wisconsin-association-for-environmental-educ

Welcome 2026 Board Members

Tue, 07 Apr 2026 01:42:46 GMT

Board Kicks off the Spring at Board Retreat in Madison

Spring is in the air, and our board is working hard to elevate environmental education in Wisconsin. In March 2026, the board got together for an in-person retreat to strategize for the next year. We started the day welcoming new board members and the rare chance to interact in person (since most of our work is virtual). With some silly games and commitments to our board norms, we were all so thankful to be together.

After this we dived in the work. We all did an overview of utilizing our web and database software NEON - including finding data, scheduling events and connecting with our members. We launched this software in summer 2025 and slowly our board has been integrating onto the platform. Big shout out to Victoria Rydberg-Nania for supporting the board through this transition!

From there we were able to reflect on our strategic plan and think about where we are now and where we want our focus for the next year. Overwhelmingly we want to develop our capacity to connect and build our membership network to be stronger, more involved and engaged!

The last part of our day we were able to work in small groups to launch into each of our board lead role activities. We had a groups who were focusing on next steps to raise advocacy to the top of our planning, reengaging current and lapsed members, and developing organizational capacity. All of this is possible because of the donated hours of our wonderful board!

So, who are we? Check out all the board members for 2026 on our board page . Below meet the newest board members added for 2026

Dina Drankus Pekelnicky

I love being outside and I love introducing the joy of nature to others. My background is in social work and the more I experience, the more sure I am that connecting people with nature is powerfully healing. Being in nature allows so many complex internal processes to unfold that cannot be artificially manufactured. I have many interests, but a primary focus for me right now is developing nature therapy and experiences for infants and toddlers. I have worked with multiple nonprofits that aim to holistically support families from prenatal through preschool. In that work, another core focus of mine has always been social justice and health equity. Access to nature is clearly a social justice and health equity issue; it's a basic human right!

Licia Johnson

Licia is currently the Education Director and Naturalist at the North Lakeland Discovery Center in Manitowish Waters. In her role there she coordinates public, private and school-based environmental education programming, heads up the Discovery Center program team, along with mentoring seasonal staff, helps care for several ambassador beings and leads trip by foot, canoe and snowshoe. When not playing at work you can find her baking scones, spending time wandering the forest and swimming in the frigid winter lakes.

Lori Klein

Lori is an outdoor educator in Milwaukee at the Urban Ecology Center, with a career in education that began in 2009 working with the Chicago American Indian community to support Native youth and families. She has also taught Oneida language and culture at the Indian Community School and continues to develop her teaching practice to create meaningful, hands-on outdoor learning experiences rooted in ecological and cultural understanding. Lori holds degrees in French and Cultural Foundations of Education, and in her personal life she enjoys outdoor adventures, foraging, wellness practices, and spending time at home with her spouse and two cats.

Interested in being part of the board? Watch for elections in the fall! Right now we are currently recruiting for Student Board Members. Check out this article to learn more and apply today.

Reflecting on Accessibility

Wed, 01 Apr 2026 12:55:15 GMT

A Master Naturalist Shares Revelations on "Accessibility in EE"

Last fall, I completed my Wisconsin Master Naturalist certificate through the course offered at the Schlitz Audubon Center north of Milwaukee. It was a glorious experience. In our studies, our teachers and the eighteen students in the class shared our love for the natural world and our longing to convey it to others. I had always gone to the woods and hills, but this was the first time I had ever been with a group of other people who cared about it just as deeply.

It was life-affirming. A couple of months later, a notification about continuing environmental education flashed up in my emails. The WAEE was offering an online course for environmental educators, and it would fulfil my Master Naturalist advanced training requirement for this year. But what really caught my attention were the words in the course description: “environmental accessibility for people with disabilities.”

I’m old enough to have gone to school with friends who were encased in steel braces because polio had paralyzed their lower bodies. A close friend in college was blind. It was a small women’s college, and we never thought much about her blindness, except that she needed to hold onto our arms if we went off campus where she didn’t know the paths. She was simply one of us, just as my friend with lasting impacts from polio had been one of us when I was younger. There were things the rest of us could do that our disabled friends could not, and we did not question that. We included them the best we could, and we tried to make the world around them more intelligible. It didn’t work very well, and that hurt, because we loved them, but we accepted that we could not change what they were up against.

It wasn’t until the WAEE accessibility course that I realized how narrow my mindset had been. It set off a whole new train of thinking. Yes, I’d been a good friend, but it had never occurred to me that my friends might have longed to be in the woods and fields and mountains every bit as much as I did. They might have wanted to feel the cool waters of a mountain lake, or splash in a waterfall, or identify a bird by its song, or camp out in a wild green space, too. To my shame, I had taken for granted that they had to accept their exclusion, and there was nothing anyone could do about it ― least of all, me.

And then I thought: suppose that my body kept me from hiking in the Kettle Moraine, or from river-walking, or finding spring ephemerals, or examining lichens and mosses with a magnifying glass (my newest passion) any time I felt like it? What if autism made me so anxious that my whole body and mind seized up whenever I tried something new? Suppose that I couldn’t see a pileated woodpecker or hear the sandhill cranes flying overhead? Suppose I was excluded from the woods and hills and waters? How in the world could I bear it?

The accessibility course came as a revelation. I knew vaguely about the ADA and the IDEA, and over the years, there was definitely greater general accessibility for people with disabilities. There were parking enhancements, restroom improvements, special doors and ramps for mobility, and hugely improved wheelchairs to navigate a wider range of spaces. These were all great. But the course made me see that something deeper was at stake. It had to do with seeing individuals with disabilities as fellow travelers, people who had longings every bit as valid and ardent as any fully abled person. With imagination, belief in possibility, and above all, with the insights of disabled people themselves, the world of nature could be accessible to everyone.

The Schlitz Audubon Center is doing a beautiful job of creating wheelchair accessible trails, and they offer “Sunflower” lanyards for people with hidden disabilities. Everything in the buildings is designed to be accessible. But the course got me thinking. Suppose I could offer my volunteer work there to support more Universal Design components? Birdability and birding by ear components? Braille signs along the trails and next to trees? CorpsTHAT ASL principles that not only engage with people with hearing loss, but which actually employ them in environmental care? Zoomazium ideas which draw children with every kind of disability into actual interaction with creatures?

Big dreams, and far beyond my capacity to achieve. But that’s just me, an elderly woman whose body isn’t quite what it used to be. I can still explore innovative ideas and reach out with them to people who also dream big and who are more capable than I. No human being has ever been perfectly free of some kind of burden. That is what the course brought home to me in its own special way. Whatever each of us offers in love and service to the environment and to one another is gathered into the goodness of the earth, our home.

Mary Eagan is a retired college educator and a very un-retired artist, editor, and lifelong crazy about nature person. She currently volunteers at the Schlitz Audubon Center in Milwaukee, where she pursues her passion for lichens and tries to persuade other people to love them, too.

Written by Mary Eagan, Wisconsin Master Naturalist and Schlitz Audubon Center Volunteer

Inspired by Mary’s experience?

This course is just one example of how your support translates into real-world impact for Wisconsin’s educators. We are currently developing new online learning tracks to reach even more educators, but we can't launch them without you.

This Earth Month, your gift of any size helps us hit our goal of 25 new supporters—and as a thank you, we'll send you a WAEE decal (or a 'Rooted in Nature' shirt for larger gifts!) to showcase your support.

The Importance of the Keebler Elves

Mon, 23 Mar 2026 12:03:17 GMT

Mental Health and Developing a Sense of Place

As a five-year-old, I recognized every moss-covered tree stump along my explorations through our woods and greeted them like old friends. I used those stumps as landmarks to find my way through the woods and back to my house. Tree stumps, I suppose, because they are low and close to the ground. As a five-year-old, I was stuck close to the ground also.

In spite of my yearning to wander, I reserved my Saturday mornings to watch cartoons. One morning a week our local networks humored children by televising our favorite shows. Showing up between Looney Toons, The Pink Panther, and Underdog were the Keebler Elves, trying to convince us to convince our parents to buy their fudge-striped cookies. I didn’t care too much about the cookies. What I was infatuated with was their factory which was located inside a hollow tree trunk, location unknown. I was convinced those elves were cranking out cookies in a tree trunk located in the woods behind my house. So I searched, especially on Saturdays, right after watching my morning cartoons.

Times were different then. I grew up as the youngest of three siblings whose mom let us wander. I’m not saying there weren’t dangers, but we survived. My tree-stump landmarks always led me home. While exploring, the smells and sounds of the northern woods, along with the familiarity of the plants and animals I encountered, slowly became permanently imprinted into every cell of my body. My mom’s lack of worry gave me one of the greatest gifts any parent can give their child: a sense of place. Having a sense of place means that no matter how far you travel in life, you feel an emotional release when you return—a feeling of familiarity, a connection.

Written by Lori Danz, School District of Superior School Forest Coordinator and former WAEE Board Member

A huge focus of adolescent mental health concerns has been on the increased use of social media, which I believe is valid. However, another area of interest is gaining attention. In September, 2023, the Journal of Pediatrics published a report titled " Decline in Independent Activity as a Cause of Decline in Children’s Mental Well-Being . " This research claims that “a primary cause of the rise in mental disorders is a decline over decades in opportunities for children and teens to play, roam, and engage in other activities independent of direct oversight and control by adults.” Enter the Keebler Elves!

When I was nine years old, my family moved from our small rural town to a city of 26,000. During this time, I used the freedom offered by my Schwinn bicycle to explore my new city and to find natural areas that reminded me of my former home - the places that brought familiarity and comfort. My mom still allowed me to wander, to run errands, to operate our lawn mower, and to use the stove to cook meals for myself and our family. There’s a term for this: CIM, which stands for Children’s Independent Mobility. CIM has shown incredible declines over the past five decades with most children being driven to and from school by their parents, being enrolled in organized sports with parental and other adult supervision, spending time in parks under adult oversight, and, of course, increasing their time on social media (ironically, often without adult supervision).

Could the lack of freedom to explore without supervision be robbing children of an essential developmental need for independence? Is it possible that not giving children meaningful and purpose within their families and communities contributes to the youth mental health crisis? Are we loving and caring for our children so closely that we are suffocating their sense of self? Could this be one reason so many of our youth find comfort in escaping to social media?

When I was five, I didn’t think about the future. I lived in the present. I didn’t know that school would cause me great anxiety. I didn’t know that our family would move to a small city that, coming from a rural town of 300 people, might as well have been New York City. I didn’t know I would develop an eating disorder in high school. I didn’t know I would be described as “outgoing and friendly to everyone,” yet never felt like I had a best friend. Looking back, I probably would have been diagnosed with anxiety and depression, but back then it was taboo to discuss those issues.

What if my parents unknowingly gifted me the tools I needed to navigate these personal struggles simply by allowing me the independence that they did? Perhaps it was that freedom that gave me the self-confidence I needed to navigate the world by having established a connection, a sense of place, and a belonging to the natural world. Humans have a biological need to explore. When that need is not met, it affects a child’s self-confidence and sense of self-control.

Working as a teacher in an outdoor setting, I find that the activities bringing the most satisfaction to our students are the simple adventures that allow a feeling of trust and independence. Using matches to build a fire, snowshoeing off trail and finding their way through the woods, using wood-burning tools, and using a handsaw during our Lumberjack Olympic games. Of course, safety is our first priority. But even the implication of risk—or simply engaging in activities that used to be rites of passage—brings great joy and accomplishment to their day of learning at the forest.

So today, I thank the Keebler Elvers and my mom for her lack of supervision. My plea is that we help our children learn to wander, explore, imagine, and develop their own sense of place. It is a health issue. For some, it could be a matter of life or death.

It’s this connection that might help many of our youth who are suffering with mental health issues. Recent data published by the Wisconsin Department of Public Instruction (DPI) in their annual Youth Risk Behavior Summary Report shows that only 54% of high school students feel a sense of belonging at school.

According to this same report, 52% of youth suffer from anxiety, 35% suffer from depression, and 21% report self harm. More alarming, 18.6% reported seriously considering suicide. 14.9% made a suicide plan, and 8.7% (almost 9 out of every 100 students) attempted suicide. Nationally, it has been reported that by 2019 suicide was the second leading cause of death for children ages 10-15, second only to unintentional injury and accidents.

The Wisconsin DPI report also indicated that screen time use among youth is increasing, and as that time increases, hours of sleep decrease, with 19.5% of students reporting less than five hours of sleep per night.

About the Youth Risk Behavior Survey

The Wisconsin Youth Risk Behavior Survey (YRBS) is conducted as part of a national effort by the U.S. Centers for Disease Control and Prevention to monitor health-risk behaviors of the nation's high school students. These behaviors, in turn, result in the most significant causes of both mortality and morbidity during youth and adulthood. The behaviors monitored by the Wisconsin YRBS include mental health, traffic safety, weapons and violence, suicide, tobacco use, alcohol and other drug use, sexual behavior, nutrition, and exercise.

Visit Website

Lori Danz (She, Her, Hers), credits her father as being her foremost teacher who provided knowledge and inspired a love of nature. Now in her 32nd year of teaching, Danz brings nature directly to students as a high school biology teacher at Superior High School. She is also the coordinator of the school forest program delivered to all grade levels in Superior, Wisconsin. Danz strives to make the outdoors accessible for all students and teachers, with over 2,000 student visits to the Superior School Forest annually. Danz regularly provides in-district professional development on outdoor education and has served as a regular presenter at numerous state conferences for teachers.

In 2023, Danz was selected as the Wisconsin Teacher of the Year. One of the greatest gifts of receiving this honor was the opportunity to share the great work being done in our classrooms by the great teachers in our state, and to demonstrate the benefits of integrating outdoor education into all classrooms and content areas.

Danz earned a Bachelor’s of Science in Education and Master’s Degree in Curriculum and Instruction, both from the University of Wisconsin-Superior.

Call for Student Board Members

Wed, 18 Mar 2026 14:09:35 GMT

Calling High School and College Students!

Build Your Résumé!

WAEE annually seeks students passionate about environmental education to serve on its Board of Directors. If you are looking for a great way to meet and network with other environmental educators from around the state, this is an extraordinary opportunity. Student board members need to be creative, open-minded, willing to tackle board responsibilities, and committed to working for one of the best state EE associations in the country.

Qualifications

A fun, responsible, person with an interest in furthering environmental education in the state and representing the needs of student WAEE members
A full or part-time high school or college student
Major in education, environmental education, natural resource management, interpretation or a related field
A member of WAEE at time of appointment to the board

Responsibilities

Serve a 9 month to 1 year term beginning September 1
Attend 75% of monthly board meetings
Attend WAEE’s Annual Conference and WAEE’s Winter Workshop
Provide a voice for WAEE student membership at board meetings
Promote WAEE events and scholarships to students

Perks

Great addition to your résumé
Make a difference in environmental education and have your ideas heard
Network with like-minded individuals
Have a say in creating priorities for WAEE

Details

Nominations due May 1
Student Board Member candidates may nominate themselves, be nominated by a Director, or be nominated by a professor, adviser, supervisor, or other individual who has specific knowledge of the candidate’s capability to represent student membership.
Nominees will be notified of the WAEE Board decision by June 1.

Thoughts from Student Board Member Sam Magnuson

Why did you want to become a student board member?

Before entering grad school for environmental education, I was a science teacher in rural Minnesota. I was sorely missing a professional network of fellow teachers and environmental educators. I joined the board in order to connect with other educators, and facilitate those professional connections that are so vital, especially for early career educators and students.

What have you accomplished/learned as a student board member?

Part of my duties as a student board member include leading the planning committee for winter workshop, a winter gathering/conference that connects students, educators, and outdoors professionals across the state. In planning this conference I gained valuable skills in event planning, organization, meeting facilitation, and collaborative leadership.

What is your favorite WAEE memory so far? (might be from an event before you became a board member)?

My favorite WAEE memory is playing NERTZ at the winter workshop conference this February. It is a fast-paced, high-intensity partner version of solitaire. I remember losing terribly at this game, but laughing with my partner the entire time.

Anything else that you want to share to prospective student board members?

This is an incredible opportunity to build a strong professional network, advocate for your fellow students, and gain leadership experience. I feel extremely fortunate to have been a part of this board, and I would highly recommend applying for this position!

2026 WAEE Awardees

Mon, 16 Mar 2026 22:09:40 GMT

Congratulations to our 2026 WAEE Awardees

Each year, the Wisconsin Association for Environmental Education (WAEE) celebrates individuals and organizations whose work strengthens environmental learning across the state. From classrooms and schoolyards to watersheds and community spaces, the 2026 awardees demonstrate how environmental education empowers people to understand, care for, and take action for our planet.

Together, these leaders represent the many ways environmental education comes to life across Wisconsin. Support and celebrate these amazing awardees at our upcoming Celebration of Excellence Award Ceremony on April 11th, at Escuela Verde in Milwaukee.

Student of the Year Awardee

Madeleine Bohn – Madison WEST High School

Madeleine Bohn is a powerful youth voice in the climate movement. A published author in The Nature of Our Times anthology, Madeleine blends science, storytelling, and advocacy to inspire action. As Director for the Wisconsin Youth Environmental Press Team and an organizer of the Wisconsin Youth Climate Conference, she helps amplify youth perspectives while building spaces for young leaders to connect and collaborate.

Locally, she leads her school’s Green Club, organizes climate advocacy efforts, and engages in community education around climate justice and policy. Through every effort, Madeleine reminds us that meaningful change often begins with small actions.

“Science tells us what is happening, but stories remind us why it matters.”

Earthguard Awardee

Evansville High School Green Team

The Evansville High School Green Team shows the power of student leadership in action. Over three years, the team planned, fundraised, and helped implement a 32-kW rooftop solar array that now powers their school with clean energy.

Their work didn’t stop there. Students conducted energy audits, removed hundreds of unnecessary fluorescent lights, installed LED upgrades, and launched a Renewable Energy Day to teach middle school students about sustainable technology. Their efforts have reduced the school’s carbon footprint and helped save more than $50,000 in energy costs. Through hands-on learning and collaboration, the Evansville Green Team proves that students can lead meaningful environmental solutions.

“This isn’t just about saving money—it’s about proving students can drive real solutions.”

Eco-Justice Awardee

Wi Gather Outside (WiGO)

Wi Gather Outside (WiGO) is redefining who feels welcome in outdoor spaces. Centered on equity, culture, and community connection, WiGO creates outdoor experiences that celebrate identity while fostering environmental stewardship.

Through Latino Conservation Week events in Milwaukee—such as Trails y Tacos, Biking y Birria, and Fotos y Flan—WiGO blends culture, language, food, and nature to create welcoming and meaningful outdoor experiences. In just a few years, the organization has mobilized dozens of partners and engaged hundreds of participants across Wisconsin. Their work demonstrates that environmental education is strongest when communities see themselves reflected in the outdoors.

“WiGO ensures everyone has a seat at the table and a voice in the conversation.”

Non-Formal Educator of the Year

Amber Rappl

Amber Rappl inspires environmental stewardship through engaging watershed education that connects people directly to their local waterways. Through kayaking programs, macroinvertebrate sampling, and habitat assessments, Amber helps participants of all ages understand how their daily choices affect aquatic ecosystems.

Her programs emphasize accessibility and action, using simple tools and community science to extend learning beyond workshops and into everyday life. Through outreach, resource development, and professional learning opportunities, Amber continues to empower communities to care for Wisconsin’s lakes and rivers.

“Amber helps people see how their everyday actions shape the health of our waters.”

Formal Educator of the Year

David Kruse – Elkhorn Area School District

David Kruse brings environmental education to life through agriculture and natural resource courses that connect students directly with the land. His students study forestry, wildlife, and environmental sustainability while working in outdoor learning spaces that serve as real-world classrooms.

David helped establish three district school forests and manages the 26-acre Market Street School Forest, where students restore habitat, build trails, and lead forestry education for younger learners. His mentorship also helped launch a student-led solar installation that now powers most of his classroom and greenhouse. Through these experiences, David helps students see themselves as environmental problem-solvers and leaders.

“Helping students learn from nature has become one of the most exciting parts of my work.”

Formal Educator of the Year

Ashley Hegewald - Wittenberg-Birnamwood School District

Ashley Hegewald brings environmental education to life through hands-on, place-based learning that empowers students to understand and care for their local ecosystems. Through her work with FIELD Edventures and the Wittenberg-Birnamwood School District, Ashley has guided students in meaningful projects from designing and planting rain gardens that protect local wetlands to cultivating school gardens and pollinator habitats that connect learning with community impact. Her leadership has expanded outdoor learning opportunities across grade levels and helped embed environmental literacy into the daily experience of hundreds of students. Beyond the classroom, Ashley supports educators statewide through professional development, nature journaling workshops, and innovative programs that help teachers bring learning outdoors.

“Among the hundreds of educators I’ve worked with across Wisconsin, Ashley stands out as someone who truly embodies the mission of environmental education,” shared one nominator. “Her work not only builds environmental literacy in students, but also empowers other educators to bring meaningful outdoor learning to their own classrooms.”

Administrator of the Year

Nkauj Nou Vang-Vue – Lake View Elementary School

Principal Nkauj Nou Vang-Vue has transformed Lake View Elementary into a thriving hub for outdoor and environmental learning. Under her leadership, the school has developed gardens, forest spaces, and outdoor learning areas that support hands-on exploration across subjects.

Serving the district’s only Hmong heritage bilingual program, she champions equitable access to outdoor education and ensures that every student can learn and grow through nature-based experiences. Her leadership has inspired educators statewide through the Madison Area Green & Healthy Schools Summit and other collaborations.

“Taking learning outdoors is an equity strategy—students show what they know through exploration.”

Dave Engleson Award

Ginny Carlton

Ginny Carlton’s influence on environmental education in Wisconsin spans decades. As one of the original developers of the K-12 Energy Education Program (KEEP), she helped create foundational curriculum and professional learning resources that continue to guide educators across the state.

Ginny has also contributed through leadership with the Wisconsin Environmental Education Board, WAEE, and numerous training programs that have supported teachers and conservation professionals. Her work helped build the infrastructure that allows environmental education to thrive statewide.

“The foundational work continues to support educators across Wisconsin and beyond.”

Aldo Leopold Award

Amy Workman

Amy Workman’s career embodies the spirit of the Aldo Leopold Award through nearly two decades of leadership, mentorship, and innovation in environmental education. As Director of Upham Woods Outdoor Learning Center, she has expanded programming that connects students, educators, and communities with Wisconsin’s natural landscapes.

Amy continues to advance the field through new curriculum development, including environmental DNA (eDNA) education and climate change programming that can be used by educators statewide. Her dedication to collaboration extends through community leadership roles and years of service on the WAEE Board.

Through her work, Amy continues to inspire the next generation of environmental educators and strengthen the field across Wisconsin.

“Amy’s commitment to innovation, mentorship, and community continues to move environmental education forward.”

Congratulations to the 2026 WAEE awardees. Your leadership, creativity, and dedication help ensure that environmental education continues to grow, empowering people across Wisconsin to learn from and care for our environment.

Leading the Future

Wed, 11 Mar 2026 11:01:36 GMT

Celebrating 2026 Administrator and Dave Engelson Award Nominees

Leadership in environmental education takes many forms—from visionary administrators, innovative educators, committed school staff, and community partners working to inspire the next generation. This year’s nominees for Administrator of the Year, the Dave Engleson Award, and the Aldo Leopold Award demonstrate how leadership can transform classrooms, strengthen communities, and expand opportunities for people to connect with the natural world. Together, they represent the creativity, dedication, and collaboration shaping the future of environmental education across Wisconsin.

