EENC News

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  • Fri, May 13, 2022 11:38 AM | Anonymous member (Administrator)

    My name is Dana Miller and I am the Education Coordinator for Haywood County Soil and Water Conservation District. Before taking this position 3 years ago, I taught middle and high school science in public schools. Being an environmental educator has brought so much meaning to my life. I came to this profession as a lover of science; I wanted to share that love with others. But I have stayed in this profession because of the immense fulfillment I experience working with students. After almost ten years of being an environmental educator, being a part of EENC was the first time I felt like I had found my "tribe", so to speak. Not only is our membership incredibly talented, they are also extremely passionate. The professional growth opportunities EENC offers is only one reason I love this organization. Another reason is the connections I build with other educators. There is a rich network of resources, including people, that strengthen the work of environmental education in our state- a network that many folks are not aware of. Making those connections and growing this field is why I love EENC!

  • Fri, May 06, 2022 3:24 PM | Anonymous member (Administrator)

    EENC believes environmental education and resources should be accessible to all communities. This spring, EENC is thrilled to announce two new resources to help you to better serve diverse populations, specifically those with learning differences, physical accessibility needs, and language barriers.

    The Environmental Educators of North Carolina (EENC) and the Association for Environmental and Outdoor Education (AEOE) in California have teamed up with Silver’s Lining PLLC and additional content experts to develop a new “Universal Design for Learning in Environmental Education” online course. This course will encourage educators to reflect deeply on their practice, focusing on how they plan and teach - not just what they teach.

    Universal Design for Learning, or UDL, improves and optimizes teaching and learning for all people based on scientific insights into how humans learn. It is a framework to guide the design of learning environments that are accessible and challenging for all, rather than making modifications for individual students’ needs.  Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal-driven. While there are a number of trainings and resources about UDL in the classroom, this course focuses on how UDL shows up in environmental and outdoor education settings.

    Here’s what some of our pilot participants had to say:

    • “By honing in on the core goal(s) of any activity instructors can let go of the "this is how it's supposed to be done" that has traditionally surrounded that goal and work to open up options for how students engage that let each student meet the goal in a way that works well for them.”
    • “I feel that the principles of UDL support EE by creating a learning environment that integrates other ways of knowing and being...Within the environment/nature it is important to note that many people come to experience nature in various ways.”
    • “One of the most impactful lessons I have taken away from this course is providing choice and many different mediums is a simple way to reduce barriers for many learners. This action takes a little more effort but is well worth the extra few minutes to gather additional tools or write in varied ways to collect evaluation data into a lesson.”

    Our first public cohort will open July 1, 2022 - so stay tuned for registration info coming soon! 

    Excited to learn more now on your own?  Check our toolkit.  This curated collection of resources includes articles, videos, and more from experts on Universal Design for Learning, inclusive online programming, and more.  

    For conversations around this information and to know more about how it can be used in practice, we invite you to join our JEDI in Action CommunitEE calls. Details can be found at

    www.eenc.org/events


  • Fri, April 22, 2022 3:08 PM | Anonymous member (Administrator)

    Congratulations to the 10 educators of this year’s mini-grant!  This Earth Day,  EENC is thrilled to announce that we're helping 10 EENC Members from across our state in the fourth year of our mini-grant program.  With EENC's support, they will create and enhance programming, purchase much-needed supplies, and collaborate with partners to support black, indigenous, and people of color participating in EE.

