The Junior Ecologist Program (original) (raw)
Related papers
Nature's Classroom:: An Ethnographic Case Study of Environmental Education
2018
Hillsborough County who participated in the study. I would like to thank Superintendent MaryEllen Elia and the Department of Assessment and Accountability for allowing me to conduct this study. I am especially grateful to Karen Johnson-Folsom, site administrator and lead teacher of Nature's Classroom for her enthusiasm and support, and to the entire staff, who welcomed me as a part of their 'family.' I am very appreciative of the many wonderful sixth grade classroom teachers and students who participated in this research. The Florida Wildlife Federation provided generous support through funding the research.
Evaluating environmental education, citizen science, and stewardship through naturalist programs
Conservation Biology, 2016
Amateur naturalists have played an important role in the study and conservation of nature since the 17th century. Today, naturalist groups make important contributions to bridge the gap between conservation science and practice around the world. We examined data from 2 regional naturalist programs to understand participant motivations, barriers, and perspectives as well as the actions they take to advance science, stewardship, and community engagement. These programs provide certification-based natural history and conservation science training for adults that is followed by volunteer service in citizen science, education, and stewardship. Studies in California and Virginia include quantitative and qualitative evaluation data collected through pre-and postcourse surveys, interviews, and long-term tracking of volunteer hours. Motivations of participants focused on learning about the local environment and plants and animals, connecting with nature, becoming certified, and spending time with people who have similar interests. Over half the participants surveyed were over 50 years old, two-thirds were women, and a majority reported household incomes of over $50,000 (60% in California, 85% in Virginia), and <20% of those surveyed in both states described themselves as nonwhite. Thus, these programs need to improve participation by a wider spectrum of the public. We interviewed younger and underrepresented adults to examine barriers to participation in citizen science. The primary barrier was lack of time due to the need to work and focus on career advancement. Survey data revealed that participants' ecological knowledge, scientific skills, and belief in their ability to address environmental issues increased after training. Documented conservation actions taken by the participants include invasive plant management, habitat restoration, and cleanups of natural areas and streams. Long-term data from Virginia on volunteer hours dedicated to environmental citizen science show an increase from 14% in 2007 to 32% in 2014. In general, participants in the naturalist programs we examined increased their content knowledge about ecosystems, had greater confidence in conserving them, and continued to engage as citizen scientists after completing the program.
Knowing Your Field Community: Elevating the Human Dimension in Ecological Research and Teaching
Integrative and Comparative Biology, 2023
Public health researchers have long been aware of the importance of defining the human community associated with research on environmental health initiatives. However, the field community's human components where applied ecology research is conducted, e.g. diverse participants and perspectives, are often overlooked in environmental problem solving. We outline a framework for elevating the human dimension in defining the field community in applied ecology research and for teaching diverse undergraduate students the skills needed to address Anthropocene environmental concerns. We promote broadening participation and incorporating cultural and racial perspectives in ecology research planning, implementation, and teaching. We use the environmental research problem of concern to identify the diverse human community groups potentially connected to the problem and guide the strategies for incorporating their perspectives in the proposed research project. Which human community, whether local, ethnic, or visiting public community, affects the resource management strategy, i.e. people protect what they love, can change the outcomes of applied ecological research, as well as promote development of a diverse environmental workforce. Broadening participation and perspectives means that the people asking the research questions are also part of the social ecological community processes who choose which questions to pursue to manage the natural resources of the community. Here, we promote research and teaching practices that consider the long-standing multicultural connections to nature to allow all students to pursue their love of nature and its beauty in a safe, comfortable, and mentoring setting. We integrate current human diversity, equity, and inclusion-focused pedagogical knowledge into the Ecological Society of Americaendorsed 4DEE multidimensional curricular framework. We provide a faculty action guide to engage and train diverse students in ecological practices that meet the needs of today's environmental problem-solving workforce.
"Inspiring Young Minds: A Journey Through Nature's
For the past two years, I have had the privilege of guiding my STEM students through Nature's Classroom, a program offered by Hillsborough County Public Schools that combines environmental science with hands-on learning. This unique initiative invites sixth-grade students to explore Florida's diverse ecosystems, allowing them to experience the beauty of nature firsthand (Hillsborough County Public Schools, n.d.). During their time at Nature's Classroom, students engage in various activities, such as shoreline sampling, animal interactions, and survival skills training, which not only foster curiosity about the natural world but also promote a sense of responsibility toward environmental conservation (Chawla, 2009). Nature's Classroom is more than just an outdoor trip; it equips students with essential scientific knowledge and practical skills, all while encouraging them to develop a personal connection with nature (Dillon & Scott, 2002). I have witnessed firsthand how this program positively impacts my students, nurturing their understanding and appreciation of the environment, and inspiring them to become active stewards of the planet.
Journal of Curriculum and Teaching, 2018
This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National Research Council (2014) suggest that field stations are important for STEM education and provide opportunities to engage students in the natural environment and get them excited about science. Through the Curriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in the Advanced Placement Environmental Science course are integrating their field station work in Oyster Restoration in the New York City Harbor. These interactions with the environment offer unique experiences which engage marginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords all students the opportunity for upward mobility and increased career opportunities in the area of STEM.
BioScience, 2011
In response to the need to prepare students to meet the challenges of the twenty-first century, new models of graduate education are being developed across the country. One model is provided by the National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) program, which broadens graduate students' training beyond their traditional research programs. We explored the impact of an ecologically focused GK-12 program at The University of Montana and the broader impacts of a set of other environmental-science-oriented GK-12 programs in the United States. These types of programs are urgently needed to ensure that future leaders of the scientific enterprise are well equipped with the tools to conduct science as skilled collaborators, to address the key interdisciplinary questions that arise from complex environmental challenges facing society, and to better communicate their science with diverse audiences well beyond their scientific peers.