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.

Through a partnership with the Kettering Foundation, NAAEE has been developing materials that foster community level deliberation of critical issues. But, what do you do after a great deliberative discussion? What do we need to do to move towards community based solutions? This presentation introduces a new Extension community engagement program in Florida--Community Voices, Informed Choices (CIVIC). Launched in 2017 as a cross-disciplinary initiative to enable teams of Extension faculty serve as conveners and facilitators of community dialogue, CIVIC aims to strengthen communities' capacity to identify common ground around complex issues such as climate change and sea-level rise and move from deliberation to action.

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).

Calling all Urban Engineers: You are the director of this Anthropo(s)cene! Our citizens need your help designing their future. Your objective is to take ancient wisdom and combine it with cutting-edge ideas to create resilient and adaptable cities! Using tools like systems thinking, causal maps, story chips and hands-on models, your team will define the big ideas, design for a specific geography & climate, test the resiliency of your design and ultimately tell your city story. Our future depends on how we decide to shape it!

This presentation shares research describing features of the learning environment linked to the long-term learning outcome of active citizenship. It tells the story of how the learning environment in a high school integrated studies program contributed to the development of citizens that embrace environmental stewardship and are active contributors to a healthy, sustainable society.

This session discusses “Science Strikes Back” (SSB), an annual, all-ages community science fair held in Milwaukee, Wisconsin. SSB increases access to environmental education for diverse students in urban settings through place-based, community-oriented programming. The session will highlight SSB’s successes and suggestions for best practices in environmental education.

This presentation addresses educational processes that have resulted in citizens who embrace environmental stewardship and are active contributors to a healthy, sustainable society. The presentation has been framed around the current research of two integrated curriculum programs that have demonstrated long-term learning outcomes related to active citizenship.