Use the filter menu and interactive map to explore the past competitions offered and grants awarded through the Environmental Literacy Program.
To learn more about project findings and outcomes, view the summaries of our grantees’ summative evaluation reports.
Worldviews Network: Ecological Literacy Programming for Digital Planetariums and Beyond
The Worldviews Network - a collaboration of institutions that have pioneered Earth systems research, education and evaluation methods - is creating innovative approaches for engaging the American public in dialogues about human-induced global changes. Leveraging the power of immersive scientific visualization environments at informal science centers across the US, we are developing transformative educational processes that integrate the benefits of visual thinking, systems thinking, and design thinking. This "seeing, knowing, doing" approach empowers educators with tools and techniques that help audiences to visualize, comprehend, and address complex issues from a whole-systems perspective. The Worldviews Network will make explicit the interconnections of Earth’s life support systems across time and space as well as inspire community participation in design processes by providing real-world examples of successful projects that are increasing the healthy functioning of regional and global ecosystems
Community Collaborative Rain, Hail and Snow Network (CoCoRaHS)
The Community Collaborative Rain, Hail and Snow Network (CoCoRaHS) is a citizen science program where thousands of volunteers across the country measure and report the amount of precipitation that falls each day in their own neighborhood. In the next three years CoCoRaHS will use strategies from the “Citizen Science Toolkit” and align activities to the “Essential Principles to Climate Science” to engage thousands more participants in collecting, reporting and exploring precipitation. Evapotranspiration measurements will be added to teach and demonstrate the hydrologic cycle in action. Through strong NOAA partnerships with the National Weather Service, the National Climatic Data Center, the Earth Systems Research Lab and the National Operational Hydrologic Remote Sensing Center, precipitation data quality and accessibility for professional users will be enhanced. The CoCoRaHS network will be constructing training, data entry and visualization tools utilizing Web 2.0 concepts, cyberlearning tools and hand-held device applications with a goal of increasing participation and expanding the volunteer network into broader, younger, more diverse audiences.
In the project entitled "The GLOBE Program 2010: Collaborative Environmental Research at Local to Global Scales", the University Corporation for Atmospheric Research (UCAR) will improve the functionality of the GLOBE Program (www.globe.gov) by providing: (1) new methods, tools, and services to enhance GLOBE Partner and teacher abilities to facilitate inquiry-based learning and student research, (2) initial pilot testing and assessment of student and teacher learning activities and events related to Climate Science research, (3) improvements in GLOBE's technology infrastructure and data systems (e.g. database, social networking, information management) to support collaborations between students, scientists, and teachers, and (4) development of a robust evaluation plan. In addition, the UCAR will continue to provide support to the worldwide GLOBE community, as well as program management and timely communication with program sponsors.
