(Franzen, Ashmann, Beeth, Rydberg, 2023)
Read the article here.
Chippewa Falls high schoolers use a drone-mounted thermal camera to identify heat loss from a school building.
This article explores how Chippewa Falls students are using their school building as the classroom to explore aspects of careers in aviation and energy.
Instructions on how Wisconsin school districts can transition to clean energy. (Hamzé, 2021)
Wisconsin schools are increasinglyimplementing energy-efficiency measuresand installing renewable energy systems.Nearly 250 K-12 schools already haveon-site solar generation.
Illustrative case studies of eco-justice practices at five Wisconsin Environmental Education centers.
The main data source was interviews with senior staff at each study site.
Interview questions focused on current efforts, the impetus behind equity and inclusion initiatives, ongoing challenges, and valued partners in this work. (Columb, Tyra, Liddicoat, 2020)
These environmental education activities have been created for teacher educators by teacher educators. Through a grant from the National Science Foundation (DRL 1638420), members of Wisconsin’s higher education programs were invited to participate in two workshops that provided professional development and time to create these activities. The teacher educators have also implemented these activities in their own courses.
The resource includes 34 activities that could be used to teach a range of disciplines and licensure levels. Additionally, they are aligned with the Professional Development of Environmental Educators: Guidelines for Excellence (NAAEE, 2017).
View the activities here.
This guide has been written to assist anyone working with or in a school to create a safer, more environmentally friendly, and sustainable place to learn. The specific geographic focus is on Wisconsin, but the information is relevant to schools across the nation and the world.
Green & Healthy Schools Wisconsin supports and encourages schools to create safe and healthy learning environments and prepare students to understand, analyze and address the major environmental and sustainability challenges now and in the future.
Download the guide here.
The Wisconsin K-12 Energy Education Program (KEEP) has been offering professional development courses for K-12 teachers since 1997. By the end of 2016, more than 6,000 teachers had participated in KEEP courses. To assess the impact of courses on personal and teaching behaviors, participants are surveyed before and six months after their course. Data collected between 2013 and 2016 show that teachers are more likely to teach about energy, take personal and professional energy conservation actions, and value energy education after taking a KEEP course. Summaries of the first two series of surveys are below. This is an ongoing evaluation project funded by Wisconsin utilities.
Pre-course, Post-Course Impacts and Behavior Change Study Result 2013-2014Pre-course, Post-course Impacts and Behavior Change Study Results 2015-2016
Wisconsin’s Plan to Advance Education for Environmental Literacy and Sustainability in PK-12 Schools (Plan) provides a road map
for statewide strategic collaboration to ensure all students graduate from high school prepared to continue this legacy and ready for college and careers in the 21st century.
The Plan recommends strategies that are intended to be pursued over time. Ultimately, the success of the Plan depends on the support and participation of a broad range of collaborators throughout the state. The Wisconsin Department of Public Instruction, Wisconsin Center for Environmental Education, and Wisconsin Environmental Education Foundation volunteered to provide leadership for the Plan.
Download the plan here.
In late 2015, 156 environmental education-related organizations across Wisconsin completed the second of two online surveys measuring their current status and needs. The survey focused on visitation trends, budgets, land management, accessibility for individuals with disabilities, and staff training and professional development needs. The primary goal of the survey was to gain the information necessary to increase the collective impact of these facilities. The results indicate increased visitation numbers and illustrate the importance of volunteers. Over 90% of the centers engaged in land management, with the most common projects related to invasive species management. The survey also identified gaps in the accessibility of programming and curriculum. To continue growing and improving, the organizations are looking for staff training on including people with disabilities, grant writing, fundraising, using technology as an instructional tool, and teaching environmental education in a STEM context. Results from this survey underline the importance of environmental education as an industry in Wisconsin and reveal areas for growth through professional development and additional resources.
The Status and Needs of Environmental Education Related Organizations in Wisconsin is a collaborative, ongoing project of the WCEE, UW-Extension, and the Wisconsin Association of Environmental Education.
Download the document here.
160 Wisconsin environmental education (EE) related organizations responded to the 2014 status and online needs survey. The survey and report of findings include general information about the organizations, trends in participation, land management, use of technology, program evaluation, and professional development needs and offerings. EE-related organizations in Wisconsin serve an average number of 10,251 program participants. These organizations have extensive reach and impact across the state. Findings illustrate how and why some organizations have been more successful than others. EE-related organizations have identified needs in the areas of technical and on-the-ground assistance with land management, the use of technology to enhance environmental and outdoor education and professional development in many organizational management skills and EE subject areas. Assistance is also needed in program evaluation along with coordination or the use of standardized evaluation methods across organizations. The findings and recommendations included in this report can be used to increase the operational capacities and impact of EE-related organizations in Wisconsin.
