Bora Simmons Bora Simmons National Project for Excellence in EE

Ed McCreaEd McCrea Environmental Education & Conservation Global

Bill SeamanBill Seaman University of Florida

U.S. EPA Office of Environmental Education

EECapacityEPA funded national EE training program housed in Cornell University’s Civic Ecology Lab

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

Developed Guidelines through a public participatory process

Engaging educators in a deep discussion about quality environmental education practice

Building EE as a profession

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

Six Key Characteristics1) Needs Assessment2) Organizational Needs and Capacities3) Program Scope and Structure4) Program Delivery Resources5) Program Quality and Appropriateness6) Evaluation

1) Needs Assessment

1.1) Environmental Issue or Condition1.2) Inventory of Existing Programs &

Materials1.3) Audience Needs

2) Organizational Needs and Capacities

2.1) Consistent with Organizational Priorities2.2) Organization’s Need for the Program Identified2.3) Organization’s Existing Resources Inventoried

3) Program Scope and Structure

3.1) Goals and Objectives for the Program3.2) Fit with Goals and Objectives of EE3.3) Program Format and Delivery3.4) Partnerships and Collaboration

4) Program Delivery Resources

4.1) Assessment of Resource Needs4.2) Quality Instructional Staff4.3) Facilities Management4.4) Provision of Support Materials4.5) Emergency Planning

5) Program Quality and Appropriateness

5.1) Quality Instructional Materials & Techniques5.2) Field Testing5.3) Promotion, Marketing, and Dissemination5.4) Sustainability

6) Evaluation

6.1) Determination of Evaluation Strategies6.2) Effective Evaluation Techniques & Criteria6.3) Use of Evaluation Results

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 engage…to address…disruptions’

Earth Care Congregations program, Presbyterian Church (U.S.A.)

Since 2010, >80 “certifications” “Earth Care Congregations: A Guide to

Greening Presbyterian Churches” http://gamc.pcusa.org/ministries/

environment/earth-care-congregations/

A note concerning methods… Table constructed, listing

the six Characteristics, all 22 Specific Actions, and65 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/guidelines/topics/Earth-Care-Congregations

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.

3. Program Scope and Structure (2 examples) SA 3.2. Overall EE fit

The four strands and “The Last Mountain” movie—Questioning, 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!

5. Program Quality and Appropriateness (1 ex.) SA 5.1. Soundness

“Pedagogic soundness””Staffing” Adult Education Committee: Former school board

member, master’s 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

Of 65 Indicators, 94% conformance (surprise!)

Using in hindsight: Better late than never; gaps spottedrevise 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)

Finally…a morale booster; thanks, NAAEE!

Self evaluation of the program by staff

Outside evaluation of the program by an independent evaluator

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

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

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

Pros—Provides a rationale and background for the evaluation so findings don’t appear arbitrary

Allows staff to follow up on evaluation using guidelines for more details

Shows management what yardstick will be used by the evaluator

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

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: N…Never S…Sometimes M…Most 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 organization’s 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        

 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: N…Never S…Sometimes M…Most 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)        

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.

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

              

   

Offer a workshop thru our Guidelines Trainers’ Bureau

Access information thru EELinkedeelinked.net/n/guidelines

Attend another webinar

June 26th 4:00pm (Eastern)

Early Childhood EE Programs: Guidelines for Excellence

Register at:http://www.surveymonkey.com/s/ecee

For more information:For more information:Akiima Priceakiima@apriceconsulting.com