R4Ed: Rigor, Relevance, and Relationships in Resilience Education
Rigor, Relevance, and Relationships in Coastal Louisiana Resilience Education (R4Ed) helped high school students in coastal Louisiana learn through data analysis about the science of hurricanes in a warming world, learn through local stories about impacts of hurricanes, and then identify resilient actions that could help keep their households and their communities safe. To accomplish this the UCAR Center for Science Education worked with the NCAR Capacity Center for Climate and Weather Extremes and the South Louisiana Wetlands Discovery Center to develop a high school curriculum called Hurricane Resilience. During 20 days of instruction, students make connections between the science of hurricanes, how they affect their community and region, and how we can plan for a more resilient future. Making local connections, students develop an understanding of 1) the risks that their community faces now and in the future due to hurricanes and tropical storms, 2) how sea level rise increases the risk, and 3) how our actions can help us be less vulnerable and more resilient. The curriculum unit aims to empower high school students to have a voice in resilience planning and understand the relationship between the science of hurricanes and the local impacts these storms have on people and places. Hurricane Resilience is available online and adaptable for high schools in any coastal location where hurricanes pose a threat. The R4Ed project worked with science curriculum coordinators in Terrebonne and Lafourche Parishes, Louisiana, to ensure that the curriculum would meet the needs of their districts. We pilot tested the curriculum in three high school environmental science classes at South Terrebonne High School in Houma, Louisiana. The finalized curriculum was modified to work for in-person, hybrid, and virtual learning formats during the pandemic. The implementation was scaled up to serve 600 students instructed by 12 teachers in Terrebonne and Lafourche Parishes, LA, during the 2020-2021 school year and then approximately 1000 students during the 2021-2022 school year. Teacher professional development workshops instructed virtually when Covid-19 risk was high and in-person when risk was lower, oriented teachers to the lessons. Over the course of this project, Hurricane Resilience reached 1658 students and approximately 80 educators. In addition, the project reached 220 members of the public during a community event in 2019. Evaluation results indicated that resilience was not part of the environmental science curriculum prior to Hurricane Resilience and 92% of the teachers in this project had never addressed resilience in their environmental science curriculum before this project. Teachers instructing Hurricane Resilience indicated that the curriculum engaged students in concepts that impact their daily lives and the future of their community. We continue to support implementation of Hurricane Resilience in area schools and find ways to build on this foundation, assisting young people as they develop decision making strategies that will help them navigate risk and decrease vulnerability as related to hurricanes, climate change, and sea level rise in the rapidly changing Louisiana Bayou.
HEARTForce: Hazard Education, Awareness & Resilience Taskforce
Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities. Our engagement model empowers youth i) to envision community resilience through immersive scenario-based role play based on a solid understanding of the relevant science, ii) to learn about natural hazards through engaging Colorado-focused lessons, iii) to initiate conversations about hazard preparedness from within communities, and iv) to develop and implement student-led resilience action projects. The project team is developing instructional materials for middle and high school students: four lesson plans focused on different hazards (fire, flood, drought, extreme heat), four complementary scenario-based role-play games with a focus on youth empowerment and a teacher workshop based on these materials. Each school implementation follows a sequence in which the lesson plan activities are conducted, followed by a scenario-based role play game and reflection. Building on their experience with the game, students develop resilience strategies for their community and present those at a community Resilience Expo. The project has the following three objectives: 1) Increase Colorado secondary teachers’ knowledge and confidence to teach about local natural hazards, and to facilitate discussions about community resilience; 2) Increase Colorado youth’s understanding of natural hazards, their community’s vulnerability, and their involvement in resilience planning efforts, and 3) Enhance the capacity and empowerment of young people in Colorado to engage in dialogue with their peers, families, and community stakeholders about community resilience issues and identify, develop, and implement resilience actions. A needs assessment disseminated to Colorado teachers guides the project team in the development of all instructional materials and allows for customizing the content to teacher needs. The project evaluation explores the efficacy of the program model and studies the impact of the project activities on students and teachers. Specifically, the evaluation studies students’ confidence and ability to engage in dialogue around community resilience, level to which students increase their understanding of natural hazards and resilience planning, and the ways in which teachers increase their content knowledge and confidence in teaching about natural hazards. The project fills a critical gap in Colorado’s resilience planning which does not include teachers and youth. The project is guided by partners from the NOAA RISA program Western Water Assessment, seven NOAA science advisors, Science on the Sphere collaborators, and is being implemented together with over 20 community partners, school partners and collaborators from across Colorado. Over the course of the three-year program, the project activities will train and support 140 teachers, engage 400+ students and result in 11 Resilience Expo events across Colorado, from primarily rural communities. The instructional units and the games will be used in classrooms with 600+ students.
