Arizon-Wha?!

ARIZON-WHA?! 

We’re starting a new column! Stay tuned for funky new mystery species with every newsletter.

Can you identify this ferocious-looking critter? 

Clue: They are found underground around Arizona in early September. 

Take a guess, then scroll to the bottom of this newsletter for the answer! (or however you want to do it)

Photo by Jessie Rack

Answer to this issue’s ARIZON-WHA?! Photo challenge:

If you guessed beetle grub, congratulations! Since it’s a white grub, we can identify this big chunk as belonging to the scarab beetle family, Scarabaeidae. Due to its size and the location where it was found, it’s pretty likely that this one is a baby Western Hercules Beetle, Dynastes grantii. Larvae of this species can spend 2-3 years as a crazy-looking underground monster like our friend up above, but once they’ve developed into adults they only live for 2-4 months. As grubs, they eat decaying plant material (that makes them decomposers, y’all!) but as adults they feed on tree sap by making a small wound in the tree (this doesn’t hurt the tree). I’ll give you a dollar if you eat it. 

Have you seen weird nature stuff around Arizona? Submit your photos to membership@arizonaee.org for the chance to have them published in a future edition of ARIZON-WHA?!

 

Jessie Rack is a Board Member at AAEE. She received her Ph.D. in Ecology and Evolutionary Biology from the University of Connecticut in the spring of 2016. She is currently the Program Coordinator of the Supporting Environmental Education and Communities (SEEC) Program, an offshoot of the Community and School Garden Program at the University of Arizona.

Urban School Gardens: A Nature Niche

by Jessie Rack

The world’s intrinsic beauty and complexity is a never-ending source of inspiration for educators. And we’ve all seen the results of being outside on our students, no matter what age — immersion in nature invites focus, observation, and simple noticing. Students with behavior or attention issues are sometimes stabilized in an outdoor environment. The smallest insect or rock becomes a fascination, and questions bloom without effort. 

As environmental educators, we don’t need to be told about the benefits of taking our students outside. In the last two decades, there has been a dramatic increase in the number of studies on outdoor education, with authors citing results like better grades, higher test scores, and improvements in focusing attention and regulating behavior. But for those of us who, like more than 80% of the US population live in urban areas, helping our students reap the benefits of the outdoors is sometimes more complicated than simply taking them outside of the school. So how do we give urban children the experience and benefits of playing and learning outside? One way to do it is through school gardens. 

This approach works because school gardens occupy something of an in-between space: they are not quite the structured, rule-bound, indoor world of the classroom, and yet also not the unstructured freedom of the open desert, or the forest, or even the playground. And yet they encompass aspects of all of those spaces. Gardens are a place in which collaboration and communication happen naturally, in which rules are still followed, but in which students can learn from experience and from others, and can literally get their hands dirty, while their teachers can still achieve their curricular objectives and meet state and national standards.

There has also been a lot of research about the benefits of school gardens specifically – it’s been something of a hot topic for the past couple of decades. Research is ongoing, but it seems that school gardens can affect students in a variety of ways. These range from the most obvious areas of healthy eating, nutrition, and science to more subtle impacts such as positive social and emotional skills, group collaboration, and even increased environmental stewardship. 

With all of this in mind, stay tuned for a series of AAEE newsletter articles about school gardens. In future editions, I will be sharing some tips for starting and maintaining school gardens, and for using these gardens to fill the nature niche that many urban schools lack. My position, with the University of Arizona’s Community and School Garden Program, is unique; I run the Supporting Environmental Education and Communities Program, in which I work directly with students at Title I schools, providing weekly environmental education lessons to students at these low-resource urban schools in Tucson. I also work with my colleagues to install school gardens at schools around Tucson and to help train teachers to take care of the gardens and to use gardens in their curricula, using the gardens and outdoor spaces at the schools as living laboratories to get students outside and immersed in nature. No matter the age group or ability level, school gardens are an effective tool for engaging students, for improving focus and achievement, and for getting kids excited about their environment. And, of course, for getting a little dirty.

 

Jessie is a Board Member at AAEE. She received her Ph.D. in Ecology and Evolutionary Biology from the University of Connecticut in the spring of 2016. She is currently the Program Coordinator of the Supporting Environmental Education and Communities (SEEC) Program, an offshoot of the Community and School Garden Program at the University of Arizona.

Interview with an Environmental Educator: Joining Together

As a community, we can do better by joining forces. Collectively we can empower larger audiences and, I believe, shift the trajectory of our planet’s future.”

Elise Dillingham: Program Coordinator, Desert Research Learning Center

What is your professional role and how does Environmental Education help you do that work? 

My professional role is the Program Coordinator of the National Park Service’s Desert Research Learning Center (DRLC). The DRLC is home to a diverse team of scientists that oversee the inventory and monitoring of natural resources at Sonoran Desert national parks (11 total). In addition to conducting research, DRLC staff utilize environmental education to promote the scientific understanding, protection, and conservation of Sonoran Desert national parks. Environmental education enables us to share the marvel of the Sonoran Desert, facilitate science communication, and inspire the next generation of environmental stewards. 

Who is your primary audience in your work and what outreach do you offer that audience? 

The DRLC’s primary audience is high school and college students ranging in age from 14-22.  We provide internships, citizen science and volunteer opportunities, and programs for student groups.

Why is Environmental Education important to the work that you do?

Environmental education is important to our work because it enables engagement of diverse audiences outside traditional land management realms. It elevates the visibility of science in the National Park Service and increases awareness of conservation issues facing national parks. At the DRLC, environmental education enables scientists to reach broad audiences beyond our peers, which builds support for science and reinforces its relevance.

What are your entry points for engaging your audiences in Environmental Education, Environmental Studies, science, etc.?

Sonoran Desert flora and fauna that exist in urban settings are an entry point for environmental education. We often use these familiar and seemingly mundane species to open doors into the wondrous natural history and ecology of the Sonoran Desert.

 

Who do you consider underrepresented audiences and what are the challenges you face in reaching them?

Students with disabilities are one underrepresented audience that we have actively been trying to reach. Accessibility in outdoor settings is one challenge that we must overcome when engaging with this audience. To help overcome this, we offer programs designed for people with disabilities and have increased wheelchair-accessible activities and amenities at the DRLC. 

How can we all do better?

I believe the strength of the EE community lies in the knowledge of educators, the curiosity of students, and the passion of both. These attributes foster critical thinking and innovation, which are desperately needed to combat our planet’s climate emergency. As a community, we can do better by joining forces. Collectively we can empower larger audiences and, I believe, shift the trajectory of our planet’s future. The more we collaborate and play off each other’s strengths, the better.

Licensing Outdoor Preschool?

By Diona Williams, M.Ed. ECSE

The state of Washington is the first pilot in the United States that aims to finally license outdoor, nature-based, and forest preschools. This is in reference to schools that spend the majority of their days outside the four walls, exploring natural spaces, regardless of the weather. You can see all the outdoor, nature, and forest-based schools in the United States on the Natural Start Alliance‘s website; they are the Early Childhood Environmental Education program of our partner organizations, NAAEE.


Currently in the United States, there are no licensing systems in place for outdoor preschools as much of the licensing process is build around the school’s physical building. Washington is leading the way in confronting this issue, because without licensing, outdoor preschools face huge barriers for making their program accessible to everyone. Just like a regular preschool licensing system, Washington’s licensing pilot program has a set of standards that the schools will all have to meet. Why might this Washington experiment be important to us down here in Arizona?

Here’s an example from my life: As an owner/lead educator of a nature preschool in Arizona, this pilot program is ground breaking for our state. Our licensing systems have many rules that simply don’t align with foundational practices in outdoor and garden-based learning. Imagine you are a teacher in the state of Arizona. You start a school garden and want to grow tomatoes because they do so well in the sun here. Unfortunately, in our current system, this plant is categorized as poisonous so licensed facilities cannot have them in a children’s garden. This happened to me, and this is the reality of licensed programs throughout the state of Arizona. Many preschool teachers express frustration at the limited vegetation their programs can grow in their school gardens or have in the green spaces their program goes to.

So, how does the state of Arizona move forward? Of course, my initial thought it’s time to start our own pilot program. I think this starts with reviewing and surveying the specific gardening and outdoor time limitations for licensed programs such as child care centers, in-home providers, Head Starts, and public schools currently experience. After we review the findings, we’ll be able to write our own set of standards that makes sense for our schools and our climate. Then, we can move towards policy discussions by educating stakeholders on the importance of spending time in nature and gardening and how the current rules limit licensed facilities from providing the outdoor time & gardening opportunities that children deserve.

If you’re interested in joining our Early Childhood Environmental Education working group that is beginning to explore the options of increasing nature-based and outdoor early learning in Arizona, let us know!

Contact Diona Williams at outbacklearning2019@gmail.com for more information.

A Nature-Based Preschool in the Desert?! You Bet!

By AAEE Member & Volunteer: Diona Williams

I am a full-time Early Childhood Education Professor a few days out of the week at a Tribal Community College called Tohono O’odham.  However, I have worked with children birth to age 8 for the last 17 plus years in many different capacities. My career has allowed me to work as an Infant/Toddler Mental Health Clinician II (behavioral health), Arizona Early Intervention Program, and CHILD Find Team/Public Educator as an Early Childhood Special Teacher.

What inspired me to open Out Back Learning LLC is truly my desire to grow my knowledge in the profession in Early Childhood Education and discover new and innovative ways to work with young children. I had an opportunity to attend a conference a year and a half ago at Prescott College, where I was able to learn about Nature-based Place and Play in Early Childhood Education. I was so inspired by the movement that I implemented the ideas and knowledge with my students the following school year, which led to gardening and outdoor lessons. I decided to leave public education to pursue higher education and to start this Nature-based Preschool Program. I love teaching college students about Early Childhood Education, but I absolutely love working with young children and families. The program is a passion project, but I have witnessed first hand how children can benefit from outdoor nature-based preschools.

Offering a Nature-Based preschool in the desert is unique from the typical nature-based and forest schools in the northwest, northeast, and midwest programs, because the desert environment is so different. In the desert we have everything from giant mesquite trees, prickly pear cactus & their fruit, to the scorpions & poisonous spiders.

So, how do the Out Backers survive the desert?

 

In Out Back Learning I have discovered the beauty of nature in a different way with my students, also known as the Out Backers.  For instance, one day the Out Backers discovered the Mexican Bird of Paradise plant has seed pods, and they could create, count, snap, build, and grow seeds. However, this plant has led to many other discussions beyond that. One example would be, when Leo asked, “Why do we not water this plant, but we water the jalapeno plant?” Or, when Isaac wondered, “Why does this plant have so many seed pods?”. This plant has led to even more conversations about pollinators, the importance of bees, and why butterflies hang out by the Mexican Bird of Paradise plant.

Life in Out Back Learning also gives the Out Backers an opportunity to take nature walks daily, even in the desert! I remember the first time the Out Backers took a nature walk, and we learned the importance of signs, landmarks, and directions. Now, the nature walks take twice as long because the Out Backers have discovered the wonders of every part of nature such as the pine needles, different rock varieties, flowers, leaves, cacti, etc.

Out Back Learning LLC also offers gardening opportunities for the Out Backers in the fall and spring, another easy way to connect with nature in the desert. Our fall garden currently has corn, herbs, cabbage, strawberries, jalapeno, cucumber, tomatoes, and sunflowers.

Every Monday the Out Backers get to harvest any item from the garden that they like to eat, take home, or cook. There are so many ways for young learners to safely play in and with nature in a desert environment. Knowing there are so many benefits to spending time in nature and nature-based learning & play, it’s important that we give all learners these opportunities, no matter what environment they’re growing up in!

You can follow the Out Backers’ adventures on their Facebook page and their Instagram @outbacklearning2019

 

 

Do you want your program featured in AAEE’s newsletter, on our website, & on our social media platforms? Contact us on our Facebook page, Instagram @EEinArizona, or comment on this article!

Towards Inclusive & Equitable Environmental Education

Environmental Education organizations across America are coming to terms with a history of practice that has often been, and continues to be, exclusionary of many groups. This was a central topic at our 2019 #WEareEE Conference, and we want to keep the conversation going. We’re also writing this short piece 1) to clarify some of the key terms, 2) to take a deeper look at reality of inequity in ‘green’ organizations, and 3) to share some valuable resources that we love that can help programs better serve the diverse communities here in Arizona. Down the road, we’re going to continue with blogs diving deeper into these topics and will be featuring some model inclusive EE organizations & efforts here in Arizona.

At AAEE we have been working hard on our organization’s mission,  culture, strategic planning, and practices to make sure that we center justice, equity, and inclusion in all aspects of our work. Diversity is strength, and we want our association to welcome the variety of beliefs, identities, languages, interpersonal styles, and values of all individuals in our state. Our goal is to create an association that is inclusive, respectful, and equitable, and to engage the talents of people with different backgrounds, experiences, and perspectives to collectively create a sustainable future for Arizona that prioritizes social & environmental well-being. We recognize that we have a long way to go, that this is work that is never done, and we are looking forward to continuing to dig deeper & commit ourselves to positive change.

Have you heard of “DEI”? Maybe your organization wants to build a “DEI” strategy, or perhaps build a “JEDI” committee — But what does that really mean? What is meant by all these acronyms being tossed around in corporate, non-profit, and institutional circles? First of all, as we engage in this work, it’s important to remember that these words are representative concepts & actions surrounding serious issues, and to casually turn them into acronyms or just ‘another committee’ or just ‘another strategy’ can not only be ineffective, but harmful.

In the various environmental sectors: the government, non-profits, research areas, businesses, science/education/outdoor programs, and more, there is a pattern of this work being predominantly facilitated by middle to upper-class, white, and older populations. This imbalance becomes more prevalent the further up in leadership one looks. Yet, in many studies, Americans of color consistently demonstrate more concern for environmental issues that white Americans. This paradox points to a phenomena many refer to as the Green Ceiling, which Green 2.0 describes briefly as, “Despite increasing racial diversity in the United States, the racial composition in environmental organizations and agencies has not broken the 12% to 16% “green ceiling” that has been in place for decades.”

Even knowing that moving towards a more sustainable and just world takes all of us, “The leadership, boards, staff, and memberships of mainstream environmental groups continue to be largely white, upper middle-class, and older. This failure to include other segments of society is a serious limitation. It reduces the reach and impact of all groups working in conservation—from non-profit organizations to foundations to government agencies. All too often, it also means that the support of nature and conservation by people from diverse backgrounds—and the toll of environmental problems on less wealthy communities—is neglected or ignored.” (Dorceta Taylor, Green 2.0)

In order for all of us to achieve our goals we need to prioritize inclusive & equitable practices that address social & environmental injustices as the interdependent systems that they are. One of the places we can start is by building personal and organizational cultural competence. For those of us in EE who aren’t familiar with the term “cultural competence”, if you check out this great chart, you may see something surprising. (Martin & Vaughn, Cultural Competence: The Nuts & Bolts of Diversity & Inclusion) The components of cultural competence, are almost identical to the components of the objectives of EE as documented in one of the EE field’s founding documents: The Tbilisi Declaration! The same familiar elements of the EE “Awareness to Action” continuum from Tbilisi can be applied to understanding and developing cultural competence. 

With this in mind, we’re excited to share a list of resources that our colleagues and various members of our organization have shared with us. We’re looking forward to building this list and making a permanent set of resources on our page. If you see we’re missing some important resources–Let us know by commenting or messaging us on our blog, Facebook page, or Instagram

Resources:

Want to join the AAEE Team?

Hello Friends and supporters of EE!

Our annual board and committee recruitment period is underway. If you or someone you know might be interested in joining our team, please let us know!

Our team is working really hard to again make available one or more opportunities for EE practitioners to gather in person in 2020. Tucson has also been selected as the host location for the North American Association for Environmental Education’s international conference. Our NAAEE Affiliate will be co-hosting this event. If you or your organization is interested in assisting us, please let me know. We’ll be convening a planning committee very soon.

In order to accomplish our tasks in service to our strategic goals, we have a working/governing board managing several committees to share the workload. If you attended the 2019 Conference at Prescott College you saw those teams in action. We could not do it without help from folks on small tasks and people serving in leadership role.

So if you are inspired by the many EE practitioners in this state and want to work toward a more inclusive, equitable, and sustainable field of practice, in service to meeting the educational needs of our diverse communities in Arizona, consider lending a hand over the next few years. I’m sure together we can accomplish fantastic things!

Here is the link to apply to join the Board of Directors. Thanks for all you do!

Yours for EE, LoriAnne Barnett

President, 2019-2020 Arizona Association for Environmental Education

2019 AAEE Conference Attendees

Children’s Literature, Stewardship, & Fly Fishing: Down by the River

From author Andrew Weiner, featuring artist April Chu:

How do we engage children in the outdoors and help create a new generation of environmental stewards? We do it with stories and activities that invite them to explore and enjoy nature and to become participants in the natural world. Then, we must bring those children into nature where they can experience it firsthand.

In my book Down By the River: A Family Fly Fishing Story I share the story of a boy, his mother, and his grandfather spending a day fly fishing—their favorite pastime. From the river where they fish, to the osprey seeking a meal, the hatching bugs, and beautiful rainbow and brown trout, the sport of fly fishing offers a multitude of ways to learn about the natural world.

I began writing Down By the River more than fifteen years ago and it was published in 2018. Over those fifteen years my own environmental activism and education has grown, and my support of organizations that work on behalf of natural resources and conservation has grown as well. The participation of entire families in the sport of fly fishing has grown, too. The #5050onthewater movement, which encourages women to become fly anglers, and supports them in encouraging even more women to participate, has been documented widely (https://www.nytimes.com/2017/12/10/sports/fly-fishing-women.html). The participation of women is a great sign that fly fishing remains a vital and equitable activity, and more families than ever will be enjoying the sport.

It seems like environmental stewardship is cyclical. After decades of hard work by individuals, organizations, and government that seemed to safeguard our country’s beauty and natural resources, as well as the health and safety of our citizens, we now are faced with the rapid removal of those protections. Hope should not be lost, though. Just as we are faced with current challenges we can also trust that the fight for the environment is never lost. We need to continue to work on its behalf. The future of our planet is at stake. Every child that we can educate and engage with a love of and appreciation for the beauty and joys of the natural world can also fight for our future. It’s my hope that my book Down By the River can be a part of that education, engagement, and inspiration.

 

What are others saying about this great book?

Voices from the River: Book connects kids with fly fishing
Author Andrew Weiner and artist April Chu have produced a book that could help whet the appetite of youngsters you hope will share your love for fly fishing. Down by the River, released this week by Abrams Books, is a beautiful book documenting a day of fishing by a young boy named Art, his mother and his grandfather.
— Trout Unlimited

I read Down by the River to my five-year-old granddaughter before fishing the next day. She loved it. It added a lot of excitement and knowledge to her fishing experience.
— Yvon Chouinard, founder of Patagonia Inc.

 

Do you know of other wonderful children’s books that promote stewardship or other environmental education values? We’d love to hear about them!

Share your stories with us at info@arizonaee.org or on our Facebook page!

Opportunities to become EE Certified and meet Certified Educators!

Arizona Environmental Education Certification Program

AAEE hosts an online Basic EE Certification Program designed to introduce you to the foundational concepts of providing quality environmental education and environmental educational programs and content. This certification, recognized by NAAEE as one of thirteen states with EE Certification Programs, has graduated 57 participants since 2015. It is a work-at-your-own pace, year long, 100-hour program in which you are paired with a certified reviewer who will help you explore how EE may be applied to the work you are doing or seek to do. 

During September’s conference there will be an opportunity to meet with EE Certified Professionals to learn more. Conference Presenters who are

certified will be recognized as such in the Conference Program. Explore the benefits of becoming an EE Certified Professional. Discuss how can we get more employers to support EE certification and seek out certified professionals for open positions?

Eager to get started on your certification? We’re taking applications for the August cohort through August 11. Cohort runs August 26, 2019 – August 23, 2020! Contact certification@arizonaee.org for more information.  

 

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Become Guideline Certified at the Conference & Beyond

AAEE is honored to receive a 2019 NAAEE Guidelines for Excellence Small Grant to offer two Guidelines for Excellence Workshops throughout the state. We’ll be offering one of these workshops at the 2019 Conference on Thursday, September 12 at 1pm. To register for this visit our 2019 Conference Website. Read about how the Guidelines for Excellence series began and what will be covered in the workshops.

The National Project for Excellence in Environmental Education, initiated by NAAEE in 1994, has developed a series of guidelines that set the standards for high-quality environmental education for the development of balanced, scientifically accurate, and comprehensive environmental education programs and materials. They are designed for formal, non-formal, non-traditional educators, as well as community engagement specialists.

We’ll be offering a pre-conference Guidelines for Excellence Workshop in September and others later in the year and Spring 2020 in Yuma, Bisbee, Phoenix and Pinetop-Lakeside. These workshops will help you understand how to use the NAAEE Guidelines for Excellence to help strengthen the impact of your EE programs through design and evaluation. One of our certified trainers will introduce the full series of resources and model how to evaluate and improve your programs with them. Want to know more? Email pd@arizonaee.org.

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