Nkauj Nou Vang-Vue

“Taking learning outdoors is an equity strategy — students can show what they know through hands-on exploration.”

As Principal of Lake View Elementary in Madison, Nkauj Nou Vang-Vue champions environmental education as both an instructional strategy and an equity commitment.

Under her leadership, Lake View has developed immersive outdoor learning spaces — gardens, forests, and nature stations — in partnership with families and Groundswell Conservancy. Serving the district’s only Hmong heritage bilingual program, she ensures outdoor learning is accessible and culturally affirming for all students. Her keynote addresses at the Madison Area Green & Healthy Schools Summit have inspired educators statewide. Lake View, once struggling, is now thriving — a testament to her systems-level leadership.

Dave Engleson Award Nominees

Recognizing individuals and organizations making significant contributions to environmental education, exemplifying the legacy of David Engleson — founding WAEE member, advocate, and leader.

Together, these nominees demonstrate that leadership in environmental education is rooted in collaboration, vision, and a deep commitment to people and place. Their work continues to inspire educators, empower communities, and shape a more sustainable future for Wisconsin.

Aldo Leopold Award Nominees

Presented for long-term, exemplary service to WAEE and the field of environmental education in Wisconsin. This is the WAEE’s most prestigious honor and is nominated and awarded by the WAEE Board.

Kimberly Talarico

“Climate education must connect science, health, and equity to truly prepare our students.”

As Climate Education Coach for Milwaukee Public Schools, Kimberly Talarico has advanced climate literacy districtwide. Over four years, she has integrated environmental education into science instruction and developed an eight-module Climate Health & Equity course completed by over 70 educators.

The Medical College of Wisconsin found statistically significant gains in educator confidence and understanding following her course. Kim also supports garden and composting grants, developed experiential science kits, and curated a districtwide Climate Education Collection for K–8 libraries. Her leadership strengthens teachers — multiplying her impact across thousands of students.

Administrator of the Year Nominees

Presented for providing ongoing support and active involvement in environmental education.

Ginny Carlton

“The foundational work continues to support educators across Wisconsin and beyond.”

Ginny Carlton’s legacy is woven into the fabric of Wisconsin environmental education. As one of the original developers of the K–12 Energy Education Program (KEEP), she helped craft the conceptual and curricular foundation that still guides the program today. KEEP has since served thousands of educators and inspired initiatives like LEAF.

Ginny’s leadership spans WAEE, WEEB, NOAA grant administration, legislative reporting, and strategic planning. She has developed university courses, led Project Learning Tree and Project WILD workshops, and collaborated with Sea Grant programs across the region. Her scholarship and governance expertise have shaped green schools efforts statewide.

Waterways Association of Menomonee & Shawano Counties (WAMSCO)

“Through innovative programming and restoration leadership, WAMSCO empowers communities to protect their waters.”

WAMSCO advances environmental stewardship through innovation and community connection. Their mobile environmental education trailer reaches over 1,800 youth and community members annually with hands-on water conservation lessons.

Programs like “Where’s WAMSCO?” — a family-friendly aquatic invasive species scavenger hunt — blend fun and education, drawing over 100 participants in 2025 alone.Beyond education, WAMSCO leads restoration work, including a 10,700-square-foot native planting project and 475 feet of shoreline stabilization at Gibson Island. Their forthcoming community education garden will model sustainable landscaping and stormwater management.

Sarah Vitale

“My work reflects a long-standing commitment to advancing environmental education across Wisconsin.”

Dr. Sarah Vitale, associate professor and hydrogeologist at UW–Eau Claire, has built a career advancing freshwater education across K–12, undergraduate, and public audiences. Since 2018, she has secured 22 grants totaling $1.4 million to support environmental education and water research.

She has taught nearly 1,000 undergraduates, mentored 54 student researchers, led groundwater workshops for educators, hosted environmental science fairs, and connected students to freshwater internships. As Director of the Center for Environmental Research and Scholarship, she strengthens interdisciplinary environmental learning and community engagement. Her work spans drinking water quality, lake health, groundwater storage, and PFAS research.

Amy Workman

“For her sustained two decades of service, her innovative work in ee curricula, and her deeply felt commitment to community and mentorship, Amy Workman is an exceptionally deserving candidate for the Aldo Leopold Award.”

Amy Workman’s career reflects the spirit of the Aldo Leopold Award, a lifelong commitment to connecting people with nature through education, community leadership, and mentorship. For nearly two decades, she has advanced environmental education in Wisconsin through innovative programming, collaborative partnerships, and dedicated service to the Wisconsin Association for Environmental Education (WAEE).

As the Director of Upham Woods Outdoor Learning Center, Amy’s leadership also extends deeply into her community. She serves on the Baraboo Range Preservation Association, the Baraboo Parks and Recreation Board, and the Baraboo Bike Advisory Council, working to expand conservation efforts and outdoor access throughout the region. Her commitment to collaboration and innovation continues to move the field forward. Recently, she launched a new environmental DNA (eDNA) curriculum highlighted on Wisconsin Public Radio and introduced a climate change education program at Upham Woods. To expand access to these topics, she is partnering with the CWES collection to develop a portable resource box that educators across Wisconsin can use in their own classrooms.

A longtime supporter of WAEE, Amy served eight years on the WAEE Board and played a key role in organizing the organization’s 50th reunion at Upham Woods. Through her leadership, mentorship, and enduring dedication to environmental education, Amy continues to inspire educators and strengthen the field across Wisconsin.

Cultivating Change

Tue, 03 Mar 2026 20:59:54 GMT

Celebrating 2026 Formal Educator Award Nominees

Environmental education is not a single lesson, a single garden, or a single grant. It is a sustained, creative, and courageous commitment. This year’s nominees for Formal Educator of the Year remind us that environmental education thrives when it becomes an integral part of the educational process.

Presented for outstanding, ongoing effort in infusing environmental education into teaching.

We celebrate each educator for leading with purpose and ensuring that environmental education in Wisconsin continues to grow — rooted deeply, and reaching far.

Tiffany Lodholz

“She connects every student to their community through meaningful conservation work.”

Tiffany Lodholz exemplifies what it means to connect inquiry with action. As a Field Advisor, she designs immersive, community-based environmental learning experiences - from monarch tagging and water quality monitoring to invasive species removal.

She leads renewable energy inquiry units, secured the Green & Healthy Schools Sugar Maple School designation, and guided students through NASA TechRise and Plant the Moon projects. Through partnerships with the Ice Age Trail Alliance and Friends of John Muir, students have built boardwalks, restored prairies, and maintained natural playgrounds. Her work demonstrates that environmental education is not just content — it is contribution.

David Kruse

“Although I have always enjoyed spending time outdoors, I am experiencing a new awareness and excitement for helping others learn from nature.”

At Elkhorn Area School District, David Kruse has transformed environmental education into lived experience. Teaching Forestry, Wildlife, Natural Resource Management, and Environmental Sustainability, he integrates sustainability across agriculture education while creating tangible learning opportunities.

He mentored a student in securing approval and funding for a 10kW solar array that now powers 75% of his agriculture classroom, a project that sparked state-winning FFA teams. He helped establish three district school forests and manages the 26-acre Market Street School Forest, expanding trails, removing invasive species, and launching AgVentures–Forestry for 200 first graders annually. Accessibility drives his leadership including securing a motorized all-terrain wheelchair so all students can access outdoor learning spaces.

David Lorentz

“Students learn a great appreciation for the natural beauty and wonder of our state when they experience it themselves.”

For 12 years at Birchwood School District, David Lorentz has redefined what a traditional classroom can be. As a middle school science and social studies teacher and founding leader of the “Get Out There” program, he ensures every K–12 student experiences multiple outdoor learning opportunities annually.

From tapping trees in a local sugar bush to canoeing state rivers through his “Discover Wisconsin” summer program, David connects standards-based learning with authentic, place-based experiences. What began as one “Great Outdoor Day” has grown into a district-wide culture of outdoor exploration. His work ensures that even students with limited financial resources experience the natural beauty of Wisconsin.

Rachel Weiss

“The goal is to use the outdoors as a natural classroom to teach children to play in, learn about, and enjoy nature.”

At Magee Elementary in Genesee Depot, Rachel Weiss has built something extraordinary from the ground up - Forest 4K, a nature-based preschool program rooted in inquiry, play, and daily outdoor immersion.

Rain or shine, her four- and five-year-olds explore 20 acres of forest, prairie, gardens, greenhouse spaces, and trails. Through hands-on discovery, storytelling, and observation of flora and fauna, Rachel cultivates curiosity and environmental respect at the earliest stages of learning. Her model has drawn national visitors and expanded to two sections due to demand. Beyond her classroom, she has inspired colleagues, secured grants, and strengthened community partnerships.

Emily Vertacnik

“Outdoor education should begin at age three and continue throughout a student’s entire educational journey.”

At University School of Milwaukee, Emily Vertacnik ensures environmental education begins at age three and grows alongside students for 15 years.

As an outdoor education specialist for Preschool and Junior Kindergarten, Emily designs developmentally rich lessons that integrate sensory exploration, seasonal observation, literacy, math, and social-emotional growth. Her leadership helped transform the school’s 125-acre campus into a living classroom across PK–12. From pond ecosystems to invasive species studies, she has embedded environmental literacy into the culture of the institution. Her vision ensures outdoor learning is not an “extra,” but a foundation.

Youth Leadership through Passion and Purpose

Tue, 24 Feb 2026 16:46:57 GMT

Honoring the 2026 WAEE Student of the Year & Earthguard Nominees

WAEE Student of the Year Nominees

Presented for outstanding student involvement in the field of environmental education and academic excellence.

Shannon Kearney

University of Wisconsin–Stevens Point

If environmental education is interdisciplinary, Shannon Kearney lives at its intersection. Shannon has spent the past two summers working at environmentally focused camps, serving last year in a leadership role coordinating and leading a nature center. There, she cultivated curiosity in young learners and modeled what it means to care deeply for the natural world.

“She is contributing to the field in a variety of ways which both further her own learning as a student, and support the people around her.” Nominator

During the academic year, Shannon is a full-time student at UW–Stevens Point, where she serves as Vice President of the National Association for Interpretation’s campus chapter. She launched and co-led the WAEE Winter Workshop Planning Committee, guiding the organization of a professional conference that connects emerging and established environmental educators. Simultaneously, Shannon works part-time for Extension Lakes , connecting with lake groups, professionals, and community stakeholders across Wisconsin. She presents at professional conferences and writes and edits for a statewide magazine focused on sustainable practices, bringing environmental education directly to decision-makers and communities.

And somehow, she balances it all while competing as a pole vaulter on the University Track Team. Her time management, leadership, and interdisciplinary skill set demonstrate what’s possible when passion drives purpose. Shannon doesn’t just participate in environmental education, she strengthens it at every level, from youth engagement to professional practice. She is, without question, a rising force in Wisconsin’s environmental education community.

Madeleine Bohn

Student at Madison West High School

Madeleine is a published author in The Nature of Our Times (2025, Paloma Press), an anthology created to accompany the first U.S. National Nature Assessment. When federal funding cuts canceled the assessment, the anthology became even more powerful, an independently published testament to youth voice and scientific urgency.

“Science tells us what is happening,” Madeleine says. “But stories remind us why it matters.”

As Director for the Wisconsin Youth Environmental Press Team, Madeleine recruits and edits young writers while contributing her own reporting and commentary on climate science and policy. She helps amplify youth perspectives across an international platform. She is also a core organizer of the Wisconsin Youth Climate Conference, which draws over 200 students annually. From website development and agenda creation to moderating panels and coordinating logistics, Madeleine ensures the event is both educational and empowering.

“The conference is about connection,” she explains. “When young people see they’re not alone in caring about climate, it changes everything.”

Her leadership extends locally, statewide and nationally as the president of her high school Green Club, organizer of voter canvassing, composting drives, and e-waste collections, plaintiff in Dunn vs. PSC with Midwest Environmental Advocates and Our Children’s Trust, organizer and speaker at the 2025 Wisconsin Climate March, and chapter lead for Citizens’ Climate Lobby Madison Youth Action Team.

At Green Club meetings, Madeleine begins with what she calls a “five-minute action,” a simple, immediate step members can take for the planet. “Climate action doesn’t always start big,” she says. “Sometimes it starts with one small, doable choice.” Madeleine reminds us that environmental education is not only about ecosystems, it is about democracy, justice, and youth voice.

WAEE Earth Guard Nominees

Presented in recognition of student leadership in developing and conducting outstanding environmental action projects.

Eagles Academy – Solon Springs

In a village of just 700 residents at the headwaters of the St. Croix River, Eagles Academy students asked a powerful question: “How can we revitalize the rain garden?”

After devastating flash floods in 2016, students recognized their community’s vulnerability and their responsibility. Working alongside Douglas County Land & Water Conservation, Solon Springs Forward, and local partners, they expanded and restored the community rain garden.They removed pavement to reduce runoff, planted native species, improved erosion control, and redesigned water flow to protect Park Creek and Lake St. Croix, waters that eventually connect to the Mississippi River and the Gulf of Mexico.

“Our rain garden doesn’t just protect our town,” one student shared. “It protects places we may never even see.”

Throughout the project, students integrated math, science, literacy, and civic engagement. They presented to the community, wrote newsletter articles, and are developing educational signage to increase awareness. They’ve continued invasive species removal, native plant restoration, and long-term sustainability planning, ensuring the project remains a living classroom and community asset. The Eagles Academy students demonstrate that even small communities can have watershed-wide impact.

Evansville High School Green Team

Since 2021, the Evansville High School Green Team has proven that sustained student leadership can transform a school’s energy future. After three years of planning, fundraising, and collaboration, students oversaw the installation of a 32-kW solar array, 60 rooftop panels generating clean energy for their school.

But they didn’t stop there. They removed over 300 unnecessary fluorescent bulbs, converted 75 fixtures to LED lighting, conducted energy audits, secured grants, including a WPPI Energy Energized Education Grant and launched a Renewable Energy Day for middle school students.

“Renewable energy stopped being abstract once we saw it on our roof,” one Green Team member reflected. “Now it’s part of our daily reality.”

The results speak volumes. Despite a 10% rise in electricity rates between 2022–2025, school energy spending dropped significantly, saving over $50,000 compared to 2022 costs. Students tracked the data themselves, linking classroom knowledge to measurable outcomes.

“This isn’t just about saving money,” a team leader said. “It’s about proving students can drive real solutions.” Their work reduced the school’s carbon footprint, strengthened community partnerships, and created a replicable model of experiential environmental education.

A Common Thread

What connects Shannon, Madeleine, Eagles Academy, and the Evansville Green Team?

They refuse to wait.

They refuse to see environmental education as passive.

They refuse to separate learning from action.

As Madeleine beautifully puts it: “We are not the leaders of tomorrow. We are leading now.”

And as Shannon reminds us: “Environmental education works best when it reaches everyone.”

To each of our Student of the Year and Earthguard nominees: Your leadership is rooted in action, your impact is rising across Wisconsin, and your work gives all of us reason to hope.

Hope, the only word that comes to mind as I read about the amazing students across the state bringing environmental education to life. Often, environmental education is looked over as just a curriculum plan or going outside, but Wisconsin’s youth are changing that narrative, showcasing that EE is a movement powered by the understanding that learning and action belong together. This year’s WAEE Student of the Year and Earth Guard nominees embody a shared truth: When students are trusted with responsibility, they don’t just learn about change, they lead it. From restoring watersheds in northern Wisconsin to installing solar panels in southern communities, from organizing statewide climate conferences to inspiring wonder at summer camps, these nominees demonstrate that environmental education thrives where passion meets purpose.

Nature for All

Thu, 19 Feb 2026 02:48:52 GMT

Honoring the WAEE Eco-Justice Award Nominees

Eco-justice reminds us that environmental education is not just about teaching our next generation, it is about who has access, who feels welcome, and whose voices are centered in shaping our shared future. This year’s Eco-Justice Award nominees exemplify what it looks like to dismantle barriers to nature while building belonging, dignity, and opportunity.

From nature centers reimagined through accessibility, to culturally grounded community gatherings, to school forests transformed into spaces of equity and possibility, these leaders show that justice lives at the intersection of environmental education and care.

Wehr Nature Center

A Statewide Leader in Accessibility & Inclusion

Wehr Nature Center stands as a model for what accessibility leadership can look like when it is embedded into every layer of an organization. From the presence of a dedicated Accessibility & Inclusion Coordinator to free all-terrain wheelchairs, sensory support tools, adaptive programming, and accessible trails and overlooks, Wehr consistently asks: Who is missing, and how do we welcome them in?

“Their work encompasses individuals of all abilities—ensuring everyone can meaningfully engage with nature.”

Wehr’s commitment extends beyond physical access. Social stories, website accessibility tools, adaptive programming like SPARK for individuals with dementia and caregivers, veteran-specific programs, and emerging Braille signage demonstrate a holistic approach to inclusion. Rather than offering access as an add-on, Wehr has made it foundational, creating spaces where people feel prepared, respected, and supported before they even arrive.

Wi Gather Outside (WiGO)

Building Community and Culture Outdoors

Wi Gather Outside (WiGO) is reshaping Wisconsin’s environmental landscape by centering equity, cultural relevance, and joy. Rooted in the belief that nature belongs to everyone, WiGO intentionally dismantles barriers that have historically excluded Black and Brown communities from outdoor spaces.

Through Latino Conservation Week in Milwaukee—featuring events like Trails y Tacos, Biking y Birria, and Fotos y Flan—WiGO blends culture, language, food, and environmental stewardship into experiences that feel authentic and welcoming.

“WiGO ensures that everyone has a seat at the table and a voice in the conversation.”

In just three years, WiGO has mobilized more than 30 community partners, welcomed hundreds of participants, secured meaningful funding, and earned recognition as International Latino Conservation Week Partner of the Year. Their work demonstrates that eco-justice is not only about inclusion, its about understanding community needs and meeting individuals where they are.

Rachael Lewandowski-Sarette

Advancing Accessibility

Rachael Lewandowski-Sarette is a justice-driven leader whose work has reshaped accessibility and inclusion within Wisconsin’s environmental education community and beyond. After recognizing gaps in disability inclusion at a WAEE conference, Rachael stepped forward to help change systems from the inside.

“Rachael models best practices while pushing the entire field toward deeper inclusion.”

Her leadership has resulted in tangible change: facilitating accessibility-focused community conversations, guiding statewide conference improvements, developing shared community agreements, creating an accessibility Moodle course, and expanding resources for 4-H families and educators. In her program leadership at Upham Woods, she responded directly to youth requests by launching a disability-specific summer camp, proving that listening itself is an act of justice. Rachael’s work reminds us that accessibility is not static; it is a continual practice of care, responsiveness, and shared responsibility.

James Kersten (Mr. K)

Cultivating Equity Through School Forests

At Lake View Elementary School in Madison, one of the most diverse schools in the district, James Kersten has transformed the school forest into a powerful tool for eco-justice. Serving students from over 20 countries and 15 languages, Mr. K reimagined outdoor spaces as places where every child belongs.

“True eco-justice is found at the intersection of environmental stewardship and social equity.”

By expanding trails, creating outdoor classrooms, securing bicycles for students without access, and organizing volunteer stewardship days, Mr. K ensured that economic and linguistic barriers would not limit students’ connection to nature. The results speak volumes: a school serving one of the highest populations of economically disadvantaged and multilingual learners is also among the highest-performing academically. Mr. K’s work affirms that equitable environments don’t just support learning, they unlock it.

Together, these Eco-Justice Award nominees illustrate that environmental education is most powerful when it centers people and place. Their work challenges us to move beyond surface-level inclusion and toward systems that are intentionally designed for access, dignity, and connection. They remind us that eco-justice is not abstract, it is practiced daily through thoughtful design, deep listening, community partnership, and understanding that nature is for all. These leaders are shaping a future where everyone has the opportunity to build a meaningful relationship with the natural world.

Curiosity, Connection, and Care

Mon, 09 Feb 2026 16:59:21 GMT

WAEE Non-Formal Educator of the Year Nominees

This year’s Non-Formal Environmental Educator nominees exemplify the power of learning that happens beyond classroom walls, where curiosity, connection, and care for the natural world come alive. Through nature centers, parks, community programs and early childhood settings, these leaders create inclusive, hands-on experiences that help learners of all ages build meaningful relationships with place. Their work blends science with creativity, play, trust, and wellbeing, whether raising trout and monitoring monarchs, guiding kayaking and water quality investigations, cultivating gardens, restoring habitats, or designing joy-centered outdoor programs. Together, these nominees demonstrate how nonformal education can spark confidence, agency, and connection.

“Children are capable, curious learners when we trust them with real responsibility and meaningful experiences.”

- Ilsa Spencer

Ilsa Spencer

Ilsa Spencer is the founder of Sprouts Nature School in Madison, Wisconsin, where she creates meaningful, place-based outdoor learning experiences for children and families. Her programs emphasize trust, agency, and hands-on engagement, allowing children to explore nature through activities such as gardening, fossil discovery, outdoor cooking, and habitat study. Ilsa's work centers children as capable learners, intentionally connecting environmental education with social-emotional growth, confidence, and resilience. Since launching in 2024, Sprouts has served over 250 families through year-round programming rooted in local parks and community spaces. Ilsa's thoughtful, child-centered approach offers a powerful model for nurturing future environmental stewards through curiosity, connection, and care.

Through Amy’s work “Students develop pride knowing their work contributes to real science and informs conservation decisions.”

- Nominator

Amy Chamberlin

Amy Chamberlin is a recognized leader at Sauk Prairie High School’s Summer Research Institute, where she leads monarch monitoring as part of a meaningful community-based science partnership. She expertly trains and mentors students in scientific protocols, ecological concepts, and field research while connecting classroom learning to real-world conservation efforts. Amy’s enthusiasm and guidance inspire deep curiosity, pride, and a sense of purpose in her students, many of whom continue into STEM and environmental science pathways after graduation. Through her leadership, students contribute valuable data to scientists and share their work with local decision-makers and community groups.

“Jonah is raising a future generation of environmental stewards—one small, meaningful moment at a time.”

- Nominator

Jonah Shapiro

Jonah Shapiro is a passionate early childhood environmental educator at Tiny Green Trees Nature-Based Child Care Center, where he nurtures curiosity and environmental awareness in children ages three to five. Through composting, animal care, nature-based art, and outdoor exploration, Jonah creates a learning environment rooted in joy, patience, and respect for the natural world. He also mentors colleagues as a Content Advisor, supporting emergent, nature-centered curriculum development. Beyond the classroom, Jonah actively engages in community stewardship through park cleanups, invasive species removal, and native garden planning. His dedication to environmental education shines through his work with children, colleagues, and the broader community.

“Angela truly knows how to lead by example—showing up for staff, families, and the community every step of the way.”

- Nominator

Angela Rivera

Angela Rivera has transformed environmental and outdoor education within Dane County Parks since becoming Education Coordinator at the Lussier Family Heritage Center in 2023. Under her leadership, participation in programs has grown dramatically, expanding access through new offerings such as full-day summer camps, homeschool programs, and mobile environmental education experiences. Angela is deeply committed to equity and ensures programs reach learners who may not otherwise have access to outdoor education opportunities. She leads by example, supporting staff development, showing up for her community, and building programs rooted in professionalism, and joy. Her impact is felt not only in numbers, but in the meaningful experiences she creates for learners of all ages.

“Alina creates spaces where people feel safe, included, and inspired to connect with nature.”

