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Critical Issues in K-12 Environmental Education.Advanced Tech. Environmental Education Center, Bettendorf,IA.

National Science Foundation, Arlington, VA.1998-00-0033p.

Advanced Technology Environmental Education Center, 500Belmont Road, Bettendorf, IA 57222; Web site:http://www.ateec.orgReports Descriptive (141)MF01/PCO2 Plus Postage.*Curriculum Development; Educational Change; EducationalImprovement; Elementary Secondary Education; *EnvironmentalEducation; Equal Education; Science Instruction; TeachingMethodsEnvironmental Education Centers; Environmental ProtectionAgency; Morgan State University MD

This document reviews the critical issues in K-12environmental education discussed at the Environmental Protection Agency(EPA) /Morgan State University summer institute for kindergarten through grade12 educators. Areas reviewed included curriculum, employment opportunitiesand career awareness, environmental equity, professional development, andtransferability. Participants were assigned to small working groups of six toeight teachers with one group facilitator. Each group concentrated on onecategory. Methods used included brain storming and affinity diagraming todevelop critical issues for each category. Each group gave a briefpresentation of their topic to the other participants at the end. (CCM)

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Critical Issues in K-12 Environmental Education

Table of Contents

Introduction 3

Critical Issues in K-12 Environmental Education 5

Critical Issues in K-12 Environmental Education: Workgroup Reports 9

Curriculum 9

Employment Opportunities and Career Awareness 13

Environmental Equity 17

Professional Development 21

Transferability 25

Workshop Participants 27

Acknowledgments 29

Developed by Advanced Technology Environmental Education Center (ATEEC),Hazardous Materials Training and Research Institute (HMTRI), and

Eastern Iowa Community College District (EICCD):

Kirk Barkdoll, Dean of Applied Technologies, EICCDMelonee Docherty, Instructional Designer, HMTRI and ATEEC

Steve Fenton, Associate Director, HMTRI and ATEECDr. Ellen Kabat, Director, ATEEC

Mike Senew, Staff Associate, HMTRI

©1998 by Advanced Technology Environmental Education CenterAll rights reserved

1

Notes:

2 5

INTRODUCTION

Advanced TechnologyEnvironmental EducationCenter

Teacher Institute


The Advanced Technology Environmental Education Center(ATEEC) was initially funded by the National ScienceFoundation in 1994. The mission of the Center is to advanceenvironmental technology education through curriculumdevelopment, professional development, and programimprovement in the nation's community colleges and secondaryschools. To assist in accomplishing this mission, ATEEChas provided numerous faculty development opportunities.The ATEEC Summer Fellows Institute for community collegeand secondary school faculty is an example of one suchopportunity. This is a two-week annual event held at theUniversity of Northern Iowa.

ATEEC has also hosted national forums which have focusedon issues relating to environmental technology education.One such forum resulted in the document, "Partnering toBuild a Quality Workforce: Critical Issues in EnvironmentalTechnology Education at Two-Year Colleges."

Since 1993, Morgan State University (MSU), located inBaltimore, Maryland has offered a summer institute forkindergarten through grade 12 (K-12) educators. The TeacherInstitute is sponsored by the U.S. Environmental ProtectionAgency (EPA) Office of Solid Waste and Emergency Responsethrough a cooperative agreement between MSU and EPA. TheInstitute provides a forum for teachers located in NationalPriority List (NPL) communities, and communities having sitesassociated with CERCLA (Comprehensive EnvironmentalResponse, Compensation, and Liability Act) and RCRA(Resource Conservation and Recovery Act). The Institute's goalhas been to design new educational tools that adequately andaccurately present issues of concern related to environmentalrestoration and protection of our communities.

3


Critical Issues Project

In 1996, ATEEC staff gave presentations at the MSU/EPATeacher Institute on issues of environmental technologyresources and school-to-work initiatives. In 1997, ATEEC againvisited the Institute, this time to build on the knowledge gath-ered in the initial document on two-year college environmentaleducation critical issues by conducting a mini-workshop whichfocused on the critical issues in K-12 environmental education.

