarthatfocusedonspecificskills,•

strategies, and practicesConductedresearchtodevelopacertificationprogramandhavecurrentlyformedcommitteesforthe •

next phase

Evaluation ConductedacomprehensiveevaluationoftheConsortium’sfirstyearofactivitiesandfacilitated •

planning meetings to strengthen next year’s Consortium activitiesTakingstepstolearnfromotherestablishedconsortiumsandtosharelessonsandteachotherstateshow•

to develop an environmental education consortium

AstheConsortiumcontinuestoevolveintoitssecondyear,therearealsosomeareastoimproveandstrengtheninthevariousactivities.Basedonthefeedbackprovidedintheindividualsurveysandtheplanningmeetings,the next section of the report offers insight for Consortium planners.

105

OUTREACH AND PRESENTATIONS

Radio and Interviews

SCETVRadioShow–DougKeel(SpeakingofSchools–http://etvradio.org/rss)•

TalkingwithDougKeelonSpeakingofSchools,wediscussedtheeffortsoftheSCEnvironmentalEducationConsortiumandourinitiativesfor2014.Mostimportantlyforteacherswhomayhavebeenlisteningtothepodcast,thepotentialforCertifiedEducationalUnits(CEUs).ThroughournewlyformedpartnershipwithSCETV,wewereabletoturnourenvironmentaleducationworkshopseriesintoanenvironmentaleducationmoduleonSCETV’swebsitewhereteachersfromacrossSouthCarolinaturntoforfurtheringeducationandrecertification.ThisEEModulewillbeavailableinFebruary2015.

YourDay–ClemsonUniversityJune4thtoairJune30thandAugust15th• (http://yourdayradio.com/archives/YDAudioarch/YD140804/140804b.mp3)

SpeakingonYourDayatClemsonUniversitywithhostDonnaLondonoftheJimSelfCenterontheFuture,we discussed our statewide initiative of South Carolina’s Great Outdoors. This initiative ultimately led to our applicationtotheEnvironmentalProtectionAgencygranttobeginastatewideinitiativeonEnvironmentalEducationinanattempttocreateawarenessofournaturalresources.Onthissegment,wewereabletopromotetheworkshopseriesandcreateresourcesforourinitiative.

Presentations

UniversityofSouthCarolina,SocialWorkSeries–GreeningofSocialWork,February2014, • Columbia,SouthCarolina

EEASCConference,April2014,SeabrookIsland,SouthCarolina•ProjectLearningTree,March,2014,Columbia,SouthCarolina•EdTechConference,October2014,Greenville,SouthCarolina•RuralResourceCoalition-StateBoardMeeting&AnnualMeeting,August2014,Allendale,South •

CarolinaSoutheasternScienceCouncil,July2014,Columbia,SouthCarolina•SustainableSC–UniversityofSouthCarolina,May2014,Columbia,SouthCarolina•SustainableMidlands,April2014,Columbia,SouthCarolina•SCEconomicDevelopmentConference,August2014,Charleston,SouthCarolina•SCSquaredConference,October2014,MyrtleBeach,SouthCarolina•STEMConference,September2014,Spartanburg,SouthCarolina•BluewaysStakeholderMeeting,June2014,Columbia,SouthCarolina•SCNature-BasedTourismAssociation,August2014,Charleston,SouthCarolina•NorthAmericanAssociationofEnvironmentalEducation,October2014,Ottawa,Canada•RuralResourceCoalitionAnnualStateMeeting,Columbia,SouthCarolina,December2014•

106

FivemembersoftheSCEEConsortiumrecievedscholarshipstoattendtheNorthAmericanAssociationEnvironmentalEducationConferenceinOttawa,Canada,October2014.