- Nominator

Alina Prahl

Alina Prahl is a non-formal environmental educator whose work at Riveredge Nature Center blends science, creativity, and wellbeing to foster deep connections between people and nature. As Nature Center Program Manager and a lead environmental educator, Alina designs and delivers inclusive, joy-centered programming that prioritizes emotional and physical safety, experiential learning, and play. Alina’s innovative approach integrates visual arts, mindfulness, movement, and mental health awareness alongside ecological education, reaching new audiences through programs such as forest bathing walks, nature-based yoga, and creative retreats. She is deeply committed to professional growth and brings new learning back to her organization through staff training and curriculum development. Her calm leadership, dedication, and ability to create welcoming spaces make her an outstanding leader in non-formal environmental education.

“No one works harder—or more thoughtfully—than Jodi Hundt.”

- Nominator

Jodi Hundt

Jodi Hundt is a highly dedicated environmental educator at the Urban Ecology Center who brings boundless energy, efficiency, and care to her work. Drawing on her background as a Waldorf teacher, she has revitalized curriculum across dozens of programs while ensuring alignment with educational standards and organizational goals. Jodi leads hands-on learning through gardens, outdoor exploration, and community engagement, helping students build curiosity and connection to the natural world. Her ability to engage learners of all ages—while managing major projects and teaching consistently—sets her apart as an exceptional educator. Jodi’s gentle approach and tireless dedication make her a powerful force in environmental education.

“Amber empowers people to understand how their everyday actions shape the health of our lakes and rivers.”

- Nominator

Amber Rappl

Amber Rappl exemplifies excellence in non-formal environmental education through her innovative, community-centered watershed and water quality programming. She engages learners of all ages in hands-on experiences such as guided kayaking, macroinvertebrate sampling, and habitat assessments, empowering participants to understand how individual actions impact aquatic ecosystems. Amber’s creative use of low-cost, accessible materials allows learning to extend beyond programs and into homes and communities. She is also a prolific resource developer, sharing environmental education through workshops, citizen science tools, and multimedia outreach. Amber’s commitment to professional growth and action-oriented education inspires meaningful stewardship and lasting behavior change.

We'll be featuring more nominees each week until March when we will share all the final awardees! Make plans to join us and honor these amazing individuals at the 2026 Statewide Celebration of Excellence in Environmental Education on April 11 in Milwaukee.

Spring Events from WCEE

Thu, 05 Feb 2026 15:46:30 GMT

Spring Workshops from KEEP, LEAF and PLT!

The Wisconsin Center for Environmental Education (WCEE) has a variety of in-person educator trainings planned for this spring in the areas of energy and forestry education.

Educator Trainings

Project Learning Tree “Explore Your Environment” Workshop: Forest-based Learning in an Urban Setting
Join the LEAF Program’s urban forestry expert to try out activities that are perfect to use with the trees right out your school door.
9:00 a.m. - noon, Saturday, April 11, 2026 | Northcentral Technical College - Wausau Campus | Cost: $20
Register at https://cnroutreached.asapconnected.com/#EventID=2972379
E lementary Energy Explorations
Educators explore ready-to-use Elementary Energy Explorations lessons using materials from the corresponding KEEP kit.
9:00 a.m. - 3:00 p.m., Saturday, April 11, 2026 | Hunt Hill Nature Center, Sarona | Cost: $25
Register at https://cnroutreached.asapconnected.com/#EventID=2954364
OR
9:00 a.m. - 3:00 p.m., Saturday, May 2, 2026 | North Lakeland Discovery Center, Manotowish Waters | Cost: $25
Register at https://cnroutreached.asapconnected.com/#EventID=2972279
Math in the Forest
This hands-on workshop for high school math teachers focuses on outdoor applications of algebra, geometry and trigonometry. In addition to inspiring ideas, you'll also get mathematics-related lesson materials to take back to your classroom.
9:00 a.m. - 3:00 p.m., Saturday, April 25, 2026 | UWSP Treehaven, Tomahawk | Cost: $60 (includes lunch)
Register at https://cnroutreached.asapconnected.com/#EventID=2972440
Leaves, Light and Learning: Early Childhood Education in the Outdoors
Join KEEP, LEAF, Project Learning Tree (PLT), and Wehr Nature Center staff for a full-day, hands-on professional development experience designed for early childhood educators who want to bring the wonder of the outdoors into their teaching.
9:00 a.m. - 3:00 p.m., Monday, April 27, 2026 | Wehr Nature Center, Franklin | Cost: $30
Register at https://cnroutreached.asapconnected.com/#EventID=2889095

Attention K-5 classrooms!

KEEP - Wisconsin's K-12 Energy Education Program and CESA 12 have partnered again this year to bring K-5 classrooms a day of free virtual career exploration.

Cool Career Day
This virtual event features five guest speakers who will share information about their exciting careers. Registered classrooms join via Zoom at scheduled times for each presentation throughout the day.
9 a.m. - 3 p.m., Tuesday, May 5, 2026 | Online
Register at https://reg.learningstream.com/reg/event_page.aspx?ek=0073-0014-776bcf0100784f5a9aff616a7ed3e0b0

Level Up for a Greener Future

Mon, 22 Dec 2025 11:57:56 GMT

Ambassadors, Badges, and Games from Green & Healthy Schools Wisconsin

Green & Healthy Schools (GHS) Wisconsin is inspiring action, strengthening environmental education, and celebrating the sustainability efforts of schools across the state with the introduction of an ambassador network, a badge-based approach to recognition, and the return of the Cool Choices online game. Educators, schools, and districts now have more ways than ever to engage in creating healthy, sustainable learning environments.

Become a GHS Ambassador

Do you offer programs related to the GHS goals, such as increasing environmental literacy? Are you interested in being a guest speaker in schools? Join the GHS Ambassador Network ! The Ambassador Network connects Wisconsin organizations, programs, and environmental leaders with schools seeking guidance and support. Ambassadors are featured on the GHS website as trusted resources and gain opportunities to share their tools, events, and training through GHS communication channels and may be invited to host webinars or lead professional learning sessions. They also receive invitations to collaborate with educators and other leaders at quarterly Wisconsin Sustainable Schools Coalition meetings to strengthen a statewide network of sustainability professionals who are committed to creating healthier, more environmentally responsible schools and communities. Becoming an ambassador offers visibility, networking, and leadership opportunities for those committed to advancing environmental education and school sustainability across Wisconsin.

Play Cool Choices

Another engaging opportunity available to schools is the Cool Choices online game. This free month-long challenge encourages students and staff to make sustainable choices through a fun, interactive platform. Each April, classrooms and teams can earn points for environmentally friendly actions, helping to make sustainability both social and rewarding. Educators can explore the platform through the Cool Choices Demo Game, offered February 9th–20th, which provides access to game materials, coordinator tools, and sample activities. The game helps schools build community while reducing their environmental impact in meaningful ways.

Earn a Badge

The refreshed approach to recognition by earning GHS Badges allows districts, schools, teachers, and green teams to celebrate their sustainability efforts one project at a time, similar to other badge programs such as Scouts. This approach allows participants to earn badges over time for a variety of actions, such as starting a school garden, hosting a recycling drive, or supporting staff wellness initiatives. For example, the Healthy Spaces Badge can be earned for implementing an integrated pest management plan, or the Water Badge can be earned for engaging students in rainwater run-off solutions and native planting. As participants earn badges, they advance through the GHS levels and work toward the Wisconsin Stewardship and Sustainability Award, presented annually at a statewide ceremony.

Attend Our Webinar

To learn more about these initiatives, Green & Healthy Schools Wisconsin will host an informational webinar on January 14th . Participants will have the opportunity to explore each program in depth and learn practical ways to advance environmental education in schools, nature centers, and community settings. Green & Healthy Schools Wisconsin—a collaboration between the Wisconsin Department of Natural Resources and the Department of Public Instruction—continues to recognize and celebrate the efforts of schools and districts that make sustainability a daily practice. Together, these initiatives aim to make environmental learning engaging, accessible, and lasting across Wisconsin’s educational communities.

The 2026 Conference Needs You

Mon, 22 Dec 2025 11:57:46 GMT

Help plan the 2026 Conference in Green Bay!

Are you looking to grow your involvement with WAEE? A fun way to pitch in is by joining the Annual Conference Planning Committee. We’ll be thinking up ways to make next fall’s conference in Green Bay a memorable and engaging event, and need YOUR help with planning, promotion, fundraising, and networking all across the state!

Making a commitment to the team looks like:

Joining regular planning meetings (monthly in the winter, spring, and summer; twice monthly in the fall)
Sharing contacts and connections you have with environmental organizations in Green Bay and the Fox Valley to determine host sites for field trips and networking activities
Signing up to work on all the things that will make the conference a success, such as coordinating volunteers, designing promotional materials, working with sponsors and finding funding sources, and reviewing session proposals to craft a thoughtful schedule
Being on hand to make sure everything goes smoothly in Green Bay!

If you’re interested in sharing your skills and broadening your network of amazing environmental educators here in Wisconsin, drop us a line by filling out this form , and we’ll send you the Zoom link to our first team meeting in January. We hope to see you there!

Igniting Change at the Annual Conference

Sun, 21 Dec 2025 11:59:08 GMT

Strong Roots, Igniting Change

Over 100 attendees, exhibitors, sponsors, and presenters gathered around the theme of “Strong Roots, Igniting Change” at the state environmental education conference held November 13-15, 2025 at Beaver Creek Reserve in Fall Creek.

Days started with activities like brisk early morning bird watching and bird banding, which led into amazing fall weather afternoons perfect for hiking, stream dipping and bryophyte searching; the evenings were full of friendly competitive trivia, campfires with s’mores, and night sky viewing in the Observatory and with telescopes and binoculars (the 7 sisters look like a horse or a spider, depending on who you ask).

35+ field trips, workshops, presentations, and poster sessions

The theme of “igniting change” was reinforced in both keynote presentations. On Thursday night, three high school students from the Chippewa Falls Green Team impressed the room with their knowledge of energy systems and how to positively impact your community. Then on Friday, Dexter Patterson, a.k.a “the Wisco Birder” ignited bird joy as he shared his journey with the BIPOC Birding Club of Wisconsin. Attendees were inspired, resulting in selling out of the signed copies of his new book.

The theme of our “strong roots” in Wisconsin was highlighted with field trips on Thursday like an “Urban Nature Adventure Tour” to “A Guided Geomorphology Paddle of the Eau Claire River” and on Friday field trips with Outdoor Afro’s Samira Payne to Big Falls County Park while another group mellowed out with forest bathing. Some of the sessions drawing upon those strong roots included exploring state standards and curriculum requirements in schools and earning Project WILD educator certification.

Back this year by popular demand was poster sessions! Research projects from both UWSP students and professors alongside high school students' displays from Wildlands School were well received. New this year was a virtual session on Thursday afternoon designed for administrators to explore program development and community outreach with twenty in attendance online and in-person.

Here’s what some of the attendees had to say:

“Being very new to this field, this conference was helpful in building my knowledge and confidence in programming.”

“This conference is something I look forward to every year. I save my staff development money for the year just for this because it is so impactful to what we do!”

WAEE members and conference attendees were generous with auction donations and bids during both live and silent auctions to increase our scholarship fund.

The conference would not be possible without the generous support from our funding partners. Thank you to: Natural Resources Foundation of Wisconsin, Generac, Land of Natura, Excel Energy, UWSP, MG&E, Ice Age Trail Alliance, Green and Healthy Schools, Teacher Powered Schools, College of Agriculture and Life Sciences-UW Madison, Field Edventures, iff, Acorn Naturalists, Prairie Nursery, Wild Ones- Fox Valley Area. In-Kind support was also offered from Wisconsin Department of Public Instruction, Beech Tree Paper, and Beaver Creek Reserve.

Through it all attendees valued catching up with friends, making new acquaintances, and getting fired up for EE. The tie dye shirts, homemade patches, photos, and memories will help them remember the strong roots of environmental education in Wisconsin.

Help plan our 2026 conference

We're heading to Green Bay this fall, and we love bringing in new people and ideas in to the planning process!

Find Your Bird Joy

Mon, 15 Dec 2025 00:07:24 GMT

Bird Joy and "Windows to Wonder"

Dexter Patterson, aka The Wisco Birder , inspired conference-goers at Beaver Creek Reserve during the 2025 State Environmental Education Conference.

During his keynote presentation "Bird Joy for All," the BIPOC Birding Club co-founder shared their secret sauce for inclusive birding events. These family friendly gatherings happen monthly around the state provide "windows to wonder" for all participants—young and old.

Inspired by the Bird Joy, attendees were thrilled to pick up autographed copies of Patterson's new book, Birds of the Great Lakes .

Find Winter Bird Joy with the Christmas Bird Count

Join a Christmas Bird Count (CBC) between December 14 - January 5 for an enjoyable day of counting and identifying birds! Christmas Bird Count is an annual program organized by the National Audubon Society that counts birds during the winter, which helps monitor bird populations, trends, and movement. Attending a CBC is a great way to find yourself connecting with nature during a chilly time of year.

Our 2025 conference host, Beaver Creek Reserve, will be hold five CBC events:

December 15th: Holcombe, WI
December 17th: Chippewa Falls, WI
December 20th: Beaver Creek Reserve, Fall Creek, WI
January 3rd: Durand, WI
January 5th: Nelson, WI

Organizations all around Wisconsin will be hosting a CBC, click here to find one near you or travel to a new location. Get outside this winter and join a Christmas Bird Count today!

This is paragraph text. Click it or hit the Manage Text button to change the font, color, size, format, and more. To set up site-wide paragraph and title styles, go to Site Theme.

Find Spring Bird Joy with the Great Wisconsin Birdathon

Learn how to bring the Great Wisconsin Birdathon into your classrooms, nature centers, and libraries this spring. Discover creative tips, hands-on resources, and engaging activities that help connect young people with Wisconsin’s natural world. Fostering the next generation of nature enthusiasts has never been more important, and the Birdathon offers a fun, meaningful way to spark curiosity and environmental stewardship during the height of spring migration. Naomi Hadley from the Natural Resources Foundation of Wisconsin will highlight ready-to-use materials and ideas for weaving this Birdathon programming into your spring curricula and community engagements during a Lunch and Learn program (free for members) on February 11, 2026 at 11 am.

Winter Wonderland

Mon, 08 Dec 2025 11:01:01 GMT

Bringing the Wonder of the Land To Your Students During The Winter Months

Winter entered Wisconsin quickly and furiously the last week of November, with both the Northern and Southern portions of the state being hit by two snow storms within one week. I took a group of second and fourth graders snowshoeing through the Superior School Forest this past week. A forest that they were the first to break trail on, with limbs of trees covered in a thick layer of snow. The gasps I kept hearing from those little forest explorers trudging along behind and next to me kept me warm. I heard several make comments about a winter wonderland or feeling like they were in a giant snowglobe. It was a physically demanding hike for those compact legs, and all definitely met their physical education requirements for the week. There were red cheeks, and a lot of heavy breathing as we returned to our indoor classroom. Yet, not one child complained about how much work it was, or that they didn’t want to participate. Their questions about the tracks they saw, the wonder of seeing a pile of pine cone scales and the accompanying “cone cobs” left by the hungry squirrel who used that site as their dining room, truly proves there is wonder in the land, no time more than in the winter months. As teachers, I feel there is no better time of the year to accomplish one of our greatest responsibilities; to provide educational experiences that allow our students to feel wonder and excitement about learning.

In my role as Superior School District’s School Forest Coordinator and Outdoor Educator, I am often asked if groups visit the school forest in the winter. The assumption being, I guess, is that it is either too cold to learn outdoors, or there aren't any lessons to teach during the winter months. In the spirit of the holiday season, let me share the joy I feel to be able to spread the cheer of some winter lessons you can offer as gifts to your students over the next few months.

So, if you are struggling with ideas to take your classroom lessons outdoors during the winter months, let me offer a few ideas.

By Lori Danz, WAEE Board Member

Snowshoeing

If your district is fortunate enough to own classroom sets of snowshoes, there are many excellent lesson plans online related to physical education, human physiology or the physics of snowshoes.
Don’t limit your thinking to only science related content. Our snowshoe hike this past week was just the foundation and inspiration of several excellent writing prompts; “Why do you think the squirrel chose the spot in the forest to eat its pinecones compared to other areas?”, or “After exploring the forest trails on snowshoes, what are several things you were able to learn about the habits of animals in the forest during the winter?”

Math

Collect empty spray bottles and fill with colored water. Take students outside to practice math problems in the snow by using their spray bottles as their writing tools and the snow as their “paper”.
Look for examples of symmetry in nature. Looking at snowflakes using a hand lens is an excellent way for students to see symmetry. Collect leaves and cut them in half. Glue the leaf onto a piece of paper and have students draw the missing symmetrical side.
Measure the volume of a container of collected snow. Have students predict, and then measure the volume of the liquid of that snow after it has melted.

ELA

Nature offers the inspiration for many writing prompts. Take note of what students notice when they are outside with you and what they wonder. Use their curiosity as research prompts or opportunities to write fictional stories. When we are outdoors, we talk about the stories that animals tell us with the tracks or other signs they leave in the snow. Although we don’t always have direct observations as to what happened, we can gain enough clues to tell a story. Have students write their stories.
Take a novel or short story that is set in the winter. Have students actually read that story while outdoors. I have taken high school on winter hikes where we read excerpts from the book “To Build a Fire”, written by Jack London. Students gain a whole new perspective of what the main character is experiencing when they are out in the cold reading that story, trying to turn pages without gloves or mittens on. Obviously, use caution to protect your students from frostbite.

STEAM

Winter is an excellent time to fly hot air balloons due to density differences in cold air and hot air. Have students design hot air balloons and then take them outdoors to test their designs.
If you search online for “frozen frogs lesson plans” or “jello frogs winter” there are many online lessons where students design structures or habitats to prevent jello frogs or other models of frogs from freezing. These lessons can be integrated with other science concepts such as why many frogs and other amphibians can withstand freezing temperatures throughout the winter.

Science

Winter offers the only opportunity of the year for students to learn about and study the subnivean zone, that magical layer between the ground and the overlaying layer of snow. Have students build models, read about how animals use this zone for survival. Take temperatures of the air above the snow, and then at various depths of snow layers, right down to the subnivian zone. Students will be surprised to learn that the subnivian layer is often warmer than the air above the snow.

Culture and History

Winter is a perfect time to learn about the logging history of Wisconsin as most logging camps operated during the winter months. Have a Lumberjack Olympics where students have to compete pulling logs in sleds, answer trivia questions related to logging, even use saws to cut logs into tree cookies.
Introduce students to Indigenous games and traditions such as snow snakes. In Superior, one of our fourth grade classes partnered with our high school woods classes to design and build their own snow snakes.

Art and Play

Have students make snow candles. Buy candle wicks from a hobby store. Melt down old crayons. Take students outside to dig a small hole in the snow. When the wax melts, simply take the melted wax outside and pour it into their holes. Add a wick, and after the wax hardens, students will be excited to see the interesting shapes of their candles.
Make snow angels
Go sledding
Build a snowman and dress it to represent a favorite storybook character.
Buy or make a bubble solution for your class. You can make bubble wands out of pipe cleaners. On very cold winter days, take your students outside to blow bubbles and watch them freeze. They will be amazed to watch the crystals of ice on the freezing bubble form right in front of their eyes! A hint that helps to prevent bubbles from popping as easily is to set paper cups upside down to set the bubbles on. Place a small amount of bubble solution on the bottom of the cup. This seems to help to prevent the bubble from popping as easily when set on the cup.

Coincidentally, the same week that I was thinking about writing this article, I watched the episode of "Famous Last Words," a Netflix series where the host interviews famous people, but does not release the interview until after the death of that person. The episode I watched was Jane Goodall’s final interview. There was one minute of that one hour show that impacted me greatly. It was when the host, Brad Falchuck, commented that Jane never seemed to get bored while observing her chimpanzees for hours and hours at a time. Her reply was, “In nature there is always something to watch. Nature is always filled with things to look at. It is impossible to get bored.”

So let's listen to Jane and the wise words of the second and fourth graders who spent a part of their day last week snowshoeing through our winter wonderland. Our land offers the wonder that will always inspire an excitement about learning.

Danz earned a Bachelor’s of Science in Education and Master’s Degree in Curriculum and Instruction, both from the University of Wisconsin-Superior.

Nature Everywhere

Mon, 01 Dec 2025 22:01:51 GMT

Nature Everywhere

Over a decade ago, the City of Madison became one of the first cities to participate in the Nature Everywhere Initiative, a national movement aimed at ensuring that every child has equitable access to nature where they live, learn, and play.

Madison and its surrounding region are often recognized for their abundance of green space. However, despite plentiful parks, trails, lakes, and rivers, not everyone has equal access to nature. Disparities in income, transportation, school facilities, and nature-based programming opportunities reflect historical patterns of exclusion and disinvestment. The Nature Everywhere Initiative addresses these inequities by invigorating spaces, building programs, and supporting policies that integrate nature into the daily lives of children in the community.

Madison’s journey in this work has been powered by community collaboration and local leadership. During the early years of the initiative, youth leaders surveyed their peers to understand barriers to nature access. They taught summer school students about the benefits of time outdoors, and helped create outdoor play spaces for early learners. Then, in partnership with Madison City Parks, the community designed a nature play area at Brittingham Park on Monona Bay. In 2024, Madison hosted the National Nature Everywhere Conference, bringing together Nature Everywhere communities from across the country to share ideas and inspiration.

Currently, the Nature Everywhere Initiative is building nature-based programs in public libraries, supporting teachers through grants and resources to embed nature in their classrooms, and advocating for more nature play spaces across the region. Through education, community-based programming, and nature exploration opportunities, we hope the Madison region can be a community where every child has rich and meaningful experiences in nature every single day.

Guest post by Autumn DeMet

Envisioning Your Classroom, Naturally!

Thu, 23 Oct 2025 17:21:43 GMT

Lori Danz Busts Myths about Outdoor Education

Written by Lori Danz, School District of Superior School Forest Coordinator and WAEE Board Member

In the northwoods of Wisconsin, we recently watched signs of transitioning from summer into fall. As sure as the leaves started to change color, and birds started returning to their nonbreeding ranges, our students and teachers returned to their classrooms. Most local news stations flocked to their local schools to report on this migration. News stories captured classrooms with tables in groups, desks in rows, a whiteboard and smart tv at the front of the room, and students walking down hallways wearing new clothes and shoes and sporting new haircuts and styles. It is no wonder that the majority of people envision similar scenes when asked to describe a typical classroom.

However, a less reported, but swelling migration is also quietly happening throughout school districts in our state. This migration is of teachers moving their classes from their traditional indoor classrooms to the outdoors. Let’s talk about several myths that are being busted that may explain this move to outdoor education.

Myth #1: Outdoor education is only for science teachers

Any content that can be taught in an indoor classroom can be adapted to be taught outdoors. As I tell the staff I work with, outdoor education isn’t defined by what you teach, it is defined by where you teach. Teaching elementary students how to spell? Set up a Smell and Spell Trail. Teaching math? Create a Math Olympics Trail. At the Superior School Forest, we welcome all grade levels and teachers of all content areas. High School AP Physics students to PreK students. Music and Art students to traditional science students. Use nature as your inspiration to have fun developing lessons that evolve into learning experiences.

Myth #2: Outdoor education is only about play

Time and time again, when adults or students are asked about their favorite classes or lessons, they relate experiences where learning was fun. We have to put to rest the idea that if students are having fun, the content they are learning isn’t rigorous. Or worse, that they aren’t learning at all.

Outdoor education is fun! Students interact as they manipulate equipment or walk trails. They are often shrieking or difficult to focus if they encounter spiders or other critters.. If students read Jack London’s To Build A Fire while they are walking a trail through the woods when temperatures are 10 degrees Fahrenheit, they will laugh at each other as they struggle to light a match with frozen fingers. However, the details included in student formative work following lessons taught in nature are often more descriptive than similar lessons taught in a traditional classroom. High levels of learning do happen when students are appearing to “play”. Rigor does not have to present itself in the form of gravity. It can be disguised as engagement, collaboration and even laughter.