4 7

K-12 CRITICAL ISSUES

K-12 Tie-In to Critical Issuesin Environmental Educationat Two-Year Colleges

Brainstorniing andaffinity diagramming


The EPA/MSU Teacher Institute's mini-workshop on criticalissues in K-12 environmental education was facilitated on July11, 1997 as a small groups activity by representatives fromATEEC, HMTRI, and Scott Community College. The work-shop was modeled on the ATEEC critical issues forum andresulting report (sponsored by the National ScienceFoundation) dealing with environmental education critical issuesin two-year colleges.

Prior to the K-12 workshop, the ATEEC Fellows were surveyedas to their views on critical issues in K-12 environmentaleducation. The categories selected for the K-12 mini-work-shop curriculum, employment opportunity and career aware-ness, environmental equity, professional development, andtransferabilitywere then adapted from the ATEEC report,"Partnering to Build a Quality Workforce: Critical Issues inEnvironmental Technology Education at Two-Year Colleges."ATEEC's goal is to ascertain the similarities and differences incritical issues between K-12 and post-secondary levels of envi-ronmentaleducation, and to potentially cross-validate the results.

Participants in the mini-workshop (page 27) were assigned tosmall workgroups of six to eight teachers with one group facili-tator, and each concentrated on a different overall category asmentioned above. (Note: Particular attention was given toensuring that each workgroup contained a diverse representationof teachers for each category, using geographical area, gradelevel of teaching, gender, etc.) The methods used includedbrainstorming and affinity diagramming to develop criticalissues for each category. The resulting information was refinedand finalized by participants. Each workgroup then gave a briefpresentation of their topic to all participants. The data collectedfrom the workgroups was organized by facilitators in a draftdocument and sent to all mini-workshop participants for review.Comments were incorporated and the final version of thedocument is presented on the following pages.

5


Similarities in critical issuesfor K-12 and 2-year colleges

"Defining EnvironmentalTechnology" report

An interesting similarity of critical issues between K-12 and two-year college educators emerged from these reports, including:

Unclear defmition and lack of standardization ofenvironmental terms and curricula. (Note: The MSUInstitute participants were excited to learn thatATEEC has begun to address this issue with thedevelopment of the recent "Defining EnvironmentalTechnology" report.)

The need for a more widespread environmental literacyin the country.

Interdisciplinary and multi-grade coordination ofenvironmental curriculum.

Lack of information about real world environmentalcareers in environmental curriculum. (Note: Mini-workshop participants were referred to ATEEC's"Defining Environmental Technology" report fora chart on environmental technology occupationalcategories and titles.)

Integration of environmental equity issues withinenvironmental curriculum.

Sharing of environmental education resources and sup-port between educational institutions, business/industry,and community.

Insufficient communication and sharing of knowledgebetween instructors at the same school and at differentschools.

Resistance to ensuring that competency-basedenvironmental curriculum is established at each gradelevel.

6

Critical issues at elementaryand secondary levels


The most striking critical issues for K-12 educators (whichwere not as strongly emphasized at the post-secondary level)were the lack of:

Funding for environmental programs and activities,

Funding for teachers' professional development, and

Administrative commitment and support forenvironmental education.

Following is the full text of the critical issues and recommendationsthat address the concerns of teachers in K-12 environmentaleducation. The information is not presented in any particularorder of priority.

Notes:

811


WORKGROUP REPORTS

+1,

CURRICULUM

Develop standardizedenvironmental definitions.

ISSUE: Environmental terms and curricula are not clearlydefined and standardized.

RECOMMENDATIONS:

K 12 educational institutions should:

Develop a methodology to achieve and use nationallystandardized environmental definitions (e.g., environment,ecology, ecosystem) and curricula (e.g., wildlifemanagement, resource conservation, pollution preven-tion, water quality, air quality, population control, wastemanagement) appropriate to each grade level. Ensurethat business/industry, government, and communityentities have input, as well as academia.

ISSUE: There is a lack of funding for environmental curricu-lum.

RECOMMENDATIONS:

K 12 educational institutions should:Teacher involvement withcurriculum and school budget Propose that an environmental curriculum, applicable to

the appropriate grade level, be added to the institution'sbudget as soon as possible, and plan accordingly.

Develop a fundraising plan to involve local businessesand government agencies.


ISSUE: Faculty/staff lack time to plan for and implementinterdisciplinary and multi-grade coordination ofenvironmental curriculum.