    Congratulations to the 2022 mini-grant awardees:

    • Marissa Blackburn with Cape Fear River Watch, “Improving Environmental Education Videos at Cape Fear River Watch” 

    • Tori Duval with the Friends of the WNC Nature Center, “Senior and Veteran Outreach Education Program”

    • Meredith Katz with Kannapolis City Schools, “Subpod Composting “

    • Kayla Mounce McCoy with Wilkes Soil & Water Conservation District, “The Incredible Journey Water Cycle Lesson“

    • Katy Menne with NC Maritime Museum at Southport, “Hurricane Discovery Cart”

    • Tallis Monteiro with Asheville Greenworks, “Urban Orchard Educational Workday”

    • Joanna Orozco with The North Carolina Arboretum, “Funding for Latina/o Communities” 

    • Renee Pagoota-Wight with Catawba County Schools, “Greenhouse Ready”

    • Trent Stanforth with Howell Woods Environmental Learning Center, “Pollinator Program Rejuvenation”

    • Mir Youngquist-Thurow with ACE Education, “Water Quality Chemical Resupply

    Our grant recipients will be working on projects now through December 1.  We'll share photos and stories as they finish. Stay tuned to see how these EENC members promote excellence in environmental education!

    Happy Earth Day! A graph of the earth, surrounded by plans and flowers, is coming up behind teal hills like a sunrise. There is a blue cloud and orange sun in the top corners.


  • Wed, April 13, 2022 3:08 PM | Anonymous member (Administrator)

    Muddy Sneakers: a peek into outdoor science education

    By: Maggie McIntyre

    Muddy Sneakers, one of the many organizational members of Environmental Educators of North Carolina, promotes outdoor education for fifth grade students in the state of North Carolina.

    They believe that learning through engaging with nature is the best way for students to develop a sense of place and identity connected to the environment. Connecting to the land and the place they live is also important as students learn how to become invested members of their communities.

    The organization was founded in 2007 by two local camp owners and a conservationist near Brevard, NC. After reading the book “Last Child in the Woods”, they wanted to connect local kids in public schools with nature so that they too could have formative childhood outdoor experiences.

    Nikki Jones, the Western North Carolina Program Director at Muddy Sneakers, along with other Muddy Sneakers staff members, works with students to instill a strong sense of self in these kids through experiential learning outdoors.

    “The ways that nature becomes a part of their identity is really key for developing the next generation of land stewards,” she said.

    Jones was born into the environmental education field, as she had park rangers, foresters, and science educators in her family growing up. She returned to the field in her adulthood because the experiences she had as a child learning from and learning in nature were so impactful that she wanted to be able to do the same for others.

    She said she strongly believes that the environment and culture of a place co-create each other. Learning about human interaction with the land both positively and negatively is essential to understanding a community.

    “Children learn best by doing and by being curious and experiencing that sense of wonder, and there's no better place for that than outside,” she said.

    The COVID-19 pandemic posed a huge roadblock in Muddy Sneakers' goal of providing outdoor science education to students as their programming had been primarily in-person. They had to find ways to support their partner schools without seeing students in-person.

    For Muddy Sneakers, that support came through development of a remote fifth grade science curriculum that stayed true to the values of the organization such as inquiry, observation, and integration of the natural word in learning.

    After developing the remote curriculum for students in North Carolina during the pandemic, Muddy Sneakers was able to translate it into a classroom-based curriculum that is available to their partner teachers and has received very positive feedback.

    Fifth graders across the state of North Carolina are at the perfect developmental age for outdoor science, according to Jones, which is why schools are more likely to invest in that little something extra to help their students become curious and engaged learners. These kids are taking more control of their own learning, which can be a pivotal point in their education as they are developing new skills and starting to learn outside the classroom.

    Although Muddy Sneakers has been a successful organization within the state, there is still a lot of growth that needs to happen within the environmental education field.

    “Personally, I think that there are a lot of areas in the state of NC that are deeply underserved with EE opportunities,” Jones said.

    Muddy Sneakers is always looking for ways they can grow to help fill the gaps in more underserved areas. They want these valuable educational opportunities to be available to all children and are taking steps to get there by partnering with schools in these areas of the state.


    Jones has seen Muddy Sneakers programs impact kids in many ways, but what she appreciates most is the empowerment she witnesses. She said that when kids are learning new skills outdoors, even things as simple as learning to take care of their basic needs in the woods, they feel so much more confident in themselves.