Myth #3: Outdoor education and traditional classrooms are exclusive

Outdoor education and traditional classrooms are not mutually exclusive. Teachers do not have to decide if they will either teach in a traditional classroom or in an outdoor setting. One of the greatest assets of outdoor learning is that it enhances traditional classroom learning. Lessons taught outdoors can be designed to bring relevance to lessons learned in the traditional classrooms, as well as stand alone lessons.

Myth #4: Only students in urban areas need outdoor education

Finally, if you are a rural school district, don’t make the mistake of assuming your students are spending a lot of time outdoors. Kids are kids and “country” kids spend as much time indoors as urban kids. Superior, Wisconsin is located in Northern Wisconsin. Although we are an urban district, a large percentage of our students live in rural areas. As an outdoor teacher in the Superior school district, common comments I have heard from children visiting our school forest are, “Are we visiting a real forest?” Or, “”I’ve never been to a real campfire before!” And my personal favorite, “This has been the best day ever.” Rural students need exposure to the outdoors as much as urban students.

So this school year, let’s try to imagine our students with their hair messy from the wind and their shoes stained with a little dirt, walking down trails instead of hallways, sitting around a campfire instead of in rows, and reading the lessons found in nature as well as reading the stories found in textbooks.

Danz earned a Bachelor’s of Science in Education and Master’s Degree in Curriculum and Instruction, both from the University of Wisconsin-Superior.

Protecting Wisconsin's Lands, Waters, and Wildlife

Mon, 13 Oct 2025 10:57:22 GMT

Getting to Know the Natural Resources Foundation of Wisconsin

1. What do you want WAEE members to know about NRF? Tell us what NRF does.

The Natural Resources Foundation of Wisconsin (NRF) protects our state’s lands, waters, and wildlife by providing funding, leading partnerships, and connecting all people with nature. Founded nearly 40 years ago to bridge private sector support for Wisconsin’s public natural resources, today NRF invests over $1 million each year into conservation and environmental education efforts, and leads several diversity, equity, and inclusion efforts for Wisconsin’s conservation community. NRF also helps people explore the outdoors by coordinating 250+ expert-led Field Trips for adults and families each year to Wisconsin’s most special places, and hosts the Great Wisconsin Birdathon, the state’s largest fundraiser for bird conservation.

An interview with Caitlin Williamson, Director of Conservation and Shelly Torkelson, Director of Communications

3. Why do you engage in this work? Why is EE important to NRF?

We believe everyone deserves to get outdoors and enjoy the natural world, and be welcomed into conservation efforts, too. Outdoor experiences in childhood can influence what we value after we've grown up, which creates the next generation of conservationists. Having a personal, hands-on connection to nature is also important for human health and happiness. At NRF, we are committed to connecting people to nature, by investing in education programs that have a significant impact and provide meaningful experiences for children to connect to Wisconsin’s great outdoors. One of the primary ways we do this is through our Go Outside Fund, which provides support for nature-based learning experiences. These grants often fund field supplies, transportation, or educator costs. We are also deeply committed to supporting equitable access to the outdoors and do so by providing accessibility grants for Wisconsin State Parks, supporting the work of organizations like Color in the Outdoors, coordinating the Diversity in Conservation Internship Program, and facilitating the Diversity, Equity, Inclusion and Justice Community of Practice for Wisconsin Conservation. We know that by providing opportunities for people to have safe, equitable access to Wisconsin’s natural world, they in turn will help to care and steward our lands, waters, and wildlife for generations to come.

4. What do you hope is an outcome of our work at WAEE?

WAEE is a fantastic partner and does critical work to support environmental education organizations across the state, filling a hugely important role. We hope that WAEE continues to build sustainable support for the organization, so that it can focus on doing even more of that good work, such as gathering environmental educators at the annual conference, providing resources and opportunities to members, and advocating for environmental education. We need more people than ever helping to facilitate environmental education for all, and WAEE plays an important role in supporting its member organizations to do so. We love WAEE!

5. How can WAEE members connect with and support NRF?

The best way to be a part of NRF is to become a member . Memberships help support conservation and environmental education, and members also get to attend NRF's highly popular Field Trips. If you're a young adult, you can also join our Wayfarers group which coordinates fun group outdoor experiences. To help make a difference for Wisconsin’s birds, you can join us for the Great Wisconsin Birdathon - classroom teams are welcome, too! WAEE members can also join our Diversity, Equity, Inclusion and Justice Community of Practice, which meets on a bimonthly basis, and consider applying for an environmental education grant through our Go Outside Fund . Another critical way to help is to make a donation to NRF’s Wisconsin Environmental Education Fund, which provides sustainable, permanent funding for statewide environmental education needs. Whether you make a one-time $25 donation, a monthly recurring donation, or consider a major gift or legacy gift, every bit helps make a difference!

2. What relationships does NRF have with environmental education?

Environmental education has always been central to our mission and who we are as an organization. Some of our very first grants back in the late 1980’s supported environmental education, such as the through the creation of the Sandhill Outdoor Skills Center and the Willow River State Park Nature Center. We know that conservation success relies on the ability of people to connect, explore, and engage with our natural world, so environmental education is an important part of our work. For decades, our grantmaking has encompassed environmental education, including providing grants to schools to support outdoor, nature-based learning, while we’ve also provided critical support for programs such as the Wisconsin Master Naturalist program and numerous volunteer citizen science programs. In 2017, after the dissolution of key statewide environmental education groups including the Wisconsin Environmental Education Foundation and the Wisconsin Environmental Education Board, NRF committed to helping fill the gap by providing taking over the Go Outside Fund, and convening partners to work collaboratively on statewide environmental education needs. Today, our Go Outside Fund annually supports more than 50 environmental education projects for schools and nonprofits across the state, we facilitate the statewide Environmental Education Collaborative, and we hold the Wisconsin Environmental Education Fund, a permanent endowment created to support environmental education efforts across the state.

Flowing Forward

Wed, 08 Oct 2025 11:28:51 GMT

How Wisconsin Educators Are Using Water to Inspire Outdoor Learning

This summer, Wisconsin felt the weight of water—quite literally. Unprecedented rainfall overwhelmed storm systems, strained infrastructure, and brought flooding to the forefront of community conversations. But even amid the challenges, water has also become a powerful teacher.

Across the state, educators gathered to explore how water can inspire place-based learning that deepens students’ understanding of the environment and empowers them to care for it. Regional events, led by 18 Green & Healthy Schools fellows, used the theme of water to spark meaningful connections between educators, students, and place. Funded by the Departments of Public Instruction and Natural Resources and administered through partner organizations like Wisconsin Association for Environmental Education (WAEE), the events reached nearly 100 educators and generated energy for environmental education at the local level.

Each event offered a unique window into Wisconsin’s diverse landscapes—marshes, rivers, lakes, gardens—and showcased how water education can move beyond the classroom.

From Groundwater to Classroom: Exploring Local Water Issues – Adams and Sauk Prairie

At the Badger Army Ammunition site, educators explored how water moves underground—and what happens when contaminants are carried with it. With guidance from regional fellow Jenna McCann, participants used groundwater models to trace pollution pathways and saw first hand real-world remediation efforts in action. They left equipped to bring this vital, often invisible, water story into their classrooms.

Rooted in Urban Ecology: Bringing Learning Outdoors – Oshkosh

Hosted by Urban Ecology Oshkosh, this four-day experience highlighted how water shapes life in urban environments. From seed harvesting to exploring traditional ecological knowledge, educators connected with water’s role in city ecosystems. Field trips to Milwaukee sparked ideas for turning schoolyards and cityscapes into vibrant places for environmental learning.

Watershed Wisdom – Sheboygan

Educators began the session with an immersive experience in the Sheboygan Marsh and Nicholas Creek Wildlife Area, guided by regional fellows Mike April and Allison Servais. They witnessed water's journey across the land while bird banding, canoeing, and exploring the importance of healthy watersheds. These experiences inspired participants to take their own students outside, offering them real-world lessons in ecology, migration, and hydrology.

Land and Lake, Make and Take – Fox Lake

Led by Sandy Benton of Field Edventures, this workshop encouraged educators to grapple with the real impacts of pollution and stormwater runoff. Using place-based learning techniques, educators assessed the health of the Fox River and designed practical solutions, from buffer zones to anti-littering campaigns and road salt alternatives. Participants left not only with classroom-ready materials but with a renewed sense of purpose to protect the waters their students call home.

Learning Outside with Project WILD and Aquatic WILD – Janesville

At the Janesville Schools Outdoor Laboratory, participants gained Project WILD Educator Certifications and explored hands-on activities available in the Project WILD and Project WILD Aquatic Guide. Then took their learning to the field exploring stream monitoring parameters, prairie ecosystems, and more.

Outdoor Exploration Series – La Crosse

In La Crosse, Dr. Jan Wellik hosted two events that emphasized the intersection of food, water, and place. In partnership with GROW La Crosse, early childhood educators explored how gardens and greenhouses can become vibrant outdoor classrooms. At Norskedalen, teachers reconnected with the forest through reflection and sensory-based activities, finding new ways to bring curriculum outdoors.

Waters that Teach – Green Bay

Educators in Green Bay took to the bay itself, joining regional fellows and the New North organization to explore local water restoration efforts. Between expert lightning talks, sailing trips, and hands-on demonstrations, participants discovered how environmental science and community engagement can flow together. The event offered actionable tools and plenty of inspiration for bringing those lessons back to the classroom.

Urban Forests and You—Milwaukee

K-5 educators gathered at Havenwoods State Forest to explore ways to engage your students with nature in urban forests! Participants received tree lesson kits worth over $60 to bring lessons back to their school! Did you know that trees help with water in urban settings? If you weren't able to attend, you can hear more about how trees help with flood control in an previous Green & Healthy Schools webinar with our partners at LEAF!

One message is clear: water is more than a topic—it’s a pathway . A pathway to place-based learning, to outdoor exploration, and to helping students understand the systems that sustain life in Wisconsin.

Want to join the current?
Engage in new tools and techniques for teaching students about trees, city ecosystems, and community resilience. To stay in the loop about future events, sign up for the Green & Healthy Schools newsletter .

Join the WAEE Recognition Committee!

Fri, 05 Sep 2025 20:36:48 GMT

Help us celebrate excellence!

Help us celebrate excellence in environmental education by joining the WAEE Recognition Committee! We're looking for passionate members to help plan our annual awards nominations and event. Whether your strengths are in outreach to sponsors, reviewing award nominations, or event organization—we’d love to have you on the team!

The time commitment is just 1 hour per month, and all committee members will be recognized at the event and on social media for their contributions. Come help us shine a light on the amazing work happening in our field!

Interested? Click this link today to get involved!

Grants and Funding

Fri, 05 Sep 2025 17:00:25 GMT

Inspire Funders with Your Ideas!

Looking for funding for your next project? We do our best to keep this list of grants and funding opportunities up-to-date, but be sure to check the funder's website information for deadlines and award information.

Biannual deadlines: Fall and Spring

Biannual deadlines: March 1 or September 1

The Go Outside (GO) Fund was designed for teachers to take learning beyond the walls of their classroom. The application is straightforward to make the grant seeking process accessible, especially for first-time applicants.

Funding of up to $1,500 can be requested for transportation, materials, outside experts, substitute teachers, and more.

Priorities:

Grant applications must include a significant component of outdoor activity.
Grant applications must directly engage children in outdoor, nature-based learning or facilitate access to the outdoors.
Grant applications that align with classroom learning and standards are encouraged but not required.

This program is open to any Wisconsin K-12 school teacher to apply; however, underrepresented student populations will receive priority funding. The grants are up to $350 per classroom to cover transportation costs to and from a forest or forestry industry field tour.

Wheels to Woods (W2W) is a school to forest or forestry related field trip transportation grant program supported and administered by the Wisconsin Society of American Foresters DEI Committee.

Biannual deadlines: September 15 or December 31

Wisconsin Specific

This program is geographically limited to south central Wisconsin to support innovative ways of connecting students with nature.

The grant supports most creative endeavors regardless of association with a Nature Net site. We encourage you to take advantage of the programs, resources, and creative virtual and in-person materials and opportunities Nature Net sites are working hard to create for you and your students.

Funding can be used for transportation t o Nature Net member sites . Be sure to mention in the application that funding will be used specifically for bussing .

If you’re wondering if your location is considered within the geographic boundaries, just reach out to info@naturenet.org to inquire.

The Sand County Foundation offers schools two educational opportunities for a hands-on pollinator habitat projects:

Seed Starter Activity for grades K-12 - Applications open in fall
Pollinator Habitat Grants for high school students - Applications open in spring

Two Opportunity Deadlines: Fall and Spring

Grants Available to Support Community Readings

Community readings can inspire commitment for an ethical relationship to the natural world. There is power and untapped potential in public readings—building a sense of place, growing community bonds, amplifying voices, actively listening, inspiring critical-thinking, and conjuring emotional connections. Leopold Week is the first full week of March each year. We are providing grants for civic groups to host public readings in their communities during the first weekend of Leopold Week, which will be March 7 or 8, 2026 or March 6 or 7, 2027. Because, we want your community to connect to ours! Go HERE for more information .

2025 Conference Keynote

Tue, 26 Aug 2025 17:38:26 GMT

Birding is for Everyone: A Journey Through Joy, Nature, and Belonging

Friday, November 14, 2025

Join Dexter Patterson—also known as the Wisco Birder —for a heartfelt and inspiring session

exploring birdwatching's power to bring people together. Drawing from his new book Birds of the Great Lakes , along with his dynamic storytelling and joyful energy, Dexter shares how connecting with birds helped him find healing, purpose, and community. From beginner tips to inclusive outreach strategies, this talk is perfect for anyone curious about how birding can promote mental wellness, environmental stewardship, and social connection. Discover how the simple act of watching birds can open hearts and build bridges.

Advocacy Alert!

Wed, 20 Aug 2025 12:09:49 GMT

Make Your Voice Heard: August 2025

From NAAEE

NAAEE's advocacy efforts include funding for the EPA and NOAA offices of environmental education. They are calling for support during the Congressional appropriations process.

While the Senate appropriations subcommittees included environmental education funding in their proposed funding bills and detailed it in their accompanying “reports,” the House versions do not.

Efforts are needed in the next few weeks to support the Senate in insisting on their appropriations vision, and at the same time, soften up the House appropriators to accept the Senate proposals.

The other key goal is to change one word in the Senate report. For the EPA Office, it says: "Environmental Education is recommended at not less than $9,500,000" ( www.appropriations.senate.gov/imo/media/doc/fy26_interior_senate_report.pdf page 99).

While this is standard language for these reports, NAAEE would like to get the word “recommended” changed to “directed”.

View complete details for action here

From the Sierra Club

Deadline: August 21st

88 organizations have signed on to the Sierra Club's coalition letter calling for the rescission of Interior Order 3431: "Restoring Truth and Sanity to American History" and standing up for the full telling of American history at national parks, historic sites, and public lands.

This coalition reflects a powerful breadth of voices: environmental organizations, outdoor and recreation groups, history and preservation advocates, cultural institutions, and community-based organizations. If you'd like to add your voice, sign on here.

Once the sign-on closes, the letter will be delivered to Interior leadership, released publicly, and amplified through media outreach. Joining now ensures your organization is part of a united call for Secretary Burgum to rescind 3431 and protect truthful history at our national parks, historic sites, and public lands.

The Next Phase of EEinWisconsin.org

Mon, 11 Aug 2025 12:58:17 GMT

State's Clearinghouse Website Takes a New Approach

For more than a decade, the EEinWisconsin.org clearinghouse website provided a common entry point to connect environmental education efforts across Wisconsin. More than 700 organizations, schools, and thousands of users found and shared events, resources, grants, and more. Due to aging technology infrastructure and the rise of organizational website and social media platforms, the original website has been retired and replaced with a new landing page.

We know there is power in the collective, and collaboration in the Wisconsin EE community is strong, so the new EEinWisconsin.org landing page still serves as the entry point. However, rather than having all resources centralized in one place, FIELD Edventures, Natural Resources Foundation of Wisconsin, WAEE, Wisconsin Center for Environmental Education, and the Wisconsin Departments of Natural Resources and Public Instruction have coordinated efforts to host similar content, but spread across our organizational websites.

WAEE now hosts pages for jobs and internships , grants and funding , and awards and contests . Additionally, we are working on building an EE Organizational Directory . This will be an evolving project.

2025 Free Virtual Workshops

Wed, 06 Aug 2025 15:48:00 GMT

6 free virtual workshops from our partners at OLS!

These start up in 6 weeks, and feature 13 presenters representing 10 outdoor learning partners:

Sept 23 : Learning from the Land: Indigenous Teachings & Resources with Sarah-Anne Tourond (Anishinaabe and Métis) & Launa Payne (Xa’xtsa First Nation)

Sept 30 : Indigenous Learning across the Seasons with Jenna Jasek (Secwépemc & Ktunaxa)

Oct 7 : Learning through Lifecycles: A Spotlight on Salmon with Molly Cooperman (NatureKidsBC & WildBC)

Oct 14 : Outdoor Learning in Parks & Protected Places with James Fester (National Park Classroom), Ian Shanahan (Outdoor Learning School) & Jacob Rodenburg (Camp Kawartha)

Oct 21 : Taking Science Outdoors with Jesse Hildebrand (Science Literacy Week), Jade Berrill (Outdoor Learning School) & Julie Read (Take Me Outside)

Oct 28 : Outdoor Learning in the Early Years with Christina Pickles (Get Outside & Play), Amy Jo Smith (Canadian Centre for Outdoor Play) & Paula ter Huurne (Outdoor Play Canada)

Free LGBTQ+ Allyship Training

Sat, 02 Aug 2025 12:33:16 GMT

UW–Stevens Point Alum Partnership Post

Parker McMullen Bushman, aka KWEEN WERK, is a Social Justice Activist, Anti-Racism Educator, Environmentalist, Speaker, and Artist.

Parker McMullen Bushman, a trailblazer in the conservation and environmental movements., is the CEO/Founder of Ecoinclusive Strategies and Founder of Summit for Action. They are also the Board President for the National Association for Interpretation. Listed by Outside Magazine in 2022 as one of the 20 Most Influential People in the Outdoor Industry, Parker is dedicated to reshaping the environmental fields to be more inclusive and equitable. Parker has a background in non-profit leadership, conservation, environmental education, and outdoor recreation, spanning over 25+ years. Their interest in justice, accessibility, and equity issues developed from personal experiences facing the unequal representation of people of color in environmental organizations and green spaces. Parker tackles these complex issues through head-on activism and education.

Free Workshop

LGBTQ+ ALLYSHIP: NAVIGATING BEYOND BOUNDARIES – Virtual (August 8)

This workshop is FREE with promo code: community1st
Friday, Aug 8, 2025 | 9–11:30 AM PT / 12–2:30 PM ET

Ecoinclusive’s 2025 Equity and Leadership Workshop Series

A season packed with powerful opportunities to deepen your knowledge, grow your leadership, and help create more inclusive communities and workplaces:

UNDERSTANDING SYSTEMS OF OPPRESSION & BUILDING ALLYSHIP FOR ORGANIZATIONAL CHANGE – In Person, Denver (Aug 29

ENVIRONMENTAL JUSTICE: LEGACY AND HISTORY – Virtual (Aug 20)

CULTIVATING INCLUSIVE LEADERSHIP & ORGANIZATIONAL CULTURE: BUILDING RESILIENT, VALUES-ALIGNED TEAMS – In Person, Denver (Sept 12)

COLLABORATIVE COMMUNITY ENGAGEMENT – Virtual (Sept 5)

UNDERSTANDING PRIVILEGE & MICROAGGRESSION – Virtual (Sept 9)

FUTURE READY LEADERS COHORT SERIES – VIRTUAL – 4-part virtual series (Sept 23, 30 & Oct 7, 14)

UNMASKING BIAS: IDENTIFYING AND OVERCOMING BIAS IN LEADERSHIP AND HIRING – Virtual (Oct 15)

REPAIR AND DIALOGUE TOOLS FOR COMMUNITY AND INCLUSIVE LEADERSHIP – Virtual (Oct 22)

Equity in Conservation and Outdoor Recreation (E.C.O.R.) Summit for Action
– Virtual Day 1: Thursday, October 2 | 8 AM–4 PM PT / 11 AM–7 PM ET
– In Person Day 2: Friday, October 3 | Denver, CO & Portland, OR

To stay connected, get access to exclusive content, and support this work in an ongoing way, join Parker on Patreon .

There are even free membership levels, and Patreon members receive:

Free access to select workshops
Curated resources & reading lists
Behind-the-scenes updates
A community committed to justice, learning, and collective action

Contact Parker at:

Email: parker@ecoinclusive.org

Website: www.ecoinclusive.org

EE Jobs & Internships

Thu, 31 Jul 2025 02:03:24 GMT

On the lookout for jobs or internships?

Check out some of these job boards below:

UWSP College of Natural Resources Job Board – Updated regularly
Schmeeckle ReserveJobBoard – A job board with EE and interpretation jobs from around the country
Nelson Institute Job Board – Featuring Environmental Jobs - browse or sign up for email delivery
Wisconsin DNR Jobs – A list of all current jobs with the Wisconsin DNR
NAAEE Job Board – EE jobs from all around the nation
National Association of Interpretation Job Board – A job board just for the interpreters; must be a member of NAI to view jobs
USAJobs - All federal jobs are posted here; EE/interpretation jobs are often with the Fish & Wildlife Service, Forest Service, Army Corps of Engineers, and National Park Service

WAEE Student Board Members hosted this virtual workshop in 2023 to get tips to to use walking into your next interview. Guest speaker, Lee Burke shares his experiences as an interviewer and provides helpful information in a short presentation. Lee is the Career Development Coordinator for the University of Wisconsin Stevens-Point and has extensive history being both an interviewer and interviewee.

Need to brush up on interview skills?

Wisconsin Climate Education Hub

Tue, 22 Jul 2025 14:53:00 GMT

Resources and Networking for Climate Education in Wisconsin

Although Wisconsin doesn’t mandate teaching about climate, things are heating up in climate education! WAEE is proud to be a partner in the TeachWisconsinClimate.org resource hub and the Teach Wisconsin Climate Network .

The hub began as a partnership among SubjectToClimate, Wisconsin Department of Education, and Milwaukee Public Schools, and has expanded to include WAEE, Green & Healthy Schools Wisconsin, KEEP—Wisconsin's K-12 Energy Education Program, Love My Air, and more. Learn more about the history of the hub.

The Teach Wisconsin Climate Network has been developing over the past several years through professional development offerings online and in-person. All are invited to sign up for the network and stay up to date on climate education initiatives in Wisconsin . Be sure to select "Climate Education" as a topic of interest!

Additional resources for climate education that may be of particular interest are:

- Wisconsin Climate Connection (UW-Extension)

- Resources for Youth Development (UW-Extension)

- Educating for Climate Action and Justice Guidelines (NAAEE)

Member Benefit: Outdoor Prolink

Mon, 14 Jul 2025 01:52:59 GMT

Those emails from Outdoor Prolink? They're legit.

GET 30-50% OFF 100+ BRANDS EVERYDAY!

A benefit of membership is access to prodeals, which are super discounted name-brand outdoor products. As an individual or organizational member of WAEE, you can purchase gear for personal use (not for friends or family).

All members in good standing (not expired) as of July 31, 2025 will receive an invitation to activate their benefit the first week of August.

