Audience Analysis

CAEE Audience Analysis Survey Project Report
Prepared by Marcella Wells, Ph.D. Wells Resources, Inc. In Collaboration with Ali Goulstone Sweeney, Executive Director Colorado Alliance for Environmental Education (CAEE) January 9, 2006
CAEE Audience Survey Report 1-9-07
Contents
Introduction 3 Methodology and Report Organization .. 3 Results Section I. All Respondents . 4
Table A1.Total Respondents by Aware and Not-Aware of CAEE (p.5) Table A1a. Other Reasons for Non-membership (p.5) Table A2. Respondents by Zip Code (p.6) Table A3. Socio-demographic Summary of Respondents (p.6) Table A4. Respondents College Major or Degree (p.7) Table A5. Environmental Issues of Most Concern (p.9)
Results Section II. Aware Respondents .. 10

Table W1. Perceived Value/Benefit of CAEE Membership (p.11) Table W2. Awareness and Knowledge about Select CAEE Services (p.12) Table W3. Use of CAEE Programs/Services (p.13) Table W4. Usefulness of Select CAEE Programs and Services (p.14) Table W5. Useful and Non-Useful Comments for Select CAEE Programs (p.14) Table W6. Use of Select CAEE Programs and Services by Aware, Use, and Usefulness (p.17) Table W7. Importance and Performance for Major CAEE Focus Areas (p.18) Table W8. Professional Development Organizations and Opportunities (p.19) Table W9. Preferences for Communication Services (p.20) Table W10. Respondents Work by Sector (p.20)
Results Section III. Teacher Respondents .. 21

Table T1. Teacher Respondents by Grade and Subject (p.21) Table T2. Environmental Education in the Schools (p.21) Table T3. Environmental Education in the Classroom (p.22)
Results Section IV. All Providers (Formal and Informal Educators) .. 22

Table AP1. Location, Approaches, and Audience for EE Providers (p.23) Table AP2. Other Potential and Desirable Audiences (p.24) Table AP3. EE Content Taught by EE Providers (p.24) Table AP4. Evaluation Conducted by Providers (p.26)
Results Section V. Not-Aware Respondents 26

Table NA1. Importance of and Commitment to Environmental Education (p.26) Table NA2. CAEE Mission Support by Those Unaware of CAEE (p.27) Table NA3. Does Your Organization Have an EMS? (p.28)
Discussion and Recommendations . 29 Appendices 33

Appendix A When you hear the term Environmental Education, what things come to mind? Appendix B In your own words, describe the Colorado Alliance for Environmental Education. Appendix C What other CAEE Programs and Services would you like to see CAEE provide? Appendix D To what other professional organizations do you currently belong?
CAEE Audience Analysis Survey Project Report

Introduction
CAEE exists to build capacity of organizations so that they can provide high quality environmental learning experiences in the state of Colorado. In an effort to broaden the member base of the organization, CAEE launched an extensive web survey during the summer of 2006 (May-October). The purpose of the survey was to better understand existing and potential audiences for CAEE programs and services and to identify opportunities to expand programs and services statewide. This report contains the results of this audience survey.
Methodology and Report Organization

The methodology used for this survey was a quantitative online survey using SurveyMonkey software. Based on the purpose of the project, survey questions were developed by the evaluator (M.Wells) in collaboration with CAEE staff (Ali Goulstone Sweeney and Amanda Peterson). Sampling Strategy An extensive, non-probability sampling frame was used and included: CAEE database (1624 email addresses both members and non-members) CAEE listserve Listserves of numerous other stakeholder groups (e.g., Colorado non-profit listserve, Colorado Science Educator listserve, Colorado Projects Facilitators, National Association for Interpretation Colorado members, North American Association for Environmental Education Colorado members, Colorado Association for Recycling, Connected Organizations for a Responsible Economy, CORE) In addition, a snowball sampling strategy was used to maximize the sample. Members of CAEEs board and listserve were asked to route survey instructions to others in their professional network. Intense follow-up email reminders were sent for approximately 3 weeks following the initial invitation to individuals in the CAEE database, CAEE listserve, and teacher liaisons. Assumptions and Limitations One limitation of the non-probability sampling strategy is that it introduces a certain level of selection bias, that is, the initial sample contains individuals who are already aware of CAEE and invitations from these people assumes awareness of environmental education to some degree. Discussion of survey results should take this into account. Data Analysis Data were analyzed using descriptive statistics and content analysis. Descriptive statistics were completed using the analysis and query capabilities of SurveyMonkey software and/or Excel spreadsheet database function. Content analysis was completed using comment sorting by theme and constant comment comparisons.
CAEE Audience Survey Report 1-9-07 3
A selection of data tables is used to summarize and display data in this report. These tables are sorted into five major sections: Section I - All respondents (Tables A1-A5) A total of 477 people responded to the web survey. The tables in this first section summarize findings of questions answered by all respondents. Section II - Aware respondents (Tables W1-W10) Not all email addresses used in the sampling frame represented CAEE members, so this set of tables summarizes results from those individuals who were aware of CAEE but may or may not be active members. Section III Teacher respondents (Tables T1-T3) This set of tables summarizes results from those respondents who identified themselves as K-12 teachers or educators in the formal education sector. Section IV All Providers (Tables AP1-AP4) This set of tables summarizes results from both teachers and informal educators. Informal educators are defined here as educators who teach in free-choice or informal settings such as parks (city, county, state, national), nature centers, outdoor education centers, and so forth. Section V Not Aware Respondents (Tables NA1 NA3) this set of tables summarizes two questions asked of respondents who were not aware of CAEE but who responded to general questions about the importance of and support for environmental education and organizational Environmental Management Systems (EMS). A narrative introduction is provided for each table or set of tables in each of these sections. In addition, a series of discussion points are provided after each table. As appropriate, notes related to analysis or finding summaries in the tables are also provided.
Results
Section I. All Respondents
The first question of the survey asked respondents about what things come to mind when you think of environment education. The purpose of this question was to solicit initial perceptions to the term environmental education prior to any questions about CAEE membership or CAEEspecific programs and services. To retain the integrity and context of respondent perceptions, Appendix A presents the verbatim responses to this question. Clearly, environmental education means different things to different people. Also at the onset of the survey, respondents were asked whether or not they were aware of the work of CAEE, whether or not they were a member, and if they were not a member, why not. Table A1 presents responses to these questions.
Table A1. Total Respondents by Aware and Not-Aware of CAEE

Aware of CAEE 79% (n=378)
Member of CAEE 64% (n=241) Years as member? (n=236) < 2yr 24% (n=56) 2-5 yrs 45% (n=106) 6-10 yrs. 15% (n=36) > 10 yrs 11% (n=26) Dont know 5% or not sure (n=12) Not member of CAEE 36% (n=135) Reasons for non-member* (Total mentions = 165) Lack of 48 money Lack of time 32 Changed jobs Other (see table A1.a below) 12 73
Not Aware of CAEE 21% (n=99)

Importance of Environmental Education ** (n=87) Importance of EE to current Mean = 3.3 position. Importance of EE to friends Mean = 3.2 and family Importance of EE for public Mean = 3.9 school children Importance of EE for Mean = 3.8 community leaders Importance of EE in Mean = 3.8 government policies Importance of EE for you Mean = 3.9 personally.
* Numbers in this column are number of respondent mentions; total reasons do not sum to 135 (total non-members) as respondents could make more than one choice. ** Scale to measure importance of environmental for those who have not heard about CAEE was a 4-point importance scale where 1= not important at all, 2 = not very important, 3 = somewhat important; 4 = very important.
Discussion Points: The vast majority of survey respondents (nearly 80%) were aware of CAEE and a majority of those (64%) were already members of the organization. And, a majority of those members (nearly 70%) have been members less than 5 years. Not surprisingly, the two major reasons for non-membership are time and money although a number of other reasons are relevant (See Table A1.a below) Nearly 100 respondents were not aware of CAEE. Mean scores to five importance questions suggest that environmental education is at least somewhat important in a variety of venues but most important for school children, community leaders, government policies, and personally (means > 3.5).
Table A1a. Other Reasons for Non-membership

Reason Tangential to my work; EE is not the focus of my job; other organizations are more relevant for my work; changed to other professional organizations My organization is a member but Im not; my organization is represented by another person I forgot; I never got around to it; I just put it off Dont know how to become a member; didnt know there was a fee; never got any information Not sure; other Not interested; not a priority for me Just learned about your organization; new to EE,; just learned about it Not sure of the benefits Retired Lack of interest in professional organizations Costs exceed benefits Moved away; dont live in CO anymore
(n=73) 17 9 9 8 8 5 5 4 2 2 2 2
5
Note: Although an additional item, lack of interest in environmental education was provided as a choice, no one responded to that item as a possible reason for not being a current member of CAEE.
All respondents were asked to respond to a number of demographic questions. Tables A2 and A3 below summarize these data.
Table A2. Respondents by Zip Code

Home Zip Code 100% (n=320) Work Zip Code 100% (n=306) Work Zip Code of Current Members (n=646) 50% (n=321) 15% (n=96) 13% (n=84) 8% (n=52) 12% (n=79) 2% (n=14) n/a
Denver Metro 50% (n=161) 51% (n=155) Northern Front Range 18% (n=56) 16% (n=50) Southern Front Range 16% (n=50) 15% (n=46) Southwest 8% (n=24) 7% (n=22) NW and I-70 7% (n=22) 8% (n=26) Eastern Plains 2% (n=7) 2% (n=7) Other: NM, ME, AZ, n/a (n=5) n/a (n=9) MI* * Other ns are not calculated in percentages as these respondents do not live in Colorado.
Discussion Points: The respondents to the web survey almost exactly represent the proportions of CAEE members across the state by region which is not surprising since 64% (n=241) of the respondents were CAEE members.
Table A3. Socio-demographic Summary of Respondents

Variable
Age < 20 years 21-30 years 31-40 years 41-50 years 51-60 years > 60 years Gender Female Male Education Level High school degree Some college coursework Bachelors degree from college Masters degree from college Ph.D. degree Other advanced Degree Race Caucasian Hispanic American Indian or Alaskan Native Asian, Pacific Islander Mixed Race Black or African American Other Gender Category
Percentage (n)
100% (n=332) <1% (n=1) 17% (n=55) 26% (n=86) 29% (n=96) 21% (n=73) 6% (n=21) 100% (n=335) 76% (n=255) 24% (n=80) 100% (n=372) 1% (n=4) 3% (n=13) 38% (n=140) 45% (n=168) 5% (n=17) 8% (n=30) 100% (n=336) 91% (n=305) 1.5% (n=5) 1.5% (n=5) 1.5% (n=5) 1.2% (n=4) <1% (n=2) 3% (n=10)
6
Ethnicity
Category < $10,000 $10,001 - $25,000 $25,001 - $50,000 $50,001 - $75,000 $75,001 - $100,000 $100,001 - $150,000 > $150,000 Current Profession Category Public Sector Private Sector Non-Profit Sector Other Voter Registration Category Democrat Independent Republican Other (unaffiliated, NOYDB, private, undecided, green, best candidate, depends, cant remember) Not registered Religious Affiliation Category None * Spiritual but non-affiliated * Christian Gaia/Nature/Earth/Pagan/Outdoors * Agnostic; Atheist * Catholic Protestant Other (e.g., witch, mystic, peaceful, Nazarene, druid, eclectic) Taoist; Buddhist Too Personal, not applicable; private Jewish EACH Methodist, Lutheran, Unitarian, Quaker Episcopalian EACH Pantheist and Presbyterian EACH Mormon, Baptist, 7th Day Adventist, Secular Humanist, and Unity Church * considered spiritually unaffiliated (53%)
Income
100% (n=304) 2% (n=6) 5% (n=16) 28% (n=86) 30% (n=92) 22% (n=65) 9% (n=28) 4% (n=11) 100% (355) 50% (n=178) 12% (n=43) 28% (n=100) 10% (n=34) 100% (n=321) 53% (n=169) 25% (n=82) 9% (n=29) 12% (n=39) <1% (n=2) 100% (262) 19% (n=50) 17% (n=44) 13% (n=33) 9% (n=23) 8% (n=21) 6% (n=16) 5% (n=13) 3% (n=8) 3% (n=8) 3% (n=8) 2% (n=6) 1% (n=5) EACH < 1% (n=3) < 1% (n=2) EACH < 1% (n=1) EACH
Discussion points: A majority of respondents were between ages 31-50, female, educated (with bachelors degree or higher), Caucasian, Democrat, earning an income between $25K and $75K, and spiritually unaffiliated. Although half of the respondents work in the public sector (50%), 28% work in the nonprofit sector. A follow-up question about education was asked for those respondents who had college coursework or a college degree. The question asked them to indicate their major or concentration in college. Although the question asked for one subject, very few respondents
indicated only one topic. As a result, the findings in Table A4 below summarize all subject areas mentioned.
Table A4. Respondents College Major or Degree (n=323)

Major/Degree Science biology, geology, zoology, horticulture Education elementary, secondary, higher education, vocational EE or Interpretation Natural Resources wildlife, forestry, resource conservation, watershed Environmental Science environmental studies, environmental management Science Education Informal Educators 60 30 43 39 23 11 Formal Educators 56 55 14 11 20 23 Other Professionals 25 13 8 12 15 6 Total Responses 141 97 64 61 57 39
Parks, Recreation, Tourism 19 5 8 31 outdoor recreation administration, leisure studies Other business, history, 30 27 39 95 engineering, psychology, journalism, accounting, economics, nursing, art, math, law, anthropology, political science, etc. Numbers in cells are number of respondents. Total of all responses will not equal the overall n as respondents may have made a selection in more than one category.
Discussion Points: Science is the major or concentration selected by the greatest number of respondents overall (n=141). As might be expected, when analyzed by type of respondent, findings indicate that nearly equal numbers of informal and formal educators have science, environmental science, and science education backgrounds; more formal educators have education-specific backgrounds (by almost 2:1); and more informal educators have interpretive or environmental education (3:1), natural resource (3:1), and parks, recreation and tourism (4:1) backgrounds. Respondents were also asked about what environmental issues were of most concern to them. This was asked as an open-ended question which was content analyzed into topic or theme categories. Table A5 below summarizes this analysis.
Table A5. Environmental Issues of Most Concern (n=314)

Issue Climate Change - Global warming, green house gases; effect of climate change on biomes; climate impact(s). Water - water conservation (of Upper Arkansas river); water quality, water pollution; water rights; water quantity; wastes water; clean water; water issues; water use; non-point source pollution; clean water; water contamination; pollution in the oceans; water shortage, drought. Natural Resources, Natural Areas and Development - sprawl, loss of open space, land development, open land conservation; development and loss of natural areas; protection of Wilderness areas, Wilderness preservation; conservation of natural resources; soil; ecosystem management; development; over use of natural resources, preventing Artic Refuge from being mined; land management, natural resources threatened environment; natural resource use; reducing our environmental footprint; overdevelopment; lack of preservation pathways; poor planning/urban blights; ecological footprint; balanced of nature; urban-wildland interface; green development; planning and zoning efficient homes and communities. Habitat - Habitat loss, habitat destruction; loss of biodiversity; habitat conservation; protecting land for wildlife; maintaining ecological diversity; habitat protection ecosystem protection; protecting natural habitats; habitat fragmentation; biodiversity. People/Children and Nature - Children disconnected/distant from the environment; humans as part of nature; peoples lack of knowledge about nature/environment; environmental education programs to teach kids how to think; environmental equity; teaching that everything is connected; balanced programs; getting kids involved in nature; building awareness for conservation of natural resources; ignorance; lack of awareness; empowering students to be good stewards; nature appreciation; lack of understanding about sense of place; lack of general knowledge/respect for environment; recreation impact on public lands; nature-deficit disorder, general ignorance about the environment; environmental stewardship; human apathy, environmental literacy, reconnecting our culture to the environment; environmental care and concern; social and spiritual concerns; anthropocentric attitudes. Energy renewable energy; energy use; impact of oil/gas; energy conservation; energy policy; energy and thermodynamics; oil and gas drilling; sustainable energy; alternative energy use; energy efficiency; meeting energy needs; energy consumption; solar energy, oil shortage, oil dependency, oil drilling. Sustainability sustainable living; unsustainable growth; relationship of natural resources to sustainability; sustainable development; changing focus from EE to sustainable development;. Population too many people; sustainable human population management; over population; human population growth; carrying capacity of the earth; overpopulation (of Colorado). Wildlife - Wildlife, endangered species; species protection; invertebrate conservation; animal rights; living with wildlife; wildlife conservation; over fishing; species extinction; disappearance of wildlife; displacement of species; human-wildlife interaction/interface; loss of species diversity; animal protection; bird population declines; species loss. Number of Responses* 99 85
73
68
55
45
41
35
35
Waste Litter; recycling; natural resource waste; reducing waste; lack of recycling opportunities. Air - Air quality, air pollution; clean air; indoor air quality; air pollution and transportation. Consumption natural resource consumption; too much stuff; over consumption; consumerism; greed; fair distribution of resources; disposal society; per capita consumption; over-sizing and the impact on resources. Other green chemistry; war; weather impacts, 2 more years of G. Bush; lack of leadership; divergence in environmental movement; lack of environmental conservation by federal government; what constitutes sound science; pseudo science for political purposes; this would take a book; lack of mass transportation; national environmental policy; lack of national conservation plan/focus; lack of proactive measures to reduce environmental impacts; getting rid of Bush; brown fields. Food local food/economy issues; eliminating artificial ingredients in foods; safe food supply; sustainable agriculture; chemical/ artificial interference with nature; loosing land for crops; imported food toxins; (chemical) food contamination. Forest Health preventing forests from industry and clear cutting; sustainable forest management; wildfire management; forest fires; roadless areas. Invasives - Non-native species; invasive species; native vegetation; preservation of native areas * Total mentions do not equal total n as most respondents selected more than one issue.
28 27 17
17
8 6
Discussion Points: Climate change/global warming, water issues, and/or development and natural resources received the highest number of responses (>70). Many respondents however, (between 40-70) suggested that habitat loss and destruction, the connection of people and nature, energy, and sustainability were important issues. Fewer respondents (less than 40) selected topics such as population, wildlife, waste, air (quality/pollution), consumption, food, forest health, and invasive species as major issues.
Section II. Aware Respondents

