EE Capacity Building in MexicoBy Margie Simon de Ortiz

Mexico has specifically worked to buildenvironmental education capacity sincethe Rio Conference on Environment

and Sustainable Development of 1992. At thattime, environmental education and capacitybuilding were recognized as part of theAgenda 21 directives (chapter 36). Since thenmany efforts to reformulate Mexico’s educa-tional system and to provide non-formalopportunities to work towards environmentalunderstanding and sustainable developmenthave been seen.

These efforts can be characterized by:• promoting environmental values, • transmitting knowledge related to the

interdependence of natural and socialprocesses,

• acquiring aptitudes and abilities to resolveenvironmental problems,

• defining criteria and norms for differingactions, and

• orienting towards decision-making processes that construct a future that guarantees the productive potential and a quality environment as part of our mostbasic rights.The three most important providers of

environmental education capacity building inMexico are the Secretary of the Environmentand Natural Resources (SEMARNAT) and the Secretary of Education (SEP) in the government sector, and non-governmentalorganizations (NGOs) in the non-formal sector.

SEMARNATWithin SEMARNAT, The Center forEducation and Capacity Building forSustainable Development (CECADESU) is responsible for formulating, organizing,developing, supervising and evaluating environmental education capacity buildingprograms and projects. Included are:

• Environmental Management andInstitutional Coordination, which coordi-nates the administrative section, decentral-ized organizations, and federal delegationsof SEMARNAT with university and othereducational institutions.

• Environmental Education in EducationalSystems, which works with public and private institutions and NGOs to promote

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SPRING 2003Volume 33, Number 1www.naaee.org

Capacity Building in Mexico ..1

Quality Assurance Initiative ..3

Call for Nominations..............4

World Summit........................6

sustainable development through values and behavior modification in accordance with the tenants of sustainable development. Works withthe formal education system and with professional development bypromoting incorporation of such topics as prevention and mitigation of environmental problems and ade-quate consumer practices, and distrib-utes educational materials, reports,and information catalogues.

• Environmental Culture andEducational Communication, whichinforms the public through writtenand electronic media about environ-mental education opportunities aswell as existing and new SEMAR-NAT programs.

• Capacity Building for SustainableDevelopment, which analyses envi-ronmental norms, concepts, and tech-nologies to increase the possibilitiesfor environmental management.

• Capacity Building for RuralSustainable Development, whichworks with organizations, communi-ties, and communal farms educatingabout conservation, protection andsustainable use of natural resourcesand environmental restoration.Fortifies social organization for planning and implementing community projects in the context of regional development.

Working with communities is one high-impactmethod through which Mexico’s non-formal sector is building environmental education capacity. Here, Environmental Information and Communication Center of North America(CICEANA) staff members work with teachers onwater quality issues in the state of Michoacan.

continues on page 10

As a child, I was always the next to last picked for playground sports. I remember being taunted, called names (I was a bookworm), not being privy to the

secrets everyone knew but me, not getting the private jokes. It was painful then, but I’ve grown out of it and I’m pretty well adjusted now.

Why should this open my first Communicator column?We’re a membership organization with members who proba-bly feel “next to last” to be involved in the organization. Some feel they aren’t privy tothe inside jokes or that they’re excluded from the secrets. Here’s my prescription forhow we can deal with this:

Volunteer. The Board is engaging committees in important work, turning responsibility over to committees, Affiliates, commissions, and volunteers. Volunteers are those who have put forth their names or individuals known to Boardmembers/committee chairs. Don’t be shy. Contact a board member or committee chair.

Speak out. We all represent and are represented by our professional association. Do you speak of NAAEE? Encourage others to join? Find out who other members are?Do you represent our profession well in both performance, and in recognizing yourprofessional affiliation?

Join your Affiliate. Give time to the work of the professional EE association inyour state or province. Such multi-level work is important for the field, the Affiliate,and NAAEE.

This is going to be a great year for NAAEE. I hope it is for you as well. Together,we can make it even better.

De niña, siempre fui la antepenúltima que escogían para los juegos. Recuerdo que memolestaban, me ponían apodos (como ratón de biblioteca), nunca me enteraba de lossecretos que todos sabían de mí, ni entendía las bromas privadas. Fue una época

dolorosa, pero la superé y ahora me siento muy bien.Se preguntarán por qué he escogido comenzar la columna del Vocero con esta anécdota.

Somos una organización compuesta por muchos miembros y quizás muchas veces se sienten“los antepenúltimos” en las operaciones de la organización. Algunos quizás sientan que noestán enterados de las bromas o que se les excluye de los secretos. Aquí está mi receta paramanejar estos sentimientos:

Ofrézcase como voluntario(a). La Junta Directiva utiliza comités en proyectos impor-tantes, con lo que le delega responsabilidades no sólo a los comités, sino también a los afiliados, las comisiones y los voluntarios. Los voluntarios son aquellos que se han ofrecidoa desempeñar un trabajo o individuos que los miembros de la Junta o los directores de loscomités conocen. No sea tímido(a), comuníquese con un miembro de la Junta Directiva ocon un director de comité.

Comuníquese. Todos representamos y somos representados por nuestra asociación profe-sional. ¿Habla usted de la NAAEE? ¿Anima a otros a unírsenos? ¿Averigua quiénes son losotros miembros? ¿Representa nuestra profesión bien no sólo trabajando satisfactoriamente,sino también reconociendo su afiliación profesional?

Únase a su Afiliación. Done tiempo para trabajar en su asociación profesional EE en supaís, estado o provincia. Este tipo de trabajo multidimensional es importante para el campo,la afiliación y la NAAEE.

Este será un año espectacular para la NAAEE y ciertamente espero que lo sea para ust-edes también; juntos, lo podemos mejorar.

Joe HeimlichInstitute for Learning Innovations, MD

Joehmd@aol.com

NAAEE CommunicatorThe NAAEE Communicator is the newsletter of the North American Association for EnvironmentalEducation (NAAEE). Three issues will be published in2003, mailed to NAAEE members in April, August andDecember. We encourage members to submit articlesabout NAAEE activities including the activities of commissions and committees. Please submit articles toEditor Lori Mann (lomann@earthlink.net) by June 1 for theAugust 2003 issue.

