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.
R4Ed: Rigor, Relevance, and Relationships in Resilience Education
In this project, high school students in Houma, Louisiana, will investigate which areas of their community are most vulnerable and what can be done to be resilient in the face of hurricanes and sea level rise, today and in the future. To do this, they will collect local stories of coastal erosion, hurricane damage, and disappearing land and compare them with data from the NOAA Digital Coast Tool and the NCAR Cyclone Damage Potential (CDP) Index. Linking the impacts that community members have experienced with the data about these events and future projections, students will identify vulnerable areas in their community, identify the types of hurricanes that have been the most destructive to their community, and make resilience recommendations that they will present to their peers and the community at large. Project partners, the UCAR Center for Science Education, the NCAR Capacity Center for Climate and Weather Extremes, and the South Louisiana Wetlands Discovery Center, will develop the curriculum, facilitate the instruction, and disseminate the educational resources to other coastal educators. The successful completion of this project will result in a model approach for how students in other coastal communities can use data, stories, and the CDP as they engage in coastal resilience planning. This model approach will be described in a collection of educational resources, allowing educators to implement the approach with students in other Gulf Coast and Atlantic locations affected by hurricanes and sea level rise.
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.
Building a Green Texas: Activating a New Generation of Sustainability Leaders
Climate change disproportionately impacts low-income and otherwise marginalized communities that typically have the fewest resources to adapt. Furthermore, the very communities that feel the effects of climate change most acutely have been historically underrepresented in the fields of sustainability and green building. The Building a Green Texas (BGT) project helps address these concerns by giving high school students opportunities to develop the knowledge, skills, and confidence to tackle challenges posed by climate change. In the process, students gain valuable green career skills and credentials and become part of a green building school-to-job pipeline that will help contribute to a more diverse workforce. Texas-based nonprofit EcoRise, the University of Texas at Austin, and the University of Texas Marine Science Institute/National Estuarine Reserve System of NOAA’s Office for Coastal Management will lead this robust, three-year project beginning in Central Texas in Year 1 and expanding into Houston and Texas Gulf Coast communities in Year 2. Through school-year field experiences and paid summer internships, students in the program will use established scientific evidence, citizen science, and an understanding of location-specific socioeconomic and ecological factors to explore current and future extreme weather phenomena and other environmental hazards facing their communities. They will gain real-world learning experiences and career exposure by directly engaging with scientists, civic leaders, green building professionals, and NOAA data and staff. As students help design community-based green building projects, they will consider scientific uncertainty, cultural knowledge, and social equity, in the real-world context of improving community resilience.
Climate Resilience and Community-driven Action With a Hyperlocalized Public Forum
The Science Museum of Virginia will build upon its community science experience and its role as a trusted source of climate science information to lead “Climate Resilience and Community-driven Action with a Hyperlocalized Public Forum in Richmond, VA” in partnership with Virginia Community Voice, Groundwork RVA, Happily Natural Day, and Southside ReLeaf - local nonprofits with proven track records of effecting change through community engagement and urban greening initiatives. This project supports Richmond’s work to heal social, racial, and environmental injustices by increasing community resilience to climate change through placemaking. Richmond served as both the Capital of the Confederacy and the United States’ second largest trading port for enslaved persons during the 19th century. In the 1930s and 1940s, redlining - the systematic denial of access to home loans, mortgage insurance, or credit based on an applicant’s race or ethnicity - effectively segregated people of color into less desirable urban neighborhoods. Research conducted both in Richmond and nationwide demonstrates that, today, formerly redlined neighborhoods tend to be significantly hotter, more prone to flooding, and experience poorer air quality than non-redlined areas. These neighborhoods also tend to be home to individuals - mostly Black and brown - with the fewest resources to adapt to the health and financial impacts of human-caused climate change, which continues to intensify each year. Richmond’s mayor and Office of Sustainability support this project, which will align community vision with existing planning efforts that seek to build a Richmond that is “a sustainable and resilient city with healthy