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Measuring the Effectiveness of North American Environmental Education Programs with Respect to the Parameters of Environmental Literacy

Funding: 
$288,417
Year: 
2008

The North American Association of Environmental Education (NAAEE) will assess environmental literacy levels of middle school students and compare the results to baseline data collected nationwide in 2007. In this study the research team will solicit and select a purposeful sample of schools and other program sites that represent the following categories: (1) Networks, e.g., Lieberman schools, Earth Force/Green Schools, Blue Ribbon School, etc.; (2) Programs, e.g. WET, WILD, PLT, IEEIA, etc.); (3) environmentally focused Charter and Magnet Schools; and (4) Independent Schools.

The North American Association of Environmental Education (NAAEE) will assess environmental literacy levels of middle school students and compare the results to baseline data collected nationwide in 2007. In this study the research team will solicit and select a purposeful sample of schools and other program sites that represent the following categories: (1) Networks, e.g., Lieberman schools, Earth Force/Green Schools, Blue Ribbon School, etc.; (2) Programs, e.g. WET, WILD, PLT, IEEIA, etc.); (3) environmentally focused Charter and Magnet Schools; and (4) Independent Schools. By comparing 2008 programmatic assessments to the established 2007 base-line levels of environmental literacy (while investigating the variables that may contribute to school wide or classroom levels of literacy), the field of environmental education and NOAA may make future curricular and program decisions that are grounded in sound scientific data. The Research Team will review these results and generate a report to be submitted to NOAA and NAAEE (and other partners as needed). These results comprise a presentation at the annual NAAEE Conference and other venues. Articles will be submitted to professional newsletters and journals.

Competition: 2008: National Environmental Literacy Assessment
Award Number: 
NA08SEC4690026
Grant Dates: 
01/01/2008 to 12/31/2010
PI: 
Ms. Darlene Dorsey
State: District of Columbia   County: District of Columbia   District: DC00 
Partners:   Florida Institute of Technology, University of Arkansas at Fort Smith University of Wisconsin (UW–Platteville)

Secondary Analyses of the National Environmental Literacy Assessment: Phase I & II Students, Teachers, Programs and School Survey

Funding: 
$151,699
Year: 
2012

Phase Three of the National Environmental Literacy Assessment (NELA) will analyze the relationship between middle school students' scores on the MSELS and other measured variables that may have critically impacted the development of environmental literacy in these students. Phases One and Two of the National Environmental Literacy Assessment (NELA) relied on four data collection instruments: The Middle School Environmental Literacy Survey (MSELS), the School Information Form, the Program Information Form, and the Teacher Information Form.

Phase Three of the National Environmental Literacy Assessment (NELA) will analyze the relationship between middle school students' scores on the MSELS and other measured variables that may have critically impacted the development of environmental literacy in these students. Phases One and Two of the National Environmental Literacy Assessment (NELA) relied on four data collection instruments: The Middle School Environmental Literacy Survey (MSELS), the School Information Form, the Program Information Form, and the Teacher Information Form. The primary outcomes of these phases were to identify general levels of environmental literacy (measured by the MSELS) and to compare these levels both within and across the studies. Through the comparison of these data sets, we could identify schools in which grade level cohorts of students displayed markedly higher levels of environmental literacy variables than their peer cohorts at other schools. However, questions remain concerning the magnitude and influence of variables that were reported on those survey forms, as well as the relationships among variables measured by the MSELS scales. The major research questions that will guide this Phase are: 1) To what extent do the variables measured by these Forms during Phase One and Two appear to have contributed to or influenced students' environmental literacy scores; 2) How do these variables appear to interact with each other; and 3) What are the relative contributions of knowledge, affect, and skill variables to actual commitment or behavior. The resulting analyses of this study will be shared both through peer-reviewed publications as well as appropriate professional conferences.

Competition: 2010: NOAA Broad Agency Announcement for FY 2010 - 2011
Award Number: 
NA12SEC0080018
Grant Dates: 
05/01/2012 to 04/30/2014
PI: 
Dr. William McBeth Ph.D
State: District of Columbia   County: District of Columbia   District: DC00 
Partners:   University of Wisconsin (UW–Platteville)

National Model Earth Science Lab Course

Funding: 
$497,029
Year: 
2005

A collaboration of five key states, an array of scientists and educators, and an experienced science curriculum team will develop and establish a National Model Earth Science Lab Course, providing standards and exemplary activities that will reach hundreds of thousands of students annually. The team will create a lab handbook with guidelines and exemplary activities in Earth system science and environmental literacy. All materials will be published on the web and available for free to teachers and students.