NAAEE is a private nonprofit educational organiza-tion that qualifies for nonprofit status under Section501(c)3 of the U.S. Income Tax Code. As a member of the Independent Charities of America, NAAEE canreceive donations through the Conservation andPreservation Charities of America and the United Way.ICA is part of the combined Federal Campaign. Give to NAAEE by designating #22311. Contributions toNAAEE’S Bill Stapp Student Scholarship Fund support stu-dent conference participation.

Copyright 2003 by NAAEE. ISSN 1072-1029.Permission is granted to reproduce these materials foreducational non commercial purposes if NAAEE is credit-ed on each reproduced page. Otherwise, seek writtenpermission from NAAEE at Beager410@aol.com.

NAAEEMember Services410 Tarvin Road Rock Spring, Georgia 30739 USA Phone: (706) 764-2708Fax: (706) 764-2094Email: Email@naaee.orgFor more information about NAAEE,visit www.naaee.org

NAAEE OfficersPresident: Joe HeimlichPresident Elect: Abby RuskeyPast President: Terry WilsonTreasurer: Margie Simon de OrtizSecretary: Mary Paden

NAAEE Board Members, 2003Caroline AlstonJoseph BaustBrian DayMarietta EnglishPaul Hart

NAAEE StaffElaine Andrews, Executive DirectorBarb Eager, Deputy Director of Administration,

Conferences, and Core ServicesSarah Eager, Conference and Publications SupportBarbara Spencer, Office ManagerKaty Wang, EE-Link Project ManagerMary Oswieja, EE-Link Project Assistant

COMMUNICATOR Staff

Editor-in-chiefLori Mann

WritersElaine Andrews, Amy Cabaniss, Brian Day, Barb Eager,Stephen Gough, Tim Grant, Karen Hollweg, Lori Mann,Mary Paden, Donny Roush, William Scott,Margie Simon de Ortiz, Mike Way, Brenda Weiser

Design and ProductionEllen Silva Creative Services, El Granada, CAwww.ellensilva.com

Karen HollwegTeresa MouradSandra Ryack-BellAli Sammel

President’s Message

2 NAAEE Communica tor • Spring 2003

Correction—The Fall issue of the Communicator incorrectly identified EETAP andthe U.S. EPA as the only funding source of the environmental education assessmentproject in the state of Washington. Major funding was provided by a grant from theNational Environmental Education and Training Foundation (NEETF), with additionalfunding from Discuren Charitable Foundation and Washington Mutual. ■

for leadership from the states. Looking atnational needs, it would certainly becounter-productive to end up with 50 dif-ferent quality assurance models that mayor may not be compatible or even compa-rable. On the other hand, the needs andsituations vary so much from state to statethat a "one size fits all" or cookie-cutterapproach is unlikely to be found. Weanticipate the plan will focus on findinggood compromises between those twoscenarios."

Among the considerations and parame-ters of the national initiative will be con-sistent quality, state-to-state reciprocity,sustainable delivery, coverage options for states unable to provide their own pro-grams, and other elements. The initiativewill transform individual state efforts intoa collaborative national process that willbe a positive benefit to the EE communityand its target audiences far into the future.

A 2002 certification summit held in Texas included representatives fromFlorida, Georgia, Kentucky, Louisiana,Missouri, New Mexico, North Carolina,Oklahoma, South Carolina, Texas, andUtah. A similar meeting is scheduled forMay 2003. Meanwhile, several otherstates are closely monitoring the progressof different certification models, and afew states (including Colorado, Utah,Montana) have begun studying how tooffer material and program reviews as a support service to their constituents.

"This marks an exciting new opportunityfor NAAEE and the Affiliate Network,forging a collaborative working relationshipas partners in outreach to our nationalgrassroots environmental education com-munity," said Terry Wilson, 2002 NAAEEboard president. "Although NAAEE haslong recognized and tried to help the

Affiliate Network develop, this is the firsttime we've so fully enlisted the Affiliatesto take on a key responsibility in fulfillingNAAEE's goals."

NAAEE has supported the develop-ment of the Affiliates Network since 1995as a way of strengthening the professionaldevelopment of environmental educatorsat the state level and as a method of out-reach to the national community of EEpractitioners.

The individual state affiliates varysomewhat in their scope, breadth, andoperations, but generally, all are profes-sional development associations providing EE capacity-building services.Although individual state affiliates operateunder their own governing authorities(e.g. as a non-profit with a board of direc-tors or as a unit of state government), all share compatible and complementarymissions with NAAEE. State affiliates areeither NAAEE organizational members or have key leaders who are NAAEEmembers at the individual level. ■

Affiliates Lead the Way in EE QualityAssuranceInitiative

The Affiliate Network of state/provin-cial environmental education organiza-tions, working on behalf of NAAEE,

has embarked on an effort to develop andmanage a national EE Quality Assuranceinitiative that includes: (1) a certificationprocess for EE practitioners, and (2) areview system for EE programs and mate-rials. Affiliates anticipate that nationalprocesses will emerge from the modelscurrently being developed in several states.

"Our primary goal is to establish EEquality assurance systems, based upon the National Project for Excellence in EE,that underscore the academic credibilityand value of EE materials, programs, andpractitioners,” says Mike Way, projectleader for the Affiliates. “But our primarychallenge will be to design systems thatare accessible to everyone across thecountry. Thus, the delivery process needsto be practical and sustainable. That'swhere the state associations come into the picture.

"Several states are indeed ahead of thecurve in dealing with the issue of qualityassurance, so the Affiliates’ steering com-mittee saw an opportunity that cried out

Capacity Building in Mexico ............1President’s Message ........................2Quality Assurance Initiative ............3State of NAAEE ..............................4Call for Nominations ......................4Advocacy Efforts ............................5World Summit on SustainableDevelopment ..................................6Categorizing Environmental Learning ........................................8EPA States ....................................10Commission Reports......................11Affiliate News ..............................112003 Conference ..........................12Call for Awards Nominations ........12

Contents

Spring 2003 • NAAEE Communica tor 3

A lead team comprised of a mix ofAffiliate leaders, NAAEE board/staffrepresentatives, and at-large NAAEEmembers will be working out the designof the quality assurance initiative overthe next several months. With input fromthe NAAEE board, Affiliates, and otherstakeholders, a strategic plan will bedeveloped that details overall goals andobjectives, design and policy parameters,stakeholder and partner communication,operations and management, and an eval-uation process. It is expected that a finalplan for implementation of the initiativewill be submitted to the NAAEE board in November. Mike Way(mikeway@caee.org) of the ColoradoAlliance for EE is serving as chair.