air, clean water, and a flourishing ecosystem that nurtures healthy communities, increases resiliency to the effects of a changing climate through adaptation and mitigation, develops the built environment to enhance natural assets, and ensures all people have access to nature and healthy communities.” Because resiliency is a process, youth and adults participating in this project will explore hazards (specifically flooding and extreme heat); assess their vulnerability and risks (determine how climate change is currently harming, or will most likely harm, neighborhoods); investigate options (by determining which resilience-building strategies are most effective for each community and vision); prioritize and plan local resilience-building strategies (ensuring that residents’ vision can be realized); and take action by implementing and sustaining projects in the community with project partners. Strategies may include placemaking through planting trees, building permeable pathways, constructing shade structures, and creating community gardens to provide shade, fresh food, and neighborhood gathering spaces, as well as rainwater harvesting and bioretention rain gardens to mitigate stormwater issues. This project is unique because it will actively support nonprofits that engage historically underserved people whose voice is commonly left out of City planning efforts, increase their environmental literacy, and provide resources needed to enact their vision. RK&A will evaluate the project, which will build upon evaluation data from the Science Museum’s previous NOAA ELP-funded project - “Learn, Prepare, Act - Resilient Citizens Make Resilient Communities” - and a NOAA-funded project by the Museum of Science Boston - “Citizen Science, Civics, and Resilient Communities: Increasing Resilience Through Citizen-Created Data, Local Knowledge and Community Values.”
Community Resilience Informed by Science and Experience (C-RISE)
Coastal rural communities have deep cultural connections to and rely heavily upon the marine environment and economy. Due to their remoteness, isolation from central planning agencies, and lack of financial and municipal resources, they are highly vulnerable to climate impacts such as sea level rise. The Gulf of Maine Research Institute (GMRI) and key project partners, Upswell and the Island Institute, will develop, convene and facilitate regional trainings by which Maine’s rural coastal communities can increase their capacity to plan and prepare for coastal climate impacts by developing the knowledge, skills, and relationships necessary to create data- and community-informed climate resilience plans. Cornerstone to the regional trainings is an engagement tool that builds common knowledge, incorporates diverse community value and voice, provides a framework for community planning and decision making, and builds relationships amongst participants. These trainings will also leverage and engage resilience professionals in Maine to share and represent their resources as communities apply those to their newly acquired skills and frameworks for community planning and decision making. Community leaders from the regional trainings will continue their learning through participation in a professional learning community. We will also leverage GMRI’s prior NOAA Environmental Literacy Grant, titled “Community Resilience Informed by Science and Experience (C-RISE),” to deliver community education programming that builds the capacity of residents in coastal communities to support resiliency planning and adaptation actions by providing participants with knowledge of and access to local sea level rise data. This project will serve 20 rural coastal and island communities in Maine through four regional trainings. Each community will select a diverse and equitable representation of 10 stakeholders and community leaders to participate in the trainings. Community education events will be accessible to all residents of each community. These interventions will build community literacy and capacity for developing coastal resilience plans that benefit the social, environmental, and economic health of the community and align with Maine’s Climate Action Plan. An advisory group including representatives from NOAA’s Office for Coastal Management, Maine Sea Grant, Wells National Estuarine Research Reserve, the State of Maine’s Governor’s Office of Policy Innovation and the Future, Maine Geological Survey, Maine Department of Environmental Protection, the Town of Vinalhaven, and the Town of St. George will guide the development and implementation of this project. Researchers at the University of Maine, Orono will evaluate the implementation of the project as well as assess the impact of this project on a communities’ ability to make community-informed climate plans. This project reflects NOAA’s Community Resilience Education Theory of Change, specifically supporting resilience planners and community members to develop trusting relationships focused on their collective environmental literacy through genuine conversations around resilience planning and decision making. With NOAA, we envision communities that have the capability to anticipate, prepare for, respond to, and recover from significant multi-hazard threats with minimum damage to social well-being, the economy, and the environment.