One survey question forced a distinction between respondents who were aware of CAEE and those who were not. For those who were already aware of the work of CAEE, a series of questions probed their perceptions about the organization, about benefits of CAEE membership, and about CAEE services and programs. The tables in this section (and in Appendix B) summarize these data. The aware respondents were asked to describe, in their own words, the Colorado Alliance for Environmental Education. Again, to retain the integrity and context of respondent comments, Appendix B presents 261 verbatim responses to this question. The next question probed CAEE-aware respondents, whether or not they were CAEE members, to describe the value(s) and/or benefit(s) of a CAEE membership. Open-ended responses were content analyzed and are summarized below.
Table W1. Perceived Value/Benefit of CAEE Membership (n=274)

Benefit/Value Networking contact with other professionals, connectivity of people and groups, networking for potential partners; connection to the industry; building community, making connections with other organizations and agencies, share concerns, collaboration, power thru partnerships, great way to stay abreast of new developments; chance to stay connected. General Information Sharing information about professional development, jobs, events, grants, resources, opportunities to share information; awareness of programs; clearinghouse service; streamlining EE for Colo, emails are great; great way to publicize available materials, information about field trips, helps get our message out, communication; jobs/job postings; place to get answers; updates on EE programs. Training classes, workshops, professional development, conferences, no cost/low cost professional development, informative annual conference, OTB Conference; informative presentations; continuing education classes; conferences; regional workshops. Advocacy/Information Sharing about EE - about environmental issues, environmental education; EE advocacy; promoting the cause; keeping us up to date on current issues; political work about issues, helps clarify importance and values behind environmental protection, leading force for EE in the state, increased awareness of issues, increased clout, lobbying for EE; trends; collective voice; communication with other education groups in state; one voice. Peers/People/Passion peer support, recognition by peers, people working cooperatively with like minded people, people with life concerns and passion, opportunities for me and my fellow teachers to grapple with sustainability, learning from others, sharing with like minded people; moral support, having someone to call on to answer questions; likeminded individuals; support from others; new friendships; great place to meet people; source of inspiration. Specific Information Sources/Services - great website, super newsletter, database, online directory, access to directory; list serve is invaluable, email, job line; awards program. Dont Know/Not Sure which is why Im not a member; can get info from list serve without being a member; dont know; not sure about what members get that non-members dont get; CAEE isnt something I find valuable at this time I attended one professional development seminar (on marketing) and did not fid it at all useful; unknown to state agency; not sure but glad it exists. Training Costs - Reduced rates for workshops, discounts at events, free training; no cost/low costs professional development. Curriculum - Relevant reference for standardizing curriculum; how to improve skills in class/field, resource for curriculum ideas, how to Number of Mentions* 103
83
70
34
31
24
22
18 13
11
integrate EE into my class; free curriculum res. Review training; information for classroom teachers; great resources for classroom, helps me focus on what I can teach my students; teacher resources. No Benefits/Hard Benefits hard to get benefits in high country; hard on west slope; hard in winter; science is only one topic I teach; retired; few benefits right now; no value at this point in my career; not relevant anymore; value hi, benefit low in southwest Colorado Quality of Life CAEE helps the environment and thus my frame of mind, CAEE enhances the opportunities that my lifes work can be effective; part of movement that helps present and future generations interact positively with our earth; part of larger whole Staff great job, supportive staff; professional, outstanding people in administration of the organization. Everything- irreplaceable, priceless, valuable resource Accountability - settings standards for the profession, accountability through Resource Review
5 4 2
* Total mentions do not equal total respondents as most respondents provided more than one remark.
Discussion Points: Many aware respondents perceive the highest value of CAEE membership to be in networking, general information sharing, and training. Respondents perceive additional but somewhat lesser value in advocacy and peer connection and support. It bears mentioning however, that although there were only 31 specific mentions of peers and/or people, one can assume that peer connection and support is intrinsic in mentions of networking, general information sharing, and training. Several respondents (n=22) mentioned that they dont know about the benefits or values of CAEE membership. An additional 9 mentions were made to suggest that benefits are difficult to realize in some areas of the state beyond the Front Range. Following the perceived value/benefit question, a set of questions asked respondents about their awareness and use of specific CAEE programs and services, the following few tables present the findings from these questions. Table W2 below reports responses to the question, In your own words, describe what you know about each of the following CAEE products or services which was subsequently content analyzed.
Table W2. Awareness and Knowledge about Select CAEE Services.

Service Guidelines (n=265) Resource Review (n=257) Online Directory (n=259) Master Plan (n=257) Teacher Liaison Network (n=261) Dont know 44% (n=117) 61% (n=156) 44% (n=113) 62% (n=159) 66% (n=172) Aware Have heard of it 13% (n=35) 9% (n=24) 8% (n=20) 10% (n=25) 5% (n=14) Can define Very Familiar 28% (n=75) 20% (n=51) 34% (n=89) 20% (n=51) 19% (n=50) Other* 15% (n=38) 10% (n=26) 14% (n=37) 8% (n=22) 10% (n=25)
12
EE Listserve 48% (n=124) 5% (n=15) 33% (n=85) 14% (n=37) (n=261) * Other comments were those that did not fall into any of the three categories. They included judgments about the usefulness or excellence of the service and comments about participation or use of the program.
Discussion Points: The question asking respondents to describe, in their own words, each of several CAEE services, solicited over 250 responses for each program/service. Nearly two-thirds of these respondents did not know about the Resource Review, the Master Plan, and the Teacher Liaison Network. Just under half did not know about the Guidelines, the Online Directory, and the EE Listserve. By contrast, about one-third of the respondents could provide an accurate description of both the Online Directory and the EE Listserve. Approximately one in five could provide an accurate description of each of the other services. Table W3 below summarizes the finding from the question, Indicate your level of (awareness and1) use for the following CAEE services, programs, and events.
Table W3. Use of CAEE Programs/Services

Program (n=respondents who answered this question) Teaching Outside the Box Conference (n=257) Professional Development Series (n=209) Online EE Teachers Institute (n=113) CAEE Auction (n=191) Awards and Recognition (n=225) Guidelines for Env. Educators in CO (n=181) Resource Review System (n=137) Online EE Directory (n=178) Teacher Liaison Network (n=121) Regional Networks (n=121) CAEE Website (n=241) Volunteer Opportunities (n=179) Diversity Roundtables (n=144) CAEE Newsletter (n=226) EE List Serve (n=162) Colorado EE Master Plan (n=143) Funder Symposium (n=91) # who indicated they have used this program 128 92 19 68 90 63 42 75 45 51 141 65 31 141 80 40 25 % who have used this program 50% 44% 17% 36% 40% 35% 31% 42% 37% 42% 59% 36% 22% 62% 49% 28% 27%
Discussion Points: Highest percentage of program use (50% or higher) includes Teaching Outside the Box, the CAEE Website, and the CAEE Newsletter. Lowest percentage of program use (25% and lower) includes the Online EE Teacher Institute and the Diversity Roundtables.
This question asked respondents about both awareness and use, but with only 2 slight exceptions, aware response were exactly equal to the total number of responses in each case, so those results are not reported separately here.
A separate series of questions then solicited respondent remarks about level of usefulness and asked for explanations about why or why not for each of nine key CAEE programs/services. Tables W4 and W5 below summarizes these data.
Table W4. Usefulness of Select CAEE Programs and Services

Program (n = total responses to this question) Professional Development Series (n=231) Guidelines for Env. Educators in CO (n=222) Resource Review System (n=192) Online EE Directory (n=218) Teacher Liaison Network (n=190) Regional Networks (n=182) CAEE Website (n=335) CAEE Newsletter (n=233) EE List Serve (n=208) Not Useful 29% (68) 27% (60) 52% (100) 25% (55) 55% (105) 41% (75) 9% (22) 6% (14) 33% (68) Useful 53% (122) 61% (135) 42% (80) 64% (140) 32% (60) 45% (82) 72% (169) 67% (157) 47% (98) Extremely Useful 18% (41) 12% (27) 6% (12) 11% (23) 13% (25) 14% (25) 19% (44) 27% (62) 20% (42) Useful Total % 71% 73% 48% 75% 45% 59% 91% 94% 67%
Discussion Points: These data suggest the most useful services to these respondents are the CAEE Newsletter (94% total useful percent) and the CAEE Website (91% total useful percent). The least useful programs appear to be the Teacher Liaison Network (55% not useful) and the Resource Review System (52% not useful). Caution should be used here however since these programs are targeted as specific audiences (i.e., K-12 teachers). The effectiveness percentages summarized here may be more a reflection of a limited audience than an overall utility of those specific programs.
Table W5. Respondent Comments about Select CAEE Programs

Program
Professional Development Series (n=135)
Guidelines (n=112)
Useful Comments Comment Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Easy, Accessible Depends on topic/presenter Free; affordable Other TOTAL Useful comments Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Grants Other
mentions 31 9 10 0 0 2 10 6 14 82 30 0 1 2 3 2 17
Other Comments Comment Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Poor Quality presenter not knowledgeable; topics redundant Other TOTAL Other comments Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Poor Quality not useful, reviews not always accurate We have our own system Other
mentions 14 14 13 7 5 9 2 7 71 15 0 1 2 10 15 2 6 8
14
TOTAL Useful comments
55
TOTAL Other comments
49
Program
Resource Review System (n=101)
Useful Comments Comment Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Program Quality helps with program quality and grants Other TOTAL Useful comments Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Easy; accessible Other TOTAL Useful comments Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Other TOTAL Useful comments Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Other TOTAL Useful comments Helpful information (general) Networking Professional Development Jobs Events, Programs, Materials, Resources Grants Other TOTAL Useful comments
mentions 8 0 1 0 0 3 7 16 22 10 0 0 6 1 6 45 4 12 0 0 2 2 20 9 18 0 0 1 4 32 76 4 12 4 12 4 1 113
Other Comments Comment Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Poor Quality; not always accurate Other TOTAL Other comments Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Poor Quality - cumbersome Other TOTAL Other comments Not relevant Have no time/Im too busy Dont know about it Havent use it We have our own network; useful to CAEE but not to me Other TOTAL Other comments Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Other TOTAL Other comments Not relevant Not convenient (location) Not convenient (schedule) Have no time/Im too busy Dont know about it Havent use it Other TOTAL Other comments
mentions 14 0 0 0 22 30 2 10 78 8 2 0 1 9 25 3 6 54 27 2 24 20 7 5 85 7 4 0 0 22 15 5 53 5 0 0 4 2 3 1 15
EE Online Directory (n=97)
Teacher Liaison Network (n=100)
Regional Networks (n=82)
CAEE Newsletter (n=101)
15
Useful Comments Other Comments Comment mentions Comment mentions 30 Not relevant 8 EE ListServe Helpful information (general) Networking 3 Have no time/Im too busy 2 (n=99) Professional Development 1 Dont know about it 11 Jobs 3 Havent use it 30 Events, Programs, Materials, 3 Too much to read; dont like 9 Resources listserves Other 5 Other 2 TOTAL Useful comments 45 TOTAL Other comments 62 Helpful information (general) 42 Not relevant 5 CAEE Networking 4 Not convenient (location) 0 Website Professional Development 2 Not convenient (schedule) 0 (n=97) Jobs 1 Have no time/Im too busy 3 Events, Programs, Materials, 12 Dont know about it 3 Resources Quality well done 5 Havent use it 16 Other 9 Other 0 TOTAL Useful comments 75 TOTAL Other comments 27 Total number of mentions for each program or service may not equal total number of content analyzed responses (n) for that section as some responses contained more than one idea.
Program
Discussion Points: Approximately 100 respondents offered comments for each of several CAEE programs and services. These comments are helpful in distinguishing how specific programs meet the needs of these individuals. The programs that are most helpful in terms of information provided, include the Professional Development Series (31 mentions), the EE Online Director (22 mentions), the CAEE Newsletter (76 mentions), the EE ListServe (30 mentions), and the CAEE Website (42 mentions). Perhaps the most telling finding here is the number of people who either dont know about the program or simply havent used it the dont know comments were particularly high for the Resource Review System (22), the Teacher Liaison Network (24), and the Regional Networks (22). In several cases, these programs were not relevant to certain respondents (e.g., the Teacher Liaison Network). It is assumed that the higher non-relevancy numbers indicate programs that are more targeted to specific audiences. Convenience of location and/or schedule did not seem to be a problem except for the Professional Development Series which may be an indication of non-Front Range respondents. Very few comments indicated poor program quality. In only a very few instances did respondents comment about the questionable accuracy or the cumbersome nature of a program. Finally a cross-tab analysis was conducted of respondents who indicated their awareness and use of select programs and service against the usefulness of these programs and services. Table W6 on the next page summarizes these data.
Table W6. Use of Select CAEE Programs/Services by Aware, Use, and Usefulness
Not Useful
(n)
Useful
(n)
Extremely Useful
(n)
Professional Development Series Aware Used Guidelines for EE in Colorado Aware Used Resource Review System Aware Used Online EE Directory Aware Used Teacher Liaison Network Aware Used Regional Networks Aware Used CAEE Newsletter Aware Used EE Listserve Aware Used CAEE Website Aware Used
39 8 35 4 41 8 21 11 35 6 18 8 9 0 23 6 10 1
76 55 76 39 42 23 87 46 26 21 37 21 94 78 48 43 95 99
16 25 12 15 5 6 12 10 10 13 9 17 22 46 18 27 22 31
Discussion Points Findings in this table indicate that most respondents who have actually used these programs find them either useful or extremely useful. This might suggest that respondents who indicted they were aware of the program and also indicated it was not useful had in fact, never used the program; or said another way, if they had not used the program; it was therefore not useful to them. For the respondents who actually used these programs, the CAEE website and the CAEE newsletter seem to be the most useful (combined useful/extremely useful responses of 130 and 124 respectively). The Professional Development Series and the EE List serve were also useful to many (combined useful/extremely useful responses of 80 and 70 respectively). The
lowest combined useful responses were for the Resource Review System (n=29). The highest number of not useful response for those who actually used a program were for the EE Online Directory (n=11). A follow-up question at this point asked, what other services, programs, or events would you like to see CAEE provide. Responses to this question are provided in Appendix C. When asked to indicate the level of importance and performance (on a 5-point scale) for several major CAEE focus areas, respondents indicated the following (Table W7).
Table W7. Importance and Performance for Major CAEE Focus Areas.
CAEE Program, Service, Event Networking providing opportunities for people to meet each other Coordination - bringing people together to form partnerships and collaboration; building capacity in communities for EE Professional Development training to improve knowledge and skills of environmental educators Advocacy building support for and capacity in EE. Quality Assurance proving and improving the quality of EE. Importance (mean score) 3.6 3.6 3.7 3.7 3.6 Performance (mean score) 3.3 3.1 3.2 3.0 3.1
Importance was measured on a 4-point scale where: 1= not important at all; 2 = not very important, 3 = somewhat important, and 4 = very important. Performance was measured on a 4-point scale where: 1= Poor, 2 = Fair, 3 = Good, 4 = Excellent
Discussion Points: Respondents indicated that most all the focus areas were fairly important (means = 3.6 3.7). Respondents indicated that performance in all areas was at least fair. Networking and professional development were rated slightly higher at a mean score of 3.2 or greater. A series of questions were asked about desired professional development and communication. Specifically, respondents were asked two professional development questions: (a) To what other professional organizations (besides CAEE) do you belong?, and (b) Where do you seek professional development opportunities? Table W8 below summarizes the responses to these two questions.
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Table W8. Professional Development Organization and Opportunities

Membership in other professional organizations (n=216) Organization # of mentions National Association for Interpretation National Science Teachers Association Colorado Association of Science Teachers North American Association for EE Chamber of Commerce Other (135 people mentioned a total of 162 additional organizations - see table in Appendix D) 56 49 45 34 19 n=139 Desired professional development opportunities (n=248) Opportunity Number of mentions NGO workshops or training 209 sessions Local or regional conferences 193 National conferences Continuing education University classes Certification programs Online or distance learning opportunities Public or for-profit seminars Other* * 146 135 106 95 91 57 41
* Responses do not equal total respondents (n) because respondents could select more than one response. ** Other responses included: reading/self-study/ publications (n=11); other orgs. (n=9); my own org. (n=8); higher ed/college progs. (n=4); radio, conferences, TV/video (n=4); speakers, other professionals (n=3); not a priority; not envir. educator (n=2)
Discussion Points: Although several respondents were members of the National Association for Interpretation (56), the National Science Teachers Association (49), and Colorado Association of Science Teachers (45) most respondents represented membership in a variety of other organizations (Appendix D). The most frequent responses for desired professional development (>130) were for workshops, in local, regional and national conferences, and continuing education opportunities. In response to a request about preferred communication, Check your top 2-3 preferences for ach of the following CAEE communication services, respondents indicated the following.
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Table W9. Preferences for Communication Services