NAAEE Partneringwith NAI

During the coming year, NAAEE willbe developing its partnerships withsister organizations; one such organi-

zation is the National Association ofInterpreters (NAI).

As part of this effort, each ExecutiveDirector will attend the other’s annualconference and be given visibility. We areundertaking a joint research project on

environmental education at nature centers,led by Dr. Sunita Hilton, an active mem-ber in both organizations, and an advisorygroup of members from both NAAEE andNAI. We are also exploring ways to deep-en the relationship and make membershipin both organizations more meaningful.

Dr. Tim Merriman, Executive Director of NAI, is also sharing their experienceregarding NAI’s certification program as the Affiliates lead NAAEE forward on certi-fication in environmental education. ■

Call forNominationsMay 27, 2003Deadline

Now is the time for NAAEE membersto step forth and volunteer for leader-ship positions or to nominate col-

leagues to lead our Association in thecoming years.

The Nominating Committee is seekingpotential candidates for the followingpositions on the NAAEE Board. The term for each office is indicated in parentheses:• President Elect (2004-2006)• Secretary (2004-2005)• At-Large Board Member

(2004-2006)

Eligibility requirements, responsibili-ties and the time commitment for eachposition are provided at http://naaee.org/aboutnaaee/jobdesc_qual03.pdf.

Given the current composition of theBoard and the Executive Committee'sresponsibility for assuring the diversity of Board membership, the ExecutiveCommittee has directed the NominatingCommittee to work for a slate of nomi-nees that will bring to the Board represen-tation from a range of minority groups,geographical areas, and environmentaleducation pursuits. See http://naaee.org/aboutnaaee/exec_com_rept03.pdf for acopy of the Executive Committee's fullreport.

Members are encouraged to nominatecolleagues or advance their own names tothe Nominating Committee by sending the required letter and form (seehttp://naaee.org/news/nomination_form03.rtf for details) to Karen Hollweg,Nominating Committee Chair at: kholl-

weg@stanfordalumni.org or 4440Greenbriar Boulevard, Boulder, CO80305 USA.

All nominations received by the May 27, 2003 deadline will be acknowl-edged, reviewed, and screened in accor-dance with the Bylaws and the criteria setforth by NAAEE’s Executive Committee.Based on this review, the NominatingCommittee will recommend to the Boarda slate of candidates for approval. Tolearn more about these positions and the nominations and elections processes,please read the Bylaws, which are postedat http://naaee.org/aboutnaaee/naaeeby-laws2001.pdf, and other informationregarding the 2003 Nomination andElection Process at http://naaee.org/about-naaee/index.php#election. All documentsrelating to the 2003 nomination and elec-tion process are easily found in a new section of NAAEE’s website atwww.naaee.org. ■

4 NAAEE Communica tor • Spring 2003

State of theAssociationBy Elaine Andrews, Executive Director

Thanks to incredible support and inter-est of our members and NAAEE staff,NAAEE is still growing and changing.

Spring 2003 brings new initiatives and a consolidation of some services. Ourbiggest change is the return of a Washing-ton, D.C. office, with space rented fromthe Union of Concerned Scientists.NAAEE will join the National Environ-mental Education and Training Foundation,EnvironMentors, the National Council forScience and the Environment, and theEcological Society of America at 1707 HStreet in Washington, DC. The D.C. officewill become the focus for the association’swork, enabling NAAEE to continue tobuild partnerships and networks in supportof environmental education. Rock Spring,Georgia continues as the home for confer-ence management and publications fulfill-ment. The San Francisco office supportsEE-Link and is building a new consultingbusiness, EE-Link Technologies. (Note: NAAEE mail will continue to go to theGeorgia office until further notice.)

NAAEE’s 2003 budget of about $1million reflects the potential loss of rev-enue from U.S. EPA funded activities, butprovides adequate funds to carry on keyinitiatives. Analysis and restructuring ofNAAEE, which has taken place over thelast year or so, has led to some changes instaffing and services. Teresa Mourad joinsNAAEE as the Operations Officer. Teresabrings a wealth of experience and enthusi-asm and NAAEE will benefit from heryears as Executive Director of theEnvironmental Education Council ofOhio. Welcome Teresa!

The Operations Officer will manageadministration and grant activities for theorganization beginning this spring. A newaccounting system allows the Board andExecutive Director to provide financialplanning for the organization, with easilyaccessible reports about program initia-tives and core service details. Also begin-ning this spring, members will be able torenew their membership on-line and getinformation about others with similarinterests. Watch the NAAEE website for details.

Connie Smith, who staffed membershipdata management, publications fulfill-ment, conference registration, and confer-ence display management has left the

organization. Her services will be man-aged through the on-line service offeredby MemberClicks and current staff mem-bers. Thanks Connie, for four years ofdedication and warm hospitality.

Elaine Andrews, Executive Director,will be leaving NAAEE at the end ofJune. The Board hopes to hire a replace-ment during the summer. A committee,led by NAAEE President Joe Heimlichand President Elect Abby Ruskey, willdevelop and implement a process for hir-ing the new Director. The position willcontinue as half-time, with an option ofbuilding to full-time based on successwith association development initiatives.Suggestions and questions can be directedto Elaine at elaine.andrews@convenor.comor 608/262-0142.