Resilience from the Youth Up
As climate impacts ratchet up across the United States, the Great Lakes region tends to fly under the national radar. While the Great Lakes do not experience hurricanes, rising sea levels, or large-scale wildfires, the local climate has become increasingly erratic in recent years. The region, however, is one of the most unprepared in the country to cope with these impacts. A recent Grosvenor report (2014) on climate resilience among 50 global cities ranked Detroit last among 11 U.S. cities for adaptability and only better than three cities for overall resilience, which incorporates both climate vulnerability and adaptability factors. Of U.S. cities with more than 100,000 residents, Detroit has the highest percentage of African-American residents (80.7%, U.S. Census 2016). Still recovering from bankruptcy, the city also has a 39% poverty rate, which impacts over 56% of children (ibid). These socio-economic factors, coupled with other environmental justice concerns, such as a centrally located incinerator and an asthma rate of 15.5% among adults resulting in over 3,000 hospitalizations annually, make Detroit residents particularly vulnerable to climate impacts. This project will address the urgent need to increase resilience by working with high school students and teachers in Detroit and southeast Michigan to increase their awareness of climate change and develop projects that help their schools and neighborhoods become resilient to increased occurrence and intensity of heat waves, storm events, and flooding. Using NOAA assets, including GLISA localized climate data and Sea Grant outreach and education expertise, high school students and teachers will partner with climate scientists to explore local climate impacts firsthand and to develop resilience strategies and projects that protect vulnerable households and neighborhoods and contribute to broader sustainability initiatives. The City of Detroit seeks this involvement as it ramps up a new Office of Sustainability and seeks proposals to develop the city's first Sustainability Framework. The effort is a partnership with EcoWorks, Great Lakes Integrated Sciences + Assessments (GLISA), Michigan Sea Grant (MISG), Southeast Michigan Stewardship Coalition (SEMIS), Eastern Michigan University, Civic Research Services, Inc., and the National Oceanic and Atmospheric Administration (NOAA). In each of the next three years, 200 students from various high schools in the Detroit and Ypsilanti areas will participate in weekly activities related to the grant. The four primary objectives of the program include: 1) Engage students in assessing and quantifying climate vulnerabilities of their schools, neighborhoods, and surrounding community. 2) Using a place-based education (PBE) model, prepare educators to engage students in creating plans and completing projects that increase community resilience. 3) Empower high school students to teach residents about local climate impacts and increase understanding of resilience strategies to mitigate extreme weather events or other environmental hazards. 4) Contribute to the completion and implementation of local sustainability and climate action plans in Southeast Michigan.
Science on a Sphere and Flood Forums: Education to Action
The Nurture Nature Center (NNC) in Easton, PA, a joint project of the multi-state Nurture Nature Foundation and NNC, Inc., will install a Science on a Sphere and develop a new SOS module about climate and flooding. Working with the Maryland Science Center in Baltimore, the Da Vinci Science Center in Allentown, PA, and science advisers from NOAA and research universities, NNC will use existing SOS datasets, as well as new data formats, to create a docent-guided program that explains the connections between climate patterns and flooding. The Flood Forums: Education to Action program will engage audiences in deliberative forum programming to promote public understanding of the atmospheric, oceanic, and other climatic factors affecting flooding in some regional communities. Project deliverables include a program on climate change and flooding for SOS users; the same program calibrated for Magic Planet users; Forum models on issues related to climate change and flooding; project and evaluation reports; and training materials for SOS network members and other informal educators.
CREATE Resilience: Community Resilience through Education, Art, Technology, and Engagement
CREATE Resilience: Community Resilience through Education, Art, Technology and Engagement, is a multi-disciplinary collaboration between youth and community to 1) improve environmental hazards literacy, and 2) increase engagement in resiliency actions by youth and adult residents in the Lehigh Valley region of Pennsylvania. CREATE Resilience is designed to increase community knowledge about weather and climate science, risks from local hazards, and strategies for hazard mitigation, while co-creating a vision for community resilience. Developed by Nurture Nature Center (NNC) in Easton, PA, the four-year project will work with local, state and federal partners in three hazard-prone communities in the Lehigh Valley (Easton, Bangor and Wilson areas). Hazards, particularly weather-related hazards including flooding, have had major impacts in these communities historically and recently, causing extensive damage to property and disruption to community services. Damaging river flooding along the Delaware River in 2004, 2005 and 2006 highlighted major planning and safety challenges for many municipalities in the area with high flood risk, and a recently updated regional Hazard Mitigation plan highlighted other hazards – as well as the need for public education about hazards and mitigation. CREATE Resilience’s advisory board will work with NNC to bring education and engagement events to teach the science of these hazards, as well the household and community-level strategies and tools available for resilience. Partners include the National Weather Service (NWS) Middle Atlantic River Forecast Center and Mt. Holly, NJ Weather Forecast Office, and Weather Prediction Center, as well as LV Planning Commission, Northampton County Emergency Management Agency, LV Community Foundation, Lafayette College, and FEMA Region 3 Mitigation Division. In years 1 and 2, the project will form CREATE Youth Ambassador teams, in which student interns from area high schools will meet NWS meteorologists, engage in community storytelling events, develop local hazard and resilience tours, and learn from climate and other scientists about hazards and strategies for resilience. Ambassadors will also develop and lead programming for community residents. Simultaneously, residents will participate in active-learning education events, dialogue forums, arts-based activities, technology-based programs using NOAA assets, and hands-on preparedness activities. Each community will build a collective understanding of local hazards and mitigation strategies, and co-create a vision for resilience, represented in traveling visual artist-designed murals in the third year of the project. This education and shared vision will build community support for planning and resilience and help households in making better preparedness decisions. Dissemination through Science on a Sphere® and guidebooks will share the replicable model with other organizations and communities, extending the reach of the project. Close cooperation with NWS offices helps the project meet key goals of NOAA’s Education Strategic Plan, related to safety/preparedness and a science-informed society. Through public events and print materials, the project will showcase and interpret NOAA-related science and data with area residents, while creating collaborative learning opportunities for youth and community to interact with NOAA scientists. CREATE Resilience also engages youth and adults in preparing for hazards, and in multi-generational learning to improve community awareness and involvement in preparedness and mitigation.
U.S. Virgin Islands Storm Strong Program
Under leadership from the University of the Virgin Islands, the Virgin Islands Marine Advisory Service, and local, non-profit, long-term, 2017 storm recovery groups, this 5-year project will create the U.S. Virgin Islands (USVI) Storm Strong Program. To date, minimal efforts have been made to engage the USVI community in hurricane education and preparation. As a result, USVI communities face significant, but often preventable, storm risks. This is the Territory’s first sustained, community-based, hurricane hazard preparedness, and community leadership building program. The USVI Storm Strong Program will engage underserved and underrepresented middle- and high-school youth and their families on all of the Territory’s main islands - St. Thomas, St. John and St. Croix - in a program modelled after the U.S. Climate Resilience Toolkit framework. Youth and their families will: (1) explore the science and hazards associated with hurricanes, (2) assess their communities’ vulnerabilities and associated risks, (3) evaluate personal and community assets and options to increase resilience, (4) prioritize and plan for events occurring before, during, and after a storm, and (5) take action, in this case, through Community Transfer Projects, which will turn the information gained through the Program into local actions to increase individual and community resilience, sharing knowledge and actions with the broader USVI community and beyond. Through this training, ~400 USVI youth and their families will be empowered as environmental leaders and change agents within their communities and important insights will be learned as to how best to engage underrepresented and underserved groups in hazard preparedness. Creation of the USVI Storm Strong Program is timely, given the significant impacts resulting from Hurricanes Irma and Maria, two Category 5 hurricanes that devastated the USVI in September 2017. These storms provide a window of opportunity to bring together partners from federal, territorial, non-governmental, academic, and the private sector, to develop a strategic, cohesive, long-term, high-impact, community-based program to improve environmental literacy and extreme weather hazard preparedness in the Territory, goals that align with the mission of NOAA’s Office of Education.