RECOMMENDATIONS:

Interdisciplinary teaching K - 12 educational institutions should:

methods and programs

Student and faculty exposureto envimnmental careers

Propose that funding for interdisciplinary integration ofenvironmental curriculum be added to the institution'sbudget as soon as possible, and plan accordingly.

Establish interdisciplinary team teaching projects.

ISSUE: Environmental curriculum does not always deal withenvironmental equity issues.

RECOMMENDATIONS:

K - 12 educational institutions should:

Educate faculty to incorporate environmental equityissues into environmental curriculum.

ISSUE: There is a lack of information about real-worldenvironmental careers in environmental curriculum.

RECOMMENDATIONS:


Incorporate practical applications of skills intoenvironmental curriculum.

Introduce students to non-traditional, experientiallearning (e.g., field trips, job shadowing, career fairs,neighborhood/national surveys, media role models).

10 1 3

Information-sharingand partnerships


ISSUE: Educational institutions and the community need toshare information more often.

RECOMMENDATIONS:


Incorporate community projects as learning activitieswithin the environmental curriculum.

Inform the community as to what environmentaleducation exists, and the current and future benefitsto be derived from that education.

Form a partnership with business, government (such asthe local job service office), and educational institutionsto assess the needs of the community for environmentaljobs and to provide potential workers with thecapabilities to fulfill those needs.

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Notes:

12 1 5

EMPLOYMENTOPPORTUNITIES &

CAREER AWARENESS

Create more positiveperceptions ofenvironmental careers


ISSUE: Students are unaware of, or have a negative perceptionof, careers in the environmental field. This may bedue to a variety of factors, including: 1) fear of theperceived difficulty of math, science, and technology(e.g., environmental studies); 2) unclear definitionsof types of environmental workers (i.e., scientist,technician, and technologist) and jobs; 3) lack ofexposure to environmental worker role models (in thefamily and the community); and 4) lack of applicablereference material and guidance.

RECOMMENDATIONS:


Integrate math and science skills into other disciplineswhenever possible.

Develop and use math and science learning activitiesthat are fun and relevant to the students.

Use career fairs to disseminate definitions of environ-mental work, and to ensure that students recognize that acareer can result from their environmental education.

Introduce students to non-traditional, experientiallearning (e.g., field trips, job shadowing, neighborhoodsurveys, role models).

Encourage guidance counselors and faculty to learnmore about environmental careers, and to stay up-to-date in this area.

Keep reference materials on environmental careers ina centralized location (e.g., guidance counselingoffice, library).

Disseminate above information to parents and encourageparents to become involved in the students' careerexploration.

13


Community environmentaleducation

ISSUE: People in the community sometimes have a negativeperception of the environmental field. This may bedue to a variety of factors, including: 1) a lack of trustin, and/or feelings of being manipulated/exploited by,government agencies (e.g., EPA); 2) apathy aboutenvironmental concerns; 3) the perception that business,industry, and/or government are hypocritical aboutenvironmental concerns; 4) a lack of active participa-tion in environmental concerns; and 5) fear of per-ceived health hazards in the environmental field.

RECOMMENDATIONS:


Initiate community environmental forums, to includecitizens, government, business, and education.Make sure to get the media involved whenever possible.

Form community environmental decisionmakingpartnerships with leaders of the community, business,government, and education.

Promote local hiring for environmental jobs.

Initiate community training concerning OSHA's"Right- to-Know" regulations.

ISSUE: Environmental careers are often perceived as lowpaying, unglamorous, and unimportant.

RECOMMENDATIONS:


Provide environmental career information resources tostudents through career fairs, guest speakers, and field trips.

Math, science, andtechnology skills necessaiyin the envimnmental field


ISSUE: There is little concerted effort to introduce qualityeducation, or to improve the quality of existingeducation, in environmental areas. This may be dueto a variety of factors, including: 1) inadequate fund-ing; 2) poor curriculum relating the environmentalfieldto math, science, and technology skills; 3) lack ofrural exposure to environmental issues; 4) lack ofappropriate mentors; and 5) a tendency to stereotype(on the basis of gender, race, religion, ethnicity, etc.)who is capable of entering the field.

RECOMMENDATIONS:


Integrate appropriate math, science, and technologyskills into environmental curriculum. Make sure thestudent understands the correlation between these skillsand their practical job applications. .

Introduce students to field learning (e.g., job shadowing,internships, field trips) as well as classroom learning.