CAEE Service
(n=total # of responses/category)
Mode of Communication
Phone # of mentions 15 3 8 4 Letter/Mail # of mentions 69 77 50 23 Email # of mentions 217 219 169 159 Face to Face # of mentions 10 8 21 15 Website # of mentions 37 79 75 103
Membership Renewal (n=236) Conference Info & Regis. (n=238) Board Nominations & Elections (n=218) Board / Advisory Council Minutes & Announcements (n=222) New Programs and Initiatives (n=237) Regional Programs & Initiatives (n=225) Newsletters (n=238) Volunteer Opportunities (n=225) Professional Dvlmt. Opps. (n=238) Other (n=69)
6 3 1 14 3 3
58 52 67 32 59 10
219 200 208 194 218 62
19 22 2 17 25 4
88 82 75 93 93 17
Note: Total number of mentions may not equal total responses/category as respondents could select more than one choice.
Discussion Points: Most respondents prefer email communication for all services, although there is significant interest in website communication for most all services except membership renewal. There remains minor interest in regular mail for some services. In order to segregate teacher respondents for answering some teacher-specific questions, respondents were asked to designate their work as primarily formal (PreK-12) or informal (or non-formal). Table W10 below summarizes these responses. Respondents who indicated Formal Education (i.e., school teachers) were then routed to a separate set of questions designed specifically for teachers. The next section of this report summarizes those findings (Tables T1T3).
Table W10. Respondents Work by Sector

Sector Informal or Non-Formal EE Formal PreK-12 or Higher Education Both Formal and Informal Other % (n = 349) 45% (n=156) 34% (n=120) 3% (n=10) 18% (n=63)
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Discussion Points: Not quite half of respondents work in the informal or non-formal sector; one third works in the formal sector. Respondents who indicted other work in the private sector or in fields not related to environmental education including health care, government, environmental management, accounting, and retired.
Section III. Teacher Respondents

A series of specific questions were asked of those respondents who indicated their work was in formal education (PreK-12 and higher education- Table W10). The following teacher-specific questions related to grades and subjects taught as well as questions relating to the level of environmental education taught in schools. The three tables below summarize the findings of these questions.
Table T1. Teacher Respondents by Grade and Subject

Teachers by Grade Taught
(n=112)*
PreK K-2 3-4 5-6 7-8 HS HE Sci Math LA SS
Teachers by Subject Taught

(n=111)*
PE Mus Art Other**
8 18 23 33 26 45 18 93 30 28 28 8 6 9 31 * Totals across grade or subject may not equal total n as some teachers selected more than one category. ** Other = environmental education/sustainability/outdoor learning, energy (n=11); health (n=4); other language arts (n=4); computers/information management/technology (n=3); family and consumer studies (n=2); other science (n=2), gifted and talented (n=1)
Discussion Points: Respondents to the Grade and Subject questions represent teachers across all grade levels and across all subject areas although the greatest representation is of teachers in high school and 5-6th grades and teachers who teach science
Table T2. Environmental Education in the Schools

EE is taught in school 71% (n=80)
Separate Subject* 29 Integrated into Science* 62 Integrated into Other* 28
EE not taught in school 29% (n=33)

Reason Limited time EE not part of standardized testing No admin support for EE State standards dont support EE Dont have appropriate resources Dont have proper training Dont believe in EE % (n) and most frequent response (n=30) 48% (14) primary reason 41% (12) primary reason 32% (9) primary reason 32% (9) does not apply 34% (10) major reason 50% (14) minor reason 48% (14) does not apply 97% (28) does not apply
Integrated into other = language arts (n=5); social studies, geography, history, civics (n=5); multiple areas/all (n=4); not part of our curriculum/does not apply (n=3); field trips/field experiments (n=2); health (n=1)
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* Numbers in these columns are number of teachers who indicated teaching EE this way; some teachers indicated more than one category so these totals will not equal total n of 80.
Discussion Points: In schools where environmental education is taught, more teachers integrate environmental education in to science curriculum (62) than teach it as a separate subject (29), though quite a few teachers integrated EE into other subjects (28) . In schools where environmental education is not taught, primary reasons include limited time, not part of standardized testing, and no administrative support.
Table T3. Environmental Education in the Classroom

Currently teach EE in the classroom = 81 teachers (72% of teachers who responded yes to this question)
Materials used to teach EE in classroom # of mentions* Local, state, or federal government materials 72 I make up my own activities 71 The Projects (Wild, Wet, LT, FLP) 70 Non-profit organization materials 69 Media 67 Local industry materials 52 Web pages 48 Other published materials 45 Other 15 * Respondents could select as many responses as applied; on average, each teacher selected approximately 6 of the 9 response categories.
Discussion Points: Materials used to teach environmental education in formal education classrooms include a diverse set of materials including government agency materials, the Projects (Project Wild, Wet, Learning Tree, and Food, Land and People) and non-profit organization materials. As well, many teachers (71) make up their own activities.
Section IV. All Providers (Formal and Informal Educators)

In the latter part of the survey, teachers and informal educators (combined as all providers) were asked a series of questions about where, how, and for whom they taught environmental education. In addition, they were asked about other desirable or potential audiences for environmental education. These results are summarized in Tables AP1 and AP2 below.
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Table AP1. Location, Approaches, and Audience for EE Providers

Locations (n=216)
Public school Non-profit organization Government agency Interpretive center or park Private school Museum, zoo, aquarium Higher education, extension Business or corporation Student at college or university Other = public utility, parks and rec, in-home, parks, camps, community, consultant Responses* 118 77 64 61 37 25 23 10 10 15
Approaches (n=217)
Responses* Field trips Outdoor activities and games In-class activities and games Experiments In-class lecture and discussion Guest speakers Service projects Independent reading and writing Storytelling Online or web activities Team teach with other teachers Other = tours, workshops, clubs, media , exhibits, field projects, kids & camp programs, public events
170 162 146 111 110 101 88 57 52 43 40
Audiences (n=218)
School students Elementary School Adults and Parents Middle School Teachers and educators Families High School Community groups or organizations Early Childhood Pre-School Mixed or civic youth groups Responses* 160 127 95 94 94 92 88 75 62 60 56
Higher Education or 45 University Business or corporate 22 professionals Other = seniors, churches, 16 utility and industry, tourists, special needs groups, researchers, government, river guides. * Total of all responses will not equal total n (number of respondents) as respondents could select more than one item for each category. On average, respondents selected 2 items each for locations, 5 items each for approaches, and 5 items each for audiences.
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Discussion Points: For the providers who responded to these questions, the largest number of respondents said that EE is taught in the public schools (118); about approaches, the largest number of respondents indicated that EE is taught using field trips (170) and both indoor and outdoor games and activities (146 and 162 respectively); about audiences, the largest number of respondents indicated that the audience most served with EE is school students (160), especially elementary school students (127).
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Table AP2. Other Potential and Desirable Audiences (n=91)

Audience No, none The Hispanic community; diverse cultural and linguistic groups, people of color; Latinos; non-English speakers, immigrant populations, minorities More high school and/or university students More middle school students Adults, parents Corporations, the business sector, private sector, local small businesses Decision makers at local and state levels; Congress, the President, politicians, government People beyond the EE choir; urban/suburban audiences who are not already interested in nature; the underserved Seniors At risk youth Home school students Younger audiences, pre-schoolers, toddlers Number of Mentions 18 18 10 8 6 6 6 5 4 4 3 3
Discussion Points: When asked about other potential or desirable audiences, untapped audience segments seem to include Hispanic or other diverse cultural groups as well as high school and university students. Table AP3 summarizes responses by EE providers about the specific content taught in environmental education lessons, regardless of setting, approach, or audience.
Table AP3. EE Content Taught by EE Providers (n=219)

Content Areas (mentions)
Water (198) Wildlife (163) Conservation (153) Ecology (142) Trees and Plants (137) Nature Awareness (136) Biodiversity (121) Biology (113) Earth Science (96) Parks, Trails, Natural Areas and Open Space (93) Recycling (93) Waste/Pollution (85)
# of providers who teach this content area Over 120
81 120
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Content Areas (mentions)

Environmental Science (80) Environmental Values / Ethics (77) Sustainability (76) Climate (74) Recreation and Outdoor Skills (71) Invertebrates (70) Forest Fires (65) Energy (60) Forestry (57) Gardening, Landscaping, Xeriscaping, and Permaculture (56) Consumerism (37) Nutrition (32) Sustainable Development (31) Leadership and Character Development (29) Agriculture (28) Chemistry (28) Population and Demographics (27) Animal Rights and Welfare (24) Diversity, Cultural Awareness, Ethnic Studies (22) Green Building (22) Archeology (21) Economics (18) Transportation (18) Public Health (17) Policy and Law (16) Environmental Justice (15) Industry and Business (14) Planning and Urban Design (13) Poverty and Hunger (13)
# of providers who teach this content area 51-80
21-50
Less than 20
Discussion Points: Wildlife and water were the top two more frequently mentioned content areas taught by environmental education providers followed by numerous other biological/ecological content areas that are popular environmental education topics for these providers. Issues such as animal rights and welfare, diversity and cultural awareness, environmental justice, poverty and hunger were taught by fewer providers.. This may be due to the audience ages for these programs, availability of or access to relevant materials, and/or the salience of issues to individuals due to media coverage or local relevancy. Two evaluation questions were asked of providers: (a) Does your organization conduct any evaluation or assessment of your programs or services?, and if yes, (b) Which of the
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following evaluation strategies do you use most often? and if no, Why not? Table AP4 summarizes responses to these questions.
Table AP4. Evaluation Conducted by Providers

Providers who conduct evaluation 72% (n= 246) Providers who do not conduct evaluation 28% (n=96)
Evaluation Strategies responses* Reason responses* Surveys 174 No time 29 Observations 159 Dont know how 26 Counts or tallies 80 No funding 25 Interviews 78 Not interested in eval. 14 Tests 71 Other 41 Focus groups 46 Other 39 * Total of responses will not total to total number of respondents (n) since respondents could indicate more than one item.
Discussion Points: A majority of providers who responded to this question (72%) conduct some sort of evaluation using mostly surveys or observations. Of the providers who dont conduct evaluation (28%) primary reasons include no time, no training, or no funding.
Section V. Not Aware Respondents

At the beginning of the survey, respondents were segregated by their awareness (or not) of CAEE. Those who were not aware of CAEE were routed to a set of two questions about the importance of environmental education and perceived support for the CAEE mission. These data are summarized in Tables NA1 and NA2 below.
Table NA1. Importance of and Commitment to Environmental Education

Importance of / Commitment to EE for Current Professional Position Friends and Family Children in Public Schools Community leaders Government policies You personally Importance (mean score) 3.3 3.2 3.9 3.8 3.8 3.9 Commitment (mean score) 3.5 3.4 3.3 3.3 3.3 3.7
Importance was measured on a 4-point scale where: 1= not important at all; 2 = not very important, 3 = somewhat important, and 4 = very important. Commitment was measured on a 4-point scale where: 1= not committed at all; 2 = not very committed, 3 = somewhat committed, 4 = very committed
Discussion Points:
Respondents indicated that environmental education is at least somewhat important for all groups provided; but most important for school children, themselves personally, community leaders, and in government policies (mean = 3.8 and 3.9). Respondents indicated they were at least somewhat committed in all categories (means range from 3.3 to 3.7). Personal commitment was the highest at a mean of 3.7.
Two follow-up questions were asked of these respondents. Content analyzed responses to these two questions are summarized below. Are there other situations where you feel that environmental education is important for you? Explain. (n=39)
In school; for youth; in teaching (n=7)* Where I recreate, where there is nature, for ecosystems, in public parks (n=7) In business, for big business (n=6)* For the community (n=6)* Everywhere; globally; all the time (n=5) For my friends and family (n=4)* How I spend money (n=2) How I vote (n=1) For the government (n=1)*
*These respondents apparently felt it necessary to indicate their views on the scale item as well as in the open-ended responses.
Are there other situations where you are committed to environmental education? Explain. (n=20)
For youth and community; in school; as art teacher (n=3) In parks and playgrounds (n=2) Awareness of issues (n=2) All the time; everyones personal responsibility; 24/7 (n=2) In church (n=1) As a role model (n=1) In industry (n=1)
These respondents were then asked about their support of the CAEE mission to serve all sectors of Colorado by improving the collective effectiveness of environmental education. Responses to this forced-choice question (measured on a 4-point scale) are summarized in Table NA2 below.
Table NA2. CAEE Mission Support by Those Unaware of CAEE

Mission Variable Personal support of the CAEE mission Mean score 3.7
Perceived support by your current supervisor of 3.0 CAEE mission Perceived current support of state government of 2.3 CAEE mission Desired support of state government of CAEE 3.7 mission Support was measured on a 4-point scale where: 1= not at all supportive, 2 = not very supportive, 3 = somewhat supportive, 4 = very supportive.
Discussion Comments: Respondent support of the CAEE mission and desired support by state government was very high (mean = 3.7) although perceived current support by state government was perceived as
very low (mean = 2.3), and perceived support of current work supervisor was also low (mean = 3.0). Not Aware respondents were also asked questions about environmental management. For these questions, an Environmental Management System (EMS) was defined as a written set of environmental policies and procedures which identify your environmental goals and objectives. The findings from these questions are summarized below.
Table NA3. Does Your Organization Have an EMS? Yes = 32% (n=30) No = 68% (n=65)
Questions for YES Respondents Do you know what environmental requirements apply to your business? Responses* 18 Question for NO Respondents Are you interested in developing an environmental management system for your business or organization? Responses * 19
Has your company/organization ever 21 done an environmental audit? Do you have any environmental 12 permits or reporting requirements in your work today? Are you expecting to make any change 12 in your business in the next 2 years that might involve environmental impacts? * Responses do not sum to total n as respondents could indicate more than one response.
Respondents, who answered yes to the initial EMS questions above, were also asked two openended questions. Below is a bulleted summary of the content analyzed responses. How has your EMS system changed the way you communicate with the public on environmental issues? (n=22)
Helpful in prioritizing target markets and messages; helps focus programming; customer oriented (n=4) Helpful in ensuring message consistency (n=1) Still new; still learning (n=1) It limits the discussion (n=1) Yes (n=3) Other (n=12) (Note: Most respondents either did not understand the question or used this as a place to describe their program; responses are not particularly relevant.)
What employee education is required by your EMS? (n=24)

In-house training, classes, meetings (n=7) None, nothing required (n=7) 4-year degree, formal degree (n=4) Conferences, local specialists (n=3)
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Discussion and Implications

