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National Project for Excellence in Environmental Education

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* * * * * * * * * Using Nonformal Environmental Education Programs: Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program ... – PowerPoint PPT presentation

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Title: National Project for Excellence in Environmental Education


1
National Project for Excellence in
Environmental Education
2
Presenters
  • Bora Simmons
  • National Project for
  • Excellence in EE
  • Ed McCrea
  • Environmental Education
  • Conservation Global
  • Bill Seaman
  • University of Florida

3
Quick Tour of Adobe Connect
4
Primary Sponsors
  • U.S. EPA
  • Office of Environmental Education
  • EECapacity
  • EPA funded national EE training program housed in
    Cornell Universitys Civic Ecology Lab

5
Other Partners
  • U.S. Fish and Wildlife Service
  • U.S. Forest Service
  • National Environmental Education Foundation
  • State EE Associations
  • Organizational partners such as EECG, Project
    Learning Tree, Arbor Day Foundation, Project
    WILD, Keep America Beautiful, Project WET

6
Tell us a bit about yourself
7
Promoting excellence in environmental education
8
Our Collective Wisdom
  • Developed Guidelines through a public
    participatory process
  • Engaging educators in a deep discussion about
    quality environmental education practice
  • Building EE as a profession

9
Guidelines for Excellence Publications
10
Nonformal Environmental Education Programs
Guidelines for Excellence
11
How familiar are you with the guidelines?
12
Nonformal Environmental Education Programs
  • A Resource That Provides
  • Recommendations for developing and administering
    high quality nonformal EE programs
  • A tool that can be used to ensure a firm
    foundation for new programs or to trigger
    improvements in existing ones
  • Developed through a broad-based review and
    comment process

13
Nonformal Environmental Education Programs
  • Six Key Characteristics
  • 1) Needs Assessment
  • 2) Organizational Needs and Capacities
  • 3) Program Scope and Structure
  • 4) Program Delivery Resources
  • 5) Program Quality and Appropriateness
  • 6) Evaluation

14
Nonformal Environmental Education Programs
  • 1) Needs Assessment
  • 1.1) Environmental Issue or Condition
  • 1.2) Inventory of Existing Programs Materials
  • 1.3) Audience Needs

15
Nonformal Environmental Education Programs
  • 2) Organizational Needs and Capacities
  • 2.1) Consistent with Organizational Priorities
  • 2.2) Organizations Need for the Program
    Identified
  • 2.3) Organizations Existing Resources
    Inventoried

16
Nonformal Environmental Education Programs
  • 3) Program Scope and Structure
  • 3.1) Goals and Objectives for the Program
  • 3.2) Fit with Goals and Objectives of EE
  • 3.3) Program Format and Delivery
  • 3.4) Partnerships and Collaboration

17
Nonformal Environmental Education Programs
  • 4) Program Delivery Resources
  • 4.1) Assessment of Resource Needs
  • 4.2) Quality Instructional Staff
  • 4.3) Facilities Management
  • 4.4) Provision of Support Materials
  • 4.5) Emergency Planning

18
Nonformal Environmental Education Programs
  • 5) Program Quality and Appropriateness
  • 5.1) Quality Instructional Materials
    Techniques
  • 5.2) Field Testing
  • 5.3) Promotion, Marketing, and Dissemination
  • 5.4) Sustainability

19
Nonformal Environmental Education Programs
  • 6) Evaluation
  • 6.1) Determination of Evaluation Strategies
  • 6.2) Effective Evaluation Techniques Criteria
  • 6.3) Use of Evaluation Results

20
Excellence in Nonformal EE Guidelines Embraced
in an Unlikely Place
21
Communities of Faith Stepping Up in Earth
Stewardship
  • Alliance of Religions and Conservation
  • (11 faiths of the world)
  • Mainline U.S. denominations all engaged
  • Ecological Society of America
  • Faith community is one of three key partners
    that science will have to engageto
    addressdisruptions

22
Case study for applying EE nonformal guidelines
  • Earth Care Congregations program, Presbyterian
    Church (U.S.A.)
  • Since 2010, gt80 certifications
  • Earth Care Congregations A Guide to Greening
    Presbyterian Churches
  • http//gamc.pcusa.org/ministries/environment/earth
    -care-congregations/

23
NAAEE Roundtable 40th Annual Conference, October
2011
  • A note concerning methods
  • Table constructed, listing
  • the six Characteristics,
  • all 22 Specific Actions, and
  • 65 of the 100 Indicators
  • Content and format of a selected Earth Care
    Congregation and the national denomination
    program assessed against the Indicators in the
    table (6 pages)
  • See website http//eelinked.naaee.net/n/guideline
    s/topics/Earth-Care-Congregations

24
Matching EE Guidelines and Program Performance
  • 1. Needs Assessment (1 example)
  • Specific Action (SA) 1.1. Three levels of
    confirming need for program
  • Denomination headquarters
  • Local church environment committee
  • Local church governing body (Session)
  • 2. Organizational Needs and Capacities (1 ex.)
  • SA 2.1. Goals and priorities of parent
    organization
  • Adoption of landmark document, Restoring
    Creation for Ecology and Justice, for
    denomination
  • Earth Care Congregations guidebook, training,
    etc.