    “My favorite is the look of amazement on a student’s face when they do something they didn’t think they could do,” Jones said.

    For many kids, Muddy Sneakers programs are the first time they are able to learn in a new environment. Jones said that it’s amazing to see a child who is not naturally suited to the classroom environment thrive in the outdoors.


    Jones said that she is often most moved when she sees a teacher or principal rethink the way they view a student after seeing them succeed in outdoor learning in ways they don't necessarily in the classroom. She finds that any challenges in communicating with schools about the value of the program often vanish once stakeholders see the benefits in person.

    Kids have so much more freedom outdoors, and Jones said that they are often able to recognize their own abilities to wonder and explore through science. She said that many former students come back to tell her and others that their experience with Muddy Sneakers in fifth grade has influenced their life and career path, which goes to show just how powerful environmental education can be for kids.

    Photo Credits: Muddy Sneakers

    Maggie McIntyre is a first year environmental studies student at the University of North Carolina at Chapel Hill. She was born and raised in Greensboro, NC with a passion for learning and being in the great outdoors.

  • Mon, March 28, 2022 2:49 PM | Anonymous member (Administrator)

    "When exposed to wind and rain, rocks can be weathered into beautiful shapes. I think this is true of organizations as well, as difficult challenges can result in learning and introspective growth. As EENC weathered another year of the COVID-19 pandemic, we thought critically about where we are as an organization, and where we want to be." 2021 EENC President, Erin Hines

    Read more about EENC's efforts over the past year in our newly released annual report.

    2021 by the numbers: 100% goals met for training workshops, 569 members across NC, 3383 hours dedicated by volunteers, 2 employees: Executive Director and Program Coordinator

     

  • Tue, February 22, 2022 7:59 AM | Anonymous member (Administrator)

    What does environmental education (EE) look like on the ground? How do we work together to strengthen EE in the southeast? What would a stronger, more inclusive EE movement look like? 

    For the past two years, driven by the desire to learn the answers to these questions, the Southeastern Environmental Education Alliance (SEEA), of which EENC is a part, dove into a brand new undertaking: a landscape analysis of EE efforts in eight southeastern states. 

    Funded by the National Fish and Wildlife Foundation and Pisces Foundation, the project included a comprehensive study of the environmental education already happening on the ground and was designed to help us—and many others—better understand the challenges and opportunities for environmental education in the southeast.

    And now, through our new online dashboard and map, we'll show you the outcomes of the analysis and how you can use our new tools to build or strengthen your own EE programs and networks. 

    Through these resources, you can access the shareholder report, case studies, a searchable dashboard and maps, and more. Search, filter, and export datasets through an interactive dashboard. Discover new partners and programs in your area. Identify gaps and barriers to access. Build and strengthen your networks. Use it as a model for your own region. Cultivate collective impact. The possibilities are endless!

    Explore the EE Landscape Analysis Hub and learn more about this project.  If you have any questions, please contact Lauren Pyle.

    Infogram with graphic icons and the following text: Southeastern Environmental Education Alliance Landscape Analysis. Identify gaps and barriers to access. Build collective impact. Find EE programs near you. Join new EE networks. Explore demographics in your state. Connect with fellow educators. Filter and export data that's meaningful to you. Use it as a model for your own region. And so much more! Learn more about this project and the many ways it can help you at southeastee.com/landscapeanalysis.

    P.S. With the launch of the landscape analysis hub, we’re opening the survey response period again for organizations that didn't respond in the previous period. If you would like to complete the survey and be added to the maps and the field trends dashboard, you can access the survey here.

  • Mon, January 10, 2022 5:08 PM | Anonymous member (Administrator)

    What difference would $250 make for your teaching?  Could it pay for that workshop you’ve been dreaming of taking?  Materials for a professional development course you want to facilitate? Resources for an environmental education project in your community?  

    EENC recognizes that in our field, sometimes a little bit goes a long way in making a difference for the teachers, non-formal educators, government employees, students and volunteers we work with.  EENC is pleased to announce the fourth year of our mini-grant program.  Open to dues-paying members of EENC, the goal of this grant is to provide support to promote excellence in environmental education across North Carolina.

    EENC will award $2500 in mini-grants in 2022.  Accepted proposals can range from $50 to $250.  Each member can submit one proposal per year, either on their own behalf or on behalf of an organization or school.  Funding will be distributed on a reimbursement basis to awardees after their projects are completed.

    2022 Grant Timeline:

    • January 10: RFP Opens 

    • February 28: Application Deadline

    • April 1: All applicants notified of status via email

    • April 10-December 1: Eligible project dates

    • December 14: Final deadline for project reports

    Eligibility Criteria:

    • Who may apply: student, new to EE, professional, senior, life, and all organizational members of EENC.  Honorary members are not eligible.  
      • Slight preference will be given to first-time applicants and those who were EENC members prior to January 1, 2022, but all eligible members are welcome to apply.
    • What you can apply for: Anything that would promote excellence for environmental education in NC, including but not limited to: professional development course fees, substitute teacher fees to allow professional development attendance, student field trip/virtual program fees, educational books or materials for facility/classroom/workshop, garden resources, etc.
      • Ineligible requests include: food purchases for any reason and anything related to EENC’s conference, mini-conference, events and workshops (please see our other scholarship applications for those events).
    • Location: Projects must occur in NC and recipient must live in NC
    • Project time frame: Proposed projects must start on/after April 10, 2022 and be completed by December 1, 2022.

    To Apply:
    Eligible Members: Log in to your EENC account here and apply online by 11:59 pm, February 28, 2022.  Not eligible yet?  Join as a member online or upgrade your honorary membership to apply!  Questions?  Contact Lauren Pyle at director@eenc.org 

  • Mon, December 20, 2021 12:05 PM | Anonymous member (Administrator)

    This year EENC awarded our third year of funding through our annual mini-grant program!  These grants provided up to $250 to cover time,  materials, and other resources needed for projects that promote excellence in environmental education.  Here's how this year's awardees put their funding to work:

    Alayna Schmidt, WNC Nature Center, "Racially Diverse Speaker Series for Nature-based Teen Volunteer Program"

    “The Young Naturalist program was thrilled to host a series of 12 racially diverse guest speakers presenting on a number of topics supporting the program’s weekly themes and overall goal of connecting teens to their communities—both human and environmental. The series highlighted and celebrated the work of Black and Indigenous leaders and other people of color leading in science and the environment. The series challenged teens to deconstruct any unconscious assumptions they may have held around what an “environmental professional” looks like and the speakers were important representation for teen participants, especially teens who self-identify as people of color. Speakers also appreciated the opportunity to engage with the teens on important topics, like the real-time effects of climate change on Inuit teens and honoring the many different ways people choose to “do nature.” Many of these speakers were local to our region, which had the added benefit of engaging teens in topics and issues through a place-based lens. The series helped build new connections among teens and speakers and strengthened a network of people all working towards a sustainable, equitable, and nature-rich world.”

    Karen Chapmen, W.D. Williams Elementary School, “Gardening is Fun!”

    Gardening is fun for children, because it gives them a chance to be outdoors.  They can grow flowers and vegetables to taste them. Children can observe plants and vegetables growing in the garden, learn hands on and develop a positive mindset for life.  Master Gardener Chris McClung was able to explain to me how to get a garden started. Chris taught me how to plant seeds in the garden beds and I had Pollinator plants as starters to place in the ground.  I had Red Okra, Blackeye Susan, Foxglove, Coreopsis, Echinacea, Milkweed, Beans and Spinach. In person learning began in early March 2021, by May after Mother’s day, I was able to have children outside planting in the garden.  

    With some of the money awarded from EENC, I was able to buy plant starters and potting soil for different grade levels to begin growing their seeds in their classrooms.  The students were able to place their plants into the ground, which was very exciting and new for some of them.  I had this year, radishes, beans, pollinators flowers, lettuce, carrots, and squash. I am hoping next year, the students will be able to pull things from the garden to taste them. I am the garden coordinator for our school, our garden will always be a work in progress because I am always learning new things about gardening and learning about annuals and perennials, placement of plants and vegetables and getting the students more involved!    

    a woman wearing a ballcap kneels on the ground beside a child. They are working together to put a young plant into the soil.

    Jessica Metz, New Kituwah Academy, “ᎦᏓᏛ ᏗᏫᏒᏅᎢ ᎠᎹ ᎢᏥᏂᏦᎸᎯ (Bring Water to the Garden)”

    “Sometimes the best projects are the ones that do not go as planned. The rain barrel project at New Kituwah Academy, ᎦᏓᏛ ᏗᏫᏒᏅᎢ ᎠᎹ ᎢᏥᏂᏦᎸᎯ, took many twists and turns, yet the result is educational, practical, and unexpectedly joyful. First, our summer camp was so packed with activities we had to rework our timeline. Next, our local carpenter reviewed our design and suggested some big changes in materials and design. Then, rather than our elementary students building it, older Cherokee Youth Garden students did the final build. Best of all, students came up with creative, unplanned uses for the rain barrel. Twists and turns and yet, our garden has water. Our students gasp and giggle every time the faucet is turned on. They charge into the rain to watch the water catching action. They are working on designing ways to measure and monitor the depth and research what will happen in the winter, and we are all excited for the spring planting season to see how the rain barrel serves its purpose as a source of water for the plants.”

    Lauren Gibson, NC State University, “Providing classrooms with pesticide testing strips for an inquiry-based water quality testing activity”

    a woman wearing a blue shirt and jeans sits on a rock with a river and winter trees (no leaves) in the background

    “Thanks to this EENC Mini-Grant, high school students in four North Carolina environmental science classrooms got the opportunity to engage in hands-on water quality testing. The grant provided 100 pesticide tests for these public  school classrooms in four different schools spanning four different counties: Camden County High School (Camden County), Pine Forest High School (Cumberland County), Northwest Guilford High School (Guilford County), and Tuscola High School (Haywood County). A total of almost 300 students in these schools participated in this water quality testing, checking the stormwater near their school for pesticide presence and helping them learn about the health of water systems within their local community. All four teachers who received pesticide tests stated that they would not have been able to acquire these materials without external assistance.”

    Lauren Greene, North Carolina Botanical Garden, “From the Mountains to the Coast: Virtual Field Trip”

    “The North Carolina Botanical Garden (NCBG) is working on creating a virtual field trip with plans to also present the materials as pre and post field trip materials for our third-grade program “From the Mountains to the Coast”. This fall we created a video on soil, “The Dirt on Soil”, as part of the virtual materials. We used the EENC mini-grant funding to purchase high quality audio equipment to use for filming. This equipment will be used to film additional segments for our virtual field trip and other videos for our youth programs. In addition, we used our new audio equipment for two hybrid adult programs and for creating an instructional video. The equipment will continue to be used for future hybrid adult programs and videos. Starting in the spring of 2022, our virtual field trip will provide teachers with environmental science curriculum and resources that meet the NC Essential Science Standards that is flexible in its use as a stand-alone virtual field trip or as additional pieces for our in-person experience. Additionally, use of this audio equipment increases access to NCBG collections and programming for a broad audience across NC counties for both our youth and adult programs.”

    A smiling woman sits in a large outdoor sandbox. The image is a screen capture of a video entitled "The Dirt on Soil" and the image includes the play/pause/progress bar.

    Marguerite Bishop, Nashville Elementary, “School Composter Project”

    “Composters for the Nashville Elementary School Learning Garden were purchased with EENC mini-grant funds in the spring of 2021.  Students were used to help assemble the units and put them in place in the garden.  In the fall of 2021 students in STEM/Outdoor class are learning about composting, how soil is made, and adding to the bins.  Fifth grade students are monitoring the bins to watch the process and have researched how to correct any problems.  They recently determined there are not enough food scraps in the bin for correct soil formation, and have started collecting food scraps as a grade level.  Students are looking forward to being able to use the compost to be able to amend the soil present in the beds.  Similar lessons will be completed in subsequent years, increasing the grant’s reach and impact.”

    Marilyn Jesrani, Carolina Outdoor Fun, “The Environmental Benefits of Backyard Chickens”

    “Carolina Outdoor Fun used the grant money from the EENC to update and build an enclosure for a chicken coop at the Holly Springs Food Cupboard.  The chicken coop serves as a model for self-efficiency and sustainable living.  People who visit the coop are allowed to take eggs and the manure is composted and used in the gardens which provide fresh vegetables for the community.  The chickens serve as ambassadors of the food cupboard, entertaining children, and complementing the great works that already are taking place at this facility.”

    a smiling woman stands in front of a large outdoor chicken coop

    Mir Youngquist-Thurow, Agape Center for Environmental Education, ACE at Your Place

    a child wearing disposible gloves has an open kit of science materials. The child is kneeling outside on a wooden boardwalk.

    “The mini-grant funds helped to defray the cost of procuring supplies and equipment to enable hands-on opportunities while respecting social distancing and safety protocols for the COVID-19 virus.  Participating teachers have reported that their students have benefited by improving their knowledge and appreciation of the natural world through hands-on experiences while observing safe health practices.  The supplies provided by the mini-grant provided individual kids for each student for various lessons.  Students engage in hands-on activities with their kit and instruction from ACE Education educators, after which, the kits are sanitized for re-use.  While coming to the Agape Center for Environmental Education for hands-on experiential learning is the ultimate goal; the expansion of the ACE at Your Place and Guided Environmental Excursions provides EE learning opportunities that are both engaging and safe.”

    Ranita Anderson, “Read, Question, Reflect, Imagine, Act – Using Language and Literacy to Promote Gardening and Beyond”

    a close up of two hands, palms up, holding a line of grass knotted together

    “My project centered around family and community book reading that used representative books for family experiential learning in nature. Specifically using funds from the EENC Mini Grant in conjunction with funds from the Move Mountains Grant through the Greening Youth Foundation we were able to connect approximately 15 black families to books about gardening, use content and language from the book to build knowledge and then provide materials for them to apply their learning. Additionally, we built a free little library at a local park to support continued reading and learning in a space well loved by our community and installed two garden beds for continued use in Raleigh.”

    Sarah Pursel, Highlands-Cashiers Land Trust, “Cherokee Medicinal Plant Tour”

    a yard sign placed in the woods that reads: "Rattlesnake plantain" and includes small text about the Cherokee use of the plant and close up images of the plant

    “The Highlands-Cashiers Plateau has an incredible diversity of plants, many of which have a rich cultural history. During the month of June 2021, Highlands-Cashiers Land Trust (HCLT) shared some of the stories of traditional medicinal uses of these plants through the “Bountiful Botany: Medicinal Plants of the Plateau” event. For this event we created signs that were posted along the trail to highlight native plants found at HCLT’s Brushy Face Preserve. Much of the medicinal plant knowledge in the hike came from the Cherokee culture and traditional knowledge. The signs were in English on one side and translated into Spanish on the other, with the help of the International Friendship Center. We offered this self- guided experience for the entire month of June and also led two guided hikes for adults, and two guided hikes for children. Because the signs are waterproof and durable, this tour can be installed for multiple uses in the future.”

    Shalyn Yost, Boys and Girls Club of Henderson County, “Outdoor Explorers”

    a replica bear track sitting next to the footprint in the soil made by the track

    “I was able to include two projects with the grant money this year.  Outdoor explorers, which is an ongoing program I created with the Boys and Girls Club of Henderson Co.  This program enables students to experience nature right in their own backyard while allowing them to use their imaginations to explore new things.  Due to Covid19, our exploration was cut short, however I am hoping the students took what they learned and applied it when they were stuck at home.  

    Ultimate Journey was the second project I undertook.  It partners with NPS and the Boys and Girls Clubs of America.  This program was designed to focus on what NPS sites offer, such as history, preservation, wildlife, and plants.  The students benefited from the Amazon Fire pads, which added to their curiosity to identify common birds, interesting plants and fun facts about nature.  The tracks, although not used extensively as originally planned, opened the eyes of students to what wildlife lives around them.  I even witnessed several students at the end of class looking for different animals by trying to ID the tracks.  I feel privileged to be able to take this journey with them and couldn’t be more proud of my students for their enthusiasm and willingness to learn.”

    Want to see your project on this list next year?  EENC’s next round of mini-grants will be announced in winter 2022, so keep your eyes on the EENC newsletter for full details.

  • Thu, December 16, 2021 1:57 PM | Anonymous member (Administrator)

    What a year this has been!  Looking back over the past year, so much has happened in EENC that sets us up to better support you in 2022.  

    In the past year, EENC:

    • Launched a new 15-hour Justice, Equity, Diversity and Inclusion in Environmental Education online course, providing more than 75 educators with introductory training on this critical topic in our first three cohorts. 

    • Trained 35 new facilitators for the Don’t Waste It! curriculum, so that future workshops can be offered throughout the southeast. 

    • Welcomed our second staff member, part-time Program Coordinator Michelle Pearce, to expand EENC’s capacity to provide professional development programs.  

    • Became the home for the new Criteria I workshop, “Inquiry-Based Outdoor Learning: Using BEETLES Resources in North Carolina.”  You can look forward to seeing find these workshops near you in 2022.

    • Updated our vision statement to more actually share the change we want to make in the world. 

    Looking ahead, here are some of our plans for the year ahead:

    • Amp up our advocacy for the field of environmental education. From legitimizing the work we do, to focusing on educator pay and student access, EENC aims to work at a systems level so that environmental education is more accessible, equitable, and inclusive. 

    • Build partnerships to boost capacity. In order to build capacity for the field of environmental education, EENC recognizes the need to build relationships with individuals, organizations, and agencies with aligned goals. This includes connecting nonformal educators to pre-service teacher programs and formal educators, connecting practitioners to research and university professionals, and building partnerships for shared learning spaces.

    • Become a better resource for all our state’s environmental educators. We want to continue to expand our professional development programming and resources to engage a broad and diverse educator community and support their efforts to provide meaningful and accessible engagement for students.

    We look forward to continuing the journey with you working toward a just and sustainable world. 


  • Fri, November 19, 2021 1:54 PM | Anonymous member (Administrator)

    When you envision the future of environmental education, what do you see?  What is the change you want to make in the world?  This fall, the EENC Board of Directors has been asking those same questions.  After several months of reflection and work, we are thrilled to share our new vision statement.

    EENC envisions a future in which: Individuals across all NC communities are empowered by their knowledge, skills, convictions, and abilities to inspire a just and sustainable world. Environmental education's substantial societal value is recognized and invested in widely by policymakers, funders, education institutions, and the general public through our advocacy work. EENC is a national model, creating a stronger sense of belonging for educators from all walks of life where varied skills and experiences are celebrated.

    Will you join us in making this vision a reality?  By joining as a member, giving to support our work, becoming more engaged in our community at an upcoming event, or even just continuing your amazing work in environmental education knowing you're part of a bigger movement, you can work with us to help change the world.

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Environmental Educators of North Carolina

P.O. Box 4904
Chapel Hill, NC 27515-4904

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