Keep your eye on NAAEE. Currentfunding allows NAAEE to continue toprovide leadership to several initiatives:higher education accreditation, certifica-tion and training, review of environmentaleducation materials and programs, theannual conference, and the developmentof on-line resources. Your participationand support are vital to our success. ■

Spring 2003 • NAAEE Communica tor 5

NAAEE Advocatesfor EEBy Karen Hollweg

Every environmental educator knowsthat financial support, community support, and political support are nec-

essary to advance environmental educationand sustain our work. Indeed, strong sup-port for environmental education requiresrobust partnerships at local, regional,national and international levels.

Since 1971, NAAEE has been dedicat-ed to promoting environmental education.At the 2002 conference, in commentingon a proposed new mission statement,members called for the Association to actively advocate for the field. Inresponse, an ad hoc EnvironmentalEducation Advocacy Committee wasformed. This committee developed a setof recommendations that address the need for greater promotion of EE andNAAEE's accomplishments, better grass-roots networking and training for environ-mental education initiatives, strategicplanning, and reflection on for whom andwhat NAAEE should advocate. GivenNAAEE's North American commitment,the committee also developed a recom-mendation for a tri-national agenda forenvironmental education advocacy agen-da. In all areas of work the EnvironmentalEducation Advocacy Committee plans tocollaborate closely with organizationalpartners including the EE Coalitionformed to address federal EE policy.

Advocacy for EE in 2002In the past year, the Association's advoca-cy efforts focused on work with the U.S.Congress and U.S. EnvironmentalProtection Agency (EPA) regarding thefederal budget for environmental educa-tion. NAAEE staff and Board memberscollaborated with other members of theEnvironmental Education Coalition tospread the word about the U.S. Office ofBudget and Management recommenda-

tions to eliminate the environmental edu-cation program at EPA. By January 2003,the Senate passed a FY 2003 OmnibusAppropriations Bill that would fund theOffice of Environmental Education at the2002 level, and House and Senate confer-ees began work on the joint ConferenceReport for budget recommendations. InFebruary, the final Omnibus Spendingbill, containing that same level of fundingfor EPA's environmental education pro-gram, was submitted to the Congress bythe Conference Committee, passed byboth the House and the Senate, and signed into law by the President.

According to Rick Wilke, past NAAEE President and former Chair of the National Environmental EducationAdvisory Council, “The funds providedby the National Environmental EducationAct for the Office of EnvironmentalEducation leverage support for environ-mental education at the local, state, andnational levels. Without Office of EEfunding, important programs such as theNational Environmental Education andTraining Program (EETAP), the NationalEnvironmental Education and TrainingFoundation (NEETF), and the EPAregional and national environmental edu-cation grant programs would disappear.These programs have collectively raisedover 25 million dollars in non-federalmatching funds for environmental educa-tion. In addition, there would be no effortto coordinate the work of federal agencieson environmental education without theEPA Office of EE.”

Take a few minutes now to send a"good news" message to your Senatorsand Congressional Representative. Thank them for appropriating 2003 funds to

continue the work of EPA's Office of EE,explain the value of federal funding forenvironmental education in your part ofthe country, and ask for their continuedsupport. A website that makes writingyour Members of Congress fast and easy is http://www.congress.org.

Plans for Additional Advocacy in 2003This year, the Environmental EducationAdvocacy Committee, Board, and staffwill promote environmental educationthrough a variety of activities. TheAdministration's FY 2004 Budget propos-al contains no funding for the Office ofEE. Once again, Members of Congress will play a key role in decid-ing whether environmental education will receive federal funds. NAAEE and the Environmental EducationCoalition's members will continue toinform you about the status of federalAppropriation bills.

For the 2003 conference, the Environ-mental Education Advocacy Committeehas proposed sessions regarding effectiveways to communicate with your Senatorsand Representatives and develop supportfor environmental education at the nation-al, state, and local levels. In addition, theCommittee has proposed a session thataddresses the role of culture in supportingor constricting environmental educationendeavors.

Want to Join In?The Environmental Education AdvocacyCommittee welcomes your help. To jointhe group's efforts to build support forenvironmental education, contact committee chair Abby Ruskey atamruskey@earthlink.net. ■

Are you a member?For information on NAAEE

membership, visit the NAAEEwebsite (www.naaee.org)

or call 706-764-2708.

Ted Mills Honored

NAAEE congratulates NAAEE lifemember Ted Mills. Ted was inductedinto the Oklahoma Higher Education

Hall of Fame on October 8, 2002. TheOklahoma Higher Education Hall of Famerecognizes and honors individuals for out-standing achievement in behalf of highereducation in Oklahoma.

Ted was the 2001 recipient of the WalterE. Jeske Award, NAAEE’s highest honor,which is given to recognize service toNAAEE and leadership within the field of environmental education. ■

6 NAAEE Communica tor • Spring 2003

NAAEE andMembers Activeat WSSDBy Mary Paden

Both NAAEE and several of its mem-bers were active at the August 2002World Summit on Sustainable

Development (WSSD) in Johannesburg.NAAEE co-sponsored a meeting of sisterenvironmental education professional asso-ciations from around the world, whichresulted in a joint declaration supportingenvironmental education. The declarationwas read on the summit floor by theMexican Delegation. NAAEE's Little RockDeclaration in Support of EnvironmentalEducation was attached along with similardeclarations from three other environmentaleducation associations.

The joint declaration and links to thefour supporting declarations are availableat www.iucn.org/cec. The declaration wassigned by about 20 organizations, most ofthem environmental education profession-al associations, representing membersfrom over 70 countries.

The meeting of environmental educa-tion association representatives was calledby NAAEE and the GreenCOM Project ofUSAID and hosted by the IUCNCommission on Education andCommunication (CEC). The meeting wasa first for regional environmental educa-tion associations, all of whom where

enthusiastic about continuing communica-tions through a listserve. NAAEE wasrepresented by Mary Paden, NAAEESecretary.

Another declaration, the UmbuntuDeclaration—named after the venuewhere many government agencies andNGOs had exhibits—endorsed educationfor sustainability and the Earth Charter,which was championed by formerNAAEE President Peter Corcoran. TheEarth Charter Initiative held a session oneducation and paraded its elegant Ark ofHope, a 200-pound chest painted in thestyle of indigenous artists from four workregions and containing a handwritten copyof the Earth Charter. NAAEE endorsedthe Earth Charter last year.