Ensure that all learning activities (e.g., textbooks, guestspeakers, field trips, internships) promote nonstereotypi-cal workers in the environmental field. Guidance coun-selors and faculty must actively promote the considera-tion of all types of career choices by all types of stu-dents.

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Notes:

16 13

ENVIRONMENTALEQUITY

Awareness training

Community activities

Teamwork


ISSUE: Schools must be aware of their potential to positivelyimpact environmental equity through education andawareness training and community activities.

RECOMMENDATIONS:

K - 12 educational institutiOns should:

Recognize the importance of education to the issue ofenvironmental equity, and to introduce and/or improvebasic environmental curriculum in their programs.

Recognize that environmental equity can only be achievedthrough the teamwork of all aspects of a community (e.g.,education, business/industry, government, and especiallyindividual community members).

Provide a forum (e.g., workshops, guest speakers, publicmeetings) to promote awareness of and education onlocal environmental equity issues, to parents and com-munity members as well as students and instructors.

Provide for local/regional teacher-sharing programs,to disseminate environmental equity information;particularly in larger cities with diverse populations.

Promote environmental career awareness foreconomically disadvantaged areas.

Ensure that adequate resources of basic materials/suppliesare available for environmental education, especially inschools located in economically disadvantaged communities.

17


Dissemination ofinformation

Focus on local issues

Partnerships in education,community, business

Provide information on specific topics (e.g., health hazards,air/water quality) that concern local communities.

The U.S. educational system should:

Ensure that the same quality education is providedthroughout the nation.

ISSUE: Community groups and members must be madeaware of their potential to positively impactenvironmental equity through communityenvironmental awareness and activities.

RECOMMENDATIONS:


Focus environmental curriculum in the schools onapplicable local community concerns (e.g., air/waterpollution, landfills, wildlife management) andcultural variables, making sure to involve the communityin these decisions (e.g., through an advisory board).

Apprise community leaders and members of theadvantages in community environmental educationand cooperation on environmental issues.

Encourage community organizations to partner witheducators and business/industry leaders for local' jobinternship, training, and hiring programs.

Encourage community organizations to sponsorenvironmental activities for local problem areas(to promote pride in the community).

18 21


ISSUE: Business and industry must be made aware oftheir potential to positively impact environmentalequity through community environmental awarenessand activities.

RECOMMENDATIONS:


Focus environmental curriculum in the schools onapplicable local industries (e.g., farming, fishing,hazardous materials handling, mining, remediation),making sure to involve business and industryin these decisions (e.g., through an advisory board).

Apprise business/industry of the advantages incommunity environmental education and cooperationon environmental issues.

Encourage business/industry to partner with educatorsand community leaders for local job internship, training,hiring programs, and adopt-a-school programs.

Encourage business/industry to sponsor environmentalactivities for local problem areas.

ISSUE: Local government must be reminded of theirresponsibility to positively impact environmentalequity through community environmental education,awareness, and regulation.

RECOMMENDATIONS:


Ensure that environmental curriculum in the schoolsdeals with applicable local governmental issues(e.g., EPA air/water quality levels, landfill regulations)and cultural variables, making sure to involvethe government in these decisions (e.g., through anadvisory board).


Equity in community services

Individuals can makea difference

Apprise local government of the advantages incommunity environmental education and cooperationon environmental issues.

Encourage local government to partner with educators,business/industry, and community leaders for local jobinternship, training, and hiring programs.

Encourage local government to sponsor environmentalactivities for local problem areas (to promote pride inthe community).

Ensure that local government fulfills responsibility toensure that all community neighborhoods receive equalcivil services (e.g., recycling programs, garbage collec-tion, water rights, emergency response protection).

Ensure that local government is coordinating withand receiving cooperation from state and nationalgovernments on environmental programs.

ISSUE: Individuals must be made aware of their potentialto positively impact environmental equity throughenvironmental awareness and activities.

RECOMMENDATIONS:


Ensure that education is available for community mem-bers to learn about the individual's impact on the environ-ment and daily activities that can make a difference(e.g., recycling, home/yard/neighborhood cleanup).

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23

PROFESSIONALDEVELOPMENT

Budget for professionaldevelopment

Flexibility of budget

Time constraints


ISSUE: Funding is insufficient for faculty and studentprofessional development.