25
Matching EE Guidelines and Program Performance
  • 3. Program Scope and Structure (2 examples)
  • SA 3.2. Overall EE fit
  • The four strands and The Last Mountain
    movieQuestioning, Knowledge, Skills,
    Responsibility
  • SA 3. 4. Partnerships
  • EPA Energy Star Congregations program invited
    Presbyterian Church to partner in national
    webinar
  • 4. Program Delivery Resources (1 example)
  • SA 4.2. Training
  • Attend NAAEE!

26
Matching EE Guidelines and Program Performance
  • 5. Program Quality and Appropriateness (1 ex.)
  • SA 5.1. Soundness
  • Pedagogic soundness?Staffing
  • Adult Education Committee Former school board
    member, masters level Director of Christian
    Education, classroom teachers, Girl Scout leader
  • 6. Evaluation (not necessarily the weak link)
  • SA 6. 2. Use results
  • Community potluck, trash fairy,
  • and recycling guilt!
  • SA 6. 3. Share results
  • Town Landcare Comm. Membership

27
Lessons Benefits
  • Of 65 Indicators, 94 conformance (surprise!)
  • Using in hindsight Better late than never gaps
    spotted?revise practices (improvements)
  • Front end Planning guidance for new effort
    (foundation)
  • Engagement with literacy Access to NAAEE
    resources
  • Entrée for this stakeholder with mainstream
    practices and potential partners (e.g., local
    colleges, Town, professional societies)
  • Finallya morale booster thanks, NAAEE!

28
TWO WAYS TO USE THE NONFORMAL GUIDELINES TO
EVALUATE PROGRAMS
  • Self evaluation of the program by staff
  • Outside evaluation of the program by an
    independent evaluator

29
SELF EVALUATION by STAFF
  • PROS
  • Involves the people who know the most about the
    program
  • Allows the staff to gain an understanding of what
    a good program actually is as they work through
    the evaluation
  • Facilitates collaboration and discussion among
    staff about the quality of their program

30
Self Evaluation by Staff (cont.)
  • PROS
  • Encourages the staff to consider needed
    improvements and how to implement them
  • Less pressure and little senses of gotcha
  • Provides material for a more detailed look at the
    program using the guidelines

31
Self Evaluation by Staff (cont.)
  • CONS
  • Brings out the rose colored glasses
  • Requires a motivated and willing staff with at
    least some knowledge (and agreement with) basics
    such as setting objectives for the program

32
OUTSIDE EVALUATION by an INDEPENDENT EVALUATOR
  • Pros
  • Provides a rationale and background for the
    evaluation so findings dont appear arbitrary
  • Allows staff to follow up on evaluation using
    guidelines for more details
  • Shows management what yardstick will be used by
    the evaluator

33
OUTSIDE EVALUATION by an INDEPENDENT EVALUATOR
(cont.)
  • Cons (most related to the use of an outside
    evaluator, not to the Guidelines themselves)
  • Creates a top down, gotcha situation
  • Blocks full participation by staff
  • Allows little direct involvement and learning
    about the program and changes needed

34
Self Assessment
Using Nonformal Environmental Education Programs Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program development efforts. To what extent do you/does your organization incorporate each of the following steps when designing and implementing an environmental education program?   Key NNever SSometimes MMost of the time A.Always Using Nonformal Environmental Education Programs Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program development efforts. To what extent do you/does your organization incorporate each of the following steps when designing and implementing an environmental education program?   Key NNever SSometimes MMost of the time A.Always Using Nonformal Environmental Education Programs Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program development efforts. To what extent do you/does your organization incorporate each of the following steps when designing and implementing an environmental education program?   Key NNever SSometimes MMost of the time A.Always Using Nonformal Environmental Education Programs Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program development efforts. To what extent do you/does your organization incorporate each of the following steps when designing and implementing an environmental education program?   Key NNever SSometimes MMost of the time A.Always Using Nonformal Environmental Education Programs Guidelines for Excellence as a set of potential benchmarks, carefully reflect on your program development efforts. To what extent do you/does your organization incorporate each of the following steps when designing and implementing an environmental education program?   Key NNever SSometimes MMost of the time A.Always
1 Needs Assessment N S M A
Identify environmental issue(s) to be addressed        
Inventory existing programs        
Seek input from community and potential audience(s)        
2 Assessment of organizational needs and capacities N S M A
Consider goals and priorities of parent organization        
Identify parent organizations need for the program        
Determine resources and capacities of parent organization        
3 Determination of the program scope and structure N S M A
Develop program goals and objectives        
Assess overall fit with field of EE (e.g., use Excellence in Environmental Education Guidelines for Learning (Pre K-12))        
Determine format, techniques, and training needs        
Explore potential for partnerships        
4 Program delivery resources N S M A
Assess logistical and resource needs        
Assess staff competencies and training needs (e.g., use Guidelines for the Preparation and Professional Development of Environmental Educators).        
Safe and appropriate facilities are available        
Arrange needed facilities, supplies, and equipment        
Emergency plans are in place.        
5 Program quality and appropriateness N S M A
Obtain or develop educationally sound materials (e.g., use Environmental Education Materials Guidelines for Excellence).        
Field test new instructional materials        
Promote, market and disseminate program        
Develop sustainability strategies        
6 Evaluation N S M A
Develop evaluation strategies, techniques, and criteria        
Implement practical program evaluation        
Use evaluation results in the development of programs        
35
Pulling it All Together Self-Assessment Part II
Now that you have completed the first checklist,
what do you know? Take a few minutes to tally the
results of your self-assessment in the table
provided below. This should provide you with an
overview of the results of your self-assessment.
  Self Assessment Summary Starting with Key Characteristic 1 on the first checklist, add up the total number of check marks for each of the four columns Never, Sometimes, Most of the time, Always. Enter the total number in the appropriate column of this chart.   Key NNever SSometimes MMost of the time A.Always   Self Assessment Summary Starting with Key Characteristic 1 on the first checklist, add up the total number of check marks for each of the four columns Never, Sometimes, Most of the time, Always. Enter the total number in the appropriate column of this chart.   Key NNever SSometimes MMost of the time A.Always   Self Assessment Summary Starting with Key Characteristic 1 on the first checklist, add up the total number of check marks for each of the four columns Never, Sometimes, Most of the time, Always. Enter the total number in the appropriate column of this chart.   Key NNever SSometimes MMost of the time A.Always   Self Assessment Summary Starting with Key Characteristic 1 on the first checklist, add up the total number of check marks for each of the four columns Never, Sometimes, Most of the time, Always. Enter the total number in the appropriate column of this chart.   Key NNever SSometimes MMost of the time A.Always   Self Assessment Summary Starting with Key Characteristic 1 on the first checklist, add up the total number of check marks for each of the four columns Never, Sometimes, Most of the time, Always. Enter the total number in the appropriate column of this chart.   Key NNever SSometimes MMost of the time A.Always
  N S M A
1 Needs Assessment (3 guidelines)        
         
2 Assessment of organizational needs and capacities (3 guidelines)          
         
3 Determination of the program scope and structure (4 guidelines)        
         
4 Program delivery resources (5 guidelines)          
       
5 Program quality and appropriateness (4 guidelines)          
         
6 Evaluation (3 guidelines)        
36
Self-Assessment Part III
Now that you have summarized your self-assessment, what can you say about the strengths and weaknesses of your program development process? Identify any changes you might make to the program design and implementation process. Now that you have summarized your self-assessment, what can you say about the strengths and weaknesses of your program development process? Identify any changes you might make to the program design and implementation process. Now that you have summarized your self-assessment, what can you say about the strengths and weaknesses of your program development process? Identify any changes you might make to the program design and implementation process.
Areas of Strength Areas that Need to be Enhanced/Strengthened Specific Actions to Address Self-Assessment
                               
37
Want to Learn More?
  • Offer a workshop thru our Guidelines Trainers
    Bureau
  • Access information thru EELinked
  • eelinked.net/n/guidelines
  • Attend another webinar

38
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39
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40
eelinked.net/n/guidelines
41
Future Webinars
  • June 26th 400pm (Eastern)
  • Early Childhood EE Programs Guidelines for
    Excellence
  • Register at
  • http//www.surveymonkey.com/s/ecee

42
Get Involved Community EE Guidelines
  • For more information
  • Akiima Price
  • akiima_at_apriceconsulting.com

43
Questions?
44
Join us at the NAAEE Conference
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