NAAEE also signed on to a partnershipcalled "Education for Our CommonFuture" which proposes to document suc-cesses and failures in formal and nonfor-mal education for sustainable develop-ment. NAAEE member Pam Puntenneypromoted this proposal through the WSSDEducation Caucus.

One of the main Summit outcomes foreducation was a recommendation in theWSSD Implementation Plan that the UNdeclare a "Decade of Education forSustainable Development" from 2005 to2015. The proposal was initiated by theJapanese Delegation and strongly promot-ed by the Japan Environmental EducationForum (JEEF), an association of environ-mental educators.

Other education events at the Summitincluded a two-day workshop EngagingPeople in Sustainability led by the IUCN

CEC, another two-day workshop byUNESCO, and numerous shorter workshops at various sites.

NAAEE member Chuck Hopkins, aUNESCO chairperson, helped UNESCOpresent the workshop and form one part-nership with a number of universityorganizations to promote sustainability inhigher education and another with the J.Walter Thompson Agency to spark public interest in discussing the concepts of sustainability.

Board member Julian Agyeman wasactive in a conference for local govern-ments at the Summit and member BrendaWeiser represented the EnvironmentalInstitute of Houston at a number of eventsfrom a base at a wildlife camp north ofthe city. ■

PersonalReflections on the WSSDBy Brenda Weiser, EdD

The World Summit on SustainableDevelopment was a follow-up to the 1992 Earth Summit in Rio de

Janiero. Organized by the United Nations and held in August 2002 inJohannesburg, South Africa, the Summit,the Global Peoples Forum, and the manyparallel events and other smaller summitsbegan mid-August and closed with thefinal signing of the WSSD Implemen-tation Plan during the first week ofSeptember. The events were held in sev-eral locations; each location focused onspecific topics or hosted specific events.

Umbuntu Village hosted many presen-tations but also had a fabulous exhibitwhere countries displayed what they weredoing to make the world a better place.The Expo Center (NASREC) providedspace for exhibits, presentations, andworkshops. The Crowne Plaza in Sandtonwas the key location for the developingand negotiating the WSSDImplementation Plan. And the IUCNEnvironment Center had an exhibit andsponsored many environmental and sus-tainable education sessions and work-shops. These were only a few of the vari-ous venues and each was special in itsown way.

NAAEE was well represented at the World Summit on Sustainable Development in August 2002.Pictured (l-r): Brenda Weiser, Bobbie Talent, Chuck Hopkins, and Peter Corcoran.

Spring 2003 • NAAEE Communica tor 7

About My ExperienceThis was truly a once in a lifetime experi-ence. Meeting people from all over theworld and sharing information was theone of the most beneficial aspects of thetrip. I was able to learn what environmen-tal education was like in India, China,Japan, South America, and many of theMiddle Eastern and African countries.Most representatives were not able toaccess the actual Summit so, despite anattempt to receive a secondary pass, I didnot attend any of the formal developmentsessions.

Like many of the other developednations, the United States, was not viewedas a leader in addressing environmentalissues, especially those related to globalissues such as climate change. Daily news-papers and press releases reminded those ofus from the U.S. how we, as a nation, werebeing viewed. U.S. actions were often con-sidered defensive and sometimes even hos-tile to proposals on global environmentalproblems. However, the U.S. did commitfunding to support water and sanitationprojects, health and agriculture initiatives,and pledged $53 million for forests in2002-2005 to enhance biodiversity andecosystem management.

A two-day workshop sponsored by theIUCN, Engaging People in Sustainability,proved most beneficial to me. The workshop featured speakers from IUCN,Tanzanian Environmental EducationProgram, Earth Charter EducationProgram, Japan Environmental EducationForum, World Wildlife Fund, universityleaders, and many others.

Ms. Mary Shuma of the TanzanianEnvironmental Education Program gavepowerful testimonials. As she traveledacross Tanzania, she inquired in many vil-lages and communities about their conser-vation and environmental concerns. In onecommunity, women were hand-grindingmaize to make bread for their family. Ittakes several days to grind enough maize to make one loaf of bread; these womenhad basic survival on their minds. Theywere trying to feed their families and didnot have concerns regarding conservationor environmental issues. A second commu-nity was concerned about access to wateralthough a stream ran close by. Why youmight ask? Because just days before a croc-odile had attacked and killed a young boyas he tried to retrieve water for his family.

Her last testimonial will stay with meforever. Ms. Shuma went into a school

and trained the teachers in conservationeducation activities. Six months later shereturned to do some follow-up trainingwith the teachers but about half of theteachers were gone and new ones weretaking their places. What happened? Theteachers had died of AIDS. This hit homeand impacted me—someone who con-ducts teacher workshops—more than anyother event at the Summit. To think anentire population is being eliminated dueto health and poverty is unacceptable.This is what others must face in order toteach future generations.

In addition to this two-day workshop,sessions focusing on the Earth CharterInitiative were conducted and a joint dec-laration supporting environmental educa-tion was introduced and signed by about20 organizations, representing over 70countries. This declaration linked foursupporting declarations including onefrom the North American Association forEnvironmental Education. The declarationwas read on the summit floor by theMexican Delegation. One of the mainSummit outcomes for education was arecommendation in the WSSDImplementation Plan that the UN declarea “Decade of Education for SustainableDevelopment” from 2005 to 2015. Theproposal was initiated and supported bythe Japanese Delegation and the JapanEnvironmental Education Forum.

I had an opportunity to meet a memberof the South African Parliament, Mr.Richard Pillay. He gave me a tour ofOrange Grove, a shanty village outside of

Johannesburg. Here I was able to meetlocal representatives and see how manySouth Africans live. I was shocked to hearthat over 60% of the village residentswere HIV positive and that few studentsattended school.

I also visited Kruger National Park andlearned about conservation issues facingthe park. Included in the discussion washow to provide essential habitat and view-ing opportunities for the park visitor with-out impacting the normal behavior of thewildlife. This side trip was a highlight as I was up close and personal with alioness, a bull elephant, and a baby rhino.