This section contains a brief discussion of major findings and suggests a number of recommendations for CAEE. The section is divided into discussion of the CAEE Market, CAEE Programs and Services, CAEE Advocacy, Private Sector Opportunities, and finally, Tracking and Evaluation. In no way does this discussion exhaust the implications of this research. Rather, it is meant as a catalyst for thinking, discussion, and decision-making. The CAEE Market The typical respondent of this survey was female, between the ages of 31-50, educated, Caucasian, Democrat, spiritually unaffiliated, a front-range resident, earning an income between $25-75K per year with a better than 50% chance of being employed in the public sector, and aware of CAEE (Table A3). To some degree, this typical respondent is likely due to the nonprobability nature of the sampling strategy. And yet, even those unaware of CAEE assigned a fairly high importance to EE in almost all venues (Table A1). This should be viewed as an opportunity for CAEE. If people (aware of CAEE or not) feel that EE is important, there is a high likelihood they might avail themselves of the programs services of an organization who is already prepared to provide such opportunities. Results also show however, that in order for people to become members of CAEE, individuals will have to feel membership is relevant for them (in their work or otherwise) (Table A1a) and that the benefits of membership are clear and meaningful (Table W1). In addition, one very telling finding from this study is the number of respondents who are unclear about the benefits of CAEE membership and/or who do not know about specific CAEE programs or services (Tables W1 and W5). Clearly, CAEE could improve the marketing of its goods and services. These findings suggest a couple of things for CAEE.
Recommendation #1: Develop a marketing process/plan to facilitate a reach beyond what is typically considered mainstream environmental education consumers (e.g., K-12 educators, informal educators, and others who might fit the typical demographic of this study, i.e. middle age, female, educated, Caucasian, democrat, middle-income citizen, and spiritually unaffiliated (Table A3). This would include targeting diverse market niches such as minority and low-income populations, members of the business and/or private sector (see also Recommendation #10), and those who may share conservative political values and/or diverse spiritual affiliations (See also Table AP2). This means targeting non-Denver metro, nonFront Range, and/or non-urban areas of the state (Table A2). Recommendation #2: As part of a marketing process or plan (mentioned above), develop a simple but professional organizational brochure that describes the organizations vision, mission and guiding principles, as well as provides a brief but helpful description about each
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of the specific programs or services. Descriptions should include the purpose, intended audience, and benefit for each (See recommendation #3 below prior to developing such a brochure). In addition, such a marketing brochure should describe clearly the benefits of CAEE to the state of Colorado (See Table W1 and Appendix B). The purpose of this brochure would be two-fold: (a) to help those individuals who are aware of CAEE but not yet members understand why CAEE exists and succinctly review available programs and services, and (b) to help market CAEE to yet untapped venues such as religious organizations, minority groups, businesses, private sector organizations, government, and non-profit organizations (Appendix D). And, although the webpage and online newsletter appear to be very useful, a printed brochure may still be an effective tool for achieving entre into many organizations. CAEE Programs and Services For years, CAEE has offered a number of valuable programs and services to its members. From this study, the most useful of these seems to be the networking and information sharing efforts such as the online Newsletter and the Website, and to some degree, the Online Directory and the Professional Development Series, the EE List Serve, and the Educator Guidelines. Of lesser utility are the Resource Review System, the Teacher Liaison Network, and the Regional Networks (Tables W4 and W6). In allocating resources, CAEE will need to consider carefully, which programs and services best maximize existing resources. Based on the data summarized in Tables W2-W6 consider the following:
Recommendation #3: To the degree possible, discontinue or reduce attention to the Teacher Liaison and Resource Review Programs. These programs seem have low use and fairly low usefulness. Although some teachers may find these programs helpful, nearly 1 in 3 teachers do not teach EE in the schools because of limits on their time, lack of resource and/or administrative support, and conflicts with effort on standardized testing (Table T2) making it difficult for teachers to make use of these resources. Relative to the other CAEE audience segments, stretching staff efforts to maintain these programs reduces efficiency across all programs. Recommendation #4: Conduct a quick cost-benefit analysis2 for the EE List Serve, the Regional Networks, the Professional Development Series, the Online Directory, Outside the Box Conference, and the Guidelines. These programs are used by many but have varying utility (Table W4, W5, and W6). Based on current strategic planning and visioning for the organization, the cost-benefit should render which programs that might provide the greatest reach/benefit for the least effort. Consider also the other programs included in Table W3 (e.g., the CAEE Auction, Awards and Recognition, Diversity Roundtables, etc.). Recommendation #5: Nurture and maintain the Newsletter and the Website. These services seem to be the most used and the most useful to the greatest number of people which is consistent with the top two perceived benefits/values of a CAEE membership networking and general information sharing (Table W1).
Quick cost-benefit means writing down and/or discussing briefly what major resources/efforts are expended for this program/service and what benefits the organization derives as a result of those expenditures. This should not take more than a few minutes and does not require a full, in-depth study of these programs in order to make a decision about whether the organization gains more than it expends.
Recommendation #6: Review both Appendix B (perceptions of CAEE) and Appendix C (desired additional programs and services) to develop a list of possibly opportunities that may draw either members or funding. As decisions are made to either eliminate or add programs and services over time, use this list as reference for strategic planning, marketing, and funding.
CAEE Advocacy Approximately 1 in 3 respondents indicated that they work in formal education (PreK-12 or Higher Education - Table W10). For those teachers who work in K-12, nearly 30% indicated that EE was not taught in their school due to lack of time, resources, training, administrative support, or constraints associated with standardized testing (Table T2). These constraints are formidable when deciding where to allocate CAEE resources. As recommended above, reducing or eliminating on-the-ground teacher training efforts may be the best choice. In the long run, it may be more helpful for CAEE to advocate for education reform at a higher level (e.g., State Legislature). Advocacy in fact, is one of the top four values perceived by the CAEE members (Table W1) and one of the CAEE focus areas ranked very high in importance (but low in performance) by respondents aware of CAEE (Table W7). Even those unaware of CAEE indicate high support for its mission and desired support of state government of the mission (Table NA2). Toward this end, CAEE could be a leading voice for EE in the state by articulating, clarifying, and tracking issues related to education about the environment. Steps toward this goal might include the following.
Recommendation #7: Using the issue chunking in Tables A5 and AP3, prepare a number of very brief one-page issue statements or white papers to distribute to legislators, policy makers, government departments, watch-dog groups, media, and/or educational organizations to help increase the clarity on topics and issues for our statewide educational system. In addition, suggest ways that these topics and issues are (and can be) integrated into statewide educational efforts. Recommendation #8: Showcase organizations and partnerships that already exist within the state to teach nature, science, and the environment. Use examples like EDUCO, Beckwourth Outdoor Education Center, Gore Range Nature Science School, Aspen Center for Environmental Studies, and other regional efforts to showcase successful partnerships between the public school system and informal providers. Use the diversity of approaches and venues (Table AP1) to demonstrate the multi-faceted support for and involvement in statewide science and nature education. Recommendation #9: Leverage the current (and likely short-lived) momentum created by Richard Louvs book Last Child in the Woods, to push for systemic change at the state level for lifelong learning about the environment. Use content in Tables A5 and AP3 for examples to describe the incredible diversity of topics and issues that affect all citizens and about which we are desperately need comprehensive public education. Furthermore, it is likely that some of the regional networks may be also be initiating Louv-type efforts.
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Monitoring and tracking these efforts will only enhance the power of this leverage at the state level.
Recommendation #10: Research and reference other states initiatives where EE organizations like CAEE have worked with state governments to set policy and initiate education reform (e.g., Kentucky, Missouri, Illinois, and California3).
Private Sector Opportunities Less than 1 in 3 respondents (unaware of CAEE) had some sort of organizational Environmental Management System (EMS). Of those who did not have such a system, many are interested in what an Environmental Management System might mean for them (Table NA3). In addition, respondents who were unaware of CAEE showed high personal support for CAEEs mission (Table NA2). This suggests that CAEE might:
Recommendation #11: Advocate for and support environmental attention in the private sector. Partnering with organizations such as the National Energy Renewable Lab (NREL) in Boulder as attention to alternative fuels becomes more salient (see Table A5 Energy), or the Alliance for Sustainable Colorado in Denver as attention to green building and LEED certifications become more prevalent is timely but also critical to citizen education about science, natural resources, and the environment (see Table AP3 green building). CAEE is ideally positioned to advocate for citizen-education with private sector organizations.
Tracking and Evaluation Finally, nearly three-quarters of the education provider respondents suggested that they have conducted some form of program evaluation (including surveys, observations, counts, interviews, tests, and focus groups). This is a very positive finding and one that probably represents, to some degree at least, CAEEs diligence to evaluation training and opportunities over the last few years. Of those providers who have not conducted any evaluation, reasons were mostly lack of time, money, and training. CAEE should not lose sight of the opportunity to maintain and enhance evaluation among state providers. Toward this end, the following are suggested: Recommendation #12: Continue efforts to promote, sponsor, conduct, or market evaluation classes, training, speakers, and resources. Recommendation #13: Gather, organize, and utilize state environmental education program evaluations to buttress advocacy work. Information and data (descriptive, statistical, and/or anecdotal) about program successes (or failures) can be tremendously helpful in advocating for citizen education.
See EETAP Capacity Building Evaluation: Final Project Report. 2002. Wells, M and Fleming, L. EETAP.
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Appendix A When you think of the term environmental education, what things come to mind? (n=438)
When you think of the term environmental education, what things come to mind? Open-Ended Response nature, plants, animals, conservation, care, issues, stupid politics, pollution Outdoors, fun, science, fresh air, new ways of looking at old issues/concepts, diversity learning how everything in nature is connected, learning about how we can help protect the earth, sharing what we know with children so that they can grow in understanding of the natural world. learning outdoors; big interconnections; relevance between people's day-to-day lives and larger systems/issues I usually think of the education of children age 18 and younger. Learning to co-exist with our natural surroundings in a positive manner. A myriad of things... Children and adults doing things - actively involved - learning about the world around them. People being encouraged to take action in their everyday lives to better their lives and the world as a whole. A complex web of information that is tied to nearly every subject matter and school topic. Under funding Expectations to show accountability and results Unnecessary defensiveness I could go on and on education which uses examples from the natural environment to teach both traditional subjects as well as outdoor science/biology. Teaching about nature AND using nature as a classroom. Teaching HOW to think, not what to think. conservation, preservation, technology and the environment, how to fit EE into the lives of youth today, appreciation of the environment, education about ecosystems, wildlife etc., knowledge to make good decisions, current EE intertwined with current policy, culture, funding and trends Fun, friends, re-energizing Making people aware of their impacts on the environment and also connecting this to policy decisions. Conservation.
An approach to education that integrates proven educational methods and environmental topics that allow learners to explore, discover, learn, test, evaluate, and apply information about our environment and natural systems from the biotic to the abiotic components, and including the human factor, since we are a part of all of this...not separate from our environment. Field trips (near and far; outdoors; museums; internet field trips; etc.) Hypotheses Experiments Research Discussions Debates Opinions Solutions Action Long term view Responsibility Simple shifts/actions ETC. EE is NOT just for school children, although they are an important target audience. Education about changing behavior and increasing awareness in regards to resources and the environment Educating the public about environmental issues (e.g., global warming, conservation, etc.) Leave no Trace trainings, Outdoor Education (wilderness trips, survival skills), science education (ecology, botany, entomology) Designing curriculum around the environment and issues it faces. Learning about our natural surroundings although really, everything in our surroundings, natural and synthetic, are part of our environment. More specifically, air, water, resources, global and local awareness of these things as well. educating people (usually youth) about environmental issues that don't come from mainstream educational or media sources sustainability. Education on the protection of environmental resources. Nature, stewardship, natural resources appreciation, understanding, preservation and protection. Action oriented outdoor learning experiences. developing an environmentally literate population starting at a young age recycle awareness flyers how to be environmentally conscious: light bulbs, gas mowers, water saving techniques, eliminating gas producing products within closed environments outdoors, experiential, hands-on Tree huggers and Green Peace protesters that hinder, rather than assist a constructive and proactive approach to the environment. Focus is usually spun to deter business enterprises, rather than find solutions that are mutually beneficial to both sides in a cost-effective manner. Sustainability and protection for future generations Teaching students and local residents about resource management, conservation, nature, recycling, consumerism, and solid waste. Teaching people to care for the earth and limited resources/space CAEE Audience Survey Report 1-9-07 34
Educating the public as to the risks of improper disposing of hazardous material. Educating the public as to the benefits of recycling everything and anything possible to make this world a better place for our kids. Recycling and clean water WATER, Air, Earth, then the specifics of Chemistry, Physics, Geology, Biology, Botany, and Hydrology, Programs offered by parks depts., public and private school field trips, nature centers, zoos, museums, conservation centers, govt EE programs like PLT, PW, FLP, health depts, soil conservation districts, state and national parks interpreters, Also programs offered by non-profits like 4H, Girl Scouts and Boy Scouting, Campfire, Inc. Inspiring and appreciation of and action for the environment Recycling, air-water-land pollution control, saving plants and animals and their habitats. making folks aware of the opportunities that exist to help preserve our world from something simple like recycling to encouraging legislation on global warming. Protecting natural resources Providing folks with the insight and direction to make smart decision regarding minimizing environmental impact Raising awareness about the importance of protecting/conserving the environment. That children should be taught this awareness in school. Education on environmental issues and education that includes environmental aspects. Earth Sciences Environmental Policy Renewable Energy Education Sustainable Development Conservation Clean up The Logan School Lack of environmental education is the first thing that comes to mind. People outdoors learning, looking, loving. People having fun as the world opens up to them. with the Earth and with creation, and then, wanting to care for and preserve them. responsible use of resources, recycling, clean air & water Sharing information with children, youth, teens, and adults on caring for the environment; understanding consumer patterns that affect the environment; and encouraging environmental literacy within schools and families; explaining and practicing leave no trace principals everywhere we go, from cities to the countryside; providing resources for teachers and librarians and parents to share with classes/communities that demonstrate good environmental stewardship; maintaining vigilance in respecting the environment everywhere we go, all the time. young children recycling ecology food chains and webs hands-on learning IT is a very limiting term that has context for those in the environmentally based fields. Opportunities to: Be positive role models for next generation Teach stewardship Understand & Appreciate the web of life (Understanding = Appreciation = Valued = Protect) Reap the benefits & joys of being with nature Develop a lifetime habit of outdoor recreation Pique interest in related sciences and careers that texts/curriculum are really not addressing current environment. issues: infrastructure, alt. energy sources, water quality. Environmental education is programs or initiatives that relate to all aspects of the environment. They are scientifically accurate and for schools are standards based programs that facilitate the development of an environmentally literate citizenry that can compete in our global economy; has the skills, knowledge, and inclinations to make well-informed choices; and exercises the rights and responsibilities of members of a community. Taking care of the things weve been given, trees plants, keep wild places wild, no motor cycles, etc. Be aware of wasteful usage of containers, eat more healthily. Live moderately, frugally. Stewardship of natural resources Education regarding importance of protecting, conserving and preserving all aspects of our fragile planet upon which we all depend to live. Education that involves positive experiences/interactions with nature that will foster literate, caring, pro-active earth citizens who will help ensure conservation of natural habitats, open space and the survival of all species including humans. Teaching in the outdoors with a component of nature central to the learning Environmental conservation and protection: Earth protection, recycling Green power, conservation, environmental awareness, New technology, Individual responsibility to protect the earth, love of science! children sitting with Game Boys and knowing next to nothing about their environment outdoors, nature, natural resources students learning to be good stewards of the Earth Teaching using the environment including experiential, hands on, outdoor activities. Teaching conservation, appreciation, respect for the land. People falling in love
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Wow, that's a big question. Teaching in an interdisciplinary manner, combining science, arts, language arts, music and kinesthetic to foster a connection with the natural world, create awareness and ecological literacy. I also think there is a component of the heart and conscience in EE. This can be taught in the classroom or outdoors and anyone can be doing environmental education in any other field whether or not it's called EE based on the values and principles of the teacher and thus how students are taught. Using the natural world to engage students in critical thinking experiences, hands-on activities, and decision-making processes. Environmental education is interdisciplinary (not just science), and moves the learner to levels of awareness and action within the context of the environment around them. Hands-on learning experiences designed to help students understand more about the world around them and how they can affect it. I think of the various activities that I'm engaged in at my job to promote waste reduction and recycling, things like writing articles and newsletters, putting together interpretive signage, developing 'messages' and campaigns, etc. Life as we know it today. awareness of the outdoor environment learning about nature and our context Helping students of all ages develop an understanding of the natural world and its connections to their own lives...education that is integrated in hands-on ways to the environment informing the public of what's going right and not so right within the environment locally, state-wide, nationally and globally - WE ARE ALL CONNECTED and what we do here in the US is impacting the world. informing us in how we can act to make necessary changes at home, legislatively and as consumers. Educating citizens about earth systems and caring for our earth. things that can help save the world... teaching about the land we live on, how to care for it, what systems make it work, relationships between organisms, weather patterns, what grows where, the life zones, water and how it is used, natural resources - their uses and how to conserve, living in a sustainable manner, etc exposing people to environment through nonjudgmental fact-based education with the hope you will positively influence their ideas about wildlife, habitat and conservation issues Opportunities (structured and unstructured) to share knowledge of the environment and environmental issues with others - classroom, neighbors, youth groups, meetings, planning commissions, and more nature hikes, field trips, experiments, species identification, resource conservation, pollution prevention, schools, nonprofits, nature centers, partnerships Billboards advertising steps to improve air quality, 'green campaigns' Education about the impact of various activities on the environment and steps we can take to improve our natural world Natural sciences, outdoor classroom, hands-on learning, experimentation, critical thinking, fun, discovery, deepening connection/understanding to natural systems, energy, water, land, wildlife, people and interconnectedness. Enlightenment about the hazards of environmental insults--to individuals, societies and the planet--and enlightenment about the solutions, many of which are far less costly than one might assume. kid programs My Job New ways of teaching and learning that incorporate the environment into already established subjects (Science, Social Studies, English, Math, etc). Familiar organizations offering EE programs and place based education come to mind first. fostering learning of all ages on topics pertaining to the environment (nature, natural processes, etc.) Teaching about the Earth's resources and the interactions between biotic and abiotic components...as well as man's place on the planet as protector/destroyer/biotic component. How to preserve our forests, parks and outdoors. Also Outdoor education, recycling, learning how to treat our land with respect. Creating awareness about and influencing actions and attitudes toward natural resources and the environment. posters, talks in schools, articles in the newspaper, television and radio info on recycling. also letting us know about our need to save the earth and how we can do that. Teaching/learning about the environment, how it works, relationships between species and their surroundings. educating people to make educated decisions. Stewardship. Facts, not advocacy. Call to action. Empowerment. Learning. Teaching people of all ages about nature and their place within the environment. nature, outdoors, kids, creative, energy, fun School-based curricula, 'Nature-center'-based curricula...both of which are for children. which are hosted by a variety of organizations Adult enrichment programs,
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The simplest (and, I think, best) definition of environmental education that I know of is this: from the natural world.
Learning in, about, and I also imagine
Formal study of water, soil, energy, air, ecology, population, economy, sociology, and quality of life. informal, experience-based education, particularly while outdoors. Protecting the environment. Hands-on education. Plains Conservation Center. Wildlife. Water, air, ecosystem, wildlife
Giving the facts about how different products and pretty much all solid waste can effect the Environment, such as water, ground water, & air. Learning about the environment--all aspects of the environment. I suppose my thoughts first go to the forests, fields, and mountains, but then to the urban environment. Environment is where we all live! teaching about the natural world and its systems in an academic manner and/or setting Protecting our earth form harsh chemicals, pollution and providing a safe place for us to live. Teaching many of these ideals to as many children as I am able to reach. I love to teach many of the sciences so children understand how important it is to protect our planet. Teaching children (& adults too) about our environment and how to protect it, including recycling, alternative transportation, renewable energy. Also appreciation including geology, wildlife classes etc. teaching people (adults and kids alike) about their environment and the impacts that certain actions have on the land (both good and bad) environment ecosystems nature Providing people with accurate information that will result in an increased concern for the environment, thus creating responsible citizens. pollution, human population growth, alternative energy, environment degradation Saving resources important, not taught in schools Global Warming Pollution Water Mining science, nature, students, outdoors, teachers, awareness *connecting kids to nature *teaching about natural systems, wildlife, plants etc. nature, wonder, hands-on, outdoors, stewardship It's a process in which people educate about environmental issues in a balanced, appropriate way. teaching children and adults about the environment and what makes up the 'environment', respect for all living things, future preservation & conservation, interconnections, etc. outdoor programming, environmental interpretation, sustainability education, how to effectively recycle, maintain native gardens, introduce a variety of audiences and ages to wildlife, plant life and the natural world in their area and give them a reason to care about it and want to preserve it. education and experiences that provide people with the skills, knowledge, and dispositions to be stewards of the environment in its broadest sense. It involves having an understanding of systems and an ability to consider the impacts of one's decisions and actions from that perspective. outdoors, science, connections between a classroom education and real-world applications. In-depth knowledge of local environment and how it relates to the larger scale, i.e. regional, continental, global. Sustainability Giving mainly kids (but adults also to a lesser extent) the opportunity to make the connection to the outdoors. To teach kids HOW to think not WHAT to think. informing students not only about what environmental science really is, but also what can be done to conserve and protect it in creative ways. Educating kids and adults about the natural world around them- what it is, how it works and how we can protect and care for it. outdoor education, children, nature centers, NAAEE, school kids on field trips Effects of overpopulation. Recycling. Beginning to education individuals about the importance of keeping our planet safe for the next generations to come, not just our immediate use and toss. Conservation, legislation and recreation the need to increase awareness through education, and to increase community involvement through service. learning about the environment and how to be a responsible and respectful citizen of our environment Teaching people about the environment - plants, water cycles, weeds, animals, ecosystem function, general natural history Environmental education centers, outdoor pathways with interpretive signs about nature along the pathway - Most often informal education, but there is formal environmental ed in the K-12 classroom, too. Eco-week!
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fostering stewardship, environmental awareness, and connection with our natural areas and local environments service-learning community involvement local to global awareness and action informal education Any organized outreach or signage involving enviro ed info or interpretation. Teaching about nature, connectedness, and an array of nature topics. Also hippies and middle aged white women (no offense, the field just needs to recruit more diverse educators). inspiring people to learn more about wildlife and nature, and grow to appreciate and conserve it. teaching children to be responsible citizens of the world Teaching about how things are interrelated. Helping people have a connection to the earth and its' systems. Developing awareness of our surroundings and our impact on them Camps, day trips, hiking, being outdoors with kids, some give the reputation of brainwashing environmental activism Field studies, tying together science concepts, transects, biology, botany, water studies. outdoor experiences, youth education, environmental literacy. There is a great lack of environmental education outside of the Denver metro area. Stewardship, sustainability, teamwork, planning, hard work Awareness of how our planet functions as a system of living beings and matter. resources, and sensitivity in our relationship to those resources. Concern about the sustainability of
Children. They are the key to the health and future of our natural resources. They should be first in our minds, then community presentation. hand-on education, diverse topics, linking the audience to the environment Education with a science base and is experiential. Teaching children about nature and the processes of life to instill knowledge and appreciation. I think of teaching students about the environment and the natural world around them. This can be done in a classroom or out in the field. work fun important 'EE is E' mostly natural resources, biology. but also air quality and water quality. Teaching people about nature and the environment including wildlife and plants. teaching outdoors, environmental ethics, 'glorified tour guide' labeling, changing misconceptions outdoor learning experiences Informing people about how they can help take care of the environment and how their actions affect nature. The gamut of wildly irrational, non-scientific, emotionally laden diatribes to carefully constructed, balanced, scientifically sound programs Grassroots, community, science, practical information, nature interactions, fostering appreciation... Nature becomes your classroom. stuff teaching especially young people to become enthused and to make conscious, informed decisions about our natural world Class room/formal education about the environment Learning about ways to reduce humanity's negative impact on the biosphere. environment land health public education educating people about the world around them National and State Park Interpretation Systems PBS Programming NPR Programming Museum Exhibits and Programs K12 Courses, where available Learning about the natural environmental through personal and non-personal methods. Nature, the world around us, and teaching others to appreciate the ecosystem they live within. Without the Earth and its environment, people would not be able to exist!!! Animals, plants, geology, water, conservation... recycling nature sensitivity drought renewable energy Conservation, environmental awareness, quality programs, outdoor programming, non-formal education. being outdoors with a group of students learning about the environment in a real way. Field trips sustainability recycling programs resource education local/individual steps School children open space neighbors public officials public in general interpretive skills An easy task with plenty of funding and unlimited resources and 100% emersion into schools, churches, communities, and camps. Where students learn while out in the environment and government supports the efforts with high paying, low stress positions. A world where every man women a child just 'gets it'. Thats all. Touching young and old minds. Exploring.
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Getting adults and children outside and learning basic ecological principles by touching, smelling, hearing, and seeing the biological world and how it operates in the inorganic world. Workshops, classes & programs to teach & inspire people & to promote conservation. Teaching people, usually children, about our connections with the environment and how environmental issues can affect humanity. Helping raise the public's consciousness about plants and animals and how we can better co=exist with them. Thinking globally but acting locally. Getting children outside and connected to Nature. Providing guided access to and knowledge about Nature to adults. Providing the connection to Nature that will prompt a desire to protect Nature. children outside learning about nature but also, I'm very aware of the negative connotations which, for me include an idea of un-professionalism and lack of credibility. taking kids on field trips to identify plants, wildlife, etc. TEN Program from Colorado Division of Wildlife Interpretive programs at state parks Teaching students about nature, wildlife, the planet Outdoors, summer camp, Project WILD, college Providing information to the public about the environment: hands-on, scientifically accurate Outdoor education and hands on Pollution (air, water, land, light, sound) recycling, use of natural resources, conservation, protection of land, water, wildlife, forests. responsible citizens able to balance the needs of people with the needs of the environment. teaching children about nature - birds, mammals, plants, etc., and how we are dependent on natural cycles (water, soil, oxygen) kids in the woods, kids exploring nature with guidance and instruction from an adult/s. Teaching about the interdependencies of ecosystems and the impact that humans have on ecosystems, ways humans can reverse and lessen impact. Teaching kids, as well as their parents, about nature. Informing them about the vegetation, wildlife, and how things inter twine. educational course work that informs and involves the learner in a variety of topics that result in that learner coming away with comprehension of a topic and the knowledge of how to apply themselves to touch upon that issue. To have community members that feel ownership of their world, lands, communities, there must be functional education and involvement. water, management in the interest of all, adaptation to Earth's changes Schools, nature centers, parks and recreation, etc. I think about environmental topics taught with the goal of ecologically literate citizenry. We teach the topics, provide for connections and further understanding and action, but in the end students will make decisions and actions for themselves. Natural and cultural interpretation; working with children of all ages; collaborating with other educators-both in EE and elsewhere; outdoor education; topics including ecology, conservation, geology, history, biology, etc. Science, Sustainability, stewardship, K-12 education - integrating environmental aspects into traditional educational programs. Science experiments that consider the environmental impacts of what we create. Overall education on how we can positively impact the earth. Starting with young students to understand environmental issues. Providing a balanced story - not an overly 'green' agenda. Finding a way to explain complex issues to non-technical people. Connecting people to a place Getting kids engaged and excited about the outdoors. classroom programs, community environmental outreach National Park Rangers guiding tourists. acting appropriately in the outdoors so all may enjoy it Teaching children to act this way
Teaching school children and youth groups about the importance of conserving our natural resources such as trees, coal, gas, and giving them specific ways they can help the world in their own individual ways at home and in their neighborhoods. Teaching them about alternate energy sources such as solar and wind power. Teaching them about recycling, re-using, etc. Bring the kids into the outdoor classroom children becoming aware of and developing ownership of their environment with guidance. many different environments outdoors integrated curriculum - basic learning with Teaching people about the impact the human race has on the environment. environmental concepts