The Status and Needs of Environmental Education Related Organizations in Wisconsin is a collaborative, ongoing project of the WCEE, UW-Extension, and the Wisconsin Association for Environmental Education.
In 1997, the WCEE developed a profile of environmental education in Wisconsin K-12 Schools based on statewide surveys and assessments of students, teachers, curriculum coordinators, and principals.
Food systems education in this form is a fairly new field and includes a wide array of information. Due to its breadth, the topic can be overwhelming to both understand and teach. This framework divides food systems education into organized concepts, making the subject easier to both teach and learn. We have strived to include concepts and ideas that address diverse perspectives and issues.
This Food Systems Education Conceptual Framework is not a curriculum itself. Rather, the framework provides the foundation and organizing structure through which curricula, activity guides, programs, specific lessons, and other teaching materials are developed, whether that be in a pK-12 setting or a community setting. As food systems understandings evolve, along with our food systems themselves, the framework, too, will evolve. Many individuals and organizations provided input in developing this conceptual framework. The Wisconsin Center for Environmental Education conducted a survey to gather information about food systems literacy and education from individuals, businesses, and organizations in Wisconsin who are involved in some aspect of food systems work. The WCEE also collaborated with the UW-Extension – Cooperative Extension Community Food Systems Team to generate concept ideas and provide comments and edits on drafts of the framework. Existing conceptual frameworks, such as the K-12 Energy Education Program— A Conceptual Guide in Wisconsin and the Learning, Experiences, and Activities in Forestry (LEAF)—A Conceptual Guide to K-12 Forestry Education in Wisconsin, were used as references for the organization of this document.
In the fall of 2014, more than 25 educators from schools and communities throughout the state came together to shape the Wisconsin Food Systems Education Conceptual Framework, crafting the suggested scope and sequence section at an all-day workshop. Attendees dissected the framework and aligned the concepts to the grade levels at which they should ideally be taught while also discussing how to apply the framework in environments outside of pK-12.
View the framework here.
The Wisconsin Environmental Education Board (WEEB) has enthusiastically adopted and supports the implementation of Wisconsin’s Plan for Environmentally Literate and Sustainable Communities. This plan is the latest in a long line of environmental education initiatives in the state. Beginning with the Conservation Movement in the late 1800s and early 1900s through the Environmental Movement in the 1960s and 70s, and on to today, residents of Wisconsin have played a key role in shaping the knowledge, skills, and attitudes of individuals, groups, and organizations with respect to environmental issues at the national, regional, and local levels. As a new century has just begun, this plan provides a pathway for all of us to build upon this prior work and move forward in developing an environmentally literate society comprised of sustainable communities.
The goals of this plan are broad and far-reaching and will only be attained through the efforts of a variety of individuals and organizations. Overall, this plan looks to build awareness and capacity, promote access to information and experiences, identify strategies, foster research, and assess progress. While the WEEB, along with the Wisconsin Environmental Education Foundation and the Wisconsin Association for Environmental Education, intends to support and help implement this plan, as you read through this document, you will undoubtedly find ways to contribute and collaborate with others. We encourage you to do so. Wisconsin’s Plan for Environmentally Literate and Sustainable Communities is a plan for all residents of Wisconsin, thus all of us need to play an active role in making certain the goals are met and hopefully exceeded.
View the plan here.
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Kacoroski, J. (2015) Children’s Attitudes, Behaviors, and Comprehension While Using iPads in Outdoor Environmental Education Programs. Master’s Thesis. University of Wisconsin-Stevens Point
Lane, J.F., Baker, A., Franzen, B., Kerlin, S., & Schuller, S. (2015) “Designing Resilient Energy Education Programs for a Sustainable Future”. The Journal of Sustainability Education. Vol. 8.
Leatherbury, M. (2011). Connecting Field Trip and Classroom Learning: Evaluating the Utility of a Museum-Based Framework in and Environmental Education Context. Master’s Thesis. University of Wisconsin- Stevens Point.
Moore, J.C. (2015) A Picture is Worth a Thousand Words: Assessing Drawing as a Learning Tool in Science. Master’s Thesis. University of Wisconsin-Stevens Point.
