Environmental Engineering Reference
In-Depth Information
•
Inquiry based, student centered
—Students are the principal actors in this pro-
cess. Allow them to participate in every aspect of the restoration process; resist
the temptation of having contractors, partners, and/or staff “put in the restora-
tion.” Inquiry is integral to the restoration process and the process is the curricu-
lum. The more students participate in the various aspects of the process, the
better they will be at asking questions and finding answers. Teachers and others
need to provide guidance but must understand that inquiry-based, experiential
education is a new type of teaching format that places the student learner in the
lead role.
•
Cultural diversity
—Our challenge remains to reach a broader, more inclusive
population of educators and students, both culturally and economically. To that
end, EPS/RESTORE promotes place-based, culturally inclusive practices, in-
formed by traditional ecological knowledge (see chap. 18, this volume). We
have worked in inner-city environments in Milwaukee and Chicago, and with
Native American tribes in Wisconsin. We have also worked with partners in
Puerto Rico (USFWS National Wildlife Refuges, El Yunque National Forest,
universities, botanic gardens, land trusts, and others) to translate EPS into
Spanish and Caribbean ecological and cultural contexts. These efforts not only
create opportunities for individuals from underrepresented groups to enter envi-
ronmental fields but also enrich our common practice of environmental liter-
acy and stewardship with other ways of knowing.
Gilda Pimentel from Vieques, Puerto Rico, reflected on her experience with EPS:
“Since we arrived fromWisconsin, we look at nature in a different way....Recogniz-
ing the value of native plants and distinguishing them from invasives . . . our respect
for our own native flora is enhanced as is our sensitivity to nature” (Gilda Pimentel,
unpublished, 2010).
What We Still Need to Learn
Program evaluation indicates that EPS has built a strong track record of providing sat-
isfying teacher professional development experiences that spark changes in the way
educators think about their teaching. Research on student learning is needed to bol-
ster anecdotal evidence of student achievement. We “know” that students are learning
and highly motivated, but how can we demonstrate this with data? Action research by
teachers is beginning to address this gap, but more is needed. We are particularly in-
terested in the effects on school-aged students' and participating adults' beliefs about
environmental issues, actions with respect to environmental stewardship, and how
participation in EPS across different learning settings affects beliefs, actions, and eco-
logical literacy.
Research indicates that teachers are hampered in using the innovative practices
learned in professional development programs by competing initiatives in their
schools, such as standards-related curriculum changes, school consolidation, and
block scheduling (Clifford 2003). Systemic and schoolwide efforts could address