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Promoting responsible behavior and environmental stewardship. Providing opportunities for people of all ages to directly experience the environment and establish a connection with their environment. Developing positive feelings (appreciation) for the environment and a desire to understand our place in it. Building knowledge to make informed decisions. Hands on experiential education in a natural outdoor setting Course work that informs and educates students on planet resources and their use. Environmental education that includes use and understanding of the environment. I think of students who are learning new things and reviewing old. It could be field work and they could be young or old. It is a vital part of education. curriculum-based outdoor-oriented educational opportunities that support teachers needs and use agencies, organizations, etc. to provide the educational service or opportunity or site Teaching kids about the environment. education about the environment, its systems, including human and economic, learning the impact of human actions on nature. Project Learning Tree Outdoor Education Reduce, Reuse, Recycle Educating the public on the value of our natural, cultural and historical resources to promote understanding of how all the pieces fit together and to encourage preservation and stewardship. wet, dirty, happy kids mucking around in a pond with buckets of bugs sustainable development conservation not preservation appreciation leads to action leftist environmentalist. Doom and Gloom with massive responsibilities for kids. teaching people about the many ways in which the environment is being polluted and destroyed by big business and the coal, oil, gas, timber and cattle industries, to name a few, as well as by the wasteful and destructive habits of individuals and teaching ways in which each individual can conserve and help protect the environment. Teaching about the reality of global warming, the need for alternative sustainable clean energy sources. Educating the public about how the current Bush and republican congress has set back the environment by decades in terms of undermining clean air and water standards, trying to rollback clean air and water requirements, wanting to log and build roads in road less wilderness areas, etc. Getting out of the box and getting outside. 1. understanding about the environment and all of the interactions with plants animals and abiotic factor. 2. learning your role in your environments 3. understanding how each person is responsible for the stewardship of our environment. and that everyone can make a difference. 4. key is that EE starts at home and then the circles move out, EE does not start with save the rainforest unless you live there. 5. engaging kids and empowering kids (or any age) to understand their role in the environment 6. To learn that you can use all subjects and skills when you are actively engaged in EE 7. Learning and understanding and then moving to action. Feeling that you now have the power to make changes happen. Teaching children to understand, respect and care for the environment they share with plants and animals. Teaching people of all ages about nature and the world around them; instilling respect for that world; raising awareness of people's responsibility to conserve and preserve our natural resources; helping people see how much they influence the environment, and vice versa. Preserving the environment Recycling Wildlife education Stewardship to the environment. Basic knowledge of issues and practices. Saving the planet. Beating 'big business' Training future forest and park rangers. Teaching good stewardship. connecting people with the rest of nature Critical piece of a 'complete' education that can be integrated into all subjects! but is... -misunderstood. -thought of as a 'Soft' science. -found in elementary and middle schools (not h.s.) -stereotyped. Conservation/ awareness /empowerment learning about our natural environment Out door education-In CA the 5th graders spent one week at camp learning about plants, animals, insects, birds, rocks and soils in that particular place. Resource preservation awareness Reconnecting youth to nature Stewardship Creative opportunities Hope people out in Nature I think of children out exploring the outdoors and learning about the environment. Attitudes are taught and caught. Providing information, modeling behaviors that promote respect and conservation. Hands-on Accessible to everyone science-based learning can be fun Natural science, solar, or anything else that has to do with learning about our planet. Teaching others of all ages about the environment that they live in: What it is How to protect it Why that is important What happens if we don't do these things Outdoor experiences Science Connection to place Exploration Connection to nature Connection to each other Interdisciplinary Sustainability Outdoor education CAEE Audience Survey Report 1-9-07 40
clean air, awareness, hopefully people being more careful, respect for environment, picking up trash Teaching others about the interrelationships between humans and the environment. helping others become everyday earth stewards lots of games and intentional activities hands-on programs in nature first timers being amazed at the connections of nature my career and lifestyle Workshops, publications, non profits, Boulder children, behavior change, positive habits I. Natural History Education (Classic Hands-On Nature Study for all ages at all levels conducted anywhere from farms to Residential Outdoor Education facilities to National Parks and Urban Areas) II. Natural Resource Education (Silotype categorization of what we have as a species on earth and in our universe) III. Integration of Multi-disciplinary Sciences (Human and Population Ecology, Energetics, Biological Science, Biochemistry, Molecular Biology) IV. Environmental Communications and Philosophy (Interpretation of nature; reasons for preservation of nature; applications of technologies that ease human impacts to the natural environment). mostly children (although can obviously be anybody), being taught outdoors, about our natural resources and their protection I think of outdoor education centers that teach children about wildlife and nature. Helping people understand their place in the environment and the impacts of their actions. Teaching and facilitating students in knowledge of the environment Our future as a species and the necessity of it. Experiential education. A experience that nutures the love of science. Nature, resources, recycling, the outdoors An appreciation and understanding of natural resources Teaching sustainable living habits, exposing kids and adults to nature and learning more about nature and our coexistence on the planet. An appreciation for the cause, function, & purpose of the environment & its incredible diversity. moment whether, with a bird, a tree, a fossil, or a wildflower a lifelong interest is created. nature, conservation issues, climate change, ecology Hands on and face to face interactions that broaden awareness of the earth system and human impacts, and perhaps leave participants with ideas for action. Pollution, ecosystems, inquiry, government policy, economics Teaching others how to see things differently. Teaching others small things they can do to make a difference in our out of balance world. Showing people the positive aspects of how we can help make change and the negative (reality) of our world. Giving people tools to live more in balance with nature. Inspiring, teaching and shocking others to make change!!! Helping humans understand their connection to the rest of the natural world to where that understanding will help them make wise every day and life choices. Learning about all aspects of the environment, locally and globally. Nature, the outdoors, exploration, discovery, using senses. The opportunity to explain the gifts that the nature world gives us. The chance to educate children in the ways of listening, understanding and feeling the beauty and strength of the natural environment Biomes of different species of animal life and plant life that can be very fragile. Issues such as clean water, clean air, sufficient natural resources. Educating both adults and students. Adults are getting educated through direct marketing and media spotlight and PR. Students educated in schools. Instruction and experiences that foster understanding and an appreciation for the environment that enable people to be wise stewards of earth's resources. Teaching people about the environment/ecology. The goal is to have better informed citizens that will make earth conscience decisions. An awareness of human interactions with the environment. A sense of stewardship because of our potentially negative impacts on the earth. An understanding of the connectedness of all living things with the earth and each other. caring for the earth...animals, plants, water, natural resources, humans Excited, engaged kids - outside, learning, and having fun I think of how important it is to get kids connected to nature, to get them outdoors, away from computer games and television sets. This means a hands-on, in-nature approach to education. Providing the background and stimulus that encourages people to take more of a stewardship role in their community and natural environments. Getting kids out into nature Hands-on activities that educate and encourage people/kids to become involved in environmental issues. CAEE Audience Survey Report 1-9-07 41 Also, how in one
experiential, hands-on, & outdoor education that promotes appreciation, enjoyment, learning, and stewardship. Education rather than just providing information with the hope that you can plant a thought about something the environment that the person did not know before. Students and adults learning about the environment IN the environment. My high school ecology class - back in 1973. Then: global warming, CFC's, garbage, littering, etc. Field trips, recycling Experiential Education, learning about biodiversity and fundamental connections to everything around you, learning about respect and balance, a process that fosters what students already know to be true about their place on the planet and helps empower them to grow that connection. Information that educates the person about how, as a human being that you can preserve the environment in its natural state. Environmental Issues facing the planet: air quality, water quality, energy, population, land use, conservation, preservation, endangered species and wildlife management, sustainability and environmental ethics. Environmental education should be 'taught' to people of all ages. Education arenas are the media, schools (students teachers thru professional development opportunities), museums, etc. Environmental education should include local, regional and global environmental concerns. Environmental education should present both 'sides' of an issue and resources to research a concern. I think of educating people about awareness and appreciation for the natural world, being outside, learning how natural systems work, function, and interrelate with one another, discovering a personal connection to the natural world, and finally, developing a personal ethic to protect and preserve the natural world. non formal or formal education that covers a variety of topics about the environment and is cross-disciplinary (formal ed), including particularly science and social studies. children and adults learning about the natural world while they are actually in the natural world experiencing it first hand learning about ecological relationships and how individual and collective human actions affect these relationships Classrooms without walls. Interpretive centers at local parks, programs offered in the community by nonprofit and commercial businesses, museum of nature and science How to educate all people on the importance of taking care of our Earth. For all people to leave the world a better place than when they found it. To make everyone aware of their responsibility to each other and our great planet. Educational endeavors that employ and teach sound scientific principles to those seeking to better understand the physical world around them. I believe that environmental education that relies upon environmental 'feel-good-ism' is a disservice to both students and the people teaching them. Teaching about the natural environment, the flora and fauna, and also teaching about policy and actions and how these two impact the environment. Creating a link btw knowing and appreciating the environment, and realizing the implications of all actions on the environment, good and bad. Education of our youth and adults in stewardship of our land and resources; Incorporating all branches of science in a well rounded educational program that focuses on using and maintaining our natural resources, including recreational uses. Teaching youth and adults about the facts of the flora and fauna of various natural environments. Increasing awareness of the impacts of man on the natural ecosystems. Experiential learning opportunities to give people the resources they need to make educated decisions about environmental issues and policies. Teaching stewardship of the land and enjoyment of natural resources. education about the environment; can be either in the environment (outdoors) or can be in a classroom Earth system science; inter-disciplinary; comprehensive; integrated approach Education of the external, non-human world about us and the impact we humans are having on it biomes, biosphere, food pyramids learning experiences that focus on how our natural environment works and how we (people and the things we make / use/ etc.) interact with it... it can be a lesson on the environment or might be a lesson on another topic that gets related to the environment Awareness of our daily practices and looking at them beyond our immediate use- where the things we use came from and where they will go when we are done. IN addition, learning to respect the rights of other living things on the planet as well as the Earth itself. Hope for a sustainable future and healthy planet helping students understand the concept of mass balance and the implications that nothing just disappears. I think of a science that integrates all sciences and a way to connect all people to the natural world around them. It is also about gaining a knowledge-base about the interactions of the parameters that create a balanced Earth system and what prompts imbalances. CAEE Audience Survey Report 1-9-07 42
Connecting with nature and the land, experiential education that is hands on and thought provoking. Learning about your home, and natural systems, the environment. Education means teaching kids. Add environmental to that and it means teaching kids to be aware of the environment around them, understand the relationship between plants and animals and learn how they affect that environment in positive and negative ways. Both nonformal and formal education programs, education to promote ecological literacy and positive environmental behaviors, the Tbilisi Declaration, nature centers, hiking, nature, nature centers, national parks, etc. Awareness about the environment and issues surrounding it. How to take care of the earth and be stewards of it. Educational concepts such as Leave No Trace, Reduce, Reuse, Recycle, Composting, Protection of Endangered Animals and their Habitats. Building support of organic local farmers. Teaching people to use less fuel, water, electricity. Education on alternate sources of energy for both homes and businesses. Building awareness about riding bikes, walking, taking the bus. Teaching awareness toward our actions effecting the next Seven Generations. Helping people become informed voters on environmental issues. Teaching children and reminding adults how to commune with nature, care of the Earth and be responsible for their actions and impact on the Earth. Critical education for all to live sustainably on our planet learning about nature, life inside and outside homes/other buildings , the effect products/services have upon our quality and comfort of life, and health Teaching people to take care of our natural resources teaching how to connect with one's environment; sense of place; interconnections and relationships of nature and human; biology, geology, geography, chemistry, ecology, botany, zoology, etc. & how the sciences interrelate with each other; teaching respect of life, conservation, sustainability; Well rounded interdisciplinary comprehensive studies of a place; the natural components and the human components of our world. To me, EE is making people aware of the natural world and hopefully inspiring them to want to protect and learn more about wherever they visit. Awareness of the following: Pollution, endangered species, quality of life, health, corporate greed Service learning, naturalist interpretation, outdoor lectures, Project Learning Tree, Wet and Wild activities... Teaching folks about the environment in and around which they live. This could be any environment; urban, rural, wilderness. Also, teaching within the environment that you are teaching about. One of the supreme strengths of enviro ed is that it is so hands on and accessible; one can see what they are learning about instead of visualizing it. Educating children and adults about stewardship of this beautiful planet. Helping them to become more aware of not only observing the out-of-doors, but also becoming informed citizens concerning the issues surrounding the preservation of what they are observing, and enjoying. Teaching how the world is one big organism and everything must be done thoughtfully as actions effect far beyond the immediate or local impacts.
When asked to think of the 'term' I guess I think of what it is that EE means to me as a term; the first images that come to me are images of outdoor-school type education where I had the most intensive and meaningful education about nature and the environment; then my thoughts broaden to classroom experiences and nature-center and museum education. I believe that other education that prompts us better understand how we are related-interrelated to the world around us, such as ed. about food, agriculture, water, energy, population, consumerism and economics, politics, etc. can all be EE too; as can any conservation education, or education about how to live in more sustainable way. But I always first think of an image of nature related education. And then I wonder - what, if anything can we really do to influence the possibility of long term sustainability of some quality of life - human and other - on this planet. Hmmm ? outdoor education, conservation education, Project Wild, Wet etc. resource awareness, recycling awareness, habitat exploration, Department of Wildlife Project Wet/Wild Cleaning up air and water. Swartz's AP Environmental class, nitrogen cycle, monitoring, River Watch, lots of cool lab activities, ecology research w/ NREL & CSU Outdoor hands-on inquiry learning about the physical, biological and chemical parameters of nature Environmental stewardship, helping people become aware, educated, and informed about our natural world so that they can make sound decisions and take positive action to help take care of it. National Parks Science classes in school Environmental Issues in College An Inconvenient Truth
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I think that we are missing the boat...that we are still teaching about ecology and nature and, more important, about environmental issues and solutions as if they were not all connected. What we should be teaching is about root causes and sustainability, that is, issues that threaten our future that have social, economic, and environmental repercussions. We should be focusing on root-level causes of environmental problems and root-level solutions that create a sustainable future. natural resources, interpretation, awareness, appreciation. quality of life, future sustainability. getting kids outside school children and adults in an outdoor setting Teaching people how the natural systems work, how they interact, and how we as humans interact and affect these systems. Outdoor training. outdoors, experiential learning, values, current and local topics Classroom education in public and private schools and adult education programs through public and private organizations, as well as environmental education through newspapers, magazines, internet, etc. people learning how they interact with the earth and each other sustainability, changes futures, and educating children about how their adult world will be very different than what it is now, making connections between our every action and how those affect the rest of the world. Teaching an awareness of man's interactions with and impacts on the earth. Increasing awareness about nature, communities, resources and how these are impacted. Done primarily by environmental groups and no where near enough by K-12 and higher ed. Should be a basic component of all education much the way we feel that education for citizenship should be. Teaching children, adults, whomever, about the environment in the environment. Hands on, experiential learning. Providing objective education on environmental issues, not being radial to the point of 'turning off' individuals, but being very honest about the issues and what needs to be done to save the environment. hands-on education about ecology, including the impact of humans on the planet; humans as part of the system, not separate; a subject the brings up controversy for some people; essential to the future naturalist, informal, change in values and behaviors. Followed by water, energy and land use education that could lead to changed behaviors. recycling, air and water quality, education on responsible stewardship of the land, conservation, and learning about issues such as landfills, water supply, etc. Schools, children, workbooks. Education about the natural environment and how humans are connected to it (includes impacts and issues). Environmental education may, or may not, also include promoting certain environmentally friendly behaviors. Teaching/learning opportunities on topics related to a wide variety of earth sciences - soils, wildlife, ornithology, forestry, ecology, rangeland, etc. being outside (contrary to what I do) learning about positive things to do for the earth teaching kids (1st thought-but adults as well) about the earth and natural resources enhancing environmental stewardship by teaching children and adults how to process and problem-solve through today's environmental issues. respect for the land Stewardship to the earth Teaching the public about environmental issues from plants, water, animals, fire etc. Ways to conserve, leave no trace, and teach others ways to make a positive impact instead of the negative ones that are usually made through ignorance. teaching people how to conserve, use and protect our earth and resources. Teaching people (especially school-aged kids) about the environment - foliage, animals, ecosystems, etc. - and about responsible stewardship of our resources. Leave no trace, natural resources, habitat infringement, sprawl Water rights, public vs. private lands, issues that divide people, access to wilderness. Providing the public (kids and adults) with ways to learn about their environment and their impact on the environment. signs along a path, guided outings learning about nature, learning to take care of the world, learning how all things are connected. Community based planning. Ecosystem Management. Educating the public about all aspects of environment and conservation through various avenues of awareness. Education in schools & media. Not necessarily the same as everybody who 'teaches' is not on the same page!
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Ecology, wildlife including birds insects fungi fish, botany, life zones, human impacts on the environment (pollution, energy & fuel/resource extraction & use, habitat destruction, endangered species, global warming), population growth... stewardship, sustainability, educating people of all ages, helping individuals understand their connection to the environment outdoors, connections, higher level thinking skills, science, not funded Teaching about biological and ecological sciences within a socio-political context. We teach about the basics of how the natural environment functions, and how people impact those systems one way or another. Multidisciplinary, necessary, important, etc. I think of it as life education, as the environment is the world we all live in and it's important to understand what our role is and should be in regards to the world around us. Outdoor settings children hands on informal teaching (sometimes not very well trained) fun activities Helping kids understand the importance of the environment and its connections to everything in life. Their future depends on what we do today. Learning about the environment and how to manage nature. Environmental Education incorporates all disciplines, including science, math, language, and art, to teach 'students' (formal and nonformal) the science, systems, cycles, and environmental theory of the intrinsically linked world within which they live and provides them with the tools, experience, and knowledge to make informed decisions in their daily lives for a sustainable world. outdoor education Teaching about ecosystems, interrelationships between people and the environment, conservation, and environmental management. Learning about the natural world around us, and by learning, we are able to become better stewards of this world. Educating the public, school children K-12, and higher education about the various aspects of environmental issues. children and outdoor activities science camps On one side: Multimedia, videos, interpreters, in-classroom expert presentations; On the other: insufficient in quantity and quality (in many cases), absolutely necessary to meet org. & agency mandates; scientifically proven to be highly effective education about biologic topics. Edu about issues facing the environment and people Little kids looking at pond water, ranger talks around a campfire at a state or national park, teachers getting in-service credits doing Project WILD stuff Primarily natural resource interpretation and education. Understanding the systems that support life. School field trips to natural settings Hippies still fighting the good fight The ideal: interdisciplinary education that creates life-long environmental learners and advocates. outdoors critical environmental issues - such as water usage hiking with kids games/activities - e.g. from project wild, PLT Out door education Teaching and learning about the big blue marble we all live on. I also think of innovative ways that we can all help one another to show how important it is to be responsible for the preservation and protection of what we have on earth. stewardship, Colorado, wildlife, habitats, human impact Hands-on, experiential, inquiry-based programs and activities for students and of all ages. Using the environment and natural world as the context for teaching science AS WELL AS other disciplines, including but not limited to math, reading, writing, history. Activities and programs designed to develop critical thinking skills, problem-solving and decision-making skills. Learning that develops Sense Of Place and connects students to their local environment and their community. Enabling people to make sound decisions based on best available scientific data. Education about the environment, environmental issues, and environmental appreciation. This occurs mostly in informal educational settings. Many schools do not address EE directly, especially beyond the touchie-feelie level... nature programs science lessons sustainability actions experiencing the world with hands-on activities Local outdoor ecosystem education is my 'ideal' picture of EE. EE also means a flavor or context that can be given to ANY subject matter. Outdoor education; math, reading, science, social studies, language arts, art, music, physical education...all related to ecology and environmental issues...REAL-LIFE learning scenarios...LOVING learning and LOVING teaching! I think it means teaching people of all ages about the world around them. The images the term creates focuses on outdoor, hands-on learning that is interactive between people and between people and the world around them. learning/teaching people about our natural environment and our impact/influence on it formal and informal integration of environmental considerations into everything we do every choice we make. CAEE Audience Survey Report 1-9-07 45
Teaching people how to respect and protect the environment Relevant, holistic, thematic, experiential, multiple learning styles, natural science, problem solving, and critical thinking, interdisciplinary...hurray! Preserving environmental quality for future generations. Educating our youth so they can become better stewards of the environment. Teaching a land 'ethic' to suburban and urban populations. Teaching and learning about the environment Teaching responsibility and awareness education about ecology, plants, animals, nature and the environment, and that much of this education takes place in the field Science, natural systems, large pattern science, sustainability and learning the basic laws of nature and applying them to everyday life. The term EE makes me think of raising awareness about the link between our environment and human welfare on a large scale and local scale. It has practical components with economic reasons, like recycling or renewable energy or pollution prevention. But it also means teaching caring to children and adults. Promoting the sustainability of life seems to be a phrase catching momentum. Education focused on habitat conservation and preservation. Education that inspires respect for other living things. Education that provides positive/hands-on nature experiences thus fostering care and concern for the health of the environment. plants, animals people, interactions, decisions, background knowledge, big-picture, overlap between disciplines, engagement, controversy children, adults, outdoors, nature Developing a love for and understanding of the earth and all of the resources that it offers us. Getting people to understand that human infrastructure is built upon the resources that the earth and all of its inhabitants offer, so any effect on the earth's systems will invariably have an effect on people. The out of doors (Living beings and the environment) Conservation Learning about environmental science and its applications to environmental issues of the world outdoors appreciation of the natural environment resource conservation responsible land management community involvement and investment Children learning about recycling, renewable energy, ecology & littering. Parks, non-profits, schools encouraging children to appreciate the natural environment by taking them to it and teaching about interrelatedness and conservation... Hands-on environmental learning activities/discussions. diversity awareness, resource management, hunting-fishing and camping Teaching appreciation of nature and how to take care of the earth and all its living things. learning about habitats, animals and their interaction with each other, human impact on natural cycles building ecoliteracy experiencing interdependent relationships in nature becoming aware of webs and connections getting kids outside Environmental concerns and solutions Natural Resource education Ecology Wildlife education Finding ways to inform and help people learn about the impact of humans on our world. Pollution, global warming, ecosystems, biomes, endangered species, food webs ... Preservation and reclamation inquiry, hands-on, connection to ones surroundings, education through exploration, play, discovery Teaching communities about the environment so the knowledge can be passed down and the environment, preserved. Education on a range of issues like; geology, biology, the environment, and social issues as well. Insects, plants, nature, recycling, climate change, wetlands, organic farming, sustainable agriculture, etc. Nature, kids, outdoor classroom, environmental ethic teaching about the outdoors, nature, interrelationship between human activity and natural world. formal and informal education. young and ole. EE is an opportunity for learners to develop process skills, recognize the importance of conservation and environmental stewardship, and develop personal responsibility. It is also an adventure in interdisciplinary teaching, providing opportunities for learners to grasp concepts across the spectrum of education in a natural setting. Finally, EE allows learners to 'do science' in a way that makes it real and enduring. non profit teaching to the standards natural landscapes, extracurricular classes for youth and adults, sustainability, the future of our planet bright young faces, nature walks, campfire programs, volunteers CAEE Audience Survey Report 1-9-07 46 Natural resources Also Tree planting
Conservation of resources, especially water, impact of further residential and commercial development, teaching young people about the damage that has been done and how it was done, and ways to prevent further destruction to the environment Anyone--but especially school children--broadening their understanding of how our environment is integrally related to every aspect of our lives, and vice versa. Such education leads the students to becoming 'cultural creatives' who are then able to help literally create a new culture that functions on the understanding of how we are interconnected to our world. As I see it environmental education is producing the awareness of the environment (plant, animals, interconnections, and our role as humans). Environmental education promotes sustainable living and informs about current problems and solutions across the globe. Finally, environmental education asks us to do our part to help the environment. the enter working of living and non-living things Educating kids and adults on ways to protect our environment and/or ways to get them to learn about the earth, nature and how they relate to it. Environmental education invokes images of interactive, hands-on, dynamic educational experiences, ideally in the outof-doors, which enable people to get to know and therefore understand the functioning of natural environments around them. This can also be done indoors and focused on environments not immediately, or even remotely, at hand. Goals can vary depending on the application and needs of the participants, but improved academic achievement, heightened stewardship of wild lands and social responsibility are some possible outcomes.
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Appendix B In your own words, describe the Colorado Alliance for Environmental Education (n=261)
a non-profit organization that helps other organizations in Colorado do environmental education. An organization that brings together the many EE providers found throughout Colorado to create a network that can assist each other, as well as the network as a whole, in promoting EE. A networking opportunity for Environmental Educators to increase awareness of environmental education in the community, to build skills for environmental educators, and to work towards legislation and social changes that benefit all through environmental education. supports and promotes educational opportunities for teachers in enviro ed, thus increasing the presence of enviro ed in our state. A nonprofit dedicated to increasing the awareness of EE across Colorado. Also, a facilitator of communications, workshops, and information. An organization that brings environmental entities from across Colorado together to address issues specific to environmental education in our state An organization committed to supporting and maximizing the excellence of EE taught in the state of Colorado. Promote awareness of environmental education (Teaching Outside the Box, annual award to outstanding individual) A non-profit that strives to improve access to and quality of EE in CO...focused mostly on classroom education and non-formal providers that serve/support classroom education. the CAEE serves as a hub to connect environmental education resources across Colorado. An organization that brings together a network of resources for educators; provides educational information for educators; provides educational opportunities for educators; provides just plain old information for a network of people. A network of educators who work on environmental issues in Colorado. Action based learning organization. CAEE is a coalescing force for environmental educators in Colorado. It is a leader in environmental education issues and concerns and provides concrete tools to help people who are doing environmental education. It advocates for environmental education locally and regionally. Don't know much about them. I do not know much about it. I assume that the group works with many different organizations to attain a certain amount of environmental education. I do not have enough information on this organization to comment. A wonderful group of educators A local group dedicated to furthering EE in our community An organization that supports environmental education by providing information and resources. A great organization which helps and teaches us so we can help and teach others. An advocacy and clearinghouse for resources, learning opportunities, and providing EE community networking. A network of agencies that will impact the field of environmental education to make it more accessible for all. CAEE is the Colorado chapter of the NAAEE. CAEE is a broker and resource for environmental education in Colorado. CAEE is also involved in the national policies of how environmental education is assessed. A resource for EE programs, development, and networking. a clearinghouse of EE info and networking hub as well as providing professional development Brings together teachers to discuss environmental education, outreach, and protection Environmental education for everyone! CAEE is an organization which actively promotes the expansion of environmental ed in the state of CO; it conducts a well-attended and very informative conference annually in Winter Park. great grassroots effort to support environmental ed clearinghouse and advocate for EE curriculum and programs. Multi faceted organization that works to bring environmental issues to students and teachers of all ages and backgrounds An organization that brings environmental educators together to learn more about the field and spreads information about ideas and happenings in ee. CAEE serves as a 'clearinghouse' for information, an organizer for events that promote professional development in the area of environmental education, and a network for dialogue between various organizations. CAEE is a group of like-minded individuals who are at the fore-front of promoting Environmental Education across our state. CAEE is a membership based non-profit organization that provides support to professional in the field of environmental education. cooperative organization of EE educators and programs I'm not sure how to describe it.
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A group of people who care about the earth and helping others to build an awareness of the environment in which they live, to learn to value all its parts, believe it should be cared for and move to take action to live sustainably and lead others to as well. a group of people coming together to share ideas and work together to promote environmental education Coordinating body of formal and nonformal science and environment educators throughout the state. Clearinghouse for EE information and resources. Central body to connect with other EE professionals. An organization that contains information about Environmental Education organizations across the state. It is a place to get answers about EE in Colorado. An organization dedicated to fostering methods of environmental education and providing professional development opportunities for environmental educators AN organization to promote environmental education through the linkage of formal and informal education agencies with teachers. A resource for providers and distributors of ee resources and information Colorado local organization to promote the use of Environmental Education in schools Colorado's own champion of EE. Facilitation of EE in Colorado. Cutting edge of EE work nationally. CAEE is the professional networking and capacity building organization for environmental educators in Colorado. CAEE promotes and supports ee in Colorado. They do professional development and advocacy plus build local networks. CAEE is a professional association which supports the efforts of environmental educators and promotes quality environmental education throughout Colorado. A broad umbrella group that encourages exchange of knowledge related to environmental education and advocacy. It also creates opportunities for exchange and education. A collection of people who professionally educate about the environment. An organization that supports its members, CAEE, continues to respond to members (although there is a definite bias toward those living on the Front Range.) Local networking and action organization for Colorado environmental educators One of the many resources to which I can turn to for information on teaching about the environment in the classroom A great listserve A resource for teachers, naturalists, educators, and the public. I've just heard of it, so I'm interested in learning more organization that advocates for and advances the cause of environmental education An organization that brings together entities that aims to reach students in their environmental messages. A group of people who are like-minded about EE and working to make it a strong part of Colorado education. This includes providing resources and professional development to make educators better and stronger at what they do. CAEE is an organization of wonderful people who support EE and those organizations who teach EE as well as schools and citizens. CAEE offers helpful workshops and the annual conference to share innovative ideas and concepts in the EE field. non profit organization based in Golden that is dedicated to education about and preservation of the environment. an organization committed to leveraging the collective power and to convening and sheparding a range of opportunities and resources to organizations and individuals who are committed to an environmentally sustainable future. What little I know, it is a group that fosters cooperation and advancement for environmental educators and centers across the state. From when I was involved - it was a great clearing house for teachers, professionals, environmental educators to be able to link together CAEE is an organization that brings people together to discuss, organize and improve Environmental Ed in Colorado. It's also a great place to meet people in the EE community. small, grassroots support for Colorado environmental educators A group that works to promote environmental education CAEE is a connector institution that provides opportunity for networking, partnerships, and professional development for individuals and the institutions they represent. CAEE also throws a great party. A network of both formal and informal educators advocating for, and informing others about, environmental education and good practices. Support network for educators in the state. I think I did that before, to some degree. CAEE is, first of all, a very valuable nexus of resources and networking for environmental educators, period. But it is not a diverse group, and much time seems to be spent on low-key social bickering and individual selfpromotion, even when it is not in the best interest of CAEE's projects and progress. Great networking tool that helps EE groups from around the state connect and partner on various programs and ideas a group that works in Colorado who educate people about the environment. I think you work with other groups besides schools An organization dedicated to developing a clear and concise manner in which we teach environmental science in Colorado A networking and educational resource for environmental educators. A group that organizes meetings to familiarize area teachers with resources.