107

SUSTAINING PROJECTS2015 Planning SessionDecember5,2014

Workshop Series:

One open conference methodology as a way for meeting•Onlyfourworkshopsperyearwithmorecontacttimeateach•Outdoor activities at each•Moreopportunitiestonetworkateach•Consortiummembertosponsoreach;givethemtimetoshowcasetheirspace;helpprovidespeaker•Chargea$15forlunch;remainderofmoneywouldbegiventohostmemberorganization•Aweekendeventmightgiveopportunityforthosethatwouldnototherwisemakeit•

HousevideosonEEinSC.orgforaccessibilityinpotentialtraininghourswhichinclude:• NationalAssociationforInterpretationDNR:MarineResourceDivision;Wildlife&FreshwaterFisheriesDivision•SCRecreation&ParksAssociation•

PartnerwithSCETVagainforEnvironmentalEducationCEUModule•Alwaysgiveupdateofwherewearewith2015objectives•Encourage attendees to forward information to at least ten people•Haveanotherdatabasetrainingworkshop•

Database (www.EEinSC.org)

Goalwouldbetogetastaffperson•Sendoutdatabasecheatsheet•Monthlyemailreminderstoeveryoneinthedatabase•SendoutGoogleAnalyticstoeveryoneinthedatabase–moreamenabletousing•Researching‘self-promote’linkonhomepage•Potentialtospotlightanorganizationonthehomepage•Encouragememberstosolicitatleasttenorganizations•

Department of Education

SetmeetingwithStateDepartmentofEducationandotherstateagencies(DNR,SCPRT,etc.)inorderto• stress importance of Environmental Education for South Carolina Schools and economy

EncourageSciencestaffatDepartmentofEducationtodistributeStateandNationalupdateswhich • couldincludebutnotlimitto:

NextGeneration•Standards•TeacherWorkshops•

108

SUSTAINING PROJECTS

Environmental Literacy Plan (ELP)

WorkwithDepartmentofEducationforwhatversionwouldsuitSouthCarolina•NoChildLeftInside:iffundingavailable,willnotreceiveunlessstatehasELP•Compilationofexamplestate’sELPs(Maryland,NorthCarolina,NewMexico)•SetmeetingwithStateDepartmentofEducationandotherstateagencies(DNR,SCPRT,etc.)inorderto•

stress importance of Environmental Education for South Carolina Schools and economy in order for an ELP

Hispanic Outreach

MeetwithProjectLearningTreetolookatpossibilityofoutreachcollaboration•PartnerwithDepartmentofNaturalResourcesastheyhaveanewlycreatedpositionforHispanic •

outreachResearch Spanish Emersion Schools across South Carolina•PartnerwithCollegeofCharleston’sSpanishDepartment•PartnerwithUniversityofSouthCarolina’sCenterforSustainabilitytosecureintern•Secure funding from Hispanic Outreach Grants •

Strength & Sustainability

Encourage participants to add Consortium information to anything they are presenting•EncourageparticipantstopartnerwithSCNHCongrantssupportingEnvironmentalEducation•Encourage participants to showcase the 2014 SC Environmental Education Consortium Evaluation•Multiplegrantshavebeenwrittenandwewillknowinfirstquarter2015iftheywereawarded.•

109

110

IMPACT SHARING

The following passages illustrate the direct and indirect impacts the Consortium’s activities have had on participants and their respective institutions.

Email 1 from Kim Bailey, EE in GeorgiaThe“newlook”youmadeforSCinspiredTNtoalsoupdatetheirbanner.Westillhaveafewtweakstomake,buthere’sapeakatwhattheyhaveinprogress-http://review.eeintennessee.org/.

Email 2:ThanksforincludingusontheworkshopeventattheEdventure.Fascinating.

Yesterday,wewereencouragedto“signup”atthissite.Wewanttobesupportiveofyourmissionandarenowregistered! The mission is to showcase facets of the Carolinas and educate local and national audience. Thesitecarries25articlesonthefactorsofgreenhomeandsustainablelivingonlineplusaglossaryofterms.And,viatheNCandSCWildlifeFederations,wearemounting12articlesfortheCOMPASSeNewsandsitethatwilldescribethreatenedandendangeredCarolinaspecies.Andofcourse,thereareatonofvisitorfeaturesonthelikesofGardens,Trails,History,etc. BeopentoinsightfulcontentonSCGOthemes.Coachus. Lauren,inaddition,youmentionedharnessingmediatocommunicatetheSCGreatOutdoorslaunch.Soabout33%ofourbrowser/readeraudienceislocal.Theremainderarepotentvisitorcandidates.Ifyoufeelouraudience/toolswillbeappropriatetocarrytheSCGOmessage,let’stalk. Thanks.Yourworkispowerful.

