Successes and innovative educational tools of the National Science Foundation-funded Teaching Environmental Sustainability: Model My Watershed (TES-MMW) project will be showcased. Teachers and students can use a customizable online curriculum, SensorTag environmental sensor, Runoff Simulation, and Model My Watershed GIS to learn about and improve their local watersheds.

Looking for a new way to engage your students or visitors in hands-on science learning? Or to contribute valuable information to research about insects and birds? In this session, we'll introduce participants to the Caterpillars Count! citizen science project and share strategies for tracking the phenology of bird food.

I will present an analysis of the unspoken role of environmental violence in EE practice, and offer suggestions as to how EE practitioners can deal with environmental violence in their classrooms and/or programming. The term ‘’violence’ has never appeared in the titles or abstracts of NAAEEC conferences over the past seven years, and virtually never appears in our published literature. My theoretical lens is based on the work of Norwegian peace scholar Johan Galtung, who contrasts direct (the outcome of an actor with intent to commit violence), structural (the result of human systems that cause violence either through intent or unintentionally) and cultural violence (the result of social legitimization and justification of direct or structural violence). Environmental educators can address all of these forms of violence through appropriate acts of environmental non-violence, anti-violence, and contra-violence (working to undo violence we all are complicit in).

To promote sustainability transition, encouraging collective pro-environmental behaviors is necessary. We analyzed factors that promote or impede collective pro-environmental behaviors of Japanese youth by using covariance structure analysis. Based on the results, we discussed key points to encourage youth’s collaborative collective behaviors.

Under the U.S. Clean Water Act, more than 7,500 cities have permits for their stormwater systems. The first required component of such an "MS4" (municipal separate storm sewer system) is "education and outreach." Many cities could use more help from professional environmental educators. This is a primer on MS4s. See pdf for full abstract, key slides and fact sheets.

Ecology Project International–Mexico implements a holistic approach that cultivates students’ ability to play an active role in creating sustainable communities. We strengthen students’ capacity for critical thinking through mentorship, environmental education experiences, and project development so they can communicate, develop, and collaborate on projects that address their concerns.

Nine grantees across Washington State engaged educators, professionals, and youth in career-related exploration through field STEM experiences, focusing on youth typically under-represented in STEM. This session will share the resulting outcomes, replicable strategies, and useful resources for implementation. Programs include forestry, fishery management, green building, environmental engineering, and water resource management.

No money? No time? No problem! Join a former AmeriCorps VISTA as she discusses developing a native pollinator and crop garden on a budget. This presentation will profile the garden at Sequoyah HS, a Title I vocational school in Tennessee.

Finding innovative ways to bring more educators into the field of environmental education. Learn more about how Kentucky has undergone the process of developing an AmeriCorps program to build the capacities of environmental education providers on a statewide scale through unique partnerships.

The Eastern Washington Forestry Internship program is a partnership between Eastern Washington Workforce Development Council and Stevens County Conservation District to delliver quality FieldSTEM programming to youth at risk. FieldSTEM refers to the process of using STEM principles in environmental science as developed by Dr. Margaret Tudor of Pacific Education Institute. FieldSTEM insists that STEM is possible if not better outdoors because of the connections to the community and opportunities for place based learning that are relevant to the learner. In the case of these internships, many students don't choose college and get stuck in poverty simply because they don't want to leave the area, their families, their community. Creating internships shows these youth the possibilities within forestry and natural resources and provides pathways for them to choose a career with a living wage.