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CAEE is an organizing force for EE providers, offering access to training, PR, information sharing, recognition, and communication via meetings, conferences, social gatherings, and fundraisers. It is also an organizing force for EE customers. Offering information on EE programming in the area. A consortium of educators and professionals advocating in Colorado schools and communities for responsible stewardship to the benefit of this and future generations. a unique organization that champions for the success of EE throughout Colorado - provides an essential link between formal and non formal educators and the corporate world. An organization of concerned and caring people with high standards of professionalism. They care about education, people (especially the young people), and the earth. The professional development hub for Colorado's environmental educators. CAEE is an organization that helps people in the Environmental Education field network and build professional skills. A good group of well-meaning advocates for understanding the environment Networking with other passionate people to organize, influence and strengthen environmental education with in Colorado!! CAEE Rocks!! The CAEE is like a big patchwork quilt. With all the patches representing an idea, an organization or an individual. When you put all of these patches together you have creativity and function. The quilt is held together by a common thread, the environment. CAEE is Colorado's premier professional EE/ Interp. organization which serves members by offering courses, acts as a clearinghouse and brings together community. I don't know much about it. I just joined their list a month ago. So far it seems like a forum to inform interested parties about ways to get involved in environmental ed. The Listserv is one of the most valuable resources for environmental education information in the region. An advocacy group to promote the benefits of EE An umbrella organization working for, and with, environmental education providers within the State of Colorado. CAEE works to coordinate E.E. resources, assure quality programs, and provide a network of information for professionals in the field. a non profit that advocates for env ed Coordinates the information about EE programs around the state and helps various organizations get together with similar missions or programs. Help to get the information out into the education world about what is being done in Colorado EE programs and formal education programs. network to get information about jobs, workshops, etc increasing education for all For me its a great networking tool, and a place for me to stay active in the world of Environmental Education. I would like to tap into more of its resources and become more evolved. The work done here is essential to the well being of society. An umbrella organization that brings environmental educators together for networking and brainstorming. A group of professional educators dedicated to helping Colorado's public (particularly but not exclusively children) better understand humanity's dependence on a healthy environment. This active group lobbies for better teaching standards, raising the profile of EE as a subject, and training and empowering both formal and non-formal educators to be more effective spokespeople for EE and the environment. CAEE helps to bring environmental educators together, to better our EE through contacts and education. The professional organization in the state of Colorado in support of folks who are in the field of environmental education professional group for environmental educators. CAEE is an organization and promotes EE. They support Project WET and WILD workshops. CAEE provides information and opportunities to educators to help them improve in the field of environmental education. A group working together to gain more awareness of environmental education and gaining appreciation and creating well rounded students/people A group that informs and educates people about environment education. Active group advocating and coordinating Colorado EE efforts A small, organized non-profit group dedicated to excellent EE in Colorado. They are an organization that is actively working to improve environmental education in Colorado through offering various workshops and other opportunities for educators. They seem to be very proactive and innovative. Not really sure what their mission statement or anything is. The cooperation of multiple environmental agencies for the elevated awareness of educational resources a nonprofit dedicated to enhancing environmental education in Colorado. I also think about mostly government employees as being the ones who can participate in most if its activities as they are usually set for weekday times. A network of nearly all (perhaps all) of the EE organizations in Colorado. not sure CAEE is an innovative, dedicated, and well organized not for profit. It is dedicated to providing a balanced and non-partisan EE experience for the state of Colorado. A group of educators concerned with the sustenance and direction of environmental education. An umbrella organization of environmental education programs in Colorado. An association of environmental educators CAEE Audience Survey Report 1-9-07 50
An organization dedicated to helping other natural resource/environmental organizations meet their goals through information and networking. Helping to bring environmental education into all school districts an organization working to organize the environmental organizations/centers in Colorado. Through partnerships- environmental education will be more focused and strengthened. an organization A network of people and organizations who share information and strategies to promote EE in Colorado. CAEE is a Colorado organization dedicated to strengthening EE throughout the state, supporting EE organizations, and recognizing achievement in the field Colorado based support organization of environmental education CAEE is a home base for a lot of like-minded organizations and individuals; a place to network, find friendship, support; an organization that can help us 'police our own ranks'-to encourage all of us to keep our EE messaged scientifically based, nonbiased, teacher friendly, economically aware, etc. Represents CO EE on a national level. CAEE is an organization that promotes Environmental Education by bringing together EE professionals from throughout Colorado to share knowledge and ideas. A network that interfaces, education K-16 with business and industry Non-profit organization that improves the EE field in Colorado. Builds capacity in the field of EE and is a clearing house for EE resources. A resource and network for all educators (regular classroom teachers and anyone else that work in any capacity in EE) provides: 1. ee standards and guidelines 2. great links to resources and sites 3. information about classes; workshops ... 4. helps in the understanding of what EE can do to make a difference. 5. Cool staff and volunteers. 6. Help for individuals who need ideas. 7. Information on the national level 7. much much more... A group of informal and formal educators in Colorado working together to advance the delivery and acceptance of environmental education. A non-profit group that aids organizations that teaches environmental stewardship with conferences and information to aid in their teaching. CAEE supports environmental educators and their organizations throughout Colorado. An alliance of those persons and organizations that promote environmental education in Colorado. CAEE is a clearinghouse for contact/collaboration and coordination of environmental education in Colorado. A great web of all kinds of educators who are working to improve peoples' lives through understanding about the world around them, and consequentially promoting human well-being. Invaluable infrastructure support for Colorado EE nonprofits. For me, CAEE is an organization that provides educators inspiring, creative and motivating ideas for teaching EE. A fine organization that is working to promote EE in Colorado The umbrella organization for all the EE organizations in Colorado. The headquarters for all networking, professional development and all other resources necessary to make EE credible. A resource and education center for teachers of environmental education. Committed networking and action group devoted to the connection of humans to other species and their environment. CAEE is an organization that promotes environmental education across the state of Colorado. A group of committed professionals passionate about spreading the world of EE throughout the state The unifying force for environmental education in Colorado I am not VERY familiar with the group - I receive emails from their listserve, and get my information that way. They are a group that supports EE efforts in Colorado and hold meetings, workshops, etc. to assist environmental educators in Colorado. An association of environmental educators. The hub of the network of EE providers. It is a group which works to improve and educate people about environmental issues. So far my experience has been that it is a group of environmental agencies and education providers who are not in the public schools but are public. A clearinghouse for all environmental Education A membership of environmental educators. Amazing, To find people that love not only Colorado as much as I, but will do everything to protect it & keep it fantastic through the magic or experiential education. A group of environmental organizations who work together to continue to improve environmental education in Colorado. It is a great resource for educators. CAEE is helping to educate people of Colorado about both global and regional environmental issues. An organization that provides opportunities to the public to learn about the environment. This is an organization formed to help teachers be better prepared to teach Environmental Science issues in Colorado. CAEE is a resource to improve our EE programs. A resource for people to learn about environmental education, where teachers can access a variety of tools to teach EE in the classroom and other venues. A social network, as well as a professional network of programs, resources and people with a shared passion for an environmentally literate global community and a healthy planet on which to live! CAEE Audience Survey Report 1-9-07 51
CAEE is an excellent group of Environmental Educators who are dedicated to improving education in general and environmental education in particular. An organization promoting environmental ed in Colorado Great variety of information and training to enhance the knowledge of the presenters or teacher. An organization that helps educators become involved in environmental education A coalition of organizations that offer or support EE in Colorado which provides training, teacher resources, and political organization. I believe the CAEE to be a connecting point, advocate, and resource for all environmental educators in the state. They are a state-wide organization dedicated to unifying, promoting, and lobbying for environmental education through all avenues from public education to nature centers. A wonderful organization that helps educate the public and educators as 'change agents' to challenge their students to think and then react to our current environmental challenges in our region. My assumption is that CAEE is a nonprofit that brings together Environmental Educators in Colorado to network with like minded organizations and professionals to discuss best practices, to make our field more professional, and more relevant within mainstream education. A core group of EE leaders who provide networking and information services for the EE community in Colorado. Includes efforts to provide expertise, direction, and services that forward the professionalism and effectiveness of EE providers. A broader group of members who are concerned with those things (professionalism, effectiveness) and who want to interact with other providers. a network of teachers and park interpreters who educate students and the public about our environment From what I understand, CAEE offers training opportunities for teachers and interpreters in Colorado. Working together to create a better world. Not really sure what it is, or how I got on the list. However, I am a strong supporter of env ed so I am happy to know CAEE exists I think of CAEE as a place for 'One Stop Shopping' to find resources, educational opportunities, and support for political issues involving environmental science. A group of like-minded individuals working to increase the environmental awareness of Coloradoans by providing unique opportunities to network, increase content knowledge, and raise awareness of important issues facing Colorado. I am not a member resources to promote environmental education A group of concerned Colorado Citizens that provide education about the environment Provides training, networking and resources for teachers and students on issues relating to the environment. CAEE is an organization that promotes and supports environmental education opportunities as well as community. CAEE is an organization to help connect and enhance environmental education efforts in Colorado. In Craig, very far from Denver, it is a chance to hear about workshops and classes that teachers may take advantage of A nonprofit organization dedicated to providing services and bringing awareness of environmental education to EE practitioners across Colorado. The CAEE offers educational opportunities (conferences, workshops, trainings) to teachers and those working in the environmental industry; helps promote environmental awareness to the general people of Colorado, works towards helping promote positive environmental legislation and changes. An organization that serves multiple agencies and organizations that provides environmental education in Colorado. CAEE facilitates networking of EE providers and provides professional development and advocacy for the field. I'm not totally clear on CAEE's directive, but I would guess that it would be a resource for environmental educators. It is an organization that supports environmental education in the state through educational seminars for educators, creating a platform for networking, and uniting the voice of traditional and non-traditional educators who teach, write, or participate in some form of environmental education. An organization to support excellence in EE throughout CO and to bring cohesiveness to the diversity of practitioners in our community. Helping to have people network, provide educational opportunities and inspiration. An organization dedicated to improve the public's knowledge of local environmental concerns The Colorado Alliance for Environmental Education is an organization dedicated to education and action. CAEE strives to inform Colorado residents about pertinent issues involving our environment. CAEE also is a part of the solution, taking action in various ways to keep, maintain, or make right environmental issues. CAEE is an alliance of agencies, organizations, businesses and individuals dedicated to promoting/supporting/ensuring opportunities for all Colorado residents to experience meaningful and effective environmental education (education about the env they live in and their relationship to it). promoting environmental education to Colorado educators and resource personnel. Support for teachers and community around the education about the environment An umbrella group bringing together Environmental Ed providers and teachers. A vibrant group of people dedicated to promoting environmental education but not quite on the cutting edge...yet. CAEE Audience Survey Report 1-9-07 52
CAEE helps bring together all types of environmental educators/EE programs in the state. It's a resource for coordinating efforts and a clearinghouse for EE information. A coordinating group for conservation education throughout Colorado insuring quality and consistency of our educational messages CAEE connects people with information, resources, agencies, etc. that are involved with environmental issues and awareness. A small staff of amazingly energetic folks who manage to keep me (and many others) informed of many opportunities for environmental education in Colorado. regional to state-wide scope, largely informal ed, state agency and grassroots representation. A group of individuals who strive to create and maintain environmental awareness among teachers and students in K-12 education. Since I just joined, I'm not sure yet. The reason we joined is because we are trying to start doing air quality environmental education and CAEE seems to be a good place to access many different resources. It seems like a really worthwhile organization. CAEE primarily acts as a clearinghouse for EE info, but also promotes EE in CO. A conglomerate of smaller, non-profit organizations that have similar missions to educate, provide advice to, and support the development of people of all ages in the biological/earth sciences. a group of very caring individuals who want to see reliable education about our environment happening through out the state. An organization dedicated to enhancing the quality and effectiveness of environmental education in the state of Colorado. helping env. educators across the state to connect and improve upon our profession Supporting, critiquing and recognizing environmental education practices Getting out there to teach the public about environmental issues. Environmental Educators working together to promote environmental education in all facets of life. A group of educators and representatives from a variety of govt., educational, and private agencies & organizations, who have formed a loose network for cooperation in the promotion of environmental education for CO's students and public. A Colorado organization whose interest is in bringing environmental educators in Colorado together and setting a standard for quality EE for the state. The clearinghouse for EE in Colorado, and our main advocate at a state level. It provides the strategic direction and leadership. CAEE is an organization that promotes environmental education through providing collaborative opportunities for people in the EE community and fosters professional and quality EE through professional development trainings, conferences, committees, etc. A clearinghouse and system for bringing environmental educators together to share knowledge and skills. Goals of not reinventing the wheel and improving the quality and respectability of the field. #NAME? CAEE seems to be concerned about all environmental issues from educating others about the environment to community involvement. The Colorado Alliance for Environmental Education is an umbrella organization that advises state EE policy and supports the development and implementation of EE programming throughout the state of Colorado, providing educators and organizations with the tools and information they need for success. An organization seeking to unite environmental oriented educators as well as keep them up to date on new methods and materials for teaching environmental education. CAEE (The Colorado Alliance for Environmental Education) is dedicated to spreading the word about environmental education and opportunities in the community. An umbrella group that connects various forms of environmental educators and provides resources and services to them. CAEE is the umbrella group for all those people (teachers, rangers, organizations, etc.) who help citizens and visitors understand the interrelationships in our natural environment, and learn how to behave responsibly as a planetary citizen. A clearinghouse organization that champions ee and those providing ee in Colorado. Group of educators critically interested in educating children about our environment and the issues of conservation. CAEE helps environmental educators and EE organizations to develop and implement quality EE programming across the state. CAEE is also a networking organization that brings together resources, people and organizations with common goals. A network of formal and informal EE providers; a clearinghouse for EE info; a forum for EE in Colorado. CAEE is an organization that encourages the incorporation of EE in formal and informal settings. They are a resource center for the dissemination of information coming from schools, counties, state, and federal organizations as well as corporations and associations interested in EE. an association of environmental educators in Colorado A group that helps bring EE practioners together to know what is happening throughout the state in the world of EE. Networking, Prof Dev, clearinghouse services, EE advocacy in community. An organization that tries to facilitate communication between various EE groups and agencies throughout Colorado that is focused largely on the Front Range.
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CAEE is involved in helping promote environmental education concepts across the state of Colorado by hosting teacher workshops, alignment of educational standards to environmental activities, and promoting the 'soundness' of environmental education as related to current testing emphasis and curriculum requirements. Its a group of people, mostly based in along the Front Range who work together and collaborate to expand the existence and strength of EE in Colorado. A professional organization offering training and resources to anyone allied with environmental education A great clearinghouse for EE info in CO A clearing house and professional association for interpreters and environmental educators. The hands that hold all of the programs together, the coordinators. They put on a great spring conference. An alliance that provides environmental education, training (and occasional inspiration) to persons in environmental education fields. CAEE also provides current information on grant opportunities, employment listings, and legislation or related actions that affect the field. there is an emphasis on traditional education as in more formal educational teaching but an attempt to broaden that reach in recent years. It is an organization whose mission is to promote, organize, and lead educational efforts regarding environmental topics. A great resource for environmental educators and others interested in promoting quality EE. Statewide umbrella group, network, resource, good link to regional and national EE trends, programs and efforts An organization that acts as a resource for environmental educators and environmental education organizations throughout the state of Colorado. A group of environmentally aware individuals and organizations aimed at increasing the participation and support for environmental education in Colorado. CAEE is an association of many informal educational institutions whose missions include the promotion of environmental education. Some members may be from formal ed institutions also. An Environmental Clearinghouse. resource network for educators and agency professionals A networking organization seeking and promoting more rigorous educational standards for those who teach about 'the environment' -- i.e. creating and fostering professionalism. An organization that promotes quality environmental education Provides citizen access to information about the environment and issues pertaining to the environment in Colorado A group of teachers and professionals that offer trainings to teachers so that they can correctly inform students about environmental issues. main body of ee support, information and support around ee issues, provider of fabulous and informative conferences, meetings, etc. I've been in CO for 3 years and I have limited experience with them. I know they put on workshops for environmental educators. A group working to improve the quality of life and health of the environment through education in Colorado. An association of organizations that provide different aspects of environmental education to many groups in Colorado. CAEE is information sharing and collaboration with like-minded individuals in the EE field in Colorado. Promotes excellence in environmental education for school-age youth and expansion of these programs for youth both in and out of school. Alliance of folks, energy and money in the interest of increasing the prevalence, accessibility, and applicability of the natural world as an educational tool A professionally association for educators at all levels whose focus is teaching about the environment and the human relation to the environment. An association that provides networking and on-going educational opportunities for such educators. The CAEE is the hub and the directory between environmental agencies across the state. Coordinate the environmental programs of agencies in Colorado. Outreach/Network for those working in the field CAEE is an organization dedicated to assisting Colorado's collective EE community through a myriad of avenues including, but not limited to: support logistically, as an information clearinghouse; support politically, through lobbying politicians for recognition of the value and legitimization of EE; guidance on development of quality EE programs and interpretation techniques; guidance on developing programs appropriate for diverse audiences; education of potential funders to increase their awareness of the values of EE to encourage more contributions to the EE community; and event sponsorship to honor and recognize high quality work done in the EE community. I'm sure I have barely scratched the surface of the community building work that CAEE does for Colorado's environmental educators, but suffice it to say we would be far worse off individually and as a community without their support, hard work and guidance.
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Appendix C What other services, programs, or events would you like to see CAEE provide?
Teaching Outside the box is a critical training resource that would best serve both the beginning and experienced educators. I would like to see more programs offered for advanced interpreters and advanced audiences.
opportunities (trade fair style?) for B2B services to connect with educators, finding ways to support the educators and gain new clients for the businesses An online blog/discussion forum? Maybe you've already got something like this? I live and work in southwest Colo; it is difficult to make it to some of the meetings and training because they are so far away. I really like the workshops. I would like them to be more involved with water issues. I regret that this survey didn't work for me, even though I enabled cookies and allowed scripts. EarthNest participates locally in ECEC, with local schools, and in the Field Institute, but we're still a very tiny unfunded nonprofit. This very busy founder and director is pulling in funds, directing construction, acquiring properties and establishing legal frameworks and land use practices for the EarthNest Trust, etc. In another year I hope to be lots more involved in CAEE -- thanks so much for all you are doing! Programs and times to volunteer other than during weekdays First, let me compliment you on your efforts to further environmental education. The organization is not afraid to try something new. Lately the job offerings have been extremely helpful, so keep that up. Maybe teaming up with home oriented EE, like Smart Energy Living, or the green building happenings. Greater emphasis on big picture thinking and how al of this connects. There is great hand's on material and that must be included but I think that some of the outside or keynote type presenters should have broader views and be helping science related teachers understand the connection between their own work and what is happening to our species and the planet---and how they must teach these connections. I would like to see Keynoters like Janine Benyius on Biomimicry or Hunter Lovins or Architect Bob Berkebile of BNIM Architects More teacher workshops! Western Slope outreach and trainings. Seems like the only thing I gain from CAEE sometimes is more email to read. Sorry, nothing comes to mind! Guess you're doing a great job! Keep up the member group activities such as Awards Event, Silent Auction and Speaker. I feel a non-profit membership organization needs to have a public event at least twice a year and better if every quarter to keep identity strong. The film festival is a WONDERFUL objective! I would like to see more way to bring students to events. EE certification and training I think a training/certification program would be great. Meetings with margaritas - I bet you know who this is - ha ha! more regional networking opportunities thank you for all that you are doing!! I can't think of anything to add at this point Continue to advocate for EE at the State level and among potential funders. I don't know, mostly because I am not familiar with most of the services already provided. It would be cool to have a gathering of college environmental science/studies teachers to share ideas -- successes and failures, new teaching ideas, observations, etc. I really enjoyed the online class I took and learned lots!!
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- growth in the "alliance" to include more diverse kinds of providers, and also those who believe in need for providing; opportunities to communicate with other segments of "environmental" community; it would be great if we could really be an advocate for all communities having access to EE - and so CAEE could get and then provide grants for communities to start up or save programs e.g. local nature centers, gardens, school or adult ed opportunities continue professional development opportunities; support some kind of regular (every 3 years? 5?) summit in which several segments of Env community, politicians, social science folks etc get together and really hash out what we can do to really make it possible to live a quality of life sustainably; set priorities for Env community to get behind. An Env Summit. More job opportunities for people who are working independently, perhaps connecting teachers to schools who want short term presentations. More training/opportunities for mid-career practitioners, more sharing time for folks just to discuss what's going on, more networking informally, etc. Doing a terrific job already! I am no longer involved. I would like to see CAEE take a stronger stand for EE advocacy in CO. I know it is difficult to balance the needs and expectations of funders and members, but it seems like the group that should have the strongest public voice in support of EE for our students. more outreach programs in isolated areas of the state Explain how it differs from NAI; or could it be associated with NAI in some way? I'd like you to enter stuff in the directory for us :-) Mike Way's summer institute was so inspirational. Because of him I have developed a 4 week mini-ECO lesson that myself and the other 7th grade Life Science teacher plan on using this semester! Due to a change in state and district science goals we have needed to shift our instruction in 7th grade to include plants and ecology. Mike's summer institute challenged me to include this important aspect of Life Science in our curriculum. Thanks, CAEE I believe CAEE is on the right path when working with businesses and other entities, like school districts, to develop their commitment to sustainability. Just keep up the good work!! I would love to see CAEE offer programs for people like myself, who are not environmental educators but have a real interest in the environment. Get the word out. I'd like to see a local website (CS) with providers, programs, links to other sites. In spite of being involved with the local group I wasn't as aware as I could have been about many of the programs and opportunities. I did go into this with a narrow view of what I wanted to get out of it and may have missed information because of this. I don't want to go to Denver to participate in an organization like this and would like to see the CS branch expand. WE HAVE GOT TO GET A CORE GROUP of public school teachers to get involved. A teacher rep from each school as a liaison would be ideal. I don't know where we'll find the time but I would be willing. We all know sustained funding is an issue--and we all know those that fund have strings attached (whether it is language or philosophic control or methods, etc.). I would like to see a CAEE prompt or market more traditional nature and science study in the front range. For example (aquatic insects of the Poudre River); The Trees of Colorado; etc. statewide ee fairs and events for schools! Broaden the concept of environmental education to focus on sustainability. I would like to see more professional development on grant writing and seeking corporate sponsors. More of a presence on the Western Slope. This is selfish, but I would like to see some events geared to those of us who volunteer in EE; more basic training! More regional events Rural communities seem fragmented in their efforts and it would be good for schools and organizations to work together more closely to educate our youth. more trainings in the mountain communities
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I think they (we) are doing a good job as it is! Wellness for educators/members, discounts for educators/members, more workshops in Boulder...maybe you already offer these things! Links to other state EE organizations I realize that I know very little about CAEE and what it offers. I think it needs to market itself better. Anything with grant writing, networking, and professional development is good workshops, resources Another conference in the fall Training for non-profit Boards about fundraising, the E.E. culture and Environment in CO, etc. Fieldtrips (day long) More connection between college students who are trying to enter the field and the professionals. I don't know what this would be, but a way to get new people involved! You are already doing much! Correlating programs to CO State Standards workshop More recruitment of diverse groups into the fold. Maybe an event to encourage young, multiracial, inner city kids to go into environmental fields. Something to target men of all ages? Perhaps even culture-specific programs (aimed at the Hispanic population, the African-American population, Asian populations...) since each background has a different take on environmentalism. And more programs to encourage near-college teens to go into environmental fields. Those hormonal, older kids need attention, too! More low-key social events throughout the year. I also think that we could do a better job reaching classroom teachers (although I don't know the extent of what we already do). more workshops in the Boulder area. a mini conference with just one break-out session ~2 hours long. Get involved in the politics of education and get some sort of nature-based or environmental education in the curriculum. I do not know how CAEE is working with diversity. A brochure that lists CAEE programs and services would be helpful to distribute to new members. Environmental speaker series in a convenient location. Monthly, maybe? Continue to strengthen communication between environmental educators on the local level. More regional and central located stuff. (I know it's hard. I know most of the activity and population is on the front range - but we get forgotten and lost out here. Asking us to drive 7 hours for a workshop is not doable). As I take this survey it is becoming obvious that CAEE needs to create partnerships with other organizations or better marketing because I did not realize all of these services were available. I recently moved here from North Carolina. I was on a similar listserve there through the Office of Environmental Education (a state office that was part of the Dept of Environment & Natural Resources). I could literally find out anything on there website and if it wasn't there, I could send a quick e-mail or give them a call and have an answer in no time. One of the things that was extremely helpful in their office was they would hold Community Outreach meeting every other month...all over the state. It was a great opportunity to network and really stay connected with other EE programs. The fact that the Office of EE in North Carolina is a state office is also helpful. They work to have the NC Standard Course of Study include EE topics. They are really making a difference in NC education and it would be great if CO could also have an organization like this. I think CAEE does a wonderful job - just wish I had more time available to do EE and participate more, but current job duties make it difficult to do much. I feel like CAEE wants to involve classroom teachers but doesn't quiet know how to involve them. I have offered to help with Teaching Outside the Box but meetings are always held DURING school hours which make it impossible for teachers unsure! field trips and paid get together? More information/grants/resources on solar/wind energy for Colorado schools, libraries, non-profits, etc.
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Most of the information pertains to the Front Range--I live and work on the Western Slope so more activities on this side of the mountain. I know the Teach outside of the Box has been offered on this side, but I have annual spring commitments each time it has been offered. Soon though, I will be able to attend one of these workshops! does CAEE work with independent people/groups to help start EE programs? I think start-up support could be very helpful for some organizations/individuals. I think your activities and services are good for those you target. These questions are frustrating because I don't know anything about the programs, so I can't rate them. You need to change how this is done. funding/grant opportunities more local gatherings. It would be great to know more of the local EE people in additional to those in the region. I am very excited about the Film Festival. I cannot think of anything to add to the list of services/events that you provide.
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Appendix D To what other professional organizations do you currently belong?

4-H AAAS ACLU Aiken Audubon Society American Academy of Environmental Engineers American Association for School Librarians American Association of Museums American Association of Petroleum Geologists American Association of University Women American Camps Association American Educational Research Association American Geophysical Union American Institute of Professional Geologists American Library Association American Ornithologists Union American Scientific Affiliation American Society for Curriculum Development American Society for Cybernetics American Society for Limnology and Oceanography American Solar Energy Society American Water Works Association Association for Experiential Education Association for Nature Center Administrators Association of State Wetland Managers Association of Zoos & Aquariums ASTE AWWA Bioneers Boy Scouts of America CABT CAFR Pledge signers to the BAN treaty. www.ban.org California Science Teachers Association CBTA CDoE Wildlife Rehabilitators Cherry Creek Educators Association Chi Sigma Iota Counseling Organization Children's Wellness Network City of Boulder Open Space and Mountain Parks education and outreach Colorado Alliance for Quality School-Age Professionals (CAQSAP) Colorado Association for Recycling Colorado Bat Society Colorado Chapter of the Wildlife Society Colorado Chemistry Teachers Association Colorado Council of Teachers of Mathematics Colorado Division of Wildlife - Education section Colorado Earth Science Network Colorado Education Association Colorado Environmental Coalition Colorado Field Institute Colorado Foundation for Water Education Colorado Law Enforcement Firearms Instructors Association Colorado Mountain club CAEE Audience Survey Report 1-9-07 1 1 1 1 1 1 2 1 1 1 1 3 1 2 1 1 4 1 1 2 1 3 6 1 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 8 1 1 1 1 1 1 4 4 1 1 2 1 59
Colorado Nonprofit Association Colorado Open Space Alliance Colorado Parks and Recreation Association Colorado Renewable Energy Society Colorado Science Education Network Colorado Springs Center for Non Profit Excellence Colorado Springs Education Association Colorado Springs Mineralogical Society Colorado Tree Coalition Colorado Water Wise Council Colorado Whitewater Association Connected Organizations for a Responsible Economy ConservED Project Co-op America CSEA DCTA Delta Kappa Gamma Denver Botanical Gardens Denver Classroom Teachers Association Denver Teachers Club DOVIA Earthwatch Institute Environmental Education Alliances of Kansas, Nebraska, Oklahoma, Texas, and New Mexico EREC Fort Collins Utilities Friends of Fountain Creek Friends of Monument Valley Park Front Range Urban Forestry Council Garden Writers of America Geological Society of America Greater Arkansas River National Association Greenhouse Network Institute for Environmental Solutions International Oceanographic Foundation International Society for Systems Science International Association of Avian Trainers and Educators Jane Goodall Institute JeffCo Educators Association Jefferson County Public Schools Latina Chamber of Commerce League of Conservation Voters League of Women Voters Lions Club Lone Feather Inter-tribal Council Midwest Renewable Energy Association Missouri Alliance for Environmental Education MOMS Mount Evans Outdoor Education Laboratory School Mountain Plains Museum Association NABT National Association for Research in Science Teaching National Association for the Education of Young Children -CO chapter as well National Association of Biology Teachers National Association of Environmental Professionals National Association of Farm Broadcasters National Association of Geoscience Teachers National Audubon Society National Council of Mathematics Teachers National Council of Teachers of Mathematics CAEE Audience Survey Report 1-9-07
2 1 2 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 5 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 2 1 1 3 1 1 1 1 1 1 60
National Education Association National Master Naturalist Alliance National Recycling Coalition National Wildlife Federation Native Plant Society Natural Resources Defense Council Nature Conservancy NBTA NCTM NEATF Northwest Denver Council for Seniors Orion Network Outdoor Writers of America Association Phi Delta Kappa Pikes Peak Area Attractions Pikes Peak TENS Project Wet/Wild/Learning Tree Facilitator ReDirect Colorado River Management Society Rocky Mountain Association of Environmental Professionals Rocky Mountain Sustainable Living Association Rotary Club San Diego Regional Sustainability Partnership Science Education Network in Colorado (Scenic) Shooks Run Trail/Creek Friends Sierra Club Society for Conservation Biology Society for Restoration Ecology Society of American Foresters Society of Children's Book Writers and Illustrators Society of Elementary Presidential Awardees Society of Wetland Scientists Solar Energy International Solid Waste Association of North America STAPPA/ALAPCO - National air quality organization. Technical (computer-based) professional organizations, geographers. Triangle Coalition Trout Unlimited U.S. Business Council for Sustainable Development Union of Concerned Scientists United Way Volunteers for Outdoor Colorado Wildland Restoration Volunteers Western Bird Banding Association Wilderness Education Association Wilderness Society Wildlife Conservation Association Wildlife Trust Wilson Ornithological Association Wisconsin Association for Environmental Education World Watch
7 1 1 2 1 1 1 1 2 1 1 2 1 1 1 1 2 1 1 1 1 2 1 1 1 4 1 1 3 2 1 1 1 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1
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CAEE Audience Analysis Survey Project Report

CAEE Audience Survey Report 1-9-07

Results Section II. Aware Respondents .. 10

Results Section III. Teacher Respondents .. 21

Results Section IV. All Providers (Formal and Informal Educators) .. 22

Results Section V. Not-Aware Respondents 26

Discussion and Recommendations . 29 Appendices 33

CAEE Audience Survey Report 1-9-07

CAEE Audience Analysis Survey Project Report

Methodology and Report Organization

CAEE Audience Survey Report 1-9-07

Table A1. Total Respondents by Aware and Not-Aware of CAEE

Not Aware of CAEE 21% (n=99)

Table A1a. Other Reasons for Non-membership

Table A2. Respondents by Zip Code

Table A3. Socio-demographic Summary of Respondents

CAEE Audience Survey Report 1-9-07

Table A4. Respondents College Major or Degree (n=323)

CAEE Audience Survey Report 1-9-07

Table A5. Environmental Issues of Most Concern (n=314)

CAEE Audience Survey Report 1-9-07

Section II. Aware Respondents

Table W1. Perceived Value/Benefit of CAEE Membership (n=274)

CAEE Audience Survey Report 1-9-07

Table W2. Awareness and Knowledge about Select CAEE Services.

CAEE Audience Survey Report 1-9-07

Table W3. Use of CAEE Programs/Services

Table W4. Usefulness of Select CAEE Programs and Services

Table W5. Respondent Comments about Select CAEE Programs

Professional Development Series (n=135)

CAEE Audience Survey Report 1-9-07

TOTAL Useful comments

TOTAL Other comments

Resource Review System (n=101)

EE Online Directory (n=97)

Teacher Liaison Network (n=100)

Regional Networks (n=82)

CAEE Newsletter (n=101)

CAEE Audience Survey Report 1-9-07

CAEE Audience Survey Report 1-9-07

Table W8. Professional Development Organization and Opportunities

CAEE Audience Survey Report 1-9-07

Table W9. Preferences for Communication Services

219 200 208 194 218 62

Table W10. Respondents Work by Sector

CAEE Audience Survey Report 1-9-07

Section III. Teacher Respondents

Table T1. Teacher Respondents by Grade and Subject

Teachers by Subject Taught

Table T2. Environmental Education in the Schools

EE not taught in school 29% (n=33)

CAEE Audience Survey Report 1-9-07

Table T3. Environmental Education in the Classroom

Section IV. All Providers (Formal and Informal Educators)

CAEE Audience Survey Report 1-9-07

Table AP1. Location, Approaches, and Audience for EE Providers

CAEE Audience Survey Report 1-9-07

Table AP2. Other Potential and Desirable Audiences (n=91)