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.
Climate Strong—Building Tribal Youth Leadership for Climate Resiliency
Fond du Lac Tribal and Community College in partnership with the Fond du Lac Band of Lake Superior Chippewa, Great Lakes Indian Fish and Wildlife Commission, 1854 Treaty Authority, University of Wisconsin Extension’s G-WOW program, and Lake Superior Estuarine Research Reserve are proud to provide the Climate Strong-Building Tribal Youth Leadership for Climate Resiliency program. Our three-year project aims to increase the knowledge and readiness of middle to high school students to deal with the impacts of extreme weather and environmental hazards that face the Ojibwe Ceded Territories (Minnesota, Wisconsin, and Michigan) and build capacity for increased climate change community resiliency curriculum in the classroom. Climate change impacts everyone, but for indigenous peoples it threatens culturally significant traditions, such as wild rice harvesting, that relies on sustainable fish, plant, and wildlife resources. These resources are critical for subsistence, spiritual and cultural needs, and treaty rights. Culturally relevant, place-based education is an important tool to involve students, in particular, underrepresented students, in developing critical thinking skills to assess the issue of community resiliency to extreme weather events and engaging in action to help resolve it. In order to achieve our objectives, we will aim our educational efforts toward youth first, as well as reaching the communities we serve. Each year, six residential youth camps (18 total) will be hosted within the Ojibwe Ceded Territories. Each three-day camp will be focused on investigating issues of community resiliency, adaption, and mitigation associated with increasing extreme weather events as well as natural environmental hazards. Camps will use place-based, experiential lessons to teach resiliency issues demonstrated by climate change effects on Ojibwe culturally important natural resources. Our project will train formal and informal educators throughout the Ojibwe Ceded Territories on how to use indigenous climate curriculum using tribal traditional ecological knowledge and NOAA assets to investigate community climate resiliency issues. Using both teacher “train the trainer” workshops and our camps, this project will create a network of formal K-12 and informal educators trained to become leaders in providing culturally relevant climate resiliency outreach to students. We will increase community resiliency literacy through six community outreach events each year (18 total) that will highlight resiliency issues facing our region and the research being done on landscape and ecological vulnerabilities through NOAA and tribal assets. Our goals are increased community resiliency literacy and adaptation of stewardship behaviors that reduce climate change impacts and increases adaption and mitigation behaviors by our participants. These behaviors will help increase stewardship practices reducing extreme weather impacts affecting the sustainability of culturally relevant resources, thereby preserving important cultural, spiritual, subsistence, and treaty rights practices.
Convening Young Leaders for Climate Resilience in New York State
The Wild Center’s Convening Young Leaders for Climate Resilience in New York State project will increase climate literacy among high school students and teachers in New York City, the Catskills and the Adirondacks and give students the leadership skills to help their communities respond to the impacts of climate change. Working with Cornell Cooperative Extension of Delaware County, the Kurt Hahn Expeditionary Learning School in Brooklyn, and the Alliance for Climate Education, along with NOAA, the New York State Office of Climate Change and NYSERDA, the project comes at a time when the impacts of climate change loom larger than ever. But today’s youth – the generation most likely to mitigate its impacts – have had little exposure to the issue: Just 25 percent of American teens demonstrate a basic understanding of it. Project partners will incorporate state, regional and local planning in their efforts, which will establish Youth Climate Summits and Youth Climate Leadership Practicums in the three project regions; build on educators’ interests through a Teacher Climate Institute; and communicate climate change science and resilience through community outreach activities. By the conclusion of the project, we expect to work directly with more than 600 students and 200 teachers, each of whom will gain a better understanding of the impacts of climate change in New York State, a greater capacity to make informed decisions about the threats to their own regions, and a stronger connection with other community members and ongoing resiliency work. In addition, the project will also create replicable tools, video documentation for local outreach, and training approaches for youth leadership and teachers regardless of their location.
Empowering Rural Youth for Community Climate Resilience in New York State
Empowering Rural Youth for Community Climate Resilience in New York State is a three-year project led by The Wild Center in partnership with the Finger Lakes Institute at Hobart and William Smith College and the Alliance for Climate Education, which builds on the achievements of Convening Young Leaders for Climate Resilience, a project previously funded by NOAA. Today’s youth are deeply concerned about the impacts of climate change in their communities and increasingly demand positive action and a role in decision-making. The proposed collaboration will support the development of leadership skills for rural youth by creating programming that demonstrates best practices for students and teachers to engage and partner with local municipalities on climate resilience planning. The project will also increase awareness of the NY State Climate Smart Community (CSC) program, a national model. Over the next 3 years the project will: 1) Develop pathways for young people--specifically in rural areas--to effectively partner with decision-makers in their home communities through partnering with the NY State Climate Smart Community (CSC) program; 2) Increase climate literacy, education and action among high school students through place-based Youth Climate Summits and intensive Youth Climate Leadership Retreats; 3) Increase teacher comprehension and confidence to prioritize climate change education instruction and mentor students; and 4) Formalize the NY State Youth Climate Summit network by establishing a community of practice centered on sharing best practices and actions that align with NY State climate change adaptation and resilience planning. This project aligns with NY State’s climate resiliency planning by building on successful and current partnerships with the NY State Office of Climate Change, NY State Energy Research and Development Authority (NYSERDA) and NOAA’s Climate Program Office to connect project participants with cutting edge science, hazard assessments, and established community climate resilience programs. The project will serve 700-800 high school students, 60-80 high school teachers, and 60 youth leaders in New York State. The project is also designed to reach a much wider audience, including 30 rural decision-makers and community members, as well as 50-60 formal/informal educators. Project documentation includes a Guide to the NY State Climate Smart Community Program for Students and Educators, and a Youth and Local Government for Climate Resilience Workshop Module, which will benefit other Youth Climate Summits and be disseminated through the online toolkit and through the national network of youth climate summits. Additionally, the project will support a community of practice for informal and formal educators across NY State who are working on new and existing Youth Climate Summits to provide the opportunity to align with the CSC program, collaborate on best practices, and co-create strategies for engagement.
Recharge the Rain: Community Resilience through STEM Education
Recharge the Rain moves sixth through twelfth grade teachers, students and the public through a continuum from awareness, to knowledge gain, to conceptual understanding, to action; building community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Watershed Management Group with Arizona Project WET will utilize NOAA assets and experts from the National Weather Service and Climate Assessment for the Southwest (CLIMAS) to inform citizens and galvanize their commitment to building a community, resilient to the effects of a warming climate. Project activities will be informed by Pima County’s hazard mitigation plan and planning tools related to preparing for and responding to flooding and extreme heat. Starting January 2017, this four-year project will 1) develop curriculum with Tucson-area teachers that incorporates systems-thinking and increases understanding of earth systems, weather and climate, and the engineering design of rainwater harvesting systems 2) immerse students in a curricular unit that results in the implementation of 8 teacher/student-led schoolyard water harvesting projects, 3) train community docents in water harvesting practices and citizen-science data collection, 4) involve Tucson community members in water harvesting principles through project implementation workshops, special events, and tours, and 5) expand program to incorporate curriculum use in Phoenix-area teachers’ classrooms and 6) finalize a replicable model for other communities facing similar threats. Environmental and community resiliency depends upon an informed society to make the best social, economic, and environmental decisions. This idea is not only at the core of NOAA’s mission, but is echoed in the programs provided by Watershed Management Group and Arizona Project WET.