RECOMMENDATIONS:


Propose that a specific item for professional developmentbe added to the institution's budget as soon as possible,and plan accordingly.

Allow for more budget flexibility, to allow instructors totake advantage of development opportunities as they arise.

Explore the possibility of various grant funding forprofessional development.

Allow for instructor/departmental input on budgetaryallocations for professional development.

Streamline the application process for professionaldevelopment funding for greater efficiency.

ISSUE: Insufficient time is allotted for professional development.

RECOMMENDATIONS:


Consider faculty time needs when making fundingallocations for professional development.


Scarcity of resourcesand materials

Resource material centersfor faculty and students

ISSUE: There are insufficient resources/materials for studentprofessional development.

RECOMMENDATIONS:


Allocate funding and time for student professionaldevelopment activities, such as field trips, site visits,guest speakers, etc.

Solicit assistance for student professional developmentfrom community resources, such as public worksdepartments, mayor's office, local EPA, etc.

Include environmental curriculum materials (e.g.,textbooks, videos, handouts, Internet access, journalsubscriptions, science experiment supplies) in schoolbudgets.

Establish resource material centers for faculty andstudents in the environmental field.

ISSUE: Environmental education needs more supportfrom and involvement with school administration,community, business/industry, and parents.

RECOMMENDATIONS:


Note: See similar issue under "Curriculum."

22

School-to-schoolprogram partnerships


ISSUE: There is insufficient communication and sharing ofknowledge between instructors at the same schooland at different schools.

RECOMMENDATIONS:


Form environmental program partnerships withother schools in order to maximize availableknowledge and resources.

Institute district and national forums of environmentalTeacher-sharing programs educators for the purpose of sharing ideas and resources.

Faculty training availability

Enhance the professional development of both studentsand faculty through teacher-sharing programs, whichwould disseminate both knowledge and teaching skills.

ISSUE: Educators' (administration and faculty) attitudes needto become more flexible in order to deliver morecreative and efficient environmental education.

RECOMMENDATIONS:


Ensure faculty participation in professional developmentactivities in order to keep up with new developmentsin their field and related fields, and incorporate thislearning in their curriculum.

Promote additional faculty training in instructionaltechniques in order to facilitate integration ofenvironmental education into other disciplines.

Improve administrative procedures and promote facultydevelopment to avoid low teacher morale and apathy.

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Team-building skills

Faculty input concerningin-service training

Develop more team-building skills for administrators andfaculty in order to most efficiently deliver integratedenvironmental education (e.g., TQM, team teaching).

Use an incentive program to promote professionaldevelopment.

ISSUE: Content-specific professional developmentisn't encouraged as often as generic professionaldevelopment.

RECOMMENDATIONS:


Encourage faculty input for the in-service trainingcontent and schedule.

Develop programs for faculty/student internships,faculty memberships in professional field organizations,student job-shadowing, school-to-career partnerships, etc.

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TRANSFERABILITY

Improvement needed inenvironmental literacy

Educational organizationstaking the lead in developingnational competency-basedstandards


ISSUE: There needs to be a more widespread environmentalliteracy in the country.

RECOMMENDATIONS:


Develop competency-based standards for environmentalcurriculum appropriate to elementary, middle, andhigh school grade levels. Ensure that business/industry,government, and community entities have input, aswell as academia.

Coordinate with postsecondary educational institutionsto ensure that secondary school graduationrequirements meet the articulation standards ofcolleges/universities/technical schools.

Work with state and national educational organizationsto ensure nationwide standards are instituted.

Develop hands-on and practical application environmentallearning activities appropriate to elementary, middle, andhigh school grade levels.

Develop a system of regular communication with otherschools in order to ensure consistency of education.


Lifelong learning

Multi-disciplinaiy curriculum

ISSUE: Students, their families, and all community membersneed to be aware of, involved in, and committed toenvironmental concerns in order to impress uponstudents that education in environmental issues isimportant throughout life.

RECOMMENDATIONS:


Provide education on environmental issues to students,parents, and all community members.

ISSUE: There is a lack of commitment/funding for teachers'professional development in environmental education.

RECOMMENDATIONS:


Budget and plan specifically for faculty professionaldevelopment in environmental education.

Require additional training of faculty in instructionaltechniques in order to facilitate transferability ofenvironmental education between grade levels.