Did you delete that email? Contact us

Strong Roots, Igniting Change: 2025 Conference

Fri, 11 Jul 2025 10:31:23 GMT

Submit A Conference Proposal!

Join us for our 2025 Conference: " Strong Roots, Igniting Change " November 13-15 at Beaver Creek Reserve near Eau Claire. Share your expertise and experience by submitting a conference session, leading a field trip, or hosting a hands-on experience by July 31.

We are looking for traditional conference presentations, field trips, poster sessions, and active submissions that take advantage of the beautiful scenery in and around the reserve.

Examples of Active Submissions:

Lead a workshop on creating and maintaining trails with a walk outside.
Exemplify incorporating NGSS standards into your curriculum while searching the creek for macroinvertebrates.
Discuss traditional ecological knowledge while sitting outside in the prairie.

Not interested in presenting? Plan to attend! Registration will be available soon.

Retired from the field? Share this event and call for proposals with your network!

Awards and Contests

Tue, 08 Jul 2025 16:41:32 GMT

Get recognized—or recognize someone else!

Are you working hard to make a difference or know someone who is? Help elevate the work with this opportunities!

We do our best to keep this list of awards and contests up to date, but be sure to check each opportunity's website for complete details.

Wisconsin Specific Awards

Do you know an educator who champions energy education and efficiency efforts in your K-12 community? Energy Educator of the Year Awardees receive $1,000 (payable to their school or organization) to be applied to further their energy education efforts and be honored at the Wisconsin Association for Environmental Education’s Celebration of Excellence Awards Ceremony .

Nominations Open: Fall

Each year, LEAF recognizes individuals and organizations that have made significant contributions to school forest programs.

These awards recognize individuals and organizations that have provided leadership and made significant contributions over a period of years to a local school forest registered through Wisconsin’s School Forest Program.

Nominees chosen to receive a 2025 School Forest Award will receive an engraved plaque, recognition on the LEAF School Forest website, and formal recognition within the honoree’s local school district or community.

Nomination Deadline: Fall

Nominations Open: Fall

Wisconsin Association for Environmental Education award's program strives to acknowledge and encourage outstanding individuals and groups in their contributions to the field of environmental education. WAEE recognizes schools, youth groups, individual students, educators, and administrators for outstanding environmental efforts each year.

Award categories :

Aldo Leopold Award
David Engleson Award
Eco-Justice Award
Earthguard Award
Educator of the Year Awards
Formal Educator
Non-Formal Educator
Administrator
Student of the Year Award

Are you working in a school to reduce environmental impact, improve health and wellness, or increase environmental literacy?

Green & Healthy Schools allows for participation at three different scales—YOU get to choose :

As a classroom or smaller unit within a building
As a whole school building
As a school district with multiple buildings

Every badge has the same three steps:

Inquiry and Investigation
Design and Implementation
Evaluation and Reflection

Evidence for earning badges is submitted in narrative form to tell your story. There is also an option to upload supporting images, presentations, or video.

Earn Badges for Your Classroom, School, or District

EEK! Environmental Education for Kids

Tue, 01 Jul 2025 15:01:13 GMT

Wisconsin-based Content for Kids

The EEK! Environmental Education for Kids website provides Wisconsin-based content targeted for students in grades 4-8. Learn about animals, habitats, careers, and more.

This site was initially developed by the Wisconsin Department of Natural Resources in the 1990s but moved to FIELD Edventures and completely redesigned in 2020.

Congratulations 2025 WAEE Award Winners

Thu, 01 May 2025 12:15:47 GMT

Celebrating Excellence in Environmental Education

David Engleson Award

Al Stenstrup, Our First Garden

Al Stenstrup first joined WAEE around 1975. Al was instrumental in establishing Wisconsin’s Green & Healthy Schools Program before moving to the national nonprofit Project Learning Tree (PLT) where he established GreenSchools! He designed a grant program that awarded funds for “ Kids Teaching Kids” to develop youth leadership in environmental projects and a youth advisory board. Al is member of the Leadership Council of the International School Grounds Alliance and the International Union for Conservation of Nature Task Force on Nature-based Education, and received NAAEE’s Outstanding Service to Environmental Education at the Global Level award in recognition for his service to the EE field.

Earthguard Award

Chippewa Falls Green Team - Ellie Crosby, Zoey Eckwright, Chloe Johnson

Chippewa Falls Green Team, led by juniors Ellie Crosby, Chloe Johnson, and Zoey Eckwright, has been recognized for their exemplary student leadership in environmental education. As participants in the Renew Our Schools competition, they won a KEEP energy innovation grant, enabling the procurement of smart power strips that will reduce energy consumption and save the district both energy and costs. Their innovative approach to education includes creating instructional videos for teachers, speaking at public events and attending conferences, demonstrating their commitment to mentorship and collaboration. The team’s efforts culminated in winning the KEEP Renewable Schools competition, making them the youngest team to do so, and earning $2,000 to initiate a solar project at Chippewa Falls High School.

Eco-Justice Award

Lael Pascual, Dane County Parks

In 2019, Lael Pascual, then Heritage Center Manager for the Dane County Land and Water Resources Department, sought to address historical inequities in outdoor access. Collaborating with Elsa Caetano, director of the Bridge Point Lake Winona Community Center, they launched the “Get Outside” program, aimed at fostering relationships with youth from diverse backgrounds through safe and hands-on nature experiences. Fully funded by grants and donations, the program now serves six community centers, providing over 800 youth experiences annually. Lael, now the Engagement and Visitor Services Manager, continues to lead the program, focusing on equity and inclusion, and has secured resources like an All Terrain Wheelchair to enhance accessibility for all.

Educator of the Year–Administrator

Andy Weiland, Business Manager, Oregon Area School District

Andy Weiland, the Business Manager of the Oregon Area School District is the visionary behind Forest Edge Elementary, the first net-zero energy school in Wisconsin. Andy empowers other districts to follow his lead, offering numerous tours and formal talks as an advocate for environmental education, environmental stewardship and climate action at many levels, including a talk at the White House in 2024 to help national policy makers understand the local case for school-based environmental action.

Educator of the Year–Formal

Matthew Tiller, Verona Area High School

As the Verona Area School District School Forest Coordinator and a high school science teacher, Mathew Tiller created hands-on experiences that inspire students to connect with nature. His innovative courses, including Field Biology and AP Environmental Science, engage over 300 students yearly in active environmental stewardship. Mr. Tiller's visionary leadership led to the development of Stewart’s Woods, a 50+ acre outdoor laboratory adjacent to the new high school. His collaboration with educators, creation of a School Forest Education Committee, and community initiatives have promoted sustainability and educational excellence across the district. Matthew's work has fostered a culture of environmental stewardship among students, teachers, and the wider community, encouraging them to appreciate and protect our natural resources.

Educator of the Year–Nonformal

Catherine Koons-Hubbard, Camp Fire

Catherine Koons Hubbard has been recognized for her outstanding contributions to environmental education over her remarkable 30-year career. As the National Manager of Outdoor Education for Camp Fire, Catherine has pioneered inclusive and engaging outdoor experiences that connect youth to their environment, fostering a love for nature and lifelong learning. Not only is she an influential leader in the field, but she is also a committed mentor and coach, shaping the next generation of environmental educators. Her recent publication, "Partnering with Nature in Early Childhood," co-authored with Patti Bailie, exemplifies her dedication to translating theoretical concepts into practical applications in early childhood education.

Students of the Year

Hadley Stang, Dane County Youth Environmental Committee Co-President

Hadley Stang is a senior at Oregon High School where, according to her nominators, “Hadley is an enthusiastic example of what youth advocacy looks like.” She demonstrates academic excellence while also making substantive contributions as an environmental educator and activist, and participates at all levels of influence. From her position as Co-President of the Dane County Youth Environmental Committee to her local role as student representative on her village's Ad Hoc Sustainability Committee, she inspires interest and action among her peers as well as the adults she works alongside.

Nina Zhu, Citizens' Climate Lobby

A junior at Vel Phillips Memorial High School in Madison, Nina Zhu is articulate and passionate in her concern for the environment. She was described as, “exactly the sort of student that we all hope will embrace environmental issues because she has the skills and passion to inspire interest and action among her peers.” Since joining the Madison chapter of Citizens Climate Lobby, Nina has lobbied in Washington DC, taken on leadership of the CCL Youth Action Team, stepped into a leadership role for the Dane County Youth Climate Conference, and has more projects to come.

KEEP Energy Educators of the Year

Green & Healthy Schools Stewardship & Sustainability Awardees

West De Pere High School prioritizes sustainability and environmental stewardship to reduce greenhouse gas emissions and increase environmental literacy through facility upgrades, changing school practices related to waste and transportation, and taking a holistic approach to indoor building health. Local produce initiatives and outdoor physical education activities enhance students’ appreciation for nature while direct hands-on learning experiences like watershed data collection and recycling drives prepare students to navigate and address critical environmental challenges in their community. 

West De Pere High School, De Pere

2025 Honoree

A sustainable school culture is growing throughout the Mahone Middle School in Kenosha led by the Eco Club. “In a Green Minute” videos, a two-year effort to raise funds and build an outdoor classroom that now nurtures student and teacher mental health and well-being, advocating for public transportation, water conservation, rain gardens, and upcycling model environmental stewardship, and the integration of environmental education throughout curricular areas with administrative support from instructional coaches increases access for all students to connect, explore, and engage in sustainability efforts.

Mahone Middle School, Kenosha

Eco Club Leads the Way

UWSP Students hold Ecofair

Thu, 24 Apr 2025 17:27:47 GMT

Continuing Connections Highlight!

We absolutely love seeing the amazing connections that blossom within the Wisconsin Association for Environmental Education (WAEE) community!

Last fall, students from the UW-Stevens Point Environmental Educators and Naturalists Association (EENA) had the chance to connect with so many passionate individuals at our fall conference and reunion. Fast forward to this spring, and they invited long-time WAEE members, that they met at the reunion, to be a part of their annual EcoFair!

This beautiful example of continued connections and intergenerational community truly warms our hearts. We're so excited to witness the impact these bright students will have on their campus and beyond!

Do YOU have a WAEE story about a meaningful connection you've made? We'd love to hear it! Share your story with us by emailing communications@waee.org .

And if you want to read more about the EcoFair you can do so here ⬇️

Community Conversations

Tue, 04 Mar 2025 12:21:31 GMT

Tackling Topics for a More Inclusive Community

Community Conversations is one of the ways the JEDIA committee helps elevate WAEE'srole as a trusted provider of resources, content, and professional development to advance justice, equity, diversity, inclusion, and accessibility (JEDIA) in environmental education (EE) throughout Wisconsin.

Check out our seasonal book club picks and community conversation topics:

2022

Summer: The Autistic Brain by Temple Grandin
Fall: Black Faces, White Spaces by Carolyn Finney
Winter: Firekeeper's Daughter by Angeline Boulley.

2023

In Spring we launched our facilitated community conversations around topics of justice, equity, diversity, and inclusion that impact our workplaces and our lives. Each month we featured a different topic with associated resources; our discussions were facilitated by Rachael Lewandowski-Sarette.

April 11: Language shapes how we think and can be a barrier to effective conversation so let’s talk about that. Spoiler Alert: It’s complicated!
Podcast (32 minutes): Basic Abled: Language https://podcastre.org/episode?id=ep720603
Disability Language Style Guide from National Center on Disability and Journalism: https://ncdj.org/style-guide/
May 9: Accessibility in Outdoor Spaces
Podcast (52 minutes): Breaking Green Ceilings: Making the Outdoors Accessible to Disabled Hikers https://www.breakinggreenceilings.com/ep-23-making-the-outdoors-accessible-to-disabled-hikers/
Birdability Site Assessment https://www.birdability.org/s/Birdability-Site-Review-Checklist_accessible-PDF_2021.pdf
June 13: Inclusion in Programming Efforts:
Video (57 minutes) Deafly Webinar by CorpsThat https://youtu.be/9vpZtAc0yyU
Podcast (20 minutes) Adapted Programming https://thewanderingnaturalist.libsyn.com/website/episode-84-adapted-nature-adapted-programming
Summer: Diego X.Román led us on a language journey through Braiding Sweetgrass by Robin Wall Kimmerer.

2024-25

We held a winter online discussion series about land, resistance, and liberation to unpack two books and hear from folx on the ground about their work to advance environmental justice in this space.

December 3: Freedom Farmers: Agricultural Resistance and the Black Freedom Movement by Monica White
Facilitator: Victoria Rydberg-Nania, Wisconsin Department of Public Instruction
January 14: Farming While Black: Soul Fire Farm's Practical Guide to Liberation on the Land by Leah Pennimon
o Facilitator: Brad Henderson, Wisconsin Farmers Union
February 25: A Conversation with Venice Williams, Alice’s Garden
o Facilitator: Leah Holloway, Milwaukee Riverkeeper

This series was hosted by the Wisconsin Association for Environmental Education, in collaboration with Wisconsin Association of Agriculture Educators, FIELD Edventures, and the Wisconsin Department of Public Instruction.

Stay tuned for what we do next!

5 Calls App: Make Your Voice Heard

Wed, 19 Feb 2025 16:37:37 GMT

Feeling ready to take action in the face of pressing environmental challenges? Many of us do. That's why we're highlighting 5 Calls, a user-friendly app designed to bridge the gap between concerned community members and their elected officials. Instead of navigating complex policy documents or searching for contact information, 5 Calls streamlines the process. They provide thoroughly researched scripts on key environmental issues, pinpoint the relevant decision-makers, and offer direct phone numbers for their offices. This empowers you to deliver concise, impactful messages directly to those who shape policy. In a time where individual voices matter more than ever, 5 Calls offers a practical and efficient way to make a tangible difference. Check out 5 calls today: https://5calls.org/

Advocacy Alert! Oil Spills in Wisconsin

Wed, 15 Jan 2025 14:18:02 GMT

Dear Wisconsin Association for Environmental Education (WAEE) Members,

As environmental educators, we are committed to raising awareness about the environmental challenges facing our state and teaching the next generation about the importance of environmental stewardship. Today, we are reaching out with an urgent call to action in light of the oil spill that occurred in December 2024 in Wisconsin and the ongoing Enbridge pipeline battle in Northern Wisconsin, which has the potential to catastrophically contaminate the Great Lakes.

We strongly encourage you to take a moment to watch the film Bad River , available now on Peacock. This powerful documentary sheds light on the struggle faced by communities and ecosystems impacted by Enbridge’s pipelines, including the threat they pose to the pristine waters of the Bad River Watershed. The film is an eye-opening look at the risks of oil pipeline operations in Wisconsin and the people and wildlife that stand to lose everything if action is not taken.

We believe it is essential that our voices, as environmental educators, be heard in this critical moment. We encourage you to call your senators and express your concerns about the environmental risks posed by the Enbridge pipelines and the recent oil spill. Your voice can make a difference in the fight to protect Wisconsin’s natural resources and ensure a safe, sustainable future for all.

Here’s what you can do:

Watch the film Bad River to understand the environmental implications.
Call your state senators to urge them to take immediate action to hold Enbridge accountable and protect Wisconsin’s waters.
Find contact information for your representatives here .
Share this alert with others in your community, and encourage them to take action.

As environmental educators, we have a unique role in advocating for the health of our state’s ecosystems. By raising our voices in support of stronger environmental protections, we can help shape a future where our waters, lands, and communities are safe from the risks of oil pipeline disasters.

Thank you for your dedication to environmental education and advocacy. Together, we can make a meaningful difference.

WAEE Named NAAEE Outstanding Affiliate

Tue, 19 Nov 2024 11:26:04 GMT

WAEE Honored for 2023 & 2024

North American Association for Environmental Education - NAAEE honors 1 out of 52 organizations that are part of the NAAEE affiliate network. The Board, our staff, many volunteers, and all of you have worked so hard the past 2 years to improve and grow environmental education across the state.

WAEE is unbelievably honored to have received this award and to be a part of the environmental education network in Wisconsin. We won this award in part because of the hard work we are all putting into making environmental experiences and careers more equitable, inclusive, diverse, and accessible while also advocating for environmental justice. This includes advocacy day at the capitol, the JEDIA learning course, community building at our conferences, and more.

Recharge in Nature this Summer

Wed, 12 Jun 2024 17:17:42 GMT

Outside for 5

The NAAEE Affiliate Network is challenging teachers, administrators, nonformal educators, parents, and more to join the OutsideFor5 movement.

Sign the OutsideFor5 Pledge and commit to:

Spend at least 5 minutes a day, 5 days a week, or any meaningful amount of time learning outside with youth.
Support outdoor learning efforts in schools
Connect with other local educators and outdoor professionals.

Learn more

From our NAAEE Affiliate Network friends in Colorado:

We know you work hard all year long! Nature is just as important for your well-being as it is for your students! We hope you take some time to rest, recharge, and renew in nature this summer.

Check out these articles to learn more about what nature can do for you as an educator or parent!

Experiencing Awe in Nature has a Powerful Effect on Well-Being . “Experiencing awe can contribute to a host of benefits including an expanded sense of time and enhanced feelings of generosity, well-being, and humility.”
Stress Reduction and the Natural World "However, Hunter et al (2019) found that just 20 to 30 minutes three times a week is enough to bring benefits."
What is Kaplan's Attention Restoration Theory "In a nutshell, Attention Restoration Theory, or ART, proposes that exposure to nature is not only enjoyable but can also help us improve our focus and ability to concentrate (Ohly, White, Wheeler, Bethel, Ukoumunne, Nikolaou, & Garside, 2016)."
Take the Nature Connectedness Scale (NCS) Survey to learn more about your own relationship with the natural world: Nature Connectedness Survey

Paths to Inclusion: a resource guide for fully including youth of all abilities in community life

Fri, 10 May 2024 16:41:16 GMT

UW-Extension, in partnership with many organizations, developed "Paths to Inclusion: a resource guide for fully including youth of all abilities in community life" which is a 20 page PDF designed to provide guidance to increase opportunities for disabled youth.

Sections include:

What Is Inclusion and Why Does it Matter?
What Do We Need to Know About Disabilities?
How Does Inclusion Happen?
Where Is Inclusion Happening?
How Can We Support Well-Being?

and more…

For complete details, visit the UW-Extension website: https://4h.extension.wisc.edu/4h-resources/paths-to-inclusion/

View PDF

Join the new map of EE in Wisconsin!

Mon, 26 Feb 2024 17:25:00 GMT

Join the new Landscape Analysis Map of EE in Wisconsin!

You are invited to participate in an exciting project we a re launching in partnership with EcoRise, the North American Association for Environmental Education, and other NAAEE affiliates in the Midwest. We’re teaming up to conduct a comprehensive landscape analysis of environmental education in the Midwest. To help us complete this analysis, we invite you to participate in Gen:Thrive, a collaborative initiative organized and led by EcoRise .

EcoRise has begun to compile a directory , dashboards , and other tools that will help school districts and community leaders advance K-12 environmental education programs across the United States. The information you provide on the Gen:Thrive platform will also help us make data-driven programming decisions and provide analytical tools to help secure greater funding for EE in the Midwest. So far, EcoRise has completed initial data collection from 26 states. We need your help to add Wisconsin to the map!

Ready to join? Simply contact Gen:Thrive with your interest for joining the Wisconsin Landscape Map and they’ll provide you with your personalized invite code and instructions for adding your organization to the platform.

Only one profile should be completed per organization. We have asked you personally, based on your position. However, if you feel that someone else could help provide more complete information by working on this with you, please share your organizational login code to complete the profile rather than create an additional profile.

The profile questionnaire will address your organizational operations, services provided, audiences served, and programming themes to help us better understand environmental education and engagement in the Midwest. It should take approximately 20 minutes to complete. The profile is divided into two levels: organizational information and program information. After completing the organization-level questionnaire, please continue to the program survey, where you can provide detailed information about your key program offerings. The more programs you can provide information for, the more accurate our coverage map and data will be. Even if you don't have time to submit surveys for each of your programs, we encourage you to still submit an organizational survey to get you on the map! Please note that the profile survey will function best using Google Chrome as your browser.

As a token of our appreciation for your time and effort, all Wisconsin organizations that complete an organizational level survey will receive a $5 discount for one employee to attend our annual conference, which will be held at Upham Woods near the Wisconsin Dells, October 24th-26th, 2024. Everyone who completes the organization level profile and program-level responses for at least their top 3 attended programs will be entered to win one of the following prizes:

A $50 Gift Certificate to the Outdoor Learning Store
A $50 Amazon Gift Certificate
One of Two items of your choosing form the WAEE Gear Store
A free registration to a future WAEE Online Course for one employee
5 Winners get a $15 Discount to our Annual Conference

Please complete your profile by Friday, March 15th . If you have any questions as you work through the Gen:Thrive platform, please don’t hesitate to contact Beca Borkowski at admin@waee.org Thank you in advance for your time and assistance with this project. We’re looking forward to accelerating our community impact together!

Sincerely,

The WAEE Team

Celebrating 2023 WAEE Award Winners

Sun, 01 Oct 2023 01:35:04 GMT

Congratulations Awardees!

Aldo Leopold Award : Becca Franzen

Dave Engleson Award : Senator Tammy Baldwin

Eco-Justice Award : Christopher Kilgour & Color in the Outdoors

Earthguard Award : Angus Mossman, JoAnnah Sorg, and Dylan Edwards at Tower Rock Elementary School

Formal Educator of the Year : Kate Witkowski at Northern Waters Environmental School

Non-formal Educator of the Year : Gretchen Marshall at LEAF

Administrator of the Year : Joseph Vrydaghs at Aldrich Middle School

Student of the Year : Xia Lowery at UW Milwaukee

Sign up to receive a FREE Fish Hotel educator kit!

Wed, 30 Aug 2023 16:32:57 GMT

Sign up to receive a FREE Fish Hotel educator kit!

Available for a limited time on a first come first serve basis.

Sign up link below!

What’s a fish hotel? It’s a tree that’s fallen in a lake or stream. It’s like a hotel for fish because it provides what they need to survive: food and shelter. Large submerged trees can host entire fish communities!

ABOUT FISH HOTEL KITS
The Fish Hotel Kit is designed to help students learn about the benefits of leaving trees in lakes. The kits are intended to be a Wisconsin fish-focused option for grades 1-5. The teaching guide provides discussion questions and activities and a list of the Wisconsin Science and English Language Arts standards that are met. The kit includes both a fiction and nonfiction book on this topic.

KIT CONTENTS

Fish Hotel, fiction - Full-color, 30 page hardcover picture book
Video of Fish Hotel (picture book) being read
Fish Hotels, non-fiction (20 student copies) - Full-color, 20 page companion booklet
Fish Hotel Teaching Guide
Wisconsin fish cards
Fish Hotel poster
A Second Life for Trees poster
My Lake Field Journal for student observations
Video links to short videos of fish swimming through real fish hotels
Teacher resource booklets:
Impervious Surfaces: How They Impact Fish, Wildlife and Waterfront Property Values
The Water's Edge

Kits will be sent in September.

* Fish Hotel Kits are provided by the Center for Land Use Education and the UW-Madison Division of Extension.

What is the status of EE organizations in Wisconsin?

Sun, 23 Jul 2023 16:16:39 GMT

Study of the Status and Needs of Programming and Training in Environmental Education Organizations in Wisconsin

Background: Environmental education (EE) organizations are critical in promoting ecological literacy and sustainability. As the field evolves, ongoing assessment of programming and staff training needs is essential to ensure relevance and impact.

Purpose: This study aimed to evaluate the current status of EE programming and identify professional development needs across Wisconsin-based EE organizations.

