This mixed methods study evaluated the validity, and reliability of a scoring guide designed to assess a middle school student’s proficiency in systems thinking as described in the 2010 Oregon Environmental Literacy Plan. The commonalities between formal and non-formal educators revealed a high level of validity for the construct of proficiency with systems thinking, and a moderate level of reliability between the scores assigned by two groups of educators. In the words of the middle school students, formal, and non-formal educators, who volunteered to create the scoring guide, the ability to make responsible decisions with natural systems, community, and the future in mind involves: 1) creating solutions for systems that are not in balance; 2) presenting the complex inner workings of a system in a simple and succinct way; 3) collaborating; 4) exploring multiple solutions; and 5) sharing ideas in a way that people will understand you.

During this session, we will demonstrate how correlating to NGSS and STEM builds environmental literacy that supports both the Service mission and formal and non-formal educators. We’ll also share best practices and examples of curriculum throughout the Service that correlate to STEM and NGSS.

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.

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.

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.

This in-progress interdisciplinary and mixed-methods project combines elementary science education and sustainable architecture to better understand the ways in which 5th grade students understand green building elements, ecosystems, and the interrelationships between the two.

Receive links to newly researched/developed resource-linked climate change concept maps and NGSS weather-climate strand maps. Imagine expanding these metacognitive tools to a collaborative Metacognition Toolbox to assist learning about and acting on "wicked big problems." Bring your favorite thinking tools and contribute to the structure of such a box!

Renewable energy production is on the rise, offering both benefits and challenges for our next generation. Learn about these technologies as well as strategies for incorporating them into STEM learning experiences for students.

Gray infrastructure is hard and angular. Green infrastructure is soft and rounded. Your students can transform gray into green, while learning myriad environmental concepts, life-long civic skills, and the practice of science and engineering. A bonus: improved water quality on your campus.

Naturalists’ interactions with school groups have a major impact on the next generation. By tweaking programs as school curriculum evolves, naturalists can expand their outreach. Learn about the Next Generation Science Standards and tips for modifying your EE programs.