ISSUE: There is a lack of commitment to introducingenvironmental education programs in schools, topromoting integration of existing environmentalcurriculum in other disciplines, and to ensuringthat competency-based environmentalcurriculum is established at each grade level.

RECOMMENDATIONS:

Note: See similar issue under "Curriculum."

26

End of critical issues report

2 9

WORKSHOPPARTICIPANTS

Alleyne, ErikaHilton Elementary SchoolBaltimore, Maryland

Anderson, RobertaSan Carlos Unified School DistrictSan Carlos, Arizona

Bagley, LarissaCherry'Hill Elementary SchoolBaltimore, Maryland

Biggar, MattPalo Alto High SchoolPalo Alto, California

Booker, CatherineChrista McAuliffe Middle SchoolHouston, Texas

Bordeaux, ChrisWounded Knee District SchoolManderson, South Dakota

Burdette, CynthiaSan Carlos Unified School DistrictSan Carlos, Arizona

Bush, JaneTalihina Elementary SchoolTalihina, Oklahoma

Calvin, Annalita NovaSan Carlos Unified School DistrictSan Carlos, Arizona

Christensen, JamesFleming Middle SchoolGrants Pass, Oregon


Cox, LockwoodLittle Cypress-MauricevilleHigh SchoolOrange, Texas

Dearing, CherylGrantsville Elementary SchoolGrantsville, Utah

Dixon, AlineJohn Whistler Elementary SchoolChicago, Illinois

Edmonds-Lloyd, MarjorieParkmont SchoolWashington, DC

Fleiss, ElissaThomas Starr King Middle SchoolLos Angeles, California

Howard, RhondaWooddale Middle SchoolMemphis, Tennessee

John, ErmaElementary SchoolShiprock, New Mexico

Kauers, DianaSan Carlos Unified School DistrictSan Carlos, Arizona

Klindt, KathySan Carlos Unified School DistrictSan Carlos, Arizona

273 0

Kobashigawa, ClydeKailua High SchoolKailua, Hawaii

Lax, MiriamEl Sereno Middle SchoolLos Angeles, California

Marcus, AlwandaMiddle SchoolBuffalo, New York

McCraw, ShatikaChrista McAuliffe Middle SchoolHouston, Texas

McKinney, CleveHaywood, California

Nagamine, LisaWaipahu High SchoolWaipahu, Hawaii

Nelson, ShirleyTalihina School DistrictTalihina, Oklahoma

Olagunju, LawrenceOakland, California

Palko, AndrewChopticon High SchoolMorganza, Maryland

Pearson, DebbieSan Carlos Unified School DistrictSan Carlos, Arizona


Pickel, MarkKennewick High SchoolKennewick, Washington

Pokrzyk, VivianLewiston-Porter CentralSchool DistrictYoungstown, New York

Se lib, MarshaWilliamsville, New York

Simmons, RitaHigh schoolNewark, New Jersey

Spencer, EstherGrantsville Middle SchoolGrantsville, Utah

Thompson, DurenaSan Carlos Unified School DistrictSan Carlos, Arizona

Thompson, PriscillaHughes CenterCincinnati, Ohio

Wade, DouglasSeth Lewelling SchoolMilwaukie, Oregon

Waterhouse, CorinneMiddle schoolKailua, Hawaii

Zachariah, MaryHigh schoolBaltimore, Maryland

28

3 1

ACKNOWLEDGMENTS

Workshop Coordinationand Report Production

MSU Institute Coordination


For all of the details and arrangements which ensured thesuccess of the Critical Issues Workshop, Teacher Institute,and this resulting report, those involved with the workshopwish to express acknowledgment and thanks to:

Melonee K. DochertyWorkshop Report EditorInstructional Designer, ATEEC/HMTRI500 Belmont RdBettendorf, IA 52722

Steven D. FentonWorkshop CoordinatorAssociate Director, HMTRI500 Belmont RdBettendorf, IA 52722

Ellen J. Kabat, Ph.D.Workshop CoordinatorDirector, ATEEC500 Belmont RdBettendorf, IA 52722

Judith E. GreenbergInstitute CoordinatorMorgan State UniversityCold Spring Lane & Hi leen RdBaltimore, Maryland 21239

29

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Notes:

30 3 3

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