Methodology/Approach: In early 2025, a web-based survey was distributed to 650 EE organizations statewide. A total of 202 respondents completed the survey based on the organization role the respondent selected: Administrative/Leadership; Full-time/Salaried Faculty; Seasonal or Part-time Staff; and Volunteer, Student, or Intern.

To view the questions from the 2025 survey, please click here

Findings: The study offered insights into urban and rural EE organizations, particularly the types of nature relationships they aim to promote. The most cited was “naturalistic”–satisfaction from direct experience with nature. Subject area content needs were highest in technical skills, including AI, GIS, and innovative techniques. The top organizational skill in need of development was community engagement. Interpretive training, conservation, and education were listed as the most sought training.

Implications: These findings highlight the importance of targeted professional development to support EE approaches across varying community contexts.

2025 Results from the Status and Needs Survey Now Available

Status and Needs of Environmental Education Related Organizations in Wisconsin. To view the questions from the 2021 survey, please click here .

Status and Needs of Environmental Education Related Organizations serving Wisconsin populations through diversity, equity, justice, inclusion initiatives. To view the questions from the 2023 survey, please click here .

In 2019, Upham Woods Outdoor Learning Center administered a survey to over 700 environmental education organizations around the state. By the end of the survey period, 193 people responded allowing us to gain valuable insight into the field’s progress and direction since the survey’s first iteration in 2015. We are excited to share those results with you.

This effort was supported by UW Division of Extension , WAEE , and the Wisconsin Center for Environmental Education .

Key finding of the survey include:

Environmental education employs over 3,000 people in the state
Environmental education generates between $40 million and $72 million in direct economic activity annually, and
Respondents collectively manage 165,466 acres of land .

If anything, this report demonstrated to us the collective impact and power this industry has to create change.

Wisconsin State-Wide Environmental Education Survey

Since 2014, a research team led by Dr. Justin Hougham has administered surveys to over 700 environmental organizations around the state, and included some regional organizations beyond the state who serve a Wisconsin audience. Visit the website

In the winter of 2015-16 a digital survey was distributed to environmental education organization leaders across the state of Wisconsin. The goal of this survey was to investigate the current status of environmental education (EE) throughout Wisconsin and to help identify the different needs of these organizations in various focus areas. The information that was collected is being used to facilitate communication, collaboration, professional development, and outreach services, and to increase the quality and quantity of EE in Wisconsin.

A select summary of significant survey results are illustrated in the two-page .pdf below, or you can download the full report (48 pages).

This survey was supported in part by a Capacity Building grant from the North American Association for Environmental Education and was a collaborative project from University of Wisconsin-Extension, Wisconsin Center for Environmental Education, Wisconsin Association for Environmental Education & the 2015 Wisconsin Environmental Education Consortium

Below are the top professional development needs as defined by the state-wide survey:

Top 7 Needs – Organization Skills Areas

Accessibility and Inclusion of People with Disabilities (67%)
Grant Writing (53.2%)
Fundraising (51.1%)
Digital Presence/Website/Facebook/Twitter/etc (46.8%)
Volunteer Management (46.8%)
Exhibit Development (43.6%)
Public Relations/Marketing (41.5%)

Top 7 Needs – Environmental Education Subject Areas

Technology Use in Outdoor Education (67.3%)
Using STEM as a Context for EE (or E-STEM) (61.4%)
Community-based Learning (49.5%)
Understanding School Initiatives, Speaking School Language (45.5%)
Birds (42.6%)
Plants (41.6%)
Community Action/Service-Learning (41.6%)

Abstract 160 Wisconsin environmental education (EE) related organizations responded to the 2014 status and needs online survey. The survey and report of findings includes 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, 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 use of standardized evaluation methods across organizations. Findings and recommendations included in this report can be used to increase the operational capacities and impact of EE related organizations in Wisconsin.

Below are the top 10 professional development needs as defined by the state-wide survey:

Top 10 Needs – Organization Skills

Use of Technology to Enhance Environmental Education
Grant Writing
Accessibility & Inclusion of People with Disabilities
Fundraising
Public Relations/Marketing
Exhibit Development
Digital presence/Website/Facebook/Twitter/etc.
Volunteer Management
Budgeting/Finances
Non-profit Management/Working with Executive Boards

Top 10 Needs – Environmental Education Content Areas

Current Environmental Issues
Sustainable Design/Green Technologies or Buildings
Community Action/Service Learning
Energy Efficiency
Land Use/Conservation
Sustainability/Resource Consumption
Drinking Water/Waste Water
Gardening/Agriculture/Soils
Birds
Water Quality/Aquatic Ecology/Fish or Plants (These two options ranked the same)

Adding in Accessibility

Wed, 28 Jun 2023 11:34:59 GMT

Moving From JEDI to JEDIA

by Rachael Lewandowski-Sarette

For the past few years, the JEDI committee has focused on promoting Justice, Equity, Diversity and Inclusion within the field of EE. Today they are excited to place heightened emphasis on accessibility by changing their name to the JEDIA committee, adding in “A” for accessibility. JEDIA co-chairs and the committee members believe that this addition is crucial to the vision behind the JEDI Committee—crucial to creating a space in EE where all folks are seen, recognized, and valued. Changing language will change perception which changes actions.

This change in the name follows some recent initiatives by JEDIA members highlighting accessibility. The April-June Community Conversations focused on accessibility and members of the JEDIA Committee have been working together on accessibility and inclusion for the upcoming 2023 Midwest Environmental Education Conference . Members put together accessibility guidelines that were included in the MEEC Call for Proposals to help shift the burden of access off of those requiring accommodations to folks providing content. The guidelines started out with some modified language from American Autistic disability rights activist, writer, attorney, and public speaker, Lydia X.Z Brown:

Before this conference begins, we want to put forward an invitation and invocation so that everyone can come to this conference as comfortable as possible in themselves, in their bodies, in their minds, and in the needs that they carry with them. So often we are expected to believe that there is only one right way to exist in a space. Let us use this conference as an opportunity to listen to our fellow community members and ourselves to create an inclusive experience with many right ways of existing.

This change in name also reflects accessibility initiatives led by many of our member organizations.

Upham Woods Outdoor Learning Center is working on becoming more accessible by changing the way they plan events and by purchasing some adaptive equipment. This summer they are hosting summer camps designed by and for members of the Autistic and Deaf communities.
Many organizations, like UW-Arboretum, Bay Beach Wildlife Sanctuary, and Wild Rivers Conservancy, have assessed trails for difficulty and wheelchair accessibility and made the information easier to find on their websites.
Access Ability Wisconsin (AAW) promotes Outdoor Access 4 All!. AAW works towards access by providing communities with all-terrain outdoor wheelchairs (free-to-use for individuals), advocating for inclusion, and collaborating with different organizations on community engagement. Many WAEE member organizations are current partners of AAW including Lussier Family Heritage Center and Riveredge Nature Center.

…and so many more! Please share your stories of accessibility with us!

The JEDIA committee is proud of this name change and is ready to work towards a more equitable field of environmental education by striving to foster accessible and authentic inclusion within all professional communities of Environmental Education throughout Wisconsin. If you would like to support our work, join our committee !

JEDIA committee members also receive a monthly newsletter! This month featured the name change, upcoming events and resources including:

Honoring pride month and LGBTQIA+ folks by learning about How Environmental and Climate Injustice Affects the LGBTQI+ Community .
Attending this bi-monthly DEIJ Community of Practice meetings coordinated by the Wisconsin Wetlands Association, Gathering Waters, Wisconsin’s Green Fire and the Natural Resources Foundation of Wisconsin.

If you are passionate about an environmental education topic, be a guest writer and submit a blog post! Email your idea or completed post to: communications@waee.org .

Celebrating Juneteenth

Mon, 19 Jun 2023 01:40:47 GMT

Honoring Freedom, Resilience, and Progress!

The month of June brings with it many exciting moments for celebration. Time for family and community to come together for special events, vacations, and festivals. As the summer sun shines brightly, it illuminates a significant milestone in American history and the ongoing journey towards equality and justice. June is not just a month of warmth and joy; it is also the time when we come together to celebrate Juneteenth. This special occasion holds tremendous cultural and historical significance, reminding us of the enduring spirit, resilience, and progress of the Black community.

Juneteenth, also known as Freedom Day or Emancipation Day, marks the commemoration of June 19, 1865, when enslaved individuals in Galveston, Texas finally received news of their emancipation, more than two years after the Emancipation Proclamation was issued. It serves as a powerful reminder of the long and arduous journey towards freedom and equality for all.

During this Juneteenth month, we have an incredible opportunity to dive into the rich tapestry of Black history, culture, and achievements. It is a time to honor the spirit of those who fought for freedom and equality, as well as to acknowledge the continued struggles and contributions of the Black community in shaping our nation.

Resources for Juneteenth

To fully engage with the significance of Juneteenth, it is essential to explore and embrace the stories, voices, and experiences that have shaped Black history. Click here for a listing of resources to help you deepen your understanding and appreciation.

There are Juneteenth festivities all across Wisconsin. A quick internet search can help you find a celebration in your area!

Juneteenth stands as a beacon of hope, reminding us of the progress we have made and the work that still lies ahead. It is a time to honor the courage, resilience, and triumph of the Black community. By engaging with the diverse resources available, we can deepen our understanding, celebrate cultural heritage, and continue the journey towards a more equitable and inclusive society. Let this Juneteenth month be a time of reflection, education, and unity as we commemorate the past, celebrate the present, and strive for a better future.

This announcement comes from our organizational member Wisconsin Department of Public Instruction.

WAEE Supports Pride Month

Wed, 14 Jun 2023 01:46:51 GMT

Celebrate with Pride

WAEE celebrates pride month as we work on promoting responsible environmental action, elevating voices for environmental justice, and celebrating excellence in environmental education.

WAEE is committed to expanding nature access for all people and addressing environmental, health, and social injustices statewide. This month we renew our commitment by supporting and uplifting LGTBQ+ voices and are excited to announce our new line of Pride merch that will be available year-round! 50% of the proceeds will be donated to GSAFE . GSAFE increases the capacity of LGBTQ youth and students, educational staff, and families to create school environments where all LGBTQ youth and students thrive. We encourage educators and members to visit the GSAFE website for a list of available trainings and resources to support this mission.

Find available products in our online store: https://waeegear.com/waee/shop/products/all?page=1

WAEE on Closing the Generational Gap on Climate-Change Education

Mon, 27 Mar 2023 20:13:40 GMT

In the News…

In response to the recent Intergovernmental Panel on Climate Change : check out the audio and visual versions of Public News Service Producer Mike Moen's full text article published March 27, 2023, featuring WAEE Executive Director, Beca Borkowski, and WAEE Advocacy Committee Chair, Megan Giefer: Closing the Generational Gap on Climate-Change Education .

Black Faces, White Spaces

Wed, 14 Dec 2022 16:45:38 GMT

Fall 2022 JEDI Book Pick

The JEDI committee hosted a book club, Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors by Carolyn Finney in the fall of 2022. This informal book study helped broaden understanding and awareness of the issues surrounding access and inclusion for people of color in the great outdoors by considering the historical perspective of African Americans.

Learn more

Carolyn Finney’s final research report .
A video of Finney’s discussion about her book: Glacier Book Club
Watch Carolyn Finney's TedXMiddlebury Talk "Whose Story Counts" and this conversation with Finney: 2020 Vision, A Black Walden Pond & Other Musings
Diversify Master Naturalist Project’s monthly discussion guide (IL)- where Tara found inspiration for some questions for this book study.
Dispossessing the Wilderness by Mark David Spence

Interested in purchasing? Consider this Black-owned indie bookstore in Milwaukee: https://darickbooks.com/ .

Firekeeper's Daughter

Mon, 12 Dec 2022 13:27:28 GMT

Young Adult Mystery/Thriller

The JEDI committee hosted a book club in the winter of 2023 focused on Firekeeper's Daughter by Angeline Boulley—a YA mystery/thriller, winner for Goodreads’ Best Young Adult Fiction (2021). This was our first choice that highlights an Indigenous author and perspective. Although a work of fiction, Ojibwe culture and traditions are woven into the story. This will be one way to expand or continue to expand your journey of education in the realm of JEDI work.

This informal book study helped shaped conversations around:

social issues (poverty, health care, etc.);
share similar experiences with the tug and pull of different families/cultures; and,
What are potential different meanings for being Native? Why could it change depending on perspective?

Consider listening to this episode of the "All My Relations" podcast.

Check out this resource shared by Victoria Rydberg, via David O’Connor. It is a wonderful teacher’s guide to the book with additional resources, questions, pre-activities and ideas for further exploration.

Interested in purchasing?

Consider these local indie bookstores:

These next suggestions may require a direct message on book availability:

https://darickbooks.com/ (Black-owned in Milwaukee)
A Room of One’s Own (a trans and queer owned bookstore in Madison)

CWES Expands reach

Sat, 10 Dec 2022 15:31:38 GMT

Improving Equity and Inclusivity to Reach Wider Audiences

Since 1975, the Central Wisconsin Environmental Station, CWES, has served as an important teaching and learning center for people of all ages interested in the environment. The 240-acre property, which overlooks Sunset Lake in Central Wisconsin, is a field station of the University of Wisconsin-Stevens Point. Throughout the school year, UWSP environmental education/interpretation students teach environmental education to visiting school groups, as part of practicum in their final semester. During the summer, CWES offers summer camp for youth and is also a host site for conferences, workshops, and trainings throughout the year. In the past several years, CWES has been proactive in improving its equity and inclusivity to wider, more diverse audiences.

Tom Quinn, Director of CWES, says staff are the driving force of the organization’s efforts towards becoming more inclusive. The organization is working harder to hire individuals from diverse backgrounds. For example, CWES has begun posting job listings in locations that will reach a diverse audience. In the past, CWES has hired candidates with autism or who identify with a different gender than assigned; the organization aspires to continue diversifying its staff. This past summer, CWES hired a garden intern with a visual impairment who taught garden education to campers. “We want to have more staff that demonstrate to youth that if you have an impairment or come from a diverse background it doesn’t have to impede on what you do,” said Quinn.

CWES also hosts a variety of events that reach a wider audience. For the past three summers, CWES has partnered with the Milwaukee-based organization,Diverse and Resilient to offer a three-day camp for LGBTQ+ youth, ages 14 to 20 from around the state. The camp, called The Wisconsin Youth Great O.U.T.doors Institute, Central Wisconsin Environmental Station focuses on leadership development and education about health messages that participants can bring back to their communities. In preparation for the camp, CWES changes all bathroom signs to be gender-neutral, and staff is trained on LGBTQ+ topics. In the past, CWES also hosted the Multicultural Leadership Conference, which invited high-school students to learn about diversity and inclusion efforts at UW-Stevens Point and to gain positive outdoor experience.

The environmental center does have a fair share of challenges and barriers that have proven antagonist towards their ability to keep up with demand for change. Out of all the potential barriers, “financials [are] the biggest constraint,” said Quinn. This constraint primarily affects establishing permanent gender-neutral bathrooms and improving accessibility. A woodchipper, recently purchased by the on-site charter school, will aid in defining trails that wind through the 240 acres of uneven, often steep, wooded terrain.

Increased support financially and from valued partners will allow CWES to continue improving their outreach for position openings, programs, and infrastructure redevelopment. Additional support from the university would speed up projects like creating permanent gender-neutral bathrooms. According to Quinn, the organization runs primarily on program revenue and does not rely on UW-Stevens Point for infrastructural improvements. CWES would also benefit from increased assistance from Human Resources at the university to help with broader audience promotion for position openings. Quinn notes that using avenues for marketing and posting to a broader, more diverse audience costs money. Nevertheless, CWES understands that this is one of the costs for promoting diversity, equity and inclusion and is willing to continue their efforts.

Professional development from WAEE and NAAEE has encouraged continued efforts and success towards diversity, equity, and inclusion for the environmental center. CWES supports its staff and graduate students to attend events offered by these organizations that include seminars and workshops on diversity and inclusion. Quinn has seen how attending professional development events benefits his organization’s advancements in diversity, equity, and inclusion. “You go to a session and it opens your eyes to new ideas,” said Quinn in describing the training and application of gender pronouns at a professional development event.

Quinn understands there is still much work to be done for diversity, equity, and inclusion in his organization, but is certain an impact is being made at CWES. “I don’t feel like CWES is completely there in terms of equity and inclusion, but we are aware of it and we are trying to be more inclusive and embrace more diverse audiences,” said Quinn, “...everybody says, ‘we’re in Central Wisconsin, we are lacking in diversity’, but I disagree because there’s all sorts of diversity and I do think we are serving a lot of different populations. It’s not just skin color or sexual orientation, I think there’s a lot of ways to be more aware,” said Quinn.

Special thanks the NAAEE and the ee360 Project for funding and support in developing these case studies. Further thanks to Dr. Kendra Liddicoat at the University of Wisconsin Stevens Point and her students, Shannon Columb and Quentien Tyra, for researching and compiling the above case studies. If you are wondering about how these case studies were chosen and conducted, you can read the summary report here .

ALNC Increases Inclusion, Diversity, Equity, and Access (IDEA)

Sat, 10 Dec 2022 15:03:53 GMT

Planning for the Next 20 Years

The Aldo Leopold Nature Center, located in Monona, Wisconsin, is an active member of the Dane County community, offering a wide range of programs on its 20 acres of forest, wetland, prairie, and beyond. After over 20 years of working toward their mission, in the words of Aldo Leopold, “to teach the student to see the land, understand what he sees, and enjoy what he understands,” the board and staff of Aldo Leopold Nature Center decided in 2016 it was time to regroup and engage in a strategic planning process.

Following almost two years of assessments, the nature center began to reorganize. They re-wrote their mission statement which is now: “to engage and educate current and future generations, empowering them to respect, protect and enjoy the natural world,” and developed new vision statements with a renewed focus on emphasizing that nature is for everyone. One of the main initiatives to come out of this process was an effort to increase Inclusion, Diversity, Equity and Access (IDEA). The nature center had realized how similar the faces and backgrounds of the organization’s workforce and stakeholders were. Recognizing how diverse their audience could and should be, Aldo Leopold Nature Center began focused work to increase access to the outdoors for all people.

Having a variety of valued partners has helped Aldo Leopold Nature Center with attaining their goals of increased accessibility. The Madison Metropolitan School District (MMSD) and community centers collaborate with the nature center for educational opportunities. Donors and corporate partners are supportive because they “enjoy the idea of diversification,” according to Brenna Holzhauer, Director of Operations and Strategic Initiatives at Aldo Leopold Nature Center. Lastly, community members are more responsive and interested as they learn more about the programs and accessibility options available.

One of Aldo Leopold Nature Center’s most significant new initiatives was opening a nature preschool in September 2019. The goal was to make this preschool very accessible. The curriculum taught at the preschool is culturally sensitive and child driven. To help with financial accessibility, tuition is on a sliding scale based on family income. In addition, there are Aldo Leopold Nature Center scholarships available for full or partial funding. Physical accessibility was also carefully considered. The preschool is housed in a remodeled portion of the original campus, so the necessary retrofitting put the Aldo Leopold Nature Center in a position to make other necessary improvements. Since this is a nature center, the design could not just have pavement everywhere without sacrificing the aesthetics of nature. However, some pervious and impervious surfaces have been added to enable students and visitors who use wheelchairs to more easily get around the nature center and enjoy the outdoor space.

The Aldo Leopold Nature Center also added ramps where possible to improve entry into the building and access to the outdoors. Through the renovation, the Aldo Leopold Nature Center was able to add its first two gender-neutral family bathrooms. This required space and plumbing to be maneuvered, as well as new signage. Signage turned out to be a larger project than expected. There were no signs available that best communicated the functional and symbolic messages the staff wanted to convey. Since Cara Erickson, Marketing and Communications Manager, has a background in design, she was able to design signs with symbols, verbiage, and braille text that encompass that the bathrooms are for anyone.

Adding preferred pronouns in email signatures has been another effort to increase inclusivity. Although this change seemed simple enough, it opened the door for deeper conversations about ally-ship. Initially, some staff members did not understand the value of this addition and did not feel able to explain to others why pronouns were listed. Including pronouns is now embraced by most staff but remains optional. The nature center also updated its participant database system to remove the required fields for binary gender options. Registration forms no longer ask for an individual’s sex and now ask for preferred gender pronouns. Rosters are updated for the preferred pronouns of the child as well. This has been an effective and well-received change for the organization.

Efforts to become more inclusive are not restricted to facilities and programs located on site. According to Holzhauer, two of the greatest points of pride to emerge from this focus on IDEA are the “Wonder Bugs On the Road” program and the Community Access Fund. “Wonder Bugs” is a one-hour and fifteen-minute program for preschool-aged children and their parents. This popular on-site program has been expanded “on the road” after the organization recognized a need to make the program more accessible to the community, especially where there was lacking transportation and awareness of the nature center’s programs. Since there are non-English speaking participants, Aldo Leopold Nature Center partners with educators from MMSD and community centers throughout Madison to offer language assistance in Spanish, Hmong, and other native languages. Aldo Leopold Nature Center has also been looking into hiring individuals who are fluent in other languages and reaching out to the community for additional cultural and language resources. Improving access to “Wonder Bugs“ helps the organization show that they want to meet people where they are and that an individual doesn’t have to leave their neighborhood to experience the outdoors.

The Community Access Fund is Aldo Leopold Nature Center’s strongest source of financial accessibility, helping to bring environmental education to children and families, who – for whatever reason – might not otherwise have access. It is an umbrella fund that raises money to create more accessible programming and related operational initiatives. This fund shows the community that Aldo Leopold Nature Center is trying to be inclusive even in a financial sense. The Community Access Fund helps support “Wonder Bugs On the Road”, scholarships for summer camp, and vacation day programming; and even diversification in marketing materials created for a diverse audience. Setting aside some funds for the Community Access Fund happens when planning the year's budget as well as from holding specific fundraising blitzes throughout the year. Other sources of funds come from grants, corporate donors, individual donors, and program fees. The Community Access Fund has allowed the nature center to remove attendance fees from many of its programs, making them more accessible to a wider audience.

Aldo Leopold Nature Center has had a fair share of challenges and barriers standing in the way of their implementations. Since the nature center is a nonprofit, staffing and funding are spread very thin. A lack of funding has prevented some of their ideas from being carried out as quickly and comprehensively as the organization would like. Due to resource pressures, prioritizing is essential – especially since enacting strategic change takes time and effort and being spread thin can make it easy for staff members to default to business as usual.

The Aldo Leopold Nature Center will continue to require resources in order to continue efforts towards diversity, equity, and inclusion. It is crucial to have organizational buy-in and community support in order to keep moving these types of initiatives forward. The organization will need more funding to ensure that they are able to make improvements to infrastructure, as well as continue to provide free or low-cost programming. More time for evaluation and planning, professional development and networking, as well as time for partners to introduce the nature center to new audiences will be necessary. Furthermore, having adequate staffing and resources, support from the board, and awareness and understanding from the community will always be important to operations at the nature center.

Welty Environmental Center Partnerships for Success

Sat, 10 Dec 2022 14:26:45 GMT

Inspiring People of All Ages

Located near the Wisconsin-Illinois border, a few miles outside of Beloit, Welty Environmental Center (Welty) strives to educate children, families, and community members about the natural world surrounding them. The organization was founded in 1999 and was originally located at Beckmann Mill County Park. In 2015, the City of Beloit offered Welty Environmental Center a space previously owned by Badgerland Girl Scouts at the Big Hill Center. The center is part of a city park that spans 190 acres and includes forest, prairie, and river habitat useful for a wide variety of environmental education lessons.

