Creating Lifelong Stewards?

Environmental Service Learning:

Mary Pardee, 4-H Youth Development Educator, Barron CountyOctober 20, 2010 – CES Connections & Engagement Conference

What is Environmental S-L?Service-Learning projects designed to maintain, protect and/or restore the health of the environment.

Have all elements of Service-Learning in a project with an environmental focus.

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What are your observations regarding youth and the

environment?

Connections

Service-Learning

Science Inquiry

Sense of PlaceEnvironmental Sensitivity

Science Inquiry

Only 18% of U.S. high school seniors are proficient in science (NAEP 2005)

Only 5% of current U.S. college graduates earn science, engineering, or technology degrees compared to 66% in Japan and 59% in China

National Assessment of Educational Progress. (NAEP). http://nationsreportcard.gov/science_2005/

4-H.org. http://www.4-h.org/youth-development-programs/4-h-science-programs/

Science Inquiry

Engages youth in hands-on investigations to satisfy curiosity and construct mental frameworks that help explain their experiences.

Observing

Comparing and measuring

Ordering and categorizing

Relating and inferring

Applying

Environmental Sensitivity

Views the natural world with empathy

Aspects of development:

Frequent outdoor experiences

Role models such as parents or teachers

Environmental Sensitivity

Object vs. Relation study:

Loughland, Tony et al. (2003). Factors Influencing Young People’s Conceptions of Environment. Environmental Education Research, vol. 9(1).

1 in 8 students perceived the environment as being related to them.

Balancing environmental and social concerns makes “relation” conception more likely.

Sense of Place

Intimacy with the natural process, community, and history of a place, based on experiences with that place.

Sense of Place

Dimensions:

Biophysical – Contact with a setting, ecological knowledge

Psychological – Emotional and functional attachment

Social– People, experiences and memories (cultural)

Political-Economic – Power and identity relationships

Ardoin, Nicole M. (2008). Sense of Place and Environmentally Responsible Behavior: What the Research Says. Yale School of Forestry and Environmental Studies.

Sense of Place

Cross, Jennifer E. (2001). Protecting our place: Establishing and maintaining community attachments in the face of population growth and change. (Doctoral Dissertation). Davis, CA: University of California, Davis.

Relationship Type of Bond Process

Biographical Historical and familial Being born in and living in a place

Spiritual Emotional, intangible Feeling a sense of belonging

Ideological Moral and ethical Living according to moral guidelines for human responsibility for a place

Commodified Cognitive (based on choice) Choosing a place based on traits

Dependent Material Constrained by lack of choice

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Can we apply these concepts in Service-Learning projects?

Environmental Service-LearningAll the benefits of Service-Learning, plus:

Opportunities to research and analyze environmental information;

Opportunities to determine and practice positive solutions to problems; Enhance understanding of the environment;

Give youth a sense of pride in the natural communities around them;

Increase cooperation between youth groups and natural resource professionals.

Clifton, L., Mauney, T., & Falkner. R. (1998). Take a class outdoors: A guidebook for environmental service-learning. Clemson, SC: National Dropout Prevention Center College of Health, Education and Human Development.

Environmental Service-Learning

Youth have the ability to…

Take initiative

Make decisions

Put their ideas into action

…about the environment they live in.

Example 1: YEPS

Sauk County YEPS Program (Youth Environmental Projects of Sauk)

found that youth who participated in environmental service-learning projects:

Learned life skills such as communication and teamwork

Learned knowledge such as being able to identify tree species

Understood how humans can positively and negatively affect the environment.

YEPS

Sauk County YEPS Program (Youth Environmental Projects of Sauk)

found that youth who participated in environmental service-learning projects:

Formed a positive environmental attitude

Believed they could personally help improve the environment.

Jens, J. and Kates, B. (2006). Best practices of forestry service-learning projects: A practical guide for formal and nonformal educators. Wisconsin Environmental Education Board and the University of Wisconsin System Board of Regents.

Example 2: Take Me to the River

TMTTR - 2008 partnership with National Park Service

Service-Learning projects included:

Storm drain stenciling

Public education/awareness campaigns

River clean ups

Take Me to the River

Resources: Service-Learning Materials for project leaders “Watershed Champion” curriculum materials for youth Website with information Brochure to inform/invite youth organizations Evaluations and recognition

Take Me to the River

After stenciling storm drains, educating residents and cleaning up trash in the riverside park, 23 high school students answered questions as part of their reflection.

65% mentioned that they made residents aware of issues such as runoff, dumping waste into storm drains and littering.

“I felt like I was actually helping the community.”

Take Me to the River

95% thought their work helped improve the environment.

Take Me to the River

All 23 students stated they will do something differently in the future because of their service-learning project. Behaviors mentioned: not littering anymore, picking up trash when the see it, teaching others when the opportunity arises

“I feel connected to the St. Croix because it’s literally a part of me. I drink, I use, I shower in the water it provides me.” “It (the St. Croix River) is a

part of my life even though I never realized it.”

Example 3: 4-H2O Replenish2010-2011 Community water conservation projects

4-H2O Replenish

Resources:

Funding – up to $1000 per county Access to assistance “Water Conservation in Your Home” Activity Guide “Conducting a Service-Learning Project” leader’s guide Evaluation and recognition materials Information/ideas on STEM website

4-H2O Replenish

15 counties participating – Results from 11 so far:

In 11 counties, 765 youth: Made 273 rain barrels Created 4 rain gardens

And everything that goes along with that…

Bayfield County’s Logo

4-H2O Replenish

Youth have:

Been in charge of placing rain gardens and choosing plants

Been the lead contact person for the project; wrote funding request

Provided education for younger children

4-H2O Replenish

Youth have:

Taught rain barrel workshops for families

Shared information at public events such as county fairs and Earth Day celebrations

4-H2O Replenish

Youth have worked with:

Land and Water Conservation Department employees

DNR employees

Master Gardeners

UW-Extension Agriculture/Horticulture and Nutrition Educators, Basin Educators

4-H adult leaders

4-H2O Replenish

In Juneau County, youth grades K-6:

Reported learning about how much rainwater comes off a roof

Believe they helped their community by saving water and electricity

Took an active role in educating others about saving water

Will do things differently in the future because of their rain barrel project: use rain water for gardening, ride bike more, use a rain barrel to save water

UWEX Resources

Give Water A Hand Youth Action Guide and Leader Guidebook for protecting and improving water resources. http://www.uwex.edu/erc/gwah/

Holding on to the Green Zone Action Guide and Leader Guide for the study and stewardship of community riparian areas. http://www.blm.gov/wo/st/en/res/Education_in_BLM/riparian_module.html

Best Practices of Forestry Service-Learning Projects http://sauk.uwex.edu/4-h-youth-development/yeps4h/

UWEX Resources

Connecting the CoastsWebsite: Investigate and act on Lake Superior Basin issues.http://connectingthecoast.uwex.edu/Resources/index.html

Water Action Volunteers (WAV)Citizen Science program to learn about and improve the quality of Wisconsin’s streams and rivers.http://watermonitoring.uwex.edu/wav/

4-H2O ReplenishConserving water using hands-on technology.http://www.uwex.edu/ces/4h/set/4-H2OReplenishProject.cfm

Creating Lifelong Stewards

Environmental Service Learning: