• Thursday, January 02, 2020 8:09 PM | Anonymous member (Administrator)

    The purpose of this program is to support research, education/teaching, and extension projects that increase participation by women and underrepresented minorities from rural areas in STEM. NIFA intends this program to address educational needs within broadly defined areas of food, agriculture, natural resources, and human (FANH) sciences. Applications recommended for funding must highlight and emphasize the development of a competent and qualified workforce in the FAHN sciences. WAMS-funded projects improve the economic health and viability of rural communities by developing research and extension initiatives that focus on new and emerging employment opportunities in STEM occupations. Projects that contribute to the economic viability of rural communities are also encouraged.

    Applications may only be submitted by the following eligible applicants: (a) State agricultural experiment stations; (b) colleges and universities; (c) university research foundations; (d) other research institutions and organizations; (e) Federal agencies; (f) national laboratories; (g) private organizations or corporations; and, (h) individuals.

    For more info visit https://www.grants.gov/web/grants/view-opportunity.html?oppId=323150


  • Thursday, January 02, 2020 8:04 PM | Anonymous member (Administrator)

    Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence.


    Download the free pdf: https://www.nap.edu/catalog/25201/fostering-healthy-mental-emotional-and-behavioral-development-in-children-and-youth


  • Tuesday, December 17, 2019 2:56 PM | Anonymous member (Administrator)

    Adolescence is a critical growth period in which youth develop essential skills that prepare them for adulthood. Prevention and intervention programs are designed to meet the needs of adolescents who require additional support and promote healthy behaviors and outcomes. To ensure the success of these efforts, it is essential that they include reliably identifiable techniques, strategies, or practices that have been proven effective.


    Read the report here: https://www.nap.edu/25552


  • Tuesday, December 03, 2019 3:08 PM | Anonymous member (Administrator)

    Children are the foundation of the United States, and supporting them is a key component of building a successful future. However, millions of children face health inequities that compromise their development, well-being, and long-term outcomes, despite substantial scientific evidence about how those adversities contribute to poor health. Advancements in neurobiological and socio-behavioral science show that critical biological systems develop in the prenatal through early childhood periods, and neurobiological development is extremely responsive to environmental influences during these stages. Consequently, social, economic, cultural, and environmental factors significantly affect a child’s health ecosystem and ability to thrive throughout adulthood.


    Download here from National Academies Press (NAP):

    Vibrant and Healthy Kids

    Aligning Science, Practice, and Policy to Advance Health Equity (2019)


  • Tuesday, November 19, 2019 3:14 PM | Anonymous member (Administrator)

    From NAAEE:

    Dear EE Advocates,

    I am excited to share with you the newly launched Youth Outdoor Policy Playbook, now available online at youthoutdoorpolicy.org. The Playbook is a tool to help legislators and community leaders like you advance youth-centered state policies for outdoor education and engagement. It highlights existing and promising policy solutions, provides a platform for sharing and advancing new ideas, and connects cross-sector leaders working on statewide policy initiatives.


    To develop the Playbook, we tapped the collective expertise and resources of NAAEE, the Children & Nature Network, the Outdoors Alliance for Kids, and the National Caucus of Environmental Legislators (NCEL). These partners shared their knowledge of existing policies as well as emerging initiatives that connect kids to the outdoors, environmental education, and nature-based learning opportunities.


    The Playbook is guided by a Policy Framework that outlines shared values, key principles and innovative statewide policy strategies for increasing youth outdoor engagement. You’ll find inspirational case studies--such as the Maryland Green Schools Act and Oregon’s Outdoor School for All--supporting research, a bill library, and more.


    If you are aware of additional state policy ideas that should be included, please email them to Robyn Paulekas (rpaulekas@merid.org). We will continue to curate the best thinking, planning and youth outdoor policy leadership. Additionally, if you have ideas for ways that NAAEE can continue to support advocates like you in advancing state policy, please reach out to me at any time.


  • Tuesday, November 12, 2019 3:18 PM | Anonymous member (Administrator)

    A wonderfully extensive list of resources from NIEHS , brought to our attention by our own John Pipoly.

    https://www.niehs.nih.gov/health/scied/teachers/index.cfm

    Here's a smattering of topics just to give you an idea of the possibilities:

    Brown LungCarbon MonoxideCareersCellsChagas DiseaseChemicalsChildren's HealthCleanupClimate ChangeCommunityDiseaseEcologist


  • Thursday, October 17, 2019 3:24 PM | Anonymous member (Administrator)

    In celebration of Children’s Health Month, EPA releases America’s Children and the Environment report and booklet 

    WASHINGTON (October 16, 2019) — Protecting children’s health by minimizing environmental impacts on children is a high priority for the U.S. Environmental Protection Agency (EPA). EPA researchers are working to stay ahead of emerging children’s environmental health challenges by providing data and information on the environment and children’s health. In collaboration with partners, EPA researchers are leading interdisciplinary, novel research that holistically considers the complex interactions that link the environment to children’s health and well-being. In celebration of Children’s Health Month, EPA is releasing the updated 2019 America’s Children and the Environment Indicators Report and a corresponding booklet that highlights a selection of the indicators that were updated in 2019 with newly available data.

    “In conjunction with Children’s Health Month, EPA is releasing its first major update of America’s Children and the Environment since 2013,” said EPA Administrator Andrew Wheeler. “This booklet provides the latest data for EPA and the public on the progress we’ve made to protect our nation’s children, such as reducing the median concentration of lead in the blood of children between the ages of 1 and 5 years by 95 percent from 1976 to 2016.”

    Background

    The 2019 America’s Children and the Environment Indicators Report presents data on children and environmental health, bringing together information from a variety of sources to provide national children’s environmental health indicators.

    Environmental contaminants can affect children differently than adults, both because children may be more highly exposed to contaminants and because they are often more vulnerable to the effects of contaminants. This report is motivated by EPA’s belief that the public should be made aware of trends in children’s environmental health.

    The purpose of America’s Children and the Environment is to compile – and make available to a broad audience – information that can help identify areas that warrant additional attention, potential issues of concern, and persistent problems. EPA hopes that the development and presentation of these indicators will motivate continuing research, additional data collection and, when appropriate, necessary interventions.

    To view the America’s Children and the Environment October 2019 booklet: https://www.epa.gov/americaschildrenenvironment/americas-children-and-environment-october-2019.

    To view the full set of America’s Children and the Environment indicators: https://www.epa.gov/americaschildrenenvironment.

    To learn more about on children’s environmental health research: https://www.epa.gov/children/childrens-environmental-health-research.

    To learn more about what EPA is doing to protect children’s health: https://www.epa.gov/children.


  • Wednesday, August 28, 2019 3:37 PM | Anonymous member (Administrator)

    Broward County Parks & Recreation STEAM in Parks

    Experiential Social Media and Program Efficacy

    Ms. Attiyya Atkins and Dr. John Pipoly


    Over the last year, Broward County Parks and Recreation has worked to increase visibility, diversity, equity and inclusion in its STEAM programs throughout its Parks. With 17 regional and 8 neighborhood parks, 22 natural areas and 4 nature centers, parks' environmental educators have hosted over 90 programs to schools, tour groups, hobbyists, volunteers, home-schooled children, seniors and special populations. From Nature Tots, preparing toddlers for pre-school from 2 to 5 years old, to senior citizen veterans working to set up areas for reflection, solace, and learning about our environment, STEAM is meant to reach everyone.

    Experiential Social Media

    Our agency is considering taking these STEAM initiatives to the next level with the unique addition of experiential social media, or the live transmission of learning activities on YouTube and Facebook Live. Our agency’s recommendation is to use these mediums to coordinate and share learning experiences among similar classrooms spanning different schools within the same district. The idea would be to create a short series of experiential science lessons in the living laboratories and classrooms found in our parks, which are available for broadcast.

    To illustrate, imagine four 7th grade classrooms in different parts of the county that have agreed to participate in a Living Laboratory Virtual Experience. The four teachers each choose a park to visit for a hands-on lesson with their students. While in the park, the class will learn about their environment, animals, and human systems, as instructed by a park environmental educator. This lesson will be simultaneously broadcasted on Facebook Live, YouTube or another video streaming service, to the three other schools that agreed to partake in the Living Laboratory Virtual Experience. The benefit of this is three-fold, the teachers in the school can receive environmental education within their district without leaving their classroom, the teachers in the field can incorporate highly effective experiential learning into their curricula to appropriately engage students, and park agencies can spread environmental education lessons to a wider audience.

    It is ideal for all four participating classrooms to have some artifacts to examine, touch and interpret, whether in the field or receiving a virtual lesson. All four classes would also conduct a pre- and post- survey to monitor their knowledge on each instruction.

    When the fourth class is finished with their live instruction, a review of all the principles taught should be conducted. With the assistance of social media, the classrooms can remain in contact with each other to compare their environmental projects, activities, and initiatives. In this way, experiential social media can engage each participating class, provide resources for underserved populations, and increase science and resilience dialogue among our youth, who will become the stewards of our natural heritage tomorrow.

    STEAM Program Efficiency

    In addition to our experiential social media plans, Broward County Parks and Recreation continues to introduce new populations to environmental education through STEAM. Recently, we conducted a STEAM walk through Reverend Samuel Delevoe Park with the students enrolled in the park’s free summer camp. Reverend Samuel Delevoe Park is in an underserved part in Fort Lauderdale, and this was the first time any of these students had a STEAM class outdoors, away from a formal classroom setting.

    Our methodology included taking out two groups of 20 students each, showing them the wonders of nature in their own backyard, including details on various plants, their historic uses, spiders, reptiles, and birds, the encroaching mangrove, and pond habitats. We used the opportunity to talk about mangroves moving up canals due to sea level rise, altered flowering and fruit times, unusual animal migration and mating times, and other phenomena associated with climate change that surrounded them. They also learned about some key organisms such as the Golden Orb Weaver, Carolina Willows, Red Bay trees and its introduced invasive pest, as well as Red, Black and White Mangroves. A post event survey revealed that every student, without exception, commented on the Weaver Spider, the Willows, and the importance of plants to their environment.

    Our results suggest that youth of all backgrounds absorb much more information through a field experience, whether virtual or in person. Students who participate in our STEAM in Parks program are anxious to share what they have learned with their families, friends, and neighbors. With the addition of experiential social media, we believe that learning can be greatly enhanced. We suggest that environmental education can make great leaps through this medium and put environmental education right on our students’ smartphones. By reaching them in this manner, we are instilling positive attitudes toward the environment and giving us hope for our next generations


  • Wednesday, August 28, 2019 3:26 PM | Anonymous member (Administrator)

    Outdoor Experiential Learning in Broward County Parks

    Check out these examples that show Diversity, Equity and Inclusion in EE programs:

    https://www.youtube.com/watch?v=ATNnmNakUOo  with Awesome Olsen Middle School at Anne Kolb Nature Center, and another visit by them: https://www.youtube.com/watch?v=Fr96YRHfDWg


    https://www.youtube.com/watch?v=htEf--3t25Q  with FPL and volunteers from middle and high school-aged students working their community service hours, restoring Gopher Tortoise Habitat at Deerfield Island Park.


    https://www.youtube.com/watch?v=Rnxdq04_lLY from a motivated patron, showing the features of Fern Forest Nature Center, and how kid-friendly it is


  • Monday, August 05, 2019 3:40 PM | Anonymous member (Administrator)

    Dream in Green is a South Florida based non-profit whose mission is to inspire and empower individuals, particularly K-12 students, to respond to climate change and other environmental challenges facing local and global communities. The Green Schools challenge was developed in 2006 to address that mission by utilizing K-12 schools as living laboratories to foster the next generation of environmental stewards.


    The Green Schools Challenge aims to engage students, teachers and administrators in hands-on educational activities that teach them about the links between resources, sustainability and their communities. Students are encouraged to think creatively and design initiatives that foster an environmentally sustainable future and promote the ‘green’ message to the entire school, their homes and throughout their community.


    We develop and provide 3 free curriculum designed specifically for each elementary, middle and high schools. Our topics focus on energy efficiency, water conservation, waste reduction, alternative transportation, green living (building & careers) and food security. The Green Schools Challenge is designed as a competition so each activity the students complete will gain them points which we highlight winners at an awards ceremony at the end of the year.


    Dream in Green offers professional development trainings for teachers to help implement the program. We partner with the STEM office at Miami-Dade County Public School District (MDCPS) to align our activities with the District’s pacing guides and we provide which benchmarks they fall under. Participation in our program will also count towards a school’s efforts to apply for STEM designation through MDCPS.


    Every school enrolled in the Green Schools Challenge will be eligible to apply for grants of up to $400 to support green initiatives at their school. These grants ask students and teachers to conceptualize a project, develop a proposal and budget and evaluate the effectiveness of their idea.


    By participating in the Green Schools Challenge:

    - Schools will reduce utility costs by becoming more energy and resources efficient.

    - Students will be exposed to environmental literacy.

    - Teachers will learn how to integrate environmental education into ongoing instruction.

    Schools can enroll in the program by filling out an online form (https://forms.gle/d6DMBdR7XDZx7Q1Z6) or visiting our website (www.dreamingreen.org). Please contact the Program Manager, Alexandra, at alexandra@dreamingreen.org for any additional questions or information.


Founded in 1983, the League of Environmental Educators in Florida is the professional association for individuals and organizations dedicated to the cause of environmental education in Florida. We are the state affiliate for North American Association for Environmental Education (NAAEE), an organization that brings together those interested in the study and enjoyment of our natural world and one that has promoted excellence in environmental education throughout North America and the world for over four decades.  

The League of Environmental Educators in Florida is a 501(c)(3) nonprofit organization.

© 2020 by the League of Environmental Educators in Florida.


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