Sharing My ExperienceAs I stated in the beginning, this was aonce in a lifetime opportunity for me andI thank the Ford Foundation for sponsor-ing my trip. The people I met and theexperiences I had while in South Africaand at the Summit will continue to influ-ence me and others. Already I have beenasked to present at local and statewidemeetings and have written several articlesabout my experiences. I incorporated theWSSD into my graduate level PopulationAnalysis course this semester; much ofwhat my students have discussed relatedback to how each of the 11 principles ofthe Summit’s Implementation Plan direct-ly impacts populations across the world. Ihave also presented to a science methodsclass at the University of Houston.

For more information on the outcomeof the Summit, visit http://www.johannes-burgsummit.org/index.html. ■

A side trip to Kruger National Park familiarized Brenda Weiser with issues relating to park conser-vation and the balance between preservation and tourism.

8 NAAEE Communica tor • Spring 2003

Categories of Interest …

1 those interested in sharing the joyand fulfilment derived from nature,in order to bring about significant life-enhancing and life-changing experi-ence for learners

2. those interested in the study of theprocesses of nature in order to under-stand or to teach about them

3. those using nature as an heuristic tofoster the development of knowledge,understanding, skills, and characterwhich, although situated, are transfer-able to other contexts and through time

4. those using the natural and/or builtenvironments as heuristics to achieveconservation and/or sustainabilitygoals

5. those advocating/promoting individ-ual behavior changes in order toachieve conservation/sustainabilitygoals

6. those advocating/promoting particu-lar modes of social change in order toachieve environmental/conservation/sustainability goals

7. those using environmental, conserva-tion and/or sustainability issues ascontexts for the development of skillsand knowledge related to the exerciseof democratic social change

8. those promoting nature as ametaphor for a preferred socialorder – which may be ‘cooperative’

9. those interested in the study of envi-ronmental learning (and environmen-tal education) itself

Focus& Outcomes

Naturevalues & feelings

Natureunderstanding

NatureSkills

Conservationunderstanding

Conservationbehaviors

Social ChangeSocial justice

Social Changedemocratic citizenship

skills

Social Changevalues

Learninglearning about

learning

Exemplified by …

non-formal educators and inter-preters seeking attitudinal and/orvalue change; possibly seeking tointroduce and extend particularphilosophies of living

teachers of ecology, (physical)geography, the earth sciences andrural studies; researchers in these(and other) areas

teachers, environmental inter-preters and field studies officersseeking to develop students’ cogni-tive/conative/affective/psychomotorskills related to environmental work

conservation/heritage scientists(and others) working for govern-ment or NGOs bringing communi-cation and education strategies tobear on conservation and sustain-ability issues

environmental activists and teach-ers who have clear views on whatthe problems are and on their solu-tions

environmental activists and teach-ers with clear views on the form ofsocial organization needed toachieve sustainability

teachers and others interested inhelping (young) people acquiredemocratic and citizenship skillswhich will enable them to partici-pate in open-ended social changerelating to human-environment rela-tionships

sociobiologists, deep-ecologists,social Darwinists, Gaianists whoengage in communication and infor-mal education in relation to the rela-tionship between humans and nature

educational researchers interested invarious aspects of learning and teach-ing related to environmental and sus-tainability issues

CategorizingEnvironmentalLearningBy William Scott and Stephen Gough

One thing that strikes us at NAAEE’sannual conferences is what a broadchurch environmental education is—a

church whose congregation and ministersrepresent many facets of what we might callenvironmental learning. This we define pur-posefully broadly as “learning that accrues,or is derived, from an engagement with theenvironment or with environmental ideas.”Such learning can be the outcome from for-mal or non-formal educational programs inschools and/or communities, from designatedenvironmental education interventions,or from personal or incidental learning whereno teacher or instructor was involved.

The table to the right sets out nine categories of interest that capture a range of foci and objectives of those who espouse and promote environmentallearning. What all of these have in com-mon is that the environment is used tostimulate learning. The table shows howemphasis varies across interests, andsheds light upon the uncertain relation-ship between sustainable developmentand environmental education.

Of course, any such categorization hasto be a simplification as these categoriesare not fully discrete, and anyone can beinvolved in two or more of them.However, categorizing allows us to con-sider how those interested in environmen-tal learning can have widely differingassumptions about both purpose andprocess. For example: • From categories #1 to # 8, interest in

nature decreases markedly, along witha shift from a realist view of nature toa metaphorical one. There is also ashift from an interest in the individuallearner to the social context.

• From categories #3 to #7 the environ-ment (natural or otherwise) is viewedmainly as a means of exploring issuesand achieving particular goals.

• From categories #4 to #8, interest insocial change increases strongly.

• Categories #4, 5 & 6 are marked by anemphasis on activism which can com-plement (and sometimes supplant)educational goals.

• Category #8 sees the natural world asproviding a coherent and liveable phi-losophy that explains our social andecological obligations. Items placed inthis category may have very little elsein common.

• Category #9 is a mix of those interest-ed primarily in social/environmentalissues, and those whose focus is oneducational issues.

It seems to us that all the perspectivesrepresented by such categories are bothlegitimate and valuable in that they havesomething to contribute to learning aboutthe human condition, and about our rela-tionship with nature. It follows that, indi-vidually, none of them can fully representenvironmental education and its goals.This insight offers a positive way forwardwhereby teachers can select distinctiveperspectives in order to pursue a particu-lar line of investigation (or reasoning)with the full knowledge that doing so

does not render illegitimate other per-spectives; further, such activity encour-ages dialogue and cooperation across per-spectives and interests. We have writtenthis to encourage debate about the catego-rization itself, and about the points madeconcerning legitimization.

William Scott and Stephen Gough aremembers of the Centre for Research inEducation and the Environment at theUniversity of Bath, and can be can becontacted at cree@bath.ac.uk. ■

New Urban EE ResourceAvailable atSpecial Discount

Chuck Hopkins, Bora Simmons, CarolFialkowski, Karen Hollweg, LouiseChawla, Julian Agyeman, Rosalyn

McKeown—all long-time NAAEE mem-bers who have focused their work onurban EE—joined with other educators,ecologists, social scientists, people concerned with environmental justice,community development, and sustainablecities and participated in the Eighth CaryConference. Now their presentations anddiscussions are available to all inUnderstanding Urban Ecosystems: ANew Frontier for Science and Education(2003), 504 pp; Alan R. Berkowitz,Institute of Ecosystem Studies, Millbrook,NY; Charles H. Nilon, University ofMissouri, Columbia, MO; and Karen S.Hollweg, NAAEE, Washington D.C., editors; Springer-Verlag, NY.