Rickert, M. L. (2011). School Energy Policy and Education Plans: A Case Study of Plan Development in Three Wisconsin School Communities. Master’s Thesis. University of Wisconsin-Stevens Point.
Tomaszewski, J. (2013). Examining Environmental Education Knowledge and Skills gained in the Master’s for K-12 Teachers Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Miller, S. (2009). Creation and Evaluation of Supplementary DVD Teaching Tools for the Central Wisconsin Environmental Station. Master’s Thesis. University of Wisconsin- Stevens Point.
Ford, T. (2009). Energy Education Professional Development: Assessment of Teacher Satisfaction. Master’s Thesis. University of Wisconsin-Stevens Point.
Wang, X. (2008).A Plan for Creating a National Bird Watching Society in Mainland China for Bird Conservation and Education. Master’s Thesis. University of Wisconsin-Stevens Point.
Webster, J. (2008). The Creation and Evaluation of a Natural History Website Entitled the CWES Nature Navigator, as a Resource for University Practicum Students at the Central Wisconsin Environmental Station. Master’s Thesis. University of Wisconsin-Stevens Point.
Buchholz, S. (2007).Digital Resource Recommendations for the Wisconsin K-12 Forestry Education Program (LEAF). Master’s Thesis. University of Wisconsin-Stevens Point.
Wang, Y. (2007). The development, pilot-test, evaluation, and recommendations for an online course titled Environmental Studies of China. Master’s Thesis. University of Wisconsin-Stevens Point.
Ziolkowski, C. B. (2007).The Development and Evaluation of a Biomass Activity Guide for the Wisconsin K-12 Energy Education Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Lane, J. (2006). Environmental Education Implementation in Wisconsin: Conceptualizations and Practices. PhD Dissertation. University of Wisconsin-Madison.
Ermer, S. (2006).Development, Implementation, and Evaluation of an Overseas Program on Environmental Education for Teachers. Master’s Thesis. University of Wisconsin-Stevens Point.
Gilbert, S. (2006).The Development of a Conceptual Guide for the Wisconsin K-12 Forestry Education Program (LEAF) Urban Forest Supplement. Master’s Thesis. University of Wisconsin-Stevens Point.
Huxmann, J. (2006).Website Development Recommendations for Midwest State Wildlife Areas. Master’s Thesis. University of Wisconsin-Stevens Point.
Lane, J. (2006).Environmental Education Implementation in Wisconsin: Conceptualizations and Practices. Unpublished Doctoral Dissertation. University of Wisconsin–Madison
Lockman, K. (2006).Master’s Thesis. University of Wisconsin-Stevens Point.
Herrewig, G. (2005). The feasibility of a student volunteer plan at the Central Wisconsin Environmental Station. Master’s Thesis. University of Wisconsin-Stevens Point.
Jacobs, E. (2004). A Case Study on Attitudinal Changes of Teachers at an Environmental Charter School. Master’s Thesis. University of Wisconsin-Stevens Point.
McDonald, J. (2004). A Study of the Process of Developing Competency-based Environmental Education Certification Programs for Non-formal Environmental Educators. Master’s Thesis. University of Wisconsin-Stevens Point.
Pardee, M. (2004). Using Artistic Expression in the Study of Watersheds: Creation of Wisconsin River of Words. Master’s Thesis. University of Wisconsin-Stevens Point.
Estes, C. (2003). Developing, Evaluating, and Disseminating an Energy Education Resource Trunk. Master’s Thesis. University of Wisconsin-Stevens Point.
Kane, S. (2003). The Development, Evaluation, and Application of a Conceptual Framework for K-12 Renewable Energy Education. Master’s Thesis. University of Wisconsin-Stevens Point.
Kerkman, M. (2003). The Development and Evaluation of a Forestry Education Unit Taught by Trained Environmental Educators for Selected Fifth Grade Classrooms in Central Wisconsin. Master’s Thesis. University of Wisconsin-Stevens Point.
Dixon, C. (2001). Research and Identification of Appropriate Environmental Education Resources for Schools. Master’s Thesis. University of Wisconsin-Stevens Point.
McIntyre, S. G. (2001). The Development of a Test Bank for the Wisconsin Envirothon Competition Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Zbleski-Kubish, B. (2001). The Development, Implementation and Evaluation of a One-credit, Undergraduate on-line course entitled Biodiversity and Conservation Biology. Master’s Thesis. University of Wisconsin-Stevens Point.
