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Institute for Tribal Environmental Professionals Environmental Education Outreach Program

Institute for Tribal Environmental Professionals Environmental Education Outreach Program. Education and Outreach. Mansel Nelson, ITEP. Presentation. EEOP Mission and Goals Radon Education and Outreach IAQ Education and Outreach Environmental Education. Mission Statement.

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Institute for Tribal Environmental Professionals Environmental Education Outreach Program

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  1. Institute for Tribal Environmental ProfessionalsEnvironmental Education Outreach Program Education and Outreach Mansel Nelson, ITEP

  2. Presentation • EEOP Mission and Goals • Radon Education and Outreach • IAQ Education and Outreach • Environmental Education www.nau.edu/eeop

  3. Mission Statement “The vision and mission of the EEOP staff is to foster life-changing learning experiences in the application of science, mathematics, technology and engineering to local issues that empower American Indian students of all ages to become self-determinate citizens of their sovereign tribal nation.” www.nau.edu/eeop

  4. Primary Goals • Recruitment and retention of tribal students in science, environmental, engineering, and health careers • Effective science literacy programs in tribal schools • Tribal Environmental Professionals doing effective environmental education and outreach • Better learning environment in all tribal schools (Indoor Air Quality) www.nau.edu/eeop

  5. Radon Education and Outreach • Presentation from Twa-le Abrahamson-Swan and Brandy Toft www.nau.edu/eeop

  6. Indoor Air Quality Education and Outreach

  7. IAQ Project Resources • Tools For Schools Program, USEPA • Hydroville Program, Oregon State University www.nau.edu/eeop

  8. Tools for Schools Road Map www.nau.edu/eeop

  9. The Hydroville IAQ Curriculum Project www.nau.edu/eeop

  10. www.nau.edu/eeop

  11. IAQ Building Assessment with Students • Involve students in the assessment • Help school staff take basic steps to improve IAQ • Help students and teachers investigate and improve their IAQ • Help students and teachers advocate for change • Learn “scientific process” • Improve academic learning (proper ventilation) • Increase awareness of local environment www.nau.edu/eeop

  12. Students Taking Measurements Indoor Air Quality Measurements www.nau.edu/eeop

  13. Students Making Observations www.nau.edu/eeop

  14. Internships www.nau.edu/eeop

  15. Outreach to Schools www.nau.edu/eeop

  16. Community meeting (Chevak, Alaska) www.nau.edu/eeop

  17. Americorp member, Charlene Tuluk Green-cleaning demonstration with tenth graders at Chevak High School www.nau.edu/eeop

  18. Chevak School gymnasium Particulate counter Walk-off mats important for keeping school clean www.nau.edu/eeop

  19. Chevak School Particulates vacuumed off a walk-off mat www.nau.edu/eeop

  20. Chevak Headstart School Importance of entrance design www.nau.edu/eeop

  21. Asthma Activity www.nau.edu/eeop

  22. Eek High School Asthmatics are affected by poor indoor air quality Simulating an asthma attack www.nau.edu/eeop

  23. Environmental Education

  24. Tbilisi Declaration • To foster clear awareness of and concern about economic, social, political, and ecological interdependence in urban and rural areas • To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment • To create new patterns of behavior of individuals, groups, and society as a whole towards the environment

  25. Environmental Education… • is good education • is learner-centered, providing students with opportunities to construct their own understandings through hands-on, minds-on investigations

  26. Environmental Education… • engages learners in direct experiences • challenges learners to use higher-order thinking skills

  27. Environmental Education… • supports development of active learning community • involves learners sharing ideas and expertise

  28. Environmental Education… • prompts continued inquiry • provides real-world contexts and issues from which concepts and skills can he learned

  29. Environmental Education… • cultivates the ability to • recognize uncertainty • envision alternative scenarios • adapt to changing conditions and information

  30. Environmental Education Guidelines • Fairness and Accuracy • Depth • Skills Building • Action Orientation • Instructional Soundness

  31. Fairness and Accuracy • Factual accuracy • Balanced of differing viewpoints and theories • Openness to inquiry • Reflection of diversity

  32. Depth • Awareness • Focus on concepts • Concepts in context • Attention to different scales

  33. Skills Building • Critical and creative thinking • Applying skills to issues • Action skills

  34. Action Orientation • Sense of personal stake and responsibility • Self-efficacy (empowerment)

  35. Instructional Soundness • Learner-centered instruction • Different ways of learning • Connection to learners' everyday lives • Expanded learning environment • Interdisciplinary • Appropriateness for specific learning settings • Assessment

  36. What is NOT EE? • Preaching • Commercials • Intolerance • Advocacy • (Teaching ABOUT advocacy OK) • Extremism (illegal or immoral activities) • Slogans

  37. Additional Resources • North American Association for Environmental Education • http://www.naaee.org • Environmental Protection Agency • http://www.epa.gov/epahome/educational.htm

  38. Communication

  39. Communication Questions • Why are we communicating? • Who do we need to reach? Who is our audience(s)? • What do our audiences want to know? • What do we want to get across? What do we want people to know? • What do we need to provide to them? • What is the best mechanism to provide the information/materials to them?

  40. Communication Questions 2 • What are the right messages? • Who can deliver the messages? • How will we listen? • How will we respond? • What problems or barriers have we planned for? • How will we know we have succeeded? From : Communicating with the Public: Ten Questions Environmental Managers Should Ask The State University of New Jersey: Rutgers

  41. Planning Ahead • What are your objectives? • Education, information • What are your constraints? • Time, budget, space, longevity • What do you want to communicate? • Both verbal and non-verbal

  42. Planning Ahead (cont.) • Who is your target audience? • Thumbnail sketches and drafts • How have others tackled similar tasks? • How often will the information change?

  43. Language & Culture • Language of your piece? • Cultural information you need before writing/designing? • Know cultural backgrounds, business traditions, practices, social and ethnic customs of audience • Color, graphics, images, numbers have different meanings around the world

  44. Institute for Tribal Environmental Professionals (ITEP) Mansel A. Nelson, Senior Program Coordinator Environmental Education Outreach Program (EEOP) Northern Arizona University (NAU) http://www.nau.edu/eeop/ mansel.nelson@nau.edu Voice 928 523 1275 FAX 928 523 1280 PO Box 5768, Flagstaff, AZ 86011 www.nau.edu/eeop

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