Spring 2003 • NAAEE Communica tor 9

Publication Sale!For a limited time, NAAEE members canpurchase The Biodiversity Collection: A Review of Biodiversity Resources for Educators at 50% off the publishedmember price. Order the 117-page publication of exemplary K-12 resourcesdesigned to help educators find outstand-ing biodiversity education materials,including curriculum guides, children’sbooks, posters and multimedia resourcesevaluated by educators using theEnvironmental Education Materials:Guidelines for Excellence.

Sale price: $9.00 plus applicable shipping and handling fee. Offer endsMay 31, 2003.

To take advantage of this special offerand to order other NAAEE publications,visit our website at www.naaee.org. ■

PRICE*

PUBLICATION QUANTITY MEMBER NON-MEMBER SUBTOTAL

The Biodiversity Collection: A Review of Biodiversity Resources $9.00 $18.00for Educators

Shipping & handling

Total payment $

Shipping & Handling Charges for Ordering NAAEE Publications

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The book's message is a compellingone to all environmental educators:Nowhere on Earth is the challenge forecological understanding and collabora-tive effort greater, and yet more urgent,than in those parts of the globe wherehuman activity is most intense—cities.People need to understand how cities workas ecological systems so they can take con-trol of the vital links between humanactions and environmental quality, and workfor an ecologically and economically sus-tainable future. An ecosystem approachintegrates biological, physical and socialfactors and embraces historical and geo-graphical dimensions, providing our besthope for coping with the complexity ofcities.

This volume is a first of its kind effort tobring together the ideas of leaders in thebiological, physical and social dimensionsof urban ecosystem research with leadingeducation researchers, administrators, class-room teachers, and community educators.Readers will recognize the names of well-known author-researchers (e.g., Bill Rees,Bunyan Bryant, and Frank Golley) and ref-erences to important programs (e.g. theUN's City Summit and sustainable cities

initiatives, and NAAEE's Guidelines forLearning), and will appreciate the emphasison the importance of collaboration amongpractitioners from different disciplines. Thevision for active, integrated, lifelong learningfrom elementary school to higher educationto local neighborhoods will inspire environ-mental educators and fuel their efforts.

Because NAAEE co-sponsored the conference, NAAEE members can buy thebook at a special 25% discount! Act now,and get a copy for your own use and/or for your institution's library, at these reducedtime-limited prices:SOFTCOVER: ISBN 0-387-95237-3

List price $49.95NAAEE Discount, only $37.46

HARDCOVER: ISBN 0-387-95496-1List price $149.00NAAEE Discount, only $111.75To access this special offer, use one of

these convenient modes for ordering:• CALL toll-free 800/SPRINGER, 8:30

a.m. to 5:30 p.m. ET. Mention S6046when ordering.

• FAX (201) 348-4505• WEB www.springer-ny.com/naaee• E-mail orders@springer-ny.com ■

NEWSLETTERSPECIAL!

• Societal Recognition and IncentivesProgram, which rewards persons orgroups that have successfully carriedout actions for the protection, conser-vation and sustainable management ofnatural resources or made improve-ments in the environment or in thequality of life of the local population.These include rewards such as thePrize for Ecological Merit and thePrize for Forestry Merit.

Formal Education—SEPThe SEP provides the entire Federalschool system with and requires all publicand private schools to adhere to basic cur-ricula. All schools use the same basic edu-cational materials, which they may sup-plement. The SEP has made a sustainedand diverse effort to reorient its curriculato include environmental education. Theyhave revised primary and secondary text-books, which reach 15 million studentsper year, to include an environmental andsustainable development dimension.

They also produce and update trainingmaterials that reach about 15,000 teachersper year. Recently, teacher training hasfocused on integrating natural resourceuse and management principles and prac-tices with a sustainable economy.

Non-formal Education—NGOSThe non-formal sector may have the greatestpotential for developing environmental edu-cation in Mexico. This arena offers funda-mental support and complements activities in

the aforementioned sectors as well as provid-ing additional platforms for positive changesin attitudes and actions leading toward sus-tainable development.

In Mexico there are at least 280 groupsthat have extra-curricular educational pro-grams that build capacity to deliver envi-ronmental education. They can bedescribed generally in two groups:

• Academic institutions and universitiesthat offer continuing education activitiessuch as forums, conferences, courses,workshops, and distance and on-linetraining relating to topics such as envi-ronmental impact, environmental lawand rights, sustainable development,economy and environment, research,and appropriate technology. At this time,Mexico probably has the largest varietyof academic offerings of this type inLatin America, offering at least 1,000different programs through more than175 academic institutions. Currently inMexico, four environmental Mastersprograms and more than ten continuingeducation programs fill this need.

• NGOs and other citizen and civilgroups that work in environmentaleducation, research, community, andorganizational work in different proj-ects and programs.

Future ChallengesOne of the primary results of the recentwork in all sectors has been the sociallegitimization of the environmental educa-tion field. This change is demonstrated by

the great increase in environmental educa-tion centers, review of academic curricula,and the growing number of NGOs work-ing in this endeavor.

Many challenges still remain in orderto promulgate the attitudes and actionsnecessary to ensure sustainable develop-ment. Current efforts need to be bothwider spread and deeper reaching withinthe formal, informal and non-formal sec-tors. Future activities could include:

• Continue incorporating the environ-mental dimension into school curriculaat all levels with emphasis on the primary level and its correspondingteacher training.

• Reinforce cooperative strategiesamong environmental centers directedto program improvements.

• Increase opportunities for environmen-tal education capacity building at theprofessional level for decision-makersin the public and private sectors andenvironmental communicators.

• Direct more economic resources towardenvironmental education capacity build-ing in state and regional programsdesigned according to local needs.