Solin, J. (2000). Guidelines to Guide the Facilitator in Planning and Implementing Community Sustainable Forestry Education. Master’s Thesis. University of Minnesota, Duluth.
Carmichael, C. (1999). Creation, Implementation, and Evaluation of an Outdoor School Site Teacher Training Program at Rosholt School District. Master’s Thesis. University of Wisconsin-Stevens Point.
Ciffone, E. (1999). An Evaluation of the Wisconsin Environmental Education Board’s Grants Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Koop, B (1999). Developing and Disseminating “Promising Energy Education Practices in Wisconsin: Developing a Network of Energy Educators” and Evaluation It’s Use by K-12 Educators. Master’s Thesis. University of Wisconsin-Stevens Point.
Ardoin, N. (1998). An Environmental Education Needs Assessment Study in the Carazo Department of Nicaragua.Master’s Thesis. University of Wisconsin-Stevens Point.
Cassandra C. (1998). Creation, Implementation and Evaluation of an Outdoor School Site Curriculum and Teacher Training Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Davenport, L. (1998). The Development of Action Plans and Implementation Strategies for the Wisconsin Environmental Education Strategic Plan. Master’s Thesis. University of Wisconsin-Stevens Point.
Hilgers, S. (1998). Evaluation of the Effectiveness of the UW-SP National Science Foundation Teacher Training Program in Environmental Education. Master’s Thesis. University of Wisconsin-Stevens Point.
Grossman, I. (1997). The development of the Wisconsin Supplement to National Project WET: A Water Resources Guide for Educators. Master’s Thesis. University of Wisconsin-Stevens Point.
Meredith, K. (1996). The National Envirothon Environmental Literacy Evaluation. Master’s Thesis. University of Wisconsin-Stevens Point.
Fleming, A. (1996). The Development of an Instrument for Evaluating World Wildlife Fund’s “Windows of the Wild” Biodiversity Program. Master’s Thesis. University of Wisconsin-Stevens Point.
Peri, P. (1996). The Development of an Instrument to Assess Environmental Literacy of Eleventh Grade Students in Wisconsin. Master’s Thesis. University of Wisconsin-Stevens Point.
Carlton, G. (1995). An Assessment of the Effectiveness of the University of Wisconsin Stevens Point’s Environmental Education Teacher Inservice Training Programs’ Ability to Enhance the Classroom Instructional Practices and School-Wide Leadership of Select Educators. Master’s Thesis. University of Wisconsin-Stevens Point.
Cunningham, C. (1994).An Assessment of School Administrators Knowledge of, Attitudes Towards, and Degree of Support for Environmental Education in Wisconsin Public Schools. Master’s Thesis. University of Wisconsin-Stevens Point.
Lane, J. (1993). An Assessment of Wisconsin Teachers’ Perceived Competencies in, Attitudes Toward, and Amount of Class Time Devoted to Teaching about the Environment. Master’s Thesis. University of Wisconsin-Stevens Point.
Quale, A. (1993). The Development of an Instrument to Assess the Environmental Literacy of Fifth Grade Students in Wisconsin. Master’s Thesis. University of Wisconsin-Stevens Point.
Strathe, S. (1991). Directing the Future Through Outdoor Skills—An Operational Master Plan for the Sheboygan County Outdoor Skills Center. Master’s Thesis. University of Wisconsin-Stevens Point.
Byers, T. (1990). A Comprehensive Review of the Ridges Sanctuary with Recommendations for Management. Master’s Thesis. University of Wisconsin-Stevens Point.
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Connect, Explore, Engage: Environmental Education Activities for Teacher Educators. (Franzen, Ashmann, Beeth, Rydberg, 2023)
Hamzé, S. (2022) “Student Science Take Flight: Chippewa Falls high schoolers use a drone-mounted thermal camera to identify heat loss from a school building”, School News, October 2022 pp 10-13
Hamzé, S., & Nadeau, E.G. (2021) Coming Clean, Six steps to your district’s clean energy transition. School News, September 2021 p20-25.
Sheridan, L. (2020) School News, October 2020.
Hamzé, S., & Sheridan, L. (2020) Identifying motivation & building momentum for greening schools. WASBO, Vol. 24 p. 18-19.
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Scott Ashmann & Rebecca L. Franzen (2015): In what ways are teacher candidates being prepared to teach about the environment? A case study from Wisconsin, Environmental Education Research, DOI: 10.1080/13504622.2015.1101750
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“A Bright Idea.” Wisconsin School News, July 2008 p15-17.
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