Email 3 from Peter Phillips, Jenkins InstituteTheworkoftheSouthCarolinaEnvironmentalEducationConsortiumhasimpactedtheworkoftheJenkinsInstituteinthefollowingways:

AwarenessTheworkoftheConsortiumhasinspiredonanindividualandorganizationlevelJenkinsInstitute’seducationandawarenessofenvironmentaleducationasatoolforchange.Thisisevidencedandhasbeenreinforcedbyactionsandactivitiesthatsupportthemaintenanceofanoncampusvegetableandflowergarden,introducingfarm animals to manage the land and exploring opportunities to open access to waterways on our property.

CollaborationWhilstcollaborationhasbeenanintegralpartofJenkins180yearhistory,theconsortiumhasofferedbothnewpartnersandnewopportunitiesforworkingwitholdpartnersinnewways.Newpartnershavebeenimpressedwiththepotentialofour50plusacresontheAshleyRiverandthepossibleoptionsforcommunityaccessandeconomicdevelopment.Wehavebeenchallengedtolookatourresourcesinnewwaysbyexploringcollaborativearrangementwithfarmersmarkets.

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ProgrammingIntegratingthisnewlearningandcollaborationinourworkdirectlywithyoungpeopleandtheirfamiliesoffersopportunitiesforalastingimpactthatwehopetoleverageaswetakethisworkforward.AtoneofConsortiummeetingsarelationshipwasestablishedwithSouthCarolinaAquariumwhoofferedtosponsoranaquariumvisitforyouthatJenkinsInstitute.

Going ForwardAswelooktothefutureandthelessonsfromthisyear,andasweconsiderwhatourcontributioncouldbe,theopportunitiesfornewlessonsandgrowthisclear.ThisisbestcapturedintheLIFElinediscussiondocumentproposedbyPeterPhillipswhichprovidesafocusforcollaborativepartnershipsseekingtodevelopinnovativeand integrated solutions through environmental education which would promote:

CommunityDevelopment•YouthLeadership•EconomicDevelopment•Cultural Competence•

Consortium Member Impacts

I think this sums up our consortium. “The whole is greater than the sum of its parts.” –Aristotle We can work and work and work to educate South Carolina but a single entities, we won’t get very far. By coming together, we can move forward and create change quicker and longer lasting than we could ever do alone. Laura Kirk, SCPRT

This is my first workshop as I just learned about the consortium. However, my hope is to inject forestry education in the EE process. Calvin Bailey, SC Forestry Commission

Having participated twice with the SCNHC/EEASC I felt that my interaction with these workshops helped me with networking with like-minded resources and learning from them. Also learned processes which would assist me with WILD in SC in which being an active part of the EE learning community serves this organization. Nancy Thompson, WILD in SC

I work with pre-service teachers and in-service teachers specializing in ‘Children of Poverty’. The Consortium hammered home the message that EE is so necessary for our children. It’s not just fun, it is academically, socially and psychologically crucial that we get children outside in natural areas (not playgrounds). As teachers, we can put the information learned into practice. Lisa Pike, Francis Marion University

The Consortium allowed me to link with other EE organizations in South Carolina for engaging and promoting our similar goals. Matthew Johnson, Audubon South Carolina

The EE Consortium has been a great opportunity to meet other environmental educators from around the state and exchange ideas. Our organization has started to use the database and will share it with other organizations in the area. Hope Matthews, City of Rock Hill

The Consortium has been a great start to bridging the gap and connecting environmental educators and their programs and resources across the state. This is a much needed network in SC! Sara Pachota, Clemson University

I believe the workshops will help organizations throughout the state, raise their knowledge, best practices, and better communication with each other and our audiences. Whit McMillan, SC Aquarium

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“Public lands are not just about recreation. They are about nature’s intrinsic value. Wilderness promotes humility, suggesting that we don’t know it all and never will. In

wilderness are answers to questions we’ve not yet learned to ask. Wilderness is also about accommodatingnon-humanlifethat’sfreetoevolveinwildplaceslikethosethatshaped

their genetic heritage. There’s a growing population of 318 million Americans driving machinesnearlyeverywhereandradicallyalteringnearlyeveryhabitat.AsEdwardAbbey

wrote, ‘We have a right to be here, yes, but not everywhere, all at once, and in such great numbers’ Let’s leave as much as possible for the wild things.

And for the wildness within us humans too.” – Howie Wolke, outdoor guide and vice President or Wilderness Watch. Source:

BlueRidgeOutdoors.com, July 2014.

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Environmental Education Report 2014

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