The demand for technology integration has presented teachers with new pedagogical choices for designing engaging learning experiences for students. These technology choices are becoming abundant and varied, confronting teachers and administrators with determining how effective these methods are for teaching. This research was focused on one of…

Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employability-enhancing technical and transferable skills. However, students can have difficulty…

Providing cost-effective, hands-on field-based experiences to large cohorts of undergraduate students provides a core challenge for effective teaching and learning. This grand challenge is tackled through the construction of an exemplar outdoor learning environment within the Environmental Change Outdoor Laboratory (ECOLAB): Birmingham Bog (BB).…

Although the author loves winter camping and holds the Inuit culture in great regard, thinking about material culture in a northern landscape referred to as barren constitutes a daunting lesson. She wondered, when a landscape is barren is it possible at all for someone to find material, make useful items and survive? So it was she joined the Mara…

Building teachers' confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. "A River Runs Through It (ARRT)" is an integrated environmental education professional development program, immersed practicing teachers in…

Utilizing student-centered pedagogy, this case study explores an increasingly prominent and instructive addition to traditional academic coursework--the field study experience. This is particularly true in the arena of environmental education where students learn best by experiencing environmental problems first-hand and then interacting with…

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling,…

Significant life experience research suggests that outdoor experiences foster proenvironmental outcomes. Time spent outdoors is more frequently identified as the source of proenvironmental behavior than is education, suggesting that cognition may be less important than affect. Yet, environmental education field programs are often evaluated on…

A prototype of a college-level adult-centered environmental education program is described whose target population is citizens serving as volunteers in local planning boards, conservation commissions, and environmental organizations. The model involves enrolling experience citizens in courses with graduate students as community organization…

Describes methods to emphasize the learning content in ecotourism while retaining the entertainment value. Presents a Smithsonian Institution study trip as an example. (Author/PVD)

Sponsoring an interdisciplinary program (over 30 lecture hours of geology, ecology, anthropology, ethnology, and agriculture of the Yucatan and Meso-America), Queens College and the University of Connecticut provide expeditions to Mexico and study of local geomorphology, stratigraphy, climate, topography, soils, archeological sites, flora, and…

A college teacher describes how she teaches about environmental racism using simulations and investigative trips to communities of color. Discusses coping with paralyzing feelings such as despair that accompany learning about environmental racism; making linkages to related issues such as race, gender, and class; and giving students opportunities…

Resident outdoor environmental education (ROEE) is a camp-based extension of the classroom for two to five days, promoting student independence, interpersonal skills, and ecological awareness. Advantages and disadvantages of the "camp as innkeeper" and full program-provider models are given. Program development guidelines cover expenses,…

Describes the outdoor/experiential learning curriculum of the International School Moshi in Tanzania which is inspired by the geographical and environmental features of the region (Mount Kilimanjaro, Serengeti Plains). Includes the objectives, organizational and attitudinal problems, and benefits of the program. (NEC)