Beloit is a diverse community, with 68% of the school district comprised of students of minority backgrounds. By working towards diversity, equity, and inclusion, Welty Environmental Center is pursuing their mission of providing environmental education to the community, which allows residents to make informed decisions about their natural resources. The nature center offers a variety of programs, both on-site and off-site, for people of all ages. Through partnering with the school district and community organizations, Welty Environmental Center reaches underserved crowds that are unable to visit their location due to transportation and financial constraints.

Brenda Plakans, Executive Director of Welty, believes that being seen as a partner is a success for the organization. Welty Environmental Center has several valuable partners that have led to their success in reaching diverse audiences. The center partners with the School District of Beloit, Head Start, and Even Start to deliver environmental education to underserved individuals. Twice a week, Aaron Wilson, Program Director at Welty Environmental Center “It doesn’t matter who the kids are, or what demographic they belong to, they need to go outside, and they need to have more experiences at a younger age that are positive around environmental education.”

Welty, visits Todd Elementary and Fruzen Intermediate to provide environmental education to students enrolled in afterschool enrichment through the use of educational games and hands-on experiences. Field trips are also held at Welty for students in 2 nd to 5 th grade. Trips focus on topics such as forest ecology, history of fur trading in south central Wisconsin, and geology. The 5 th grade field trips are led by high schoolers taking ecology classes at Beloit Memorial.

Welty also provides environmental education to preschoolers enrolled in Head Start as well as families learning English as their second language who are enrolled in Even Start. During the school year, preschoolers from Head Start and preschoolers and parents from Even Start visit the nature center once a month. When at Welty, participants hike and learn about trees, habitats, natural cycles, survival needs of animals, and many other topics depending on the season. Both programs also include a literacy component, with each lesson involving reading a short book.

The center partners with several other organizations in the Beloit community and surrounding areas in order to reach wider, more diverse audiences. These partners include, Stateline Boys and Girls Club, Nature at the Confluence, Janesville School District and several others. Recently, Welty has partnered with Community Action, a non-profit organization that offers a program to prep teenagers who are primarily African American for decision making, leadership roles, and tertiary education. The program now includes an overnight stay at the center, where teenagers engage in environmental education. Other organizations, such as Alliant Energy and Dupont are valuable to Welty’s success as well, by providing grants for the nature center to continue pursuing its mission.

Professional development events have also proven beneficial for the nature center as it works towards diversity, equity, and inclusion. In fall 2018, Plakans attended Queta Gonzalez’s session about diversity and inclusion at the Wisconsin Association for Environmental Education conference at Upham Woods. Even though Plakans only attended the afternoon session, she found the experience very beneficial. “I loved the way she made us question our own assumptions in ways to approach the conversation in a gentle way,” said Plakans, “...she kept the room warm but still very straight-forward about the mistakes people have made when trying to work with these groups.” Plakans uses a set of rules borrowed from Gonzalez that sets a framework of appropriate vocabulary to use during strategic planning meetings with fellow colleagues. She also offers resources, such as Gonzalez’s website, to colleagues so they can learn more about diversity, equity, and inclusion.

Though Welty has broadened their reach in the Beloit community, several challenges affect the organization’s pursuit towards becoming more inclusive in offering environmental education. Finances and understaffing pose as obstacles for the nature center as it continues its efforts. Many of Welty’s programs are led by Wilson or volunteers, but extra assistance for afterschool programming, field trips, and public programs would be ideal. Finances make it challenging for Welty to offer competitive employee benefits, such as a full-time position, higher pay, and insurance. This leads to difficulty in hiring people from diverse backgrounds.

Welty Environmental Center anticipates expanding their reach in the upcoming years. Wilson hopes to have several Welty volunteers attend training to become a Master Naturalist Trainer so the organization can recruit and train more volunteers to offer quality programs. He also hopes to acquire resources to redecorate the indoor educational area to include more images of diverse faces, to “make [the] space more friendly to someone who isn’t necessarily inclined to visit a nature center.” Wilson explains, “if they could see a face like theirs, I think that would go a long way.”

Welty Environmental Center will continue offering environmental education to the Beloit community, to inspiring people of all ages, especially children, to explore the wonders and understand the importance e of the environment that surrounds them. “It doesn’t matter who the kids are, or what demographic they belong to, they need to go outside, and they need to have more experiences at a younger age that are positive around environmental education,” said Wilson.

Riveredge Nature Center Prioritizes Inclusivity and Equity

Sat, 10 Dec 2022 12:19:17 GMT

"We want everyone to see that they belong outdoors"

With its 379 acres of wilderness surrounding the Milwaukee River, Riveredge Nature Center (Riveredge) has been providing environmental education to people of all ages in Southeastern Wisconsin for over 50 years, making it one of the largest and oldest nature centers in the region. The center, which also focuses on conservation and research, is open to the public and hosts field trips for local schools, homeschool students, families, and the newly opened Riveredge Outdoor Learning Elementary School. With a diverse audience ranging from rural communities to inner-city Milwaukee, Riveredge strives to be inclusive and equitable.

The impetus for these efforts stems from Riveredge staff, whose motivation creates awareness of different techniques, tools, and attitudes effective for inclusivity in teaching environmental education. For example, Riveredge has several sensory bins and toys to help students with sensory sensitivity be more focused on lessons. The idea to purchase these adaptive tools came from observations made by an Inclusion & Accessibility Intern during winter 2017 who noticed, through her own sensory processing disorder, opportunities to further engage students with cognitive disabilities.

Riveredge benefits from hiring staff with differing abilities and backgrounds who bring new perspectives to the organization. Julie Dickson, Administrative Assistant for Education and Membership, uses a wheelchair and requested handrails be installed on the ramp to the visitor center. The handrails will benefit everyone, with or without a mobility impairment, all-year round and especially during the winter months. They are expected to be installed in spring 2020. As of November 2019, Riveredge has automatic front doors with push plates which give more people the opportunity to independently access the visitor center.

Much of Riveredge’s drive for becoming more inclusive and equitable comes from professional development events. The organization budgets for staff to attend Wisconsin Association for Environmental Education (WAEE), National Association for Interpretation (NAI), and North American Association for Environmental Education (NAAEE) conferences to present, network, and learn. These experiences push the organization to keep working towards diversity, equity, and inclusion, giving staff new ideas and inspiration. After attending a Community Engagement Workshop at the 2018 NAAEE conference in Spokane, Washington, Carly Hintz, Associate Director of Education at Riveredge, was able to bring the skills and knowledge she obtained back to the nature center. “[It] shifted our way of thinking and way of planning programs,” said Hintz.

Successful efforts also derive from the valuable partnerships Riveredge creates with other individuals and organizations through attending conferences. After a Riveredge employee attended a session about diversity led by August Ball, an advocate for social justice and founder of Cream City Conservation, at the 2018 WAEE Winter Workshop, the organization contracted Ball to lead a training at a staff retreat in January 2019. Riveredge is working to secure grant funding to organize another diversity training with Ball. These opportunities to receive training in diversity, equity, and inclusion are a success Riveredge is proud of and looks forward to continuing.

Other partners to Riveredge allow the nature center to succeed in its efforts of reaching a more diverse audience. A recent partnership with the Madison-based organization, Access Ability Wisconsin, has allowed Riveredge to reach a new demographic. Access Ability Wisconsin provides all-terrain outdoor wheelchairs, known as Action Trackchairs, for individuals to rent free of charge. This past summer, Riveredge was granted the opportunity to be a host site for one of the chairs, making it the first Trackchair located in Southeastern Wisconsin. Individuals can use the chair on-site or off-site for any amount of time. One man who rented the chair through Riveredge used it to hunt out west and harvested three antelope. In response to the chair’s overwhelming popularity, Riveredge will likely be hosting a second Trackchair starting in spring 2020, specifically for on-site use by visitors and school groups.

The Urban Ecology Center and Lutheran Urban Ministries Network are valuable partners to Riveredge as well. For the past several years, Riveredge and the Urban Ecology Center have teamed up to bring students from Milwaukee to Riveredge to spend a full day in the Milwaukee River. The students learn how to assess the river’s health, taking those skills to explore the river downstream in their own neighborhoods. In addition, Riveredge provides place-based education for students in four schools that are a part of the Lutheran Urban Ministries Network. Students come out once a year several times over the course of their academic career to gain hands-on experience with a variety of topics that relate to what they’re learning in the classroom. These opportunities, among others, allow students from Milwaukee to experience outdoor education in a unique wilderness setting that they may not otherwise have experienced.

There are plenty of challenges and barriers Riveredge has encountered throughout its journey of becoming more inclusive towards diverse audiences. Like many nature centers, finances limit what Riveredge can pursue. “in order to make your space truly equitable, there is a high dollar amount associated with that,” said Cassie Bauer, Family and Community Programs Manager for Riveredge. Lack of awareness and poor communication also challenges the nature center’s efforts to accommodate visitors. Bauer explains that student needs can sometimes be misinterpreted or unknown by educators at Riveredge because needs are not always shared forthright by school staff or parents. “We’re working to deepen the relationships we have with the teachers and schools that we work with to try and continuously communicate what their expectations are and [what they] and we should [expect],” said Hintz.

With an eager and motivated staff, Riveredge is continuously working towards diversity, equity, and inclusion. “We want everyone to see that they belong outdoors,” said Bauer. The center is working on several on-going projects, such as updating its website to include accessibility information about trails and programs. There is still more that Riveredge wants to do, and by continuing to make and build partnerships, find funding to provide DEI trainings, and spread awareness of diversity, equity, and inclusion, Riveredge hopes to continue expanding their efforts.

Wehr Nature Center Increases Physical Accessibility

Sat, 10 Dec 2022 11:57:02 GMT

Now the most accessible nature center in Southeastern Wisconsin

Wehr Nature Center’ s five miles of trails wind past Mallard Lake and through woodlands, an oak savanna, a prairie, and wetlands, giving visitors a chance to experience a diversity of natural communities right in a Milwaukee suburb. Inside the Nature Center building one can find educational exhibits, live animals, classroom spaces, and a spot for bird watching. Located in Whitnall Park, Wehr Nature Center is the result of a long-standing partnership between Milwaukee County Parks, the Friends of Wehr Nature Center, and the University of Wisconsin Madison Division of Extension.

Wehr Nature Center began its journey to become the most accessible nature center in Southeastern Wisconsin by changing its tagline from, “a place for all seasons,” to “a place for all seasons, a place for everyone.” Increasing physical accessibility to better accommodate visitors with disabilities has been a ten-year project requiring leadership, commitment, and creativity. Accessible facilities at Wehr Nature Center now include an observation deck overlooking Mallard Lake, a 0.3 mile boardwalk trail, a fire pit and amphitheater, a new classroom, a new pier, and a large family restroom.

The amphitheater, one of the first renovations tackled, now has multiple accessible features. All rows of seating and the stage can be accessed ramps. At the top of the amphitheater, there is a flat space with movable chairs available for individuals who use wheelchairs, their companions, and anyone who is not comfortable walking on the inclined paths. The amphitheater and accompanying firepit are within easy walking or driving distance over permeable pavers from the main parking lot and Nature Center. From the amphitheater, visitors can continue on to the accessible boardwalk trail.

According to Emily Brown, accessibility and inclusion coordinator and naturalist, the bathrooms have posed one of the greatest barriers to becoming a more accessible and inclusive facility. Renovating the existing restrooms would have required extending the building and other significant construction. The new accessible family restroom is an example of how director Deb McRae’s leadership and the commitment of Friends of Wehr Nature Center were essential to accomplishing the task in a creative way over an extended time. A bathroom is not the easiest project to raise money for! Turning the maintenance closet into a new, all-gender family restroom with an adult changing table solved multiple problems and made the donated funds go farther. And the new bathroom is conveniently located near the new accessible classroom that was created out of the former gift shop.

Inclusion efforts at Wehr Nature Center are not only about physical accessibility. The website and a new registration form encourage visitors to request accommodations and contact Emily Brown with questions. Technology like a camera to project images from a microscope on to a large screen TV and a link to the AIRA app for people who are blind or have low vision make learning at Wehr Nature Center easier for all. Offering free and low-cost programs also make Wehr Nature Center more accessible to members of the local community.

One of the most remarkable features of Wehr Nature Center is the number of volunteers involved in taking care of the accessible facilities, leading programs, and raising funds. Over 500 volunteers contribute their time and energy every year! They augment the valuable support provided by Milwaukee County Parks and the University of Wisconsin Madison Division of Extension and make extra projects possible. With a limited budget and small staff, Wehr Nature Center is continually challenged to fulfill its mission, expand its reach, and meet the needs of a diverse community.

When asked how involvement with the Wisconsin Association for Environmental Education (WAEE) has supported inclusivity efforts at Wehr Nature Center, Emily Brown highlighted the importance of learning and forging connections with others passionate about environmental education and inclusion. Through WAEE, she has been able to learn of new resources, access grant dollars, attend conferences, present research, bring professional development to colleagues and volunteers, and share the success story of Wehr Nature Center becoming “a place for everyone.”

Bob Blaus Recognized for Bird Education

Sun, 04 Dec 2022 02:31:42 GMT

WAEE Member Bob Blaus receives 2022 Educator of the Year Award from the Bluebird Restoration Association of Wisconsin (BRAW)

Bob Blaus, of Eagle River, has received the 2022 Educator of the Year Award from the Bluebird Restoration Association of Wisconsin (BRAW). According to BRAW President Steve Sample, “Blaus has combined building nest boxes with workshops to educate the public about how to locate, maintain and monitor them.”

A member of the Wisconsin Association for Environmental Education, Blaus said “as an educator, one of my goals is to transfer my passion to students.” He also formerly served as a director of SCARCE, an environmental nonprofit dedicated to creating sustainable communities through hands-on education programs for schools and organizations.

The Illinois high school chemistry teacher last year donated 200 backpacks loaded with supplies to the Florence Middle/High School. The Rhinelander High School has also received the same donation from Blaus, who is moving to a home he owns in Sugar Camp.

Blaus feels that humankind can help birds in the future by “first protecting their environment, especially the habitat that they depend upon.”

In accepting his award, Blaus said organizations like BRAW “help educate and direct efforts to restore and sustain bird populations.”

Editor’s Note: Established in 1986, BRAW’s 900 members manage and monitor nest boxes statewide which annually produce about 18,000 bluebird fledglings and a like number of other native cavity nesters. More information about bluebirds, starting and monitoring nest box trails, and BRAW is available at: www.braw.org

Contact: Gene Kroupa
Bluebird Restoration Assn. of WI
608.238.3571 phone
gkroupa@tds.net

Why Outdoor Education Matters

Thu, 01 Dec 2022 08:31:56 GMT

Benefits of Outdoor, Nature-based Learning

Students who participate in outdoor, nature-based learning reap cognitive, academic, physical, and emotional benefits from their experience. According to the American Academy of Pediatrics(1), the American Medical Association(2), the American Association of Ophthalmology(3), the American Public Health Association(4) , and the Centers for Disease Control, children who engage in outdoor, nature-based learning:

Perform significantly better on standardized tests
Increase academic performance by up to 27%,
particularly low income students
Are better able to concentrate and have reduced discipline problems
Have better attendance and are less likely to drop out of school
Have improved creativity, problem-solving skills and critical thinking abilities
Discover increased cooperation, self-discipline, confidence and self-awareness
Have improved performance on college entrance exams
See a reduction of stress and mental illnesses including depression, ADD and ADHD
Develop improved immune systems & cardiovascular health and lowered obesity
Have improved classroom performance in math, science, reading and social studies
Have a greater respect for themselves, for others and for the environment.

The Pew Charitable Trust’s 1998 report: Closing the Achievement Gap: Using the
Environment as an Integrating Context (EIC), showed that children who participate in
nature-based education programs had better performance on standardized tests in
reading, writing, math, science, and social studies, reduced discipline and classroom
problems, and increased engagement and enthusiasm for learning. (Hein, 2014)

The American Institutes for Research’s report titled: “Effects of Outdoor Education
Programs for Children in California,” focused on “at risk” youth, showed a 27% increase in
mastery of science concepts; enhanced cooperation and conflict resolution skills, improved
self-esteem, classroom behavior, problem solving and motivation to learn. (Hein, 2014)

“When engaging children in an outdoor forest restoration project, a teacher pulled my wife aside
and remarked at the way a particular student was lighting up and leading her class that day. The
teacher simply said: ‘She’s special.’ My wife replied, ‘That much is obvious. She’s running the show
out there.’ The teacher choked up a little and said, ‘No, you don’t understand. She’s special needs.
I’ve never seen her like this. It’s just…amazing.’ – Frank Hein

1 American Academy of Pediatrics, “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-ChildBonds,”
2 Burdette, H., et al. “Resurrecting Free Play in Young Children.” Children and Nature Network. 2005. 22 Oct. 2012 <
http://www.childrenandnature.org/downloads/Burdette_LookingBeyond.pdf>
3 Sherwin, J, et al. “The Association between Time Spent Outdoors and Myopia in Children and Adolescents.” US National Library of Medicine
National Institutes of Health. 2012. American Association of Ophthalmology. 22 Oct 2012. < http://www.ncbi.nlm.nih.gov/pubmed/22809757>
4 Kuo, PhD, Frances E., & Andrea Faber Taylor, PhD. “A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From
a National Study.” American Journal of Public Health 94.9.Sept. 2004. 22 Oct. 2012.

Welcome Beca Borkowski

Thu, 01 Dec 2022 02:51:06 GMT

WAEE 's First Executive Director

Beca Borkowski joins WAEE with roughly 10-years' experience in nonprofit administration, including working for environmental and social service nonprofits focused on equity and diversity in the Milwaukee Area. She has experience working on political issues related to education in Wisconsin with the ACLU and has experience teaching in the community with youth audiences, community leaders, the BIPOC community, and non-english speaking refugees from Africa and Asia. Beca brings a Master's of Science Degree in Environmental Conservation from UW-Madison and a bachelor's degree in global security, focused on international human rights and resource scarcity, from UW-Milwaukee. She is also employed with the Wisconsin Department of Natural Resources as the Green and Healthy Schools Wisconsin Coordinator, which she believes will pair perfectly with this position to enhance environmental education outreach and advocacy in the state of Wisconsin. Welcome, Beca!

Say hello to Beca at execdirector@waee.org

DPI offers the Engaged Educator Coalition

Thu, 01 Sep 2022 16:28:36 GMT

The Wisconsin Department of Public Instruction created the " Engaged Educator Coalition " hub to provides resources for professional learning, reflection, and collaboration so that educators have regular opportunities to engage in the following:

build their knowledge of and reflect on the history of race, racism, and exclusion in the United States and build their skill for discussing this history with students in the context of lessons and class discussions,
increase their own self-awareness of how their various social identities in terms of race, class, gender, language, etc. shaped their own educational experiences and shape their definitions of success and their interpretations of student behavior,
deconstruct, reflect on, and design lessons that support the active valuing, engagement, and development of the whole child,
learn about the neuroscience of learning; those signals that trigger a “threat” response especially for students of color as well as strategies explicitly designed to decrease stress and generate a sense of calm and well-being, and
develop a repertoire of approaches for building trust, especially across race, class, and culture.

Within the hub, find resources like the Evaluating Instructional Resources for Bias: Centering Students and Working Towards Healing and Our Collective Liberation to support your practice.

The Autistic Brain

Tue, 09 Aug 2022 13:36:10 GMT

Exploring Neurodiversity

The JEDI committee hosted a book club The Autistic Brain by Temple Grandin . During this informal summer book study we considered autism from a first person perspective while exploring accessibility, inclusion, and neurodiversity in the field of EE.

Learn more

A couple of suggestions for where to purchase the book:

* The Autistic Brain is available over Amazon's audible (as an audiobook)

*The Autistic Brain is available through A Room of One’s Own , a trans and queer owned bookstore in Madison

Watch Temple Grandin's TED Talk

Animal Behavior with Temple Grandin - Part 1: http://www.youtube.com/watch?v=hWqN1T5b-b4

Animal Behavior with Temple Grandin - Part 2: http://www.youtube.com/watch?v=WZGQumhYAOE

Animal Behavior with Temple Grandin - Part 3: http://www.youtube.com/watch?v=FxyHgYlHdwk

For more information visit Dr. Temple Grandin's official website for reference of all of her work: https://www.templegrandin.com/

WAEE Board Member Releases Debut Book

Tue, 14 Dec 2021 16:01:48 GMT

Teaching Off Trail

The amazing evolution of a traditional public school kindergarten to a nature kindergarten.

Teaching Off Trail describes the transformation of Peter Dargatz*, a national board-certified teacher, and public school coordinator, from an anxious assessor and worksheet distributor to a fair and fun facilitator of learning while in the same public school system.

This book offers strategies for readers to implement Peter's unique teaching philosophy to increase opportunities for play, creative expression, and personalization in both the indoor and outdoor classroom. In his own classroom, Peter brought learning outside by creating a nature kindergarten program that emphasizes community partnerships, service learning, and meaningful and memorable experiences in the outdoors. He incorporates techniques often identified as more informal settings like Reggio or Montessori, and shows how they work within a public school system.

Teaching Off Trail aims to inspire educators, administrators, and parents across all levels to turn their outrage for today's educational system into outreach that promotes passionate and purposeful problem-solving. Teaching Off Trail is available for pre-order at https://www.redleafpress.org/Teaching-Off-Trail-My-Classrooms-Nature-Transformation-through-Play-P2622.aspx

*Peter Dargatz is a member of the WAEE Board of Directors

Member of the Month

Thu, 01 Jul 2021 13:05:00 GMT

Going Above and Beyond

While WAEE Awards recognize a few educators every year, we know there are many members who give to WAEE and the field all year long. Do you know someone who should be recognized as a "Member of the Month? Contact us!

July 2021 Member of the Month

Scott recently shared his story with us about the value of WAEE membership.

When I started teaching at Trempealeau Elementary School back in 1975, I had a pretty good background on what was expected of a teacher (my mom was one of the best elementary teachers ever) and also had a pretty good knowledge of the natural world (my dad was an avid outdoorsman, hunted, fished, and had a great respect and love of the natural world). I wanted to pass that on to my 5th graders, but didn’t really know just how to best go about doing that. Teaching in Trempealeau, WI, along the Mississippi River and home to the Trempealeau National Wildlife Refuge and Perrot State Park, it seemed crucial that I instill a love and appreciation of the natural world that surrounds them.

That’s where WAEE came in. In the early 1980s I attended one of the WAEE Fall Conferences and it was incredible! I came back with several great activities so I implemented them as soon as I could. I instantly became “hooked” on WAEE and started regularly attending their three main annual events – Fall State & Midwest Conferences, Winter Workshops, and the spring workshop held at the Wausau School Forest. I hardly missed any of these from the mid-80 through my retirement in 2008, and continued beyond that, as I went on to teach Environmental Studies at UW La Crosse from 2009 to 2017. I came home from every conference with new ideas and couldn’t wait to implement them.

Getting involved and becoming a life member in WAEE was easily the smartest thing that I did as a teacher. My success in the elementary school and at the college level would never have happened had it not been for their help and guidance along the path of my career.

January 2021 Member of the Month

Jeanette Kelly is the Citizen Science Director and Education Manager at Beaver Creek Reserve. She is a Wisconsin native, but after college she traveled around the United States working with birds. After working in the ornithology field for quite some time, she learned her real passion was educating youth, adults about birds and their significance. She was the Education Director at the Raptor Education Group Inc. (REGI) in Antigo, and helped start their education program there. After being at REGI, she decided to make the move to the west side of the state and work at a small nature reserve called Beaver Creek. Since working at Beaver Creek, Jeanette has expanded and strengthened their bird banding programs, blue bird house project, and the education department. Day by day Jeanette continues to improve Beaver Creek with her kindness and passions. She is a leader in her workplace, caring so much about her staff, volunteers, and the public. Thank you Jeanette for sharing your love for nature with others!

Congratulations to Tiffany Lodholz, our WAEE’s March Member of the Month. Tiffany Lodholz was born and raised in Wausau, WI. She earned a Bachelor of Science in Geography from the University of Wisconsin-Platteville in 2000. After graduating, she worked for 10 years at the Wisconsin Coalition Against Sexual Assault as the Disabilities, Aging, and Rural Program Coordinator and the Senior Program Manager. She then worked as the Water Quality and Quantity Coordinator for Sustain Rural Wisconsin Network and the Grants Coordinator for Marquette County Healthy Communities, Healthy Youth before joining High Marq in 2017. Tiffany has served as the President of the Wisconsin Friends of John Muir since the organization's inception in 2013. And as High Marq's Field Naturalist, each week Tiffany plans and executes an engaging outdoor learning experiences for the students. During the pandemic, she has been providing those experiences for both in-person and at-home learners. Throughout the process, Tiffany has modeled the flexibility, growth, and reflection that we hope to see from our students. Thank you for all you do for EE and your students!

Congratulations to Huda Alkaff, our WAEE’s January Member of the Month. She is the founder and director of Wisconsin Green Muslims, has spent two decades working as an advocate for environmental justice, initiating Muslim and interfaith educational programs focused on energy and water conservation. Her passion is to envision and design community environmental education programs. Huda received the 2018 Wisconsin Association for Environmental Education Eco-Justice Award and the RE-AMP Network Superstar award. Thank you for all your hard work!

March 2021 Member of the Month

May 2021 Member of the Month

Congratulations to Licia Johnson, our WAEE’s August Member of the Month. Growing up in the woods of Northern Wisconsin, she always loved being outside. Licia graduated from Carroll College in May 2004 with a Bachelor of Science degree in Natural Resource Conservation and Geography. After working a few seasons out in WA state at an EE facility, and teaching at Trees for Tomorrow in Eagle River, she joined the North Lakeland Discovery Center team in spring 2007 as a seasonal Environmental Educator and in December 2007 she was appointed as a permanent staff naturalist and program director. In addition to teaching, Licia is the coordinator for the Center's outreach programs, manages the nature center’s live animals and exhibits, coordinates the region's acoustic bat monitoring program, and oversees the many gardens. She served on the Board of Directors for WAEE and received the Non-formal educator of the year award in 2018. This year she received an award from the state for my work in citizen science efforts. Thank you for your commitment to environmental education!

Congratulations to Lynn Karbowski, our WAEE’s May Member of the Month. You have probably met Lynn already as she serves as the half-time WAEE administrator. In this role, she provides support to the board and the membership. She does this through managing conference and workshop logistics, creating and sending WAEE Updates, managing memberships and the SECC umbrella, and so much more! Lynn has been providing positive and professional support for WAEE for years! Thanks for all of your work behind the scenes. We are so happy to have her on the team!

June 2020 Member of the Month

May 2020 Member of the Month

July 2020 Member of the Month

Congratulations to Deb McRae our WAEE’s July Member of the Month. Deb is the Director of Wehr Nature Center and after over 20 years, she is retiring this month. Deb is known to “make things happen” with whatever resources are available to serve the greatest number of people and to lead a great team. She has also initiated impressive efforts to make the Wehr Nature Center more accessible to visitors and volunteers with disabilities over the past 10 years. Thank you for your dedication and hard work!

August 2020 Member of the Month

Congratulations to Amy Workman, our WAEE’s June Member of the Month. Hiking and fishing with her dad growing up - Amy knew since middle school that she wanted to work in the outdoors and share that love of the outdoors with others. She introduces herself to students as "a lifelong learner and educator dedicated to connecting youth and adults with science and the natural world."

With over 18 years of education experience, ranging from being the environmental education coordinator at a bilingual charter school in Monteverde, Costa Rica to the Outreach Educator for UW-Extension, Amy has done it all. She even served on our board for 8 years. Amy now teaches high school science and is encouraging her students in their love for the environment and science in general.Thanks for your energy Amy!

2021

2020

Why Join WAEE

Wed, 23 Jun 2021 13:47:02 GMT

Scott Lee reflects on his years as a member with WAEE

In the early 1980s I attended one of the WAEE Fall Conferences and it was incredible! I came back with several great activities so implemented them as soon as I could. I instantly became “hooked” on WAEE and started regularly attending their three main annual events – Fall State & Midwest Conferences, Winter Workshops, and the spring workshop held at the Wausau School Forest. I hardly missed any of these from the mid-80 through my retirement in 2008, and continued beyond that, as I went on to teach Environmental Studies at UW La Crosse from 2009 to 2017. I came home from every conference with new ideas and couldn’t wait to implement them.

That’s where WAEE came in.

After seeing my enthusiasm and hearing about how fun and educational these events were, several staff members at the school also became involved in WAEE, attending these workshops with me. With that core of people and using the many, many activities and ideas we picked up at WAEE events, Trempealeau became even more involved in environmental education. We took the kids camping at Perrot, seasonal trips to the Trempealeau National Wildlife Refuge, hiked the bluffs and down to the river, dissected road kill deer, learned about and sampled wild foods, started an annual Environmental Awareness Day, started a school-wide recycling program including aluminum cans that brought in over $100,000 by the time I retired and it still continues today. All that money is earmarked for EE at the school. This also led to several displays at the school – a 30’ X 9’ X 4’ bird display with over 150 native birds and other critters mounted in their natural habitat, a 16’ waterfowl case with over 40 native waterfowl, a display case with various critters (skunk, badger, six owls, otter, mink, ermine, raccoon, baby fox, loon, vulture, and more), and many full mounts of free-standing critters (both a grizzly and black bear, albino deer, coyote, red and gray fox, turkey, and sandhill crane). The cost of all these came from our recycling fund, with nothing coming from the taxpayers. All this would not have happened without the guidance we received from WAEE events.

An Interview with the School District of Waukesha

Mon, 17 May 2021 15:41:28 GMT

A District-led EE Program 45 years Running

An interview by Elisa Mattson , originally published by NAAEE

The School District of Waukesha is, frankly, amazing. The district-led EE program has been running for 45 years now, beginning with the inspiration and investment of one teacher. Although the team has grown to include 11 members, there is still one staff member who has been with the program since the very beginning.

With the onset of COVID-19 in the spring of 2020, the EE team brainstormed new ways to support teachers and make use of their time. They decided to transform their sporadic update newsletter into a weekly content-driven newsletter that would go on to support hundreds of district teachers, as well as spark the interest of many more, including outside districts, an international audience, and yours truly. Some highlights for me have been bird bingo, a digital owl pellet dissection game, and all the corny science jokes. Their newsletter archive(link is external) is available for anyone to peruse, and I thoroughly recommend it.

I had the wonderful opportunity to speak with with three staff members of the School District of Waukesha's EE team: Erica Yoss, the K–12 Science and EE Coordinator, Emma Koeppel, Site Manager, and Laureanna Raymond-Duvernell, one of the nine EE teachers on staff. I'm so grateful for their advice-filled and open-hearted responses. Please read, enjoy, and share if you find their words helpful.

Interviewer : I saw the sit-upon demo in your newsletter, and I loved it! It's short, so well-made, and all the important directions. Was your team excited to work on these multimedia projects for your weekly newsletter?

Emma : It took everyone a bit of time to adapt, at first. Our team is pretty diverse as far as skills when it comes to making videos and other types of media, so there was a learning curve, but as we got started, people found a lot of enjoyment in taking what we’ve done and creating something totally new.

Laureanna : The space that we were given to follow our interests was really the strength of it. We have people on our team who are really good at art and are able to do things in that avenue relating to environmental education. I do more things with writing, so I follow that one. We had people incorporating different aspects into environmental education, doing things with butterflies or involving their kids. Basically, as many different aspects that we could incorporate into environmental education as possible, you know, whether it’s hiking or birding, or whatever. The freedom of topic really made it interesting for everybody.

Interviewer : How in advance do you ask folks for content? Do you send regular reminders? You do so many newsletters!

Emma : Our team knows that I send newsletters out every Thursday. When we started, it was just kind of open-ended, and if people had projects that they wanted to work on, there was a deadline to get them to me by Wednesday at noon. People were pretty good about giving me a heads up if there was a project they were going to be working on for the next week, so I could hold space for that in the newsletter. It has remained pretty open-ended! If there was a week with a lot of empty space, I might have reached out to people for content, and they were always really responsive about helping out.

Erica : And I will say we’re anticipating pulling back on newsletters as things go back to normal, since there's less need for content.

Interviewer : That makes sense, plus, you now have the database of a whole year of content!

Erica : Yes! And I should add that Thursdays were an intentional day, because we wanted to make sure that teachers had time to plan for the next week. You don’t ever send anything out on Friday because no one will read it!

Interviewer : I know you also include other forms of content in your newsletters. How do you know what content you can share?

Emma : Our district has marked content that’s watchable for students, so we choose videos that are already OK’d.

Erica: In terms of copyright, obviously there’s only a certain percentage of a book you’re allowed to show. We’ve all learned really well how to search creative commons photos on Google! And we use a lot of our own content to alleviate that issue. For videos, we always make sure to watch all the way through! I usually go and ask our library media team, because they know the ins and outs.

Interviewer : Is your program focused 100% on teachers? Or do you play around with multiple audiences?

Erica : The newsletter is focused on teachers, although last spring we were focused on families as well since everyone was home. Our program itself is focused mostly on students since we see about 10,000 students a school year, when they are in session. It’s just this year that we’ve shifted almost completely to teachers.

Interviewer : There's a lot of content out there, and yet I often hear from educators who say they can't find what they need. You focus on resources specifically for your district—do you think that’s the best strategy?

Laureanna : I work with the Wisconsin Center for Environmental Education as well and it’s a conversation we’ve had many times. We push out energy education, forestry education, etc, and not everybody does them because it’s hard to figure out where it fits within curriculum. The idea of partnering with school districts across the state has been talked about many, many times—asking, can we dive into your curriculum, can we help you figure out how to match lessons about environmental education into what you already teach. Waukesha is a model for how this is done, because this is what we do. And I feel like it works really well in our district.

Erica : Yeah. So, we know literacy rules our world, especially in K–8, so we start with literacy units and their themes. Take Kindergarten, their first theme is community, so we riffed on that and connected it directly to an NGSS standard. If you can find those performance expectations and show how the performance expectations are all being addressed in this one unit, it helps them. But we also learned that if you give a teacher a one or two-day lesson it doesn’t necessarily make sense for how it fits in, so we started developing two-week mini units for them, so they can really see how it fits into their curriculum.

Interviewer : Something I’ve heard from groups that do environmental education, is that if they’re in charge, teachers will say, “Oh, good! You’ll take care of this and I’ll do my own thing here, perfect.” I’m curious about your transition working 100% with students to passing on the content to teachers and encouraging them to run with it. How was the response? How did you encourage a positive response?

Emma : I think in our district we saw a lot of principals encouraging teachers to take their classes outside this spring and fall. We felt able to jump in there and say, “We know that this is the reality for you right now, and we know you’re being asked to take your classes outside, so we have these ideas and resources to support you.” I think jumping into that avenue was a good way to make teachers feel supported in what they were being asked to do.

Erica : If you give people free things, they will come! We provided a huge number of sit-upon kits and bird feeders. Emma was able to work with the forestry department to bring cut-up logs to schools who wanted outdoor classrooms. Since we weren’t able to bus in kids like normal, we were able to free up some funds to do this. When we heard kids had to go outside for mask breaks, we knew that was our time to say, “Okay. Let’s shine, let’s show them what they can do.”

Laureanna : Yeah, we really tried to focus on teaching outdoors—not necessarily teaching about the outdoors. You don’t have to have a background in environmental education to take your students outside and just enjoy the mental health aspects of being out there.

And I do think it depended on the teacher as well. If it was someone who saw value in it, then they were reaching out to us or taking us up on these opportunities. And we always tried to put out there, “Hey! We’re here! Don’t forget about us! How can we help you?”

Interviewer : I’d love to close with reflections from each of you on this past year. Amidst COVID-19, there have been some great successes: teachers have been able to witness for themselves the benefit of outdoor classrooms and that experience is irreplaceable. I’m curious about how your pivots strengthened your program, and how it has changed how you will move forward.

Emma : I can start. The thing that I’ve been most excited to see is the creativity that’s come from our team, and our ability to diversify the type of material that we’re offering. Since we shifted so much of our content to virtual, we’ll be able to move that forward and have tools for students that can’t get outside or are home sick on the day that they might have a field experience.

Laureanna : I’ll jump off of that one! It allowed us to be more cohesive as a staff. It allowed us to get to know each other better, get to know our strengths better. We were able to collaborate more often and be flexible in our thinking.

Erica : The amount of technology use and understanding that our staff has had this year has been unbelievable. Some of the videos that our staff have created are amazing, and I’m excited to see how we continue using those as resources. The ideas just keep getting bigger!

But what I have learned a lot this year is that I’m really happy that we have our mission of not necessarily creating environmentalists, but creating students and families who love nature. Sure, they might not remember the names of the critters they pull out of the river, but they know they had fun, and they know it’s important to keep the river clean. That has been our biggest shift over the past ten years—moving from content learning to experiencing nature. Content is a benefit.

This interview was conducted virtually in March 2021 and has been edited for brevity.

2021 State Superintendent Race

Wed, 31 Mar 2021 19:19:46 GMT

Round 2 Questions

The Superintendent of Public Instruction, sometimes referred to as the State Superintendent of Schools, is a constitutional officer within the executive branch of the Wisconsin state government, and acts as the executive head of the Department of Public Instruction.

WAEE has asked the candidates about their views on environmental education. Following the primary election, WAEE followed up with the final candidates with a second round of questions. Their responses are provided below.

The Wisconsin State Superintendent election will be held Tuesday, April 6, 2021.

Where to Vote

https://myvote.wi.gov/en-us/Find-My-Polling-Place

This is paragraph text. Click it or hit the Manage Text button to change the font, color, size, format, and more. To set up site-wide paragraph and title styles, go to Site Theme.

Jill Underly

Question 1:

How will you support EE in Wisconsin 1) broadly and 2) by providing financial support within the department and in schools?

We know that climate change represents an existential threat to humanity as a whole and we need to make sure we’re doing everything we can to build a sustainable future. Strong EE programming in our schools is a critical component of this, in addition to it’s benefits for our students' well-being. As State Superintendent I will provide districts with resources and curriculum materials to help them provide robust EE programming for students. Additionally I’ll advocate for increased funding to EE programs and assist districts with applying for grants or partnering with community organizations to help offset the cost of EE programming.

Question 2:

Knowing that EE is expected to be addressed in K-12 schools, based on Wisconsin Administrative Code PI 8.01(2)(k), how might you encourage the integration and assessment of EE in all subject areas in schools?

I believe that nature and the outdoors should be more integrated into all subject matters in our schools. We can give local districts guidance on how to do things like this. For example: incorporating a nature walk into an English lesson on a book or short story with strong nature themes. I’ve got additional ideas on how we can accomplish this like:

Encouraging field trips and experiences in Wisconsin’s state parks and natural areas, marshes and protected wetlands to participate in activities such as play, hiking, and bird-watching.
Joint ventures with UW Extension, the Department of Natural Resources, DPI, and county parks that provide learning opportunities such as counting trout in our streams, 4H activities, nature center programs, and teach a kid to fish days.
Many school districts have school gardens and school forests, and those activities should always be included and incorporated in school curriculum and DPI can help provide guidance and resources to do this.

It’s critical that we better incorporate the outdoors and EE into our curriculum in all subject areas so that our students have the knowledge and experiences to become environmentally literate citizens. I’m excited to be a strong supporter of this work and will look to partner with the Wisconsin Association for Environmental Education to further this work as State Superintendent.

Question 3:

How could we leverage our nonformal education centers (nature centers, museums, etc.) to help integrate EE in Wisconsin schools?

Like I said above, I believe that Wisconsin’s schools could strengthen their EE programming specifically by partnering with community organizations and nonformal education areas near them. DPI could play a key role in helping to facilitate these partnerships and provide guidance and a strong framework for local districts to build them. We know how beneficial immersion in nature is for our students and I’ll make sure to be a strong advocate for enhancing and expanding EE programming in schools across the state.

Deborah Kerr

Deborah Kerr: Round 2 Questions

Question 1:

How will you support EE in Wisconsin 1) broadly and 2) by providing financial support within the department and in schools?

Question 2:

Question 3:

How could we leverage our nonformal education centers (nature centers, museums, etc.) to help integrate EE in Wisconsin schools?

DEIJ Community of Practice

Fri, 01 Jan 2021 13:59:53 GMT

A Community of Practice

Are you interested in working on change at a broad, organizational level? Join the DEIJ Community of Practice virtual, free, bi-monthly meetings hosted by the Natural Resources Foundation.

The Diversity, Equity, Inclusion, and Justice (DEIJ) Community of Practice is a network of Wisconsin conservation organizations committed to engaging in and collectively advancing DEIJ work.

Established by the Natural Resources Foundation in 2021, the goal of this Community of Practice is to provide an intentional space to learn together, to set goals for personal and professional growth and improvement, and to catalyze action for diversity, equity, inclusion, and justice within Wisconsin’s conservation sector.

We recognize that the conservation field historically has not been inclusive, equitable, or diverse, and we want to take action to change this. This Community of Practice will support organizations with goals such as integrating DEIJ into their operations and programs; making the conservation field more inclusive and diverse; and building relationships with, amplifying the voices of, and supporting the work of communities that have historically been excluded from conservation.

The Community of Practice will allow us to exchange ideas and resources related to DEIJ, while holding each other accountable as we strive to move this important work forward.

Ready to learn?

Learn more about the Community of Practice: https://www.wisconservation.org/community-of-practice/ .

Contact Lindsey Taylor at lindsey.taylor@wisconservation.org to receive registration information.

What is Environmental Education?

Thu, 10 Dec 2020 01:05:49 GMT

An Overview from NAAEE

Environmental Education (EE) is a learning process that increases knowledge and awareness about the environment and develops skills that enable responsible decisions and actions that impact the environment. EE encourages inquiry and investigation and enables the learner to develop critical-thinking, problem-solving and effective decision-making skills. EE enables individuals to weigh various sides of an environmental issue. It does not advocate a particular viewpoint or course of action. (Source: EPA Environmental Education Advances Quality Education, 1999)

EE is taught in traditional classrooms, in communities, and in settings like nature centers, museums, parks, and zoos. Learning about the environment involves many subjects-earth science, biology, chemistry, social studies, even math and language arts-because understanding how the environment works, and keeping it healthy, involves knowledge and skills from many disciplines. EE works best when it is taught in an organized sequence. In schools, EE often reflects state and national learning standards. “Done right,” EE not only creates environmentally literate people, but also helps increase student academic achievement. (Source: Environmental Education and Training Partnership website)

What Are the Components of Environmental Education?

Awareness and sensitivity to the environment and environmental challenges
Knowledge and understanding of the environment and environmental challenges
Attitudes of concern for the environment and motivation to improve or maintain environmental quality
Skills to identify and help resolve environmental challenges
Participation in activities that lead to the resolution of environmental challenges
(UNESCO, 1978)

Find out more from the North American Association for Environmental Education (NAAEE).

Eco-Justice Resources

Mon, 13 Jul 2020 11:07:54 GMT

JEDIA Resources

STEM Teaching Tool #10 is titled “Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples’ Rights.”
“Racialized Discourses and Epistemologies” by Gloria Ladson-Billings is one chapter from a larger book and covers ideas about the Euro-centric and dominant paradigm and how that affects and influences those who are not part of that paradigm.

Wisconsin Children's Outdoor Heritage Resolution

Wed, 01 Jan 2020 01:30:08 GMT

Looking to the Future

At a time when it seems political divides are more severe than ever, it is important to recognize and celebrate the occasions when we do agree. In 2015 and 2016, the Wisconsin legislature passed a bipartisan resolution recognizing the importance of children’s access to Wisconsin’s outdoor resources and activities. The Wisconsin Children’s Outdoor Heritage Resolution , which was co-sponsored by Rep. Chris Taylor (D-Madison) and Rep. Jeremy Thiesfeldt (R-Fond du Lac), was approved by the state Assembly in October 2015 and the Senate in February 2016. Read full text below.

Relating to: Wisconsin children’s outdoor heritage.

Whereas, Wisconsin is a land rich in natural beauty and glorious landscapes, readily available to be shared with the children and families of the state; and
Whereas, Wisconsin has led the nation in a long tradition of environmental protection and conservation; and
Whereas, Wisconsin has a long standing commitment to its natural heritage, connecting its people to the land, and passing its heritage and traditions to future generations; and
Whereas, due to urbanization and technological advancements of our society, children are becoming less connected to the natural world, which threatens their health, quality of life, readiness for future job opportunities, and the future of our natural resources; and
Whereas, children who frequently spend time outdoors have significantly less stress, develop enhanced sensory perception, experience fewer attention difficulties and decreased rates of physical and emotional illness and obesity, and are more likely to become lifelong participants in Wisconsin’s rich outdoor traditions; now, therefore, be it

Resolved by the assembly, the senate concurring, That the members of the Wisconsin legislature recognize that every Wisconsin child should continue to have the opportunity to:

discover Wisconsin’s diverse wilderness: prairies, forests, wetlands, and beaches;
breathe clean air and drink clean water;
splash, play, swim, and boat in safe, clean lakes and rivers;
visit a farm, historical site, or orchard;
share a hunting or fishing experience with a family member, friend, or mentor;
follow a trail ride it or walk it;
play, snowshoe, ski, snowboard, or sled in the snow;
camp out under the stars;
picnic and eat meals made from local products and ingredients;
play in the dirt, plant a tree, and grow a garden; and
explore and connect with Wisconsin’s natural spaces and wild places; and, be it further

Resolved, That the members of the Wisconsin legislature recognize the benefits of participation in outdoor activities; and, be it further

Resolved, That the members of the Wisconsin legislature encourage parents and guardians to make time to involve children in the wealth of outdoor activities that Wisconsin provides.

About NAAEE

Wed, 01 Jan 2020 01:25:32 GMT

NAAEE supports equity, inclusion, and more

WAEE is an affiliate organization of the North American Association for Environmental Education . This organization runs many programs to support the field.

Here are three ways you should get involved:

Join NAAEE’s (North American Association for Environmental Education's) eePro EE for Everyone email list for resources and events
Join NAAEE's QEEN (Queer Environmental Educators’ Network) google group: https://groups.google.com/forum/#!forum/qeenetwork
Join NAAEE's EE Pro to stay up to date on jobs, opportunities, and connect with other EE professionals: https://eepro.naaee.org/

Check out more of from NAAEE:

WAEE is an affiliate organization of the North American Association for Environmental Education . This organization runs many programs to support the field.

Here are three ways you should get involved:

Join NAAEE’s (North American Association for Environmental Education's) eePro EE for Everyone email list for resources and events
Join NAAEE's QEEN (Queer Environmental Educators’ Network) google group: https://groups.google.com/forum/#!forum/qeenetwork
Join NAAEE's EE Pro to stay up to date on jobs, opportunities, and connect with other EE professionals: https://eepro.naaee.org/

EE ADVOCACY

Are you ready to engage in EE advocacy work? Sign up for eeADVOCATE! It’s NAAEE’s newsletter amplifying all things EE advocacy and #EnviroEd . Join our efforts to secure the future of environmental education. Subscribe today!

EE NEWS

The latest news, resources, and opportunities in the EE community.

EE360

NAAEE's EE360 program is focused on building a stronger and more inclusive movement.