• Establish collaborative relationshipsbetween international, multinationaland national organizations to maintaina constant interchange of experiencesand knowledge, to search for mutualsupport, and to strengthen nationalactions for EE capacity building forsustainable development. ■

10 NAAEE Communica tor • Spring 2003

EPA StateConference Grants

The NAAEE/EPA State and RegionalConference grant program providedfunds to support state and regional envi-

ronmental education conferences. The fol-lowing organizations received grants in2002-2003: Alaska Natural Resource andOutdoor Education Association; ArizonaAssociation for Environmental Education;Association for Environmental and OutdoorEducation (California); Canadian Networkfor Environmental Education andCommunication; Colorado Alliance forEnvironmental Education; EnvironmentalEducation Association of Illinois;

Environmental Education Association ofWashington; Environmental Educators ofNorth Carolina; Idaho EnvironmentalEducation Association; KentuckyAssociation of Environmental Education;Missouri Environmental EducationAssociation; Montana EnvironmentalEducation Association; Nebraska Alliancefor Conservation and EnvironmentEducation; Oklahoma Association ofEnvironmental Education; PennsylvaniaAlliance for Environmental Education; UtahSociety for Environmental Education; andVermont SWEEP.

The NAAEE review panel felt these con-ferences would provide high quality profes-sional experiences for participants and serveas excellent vehicles for promoting environ-

Mexico, continued from page 1

mental education to diverse audiences. Jill Arango of Green Willow Environ-

mental Education Consulting coordinated thegrant program. "The quality of proposals thisyear was outstanding. Our review team waschallenged to pick the best of the best. I wantto thank the team members for their time andfor providing such valuable feedback to theapplicants," said Arango.

The grant review team included environ-mental education professionals from acrossthe country: Tim Brown, Megan Camp,Glenda Fauske, Megan Gavin, Jeanine Huss,Jennifer Karsten, Donny Roush, HeatherScheel, Courtney Schwarten, ChristopherShepard, and Eric Wade.

EPA will not have funds to support theState and Regional conference grant programfor 2003-2004. ■

Spring 2003 • NAAEE Communica tor 11

InternationalCommissionReport: Educationfor SustainabilityDecadeBy Brian Day

The United Nations has approved theDecade of Education for SustainableDevelopment 2005-2015. The resolu-

tion invites governments to contribute toDecade activities. This gives education forsustainable development a great chance tobe more in the public eye and to gain animpetus from governments, if they can beexcited and shown the benefits of takingpart. The UN General Assembly at the endof this year will discuss plans for theDecade. To encourage governments to takeadvantage of this opportunity for sustain-able development and to stimulate interestin planning their work for the Decade, theInternational Commission will be address-ing these issues. To get involved, watch forsessions in Alaska or contact InternationalCommission Chair Brian A. Day,brian@dayinternet.com. ■

Non-formalCommission ReportBy Amy Cabaniss

To learn more about the Non-formalCommission (NFC) members andtheir interests, we conducted a survey

prior to the 2002 NAAEE conference inBoston. We found that:• Over 20% of respondents work for

nonprofit EE organizations. Nearly10% said they work for conservationorganizations and universities/col-leges. State environmental agencieswere listed as the next most frequentresponse. (Note: All non-formal edu-cators are welcome to join the NFC!)

• For knowledge/skill enhancement,respondents are most interested inways to reach diverse audiences.There is also strong interest in pro-gram assessment. The third greatestinterest, with over 80 respondentsselecting this topic, is teaching methods/techniques.

• Approximately 120 respondents wouldlike the NFC to provide an on-linelist-serve for members. The secondmost requested service is an additionalworkshop/seminar hosted by the NFC.

Thirty people attended the NFCAnnual Meeting in Boston, offering opinions regarding the NFC’s path for the upcoming year(s). Recommendationsinclude:• Set up an NFC list-serve through

NAAEE.

• Offer a workshop/seminar in collabo-ration with regional affiliate confer-ences and offer joint workshops withother organizations. Areas of interestinclude EE certification, marketing,and environmental justice.

• Continue to offer a two-day workshop at annual NAAEE conferences.

• Include an NFC member on the NAAEE conference planning committee.

• Plan a non-formal education track atannual conference (thematic, such asfocusing on reaching diverse audiences).

• Offer community-based programs.

The Commission plans to set up amember list-serve prior to the 2004 conference to enhance communication

Support NAAEE! All donations to NAAEE are taxdeductible. You can make a gift to NAAEE in several ways: • Make a contribution directly to NAAEE • Make a contribution through the

Conservation & Preservation Charities ofAmerica

• Make a contribution through theIndependent Charities of America, a participant in the Combined Federal cam-paign

• Contribute to the Bill Stapp StudentScholarship Fund, a fund established in2001 in honor of NAAEE internationalleader Dr. Bill Stapp (1930-2001) to helpstudents from around the world attendNAAEE's annual conference.

and collaboration. Additionally, we’llconsider other interests expressed in thesurvey and annual meeting as we develop a 2003-2004 work plan.

EE Learning InstituteThe first EE Learning Institute for Non-for-mal Educators was held at the conferencewith glowing evaluations from many of the40 participants. The EE Learning Institute willbe held again this year, incorporating com-ments from last year’s participants. The session will build on participant programs and help to build non-formal educator skills for: • Planning and implementing an

environmental education program

• Fostering learning

• Assessment

To participate in NFC efforts, contactNAAEE or Amy Cabaniss, NFC Chair, at Amy_Cab@msn.com. Include NFC in the e-mail subject area. ■

Designed by and for NAAEE Affiliateorganization leaders, the AffiliatesNetwork is planning a pre-confer-

ence professional development workshop.The workshop is scheduled for Tuesday,October 7, 2003 from 5:00 to 9:00 p.m.and Wednesday, October 8 from 9:00a.m. to 3:00 p.m. in Anchorage, Alaska.

This workshop provides a face-to-faceopportunity for Affiliate leaders to gather.We will address common challengesfaced by Affiliates: group insurance/bene-fits, funding, quality assurance, interfac-ing with federal agencies, advocacy