A collaboration of five key states, an array of scientists and educators, and an experienced science curriculum team will develop and establish a National Model Earth Science Lab Course, providing standards and exemplary activities that will reach hundreds of thousands of students annually. The team will create a lab handbook with guidelines and exemplary activities in Earth system science and environmental literacy. All materials will be published on the web and available for free to teachers and students. The initial set of four exemplary labs will engage students in field experiences, classroom experiments and active use of data and computer visualizations dealing with oceans, atmosphere and other NOAA domains. These hands-on learning experiences will help students develop environmental literacy, build deep understandings of Earth as a system, and apply scientific thinking, problem-solving and data analysis. The participating states view this as filling a crucial gap in the approval and implementation of Earth science as a standard high school lab science. This project builds on planning done in a series of projects: National Conference on the Revolution in Earth Science Education, State Alliances for Earth Science Education, and Planning Grant for Earth System Science as a High School Lab Science. This National Model responds directly to essential needs expressed by the states. The labs will comply with national and state standards for Earth science and meet requirements for a true lab science course. This project is bold and ambitious, but also essential for states striving to strengthen their high school Earth science offerings, and it is a practical response to NOAA's need to infuse its resources into the fabric of public Earth science education.

Competition: 2005: Environmental Literacy
Award Number: 
NA05SEC4691004
Grant Dates: 
09/01/2005 to 08/31/2008
PI: 
Mr. Daniel Barstow
State: Massachusetts   County: Middlesex   District: MA05 
Partners:   Houghton Mifflin Harcourt, Science Education Resource Center (SERC) / Carleton College, Texas Education Agency, Massachusetts Association of Science Supervisors, New York City (NYC) Department of Education (DOE) U.S. Geological Survey Headquarters

Promoting Environmental Literacy through Teacher Professional Development Workshops and Climate Change Student Summits (C2S2)

Funding: 
$696,672
Year: 
2009

This project will provide K-12 teacher professional development and focused student activities to promote environmental literacy using the essential principles of ocean and climate literacy.

This project will provide K-12 teacher professional development and focused student activities to promote environmental literacy using the essential principles of ocean and climate literacy. In partnerships with NOAA entities, school districts, and museums across the United States, we will provide: (1) high-energy face-to-face professional development workshops for teachers, facilitated by experienced educators; (2) ongoing support and interactions among teachers and students through an online collaborative website, or group-hub; and, (3) high-profile, focused events in which students interact with scientists and the public to share what they've learned, both locally and internationally. The primary goal of this project is to increase the environmental literacy of K-12 teachers and their students from school districts that are part of existing science museum networks. Each summer, we will work with 4 to 6 partner museums to invite 30 to 40 teachers from their local school districts to take part in a pair of workshops.

Competition: 2008/2009: ELG for Formal K-12 Education
Award Number: 
NA09SEC4690009
Grant Dates: 
09/01/2009 to 12/31/2013
PI: 
Dr. Frank Rack
State: Nebraska   County: Lancaster   District: NE01 
Partners:   Museum of Science and Industry, Technical Education Research Centers / TERC, Birch Aquarium at Scripps, California State University, San Marcos, Virginia Tech / College of Agriculture and Life Sciences, Grossmont College, Hardin Public Schools 17-H&1, Little Big Horn College, Oak Park Unified School District, Omaha's Henry Doorly Zoo and Aquarium, San Diego Unified School District, Anchorage School District (ASD), Bureau of Land Management (BLM) / Campbell Creek Science Center, Carteret County Public School System, Montana State University / Department of Land Resources and Environmental Sciences (LRES), North Carolina Maritime Museum, Northern Illinois University / Department of Geology and Environmental Geosciences, University of Alaska (UA-Anchorage)/ Department of Biological Sciences, University of Alaska Southeast (UAS), University of Alaska (UA-Fairbanks), University of California at Santa Barbara, University of Michigan / Museum of Natural History, University of North Carolina at Chapel Hill (UNC) / Institute of Marine Science, University of Washington (UW) / School of Aquatic and Fishery Sciences (SAFS), Virginia Tech / Biocomplexity Institute University of Michigan / Earth and Environmental Sciences