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

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

3. 3 www.nau.edu/eeop 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.”

4. 4 www.nau.edu/eeop 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)

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

6. Indoor Air Quality Education and Outreach

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

8. 8 www.nau.edu/eeop

9. 9 The Hydroville IAQ Curriculum Project Project Description The Hydroville Curriculum Project was developed to improve high school students' academic performance and stimulate interest in problem- solving, environmental health science, decision making, teamwork and social responsibility.

10. 10 www.nau.edu/eeop

11. 11 www.nau.edu/eeop 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

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

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

14. 14 www.nau.edu/eeop Internships

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

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

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

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

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

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

21. 21 www.nau.edu/eeop Asthma Activity

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

23. Environmental Education

24. 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. 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. 26 Environmental Education… engages learners in direct experiences challenges learners to use higher- order thinking skills

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

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

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

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

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

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

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

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

35. 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. 36 What is NOT EE? Preaching Commercials Intolerance Advocacy –(Teaching ABOUT advocacy OK) Extremism (illegal or immoral activities) Slogans

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

38. 38 Communication

39. 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. 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. 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. 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. 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. 44 www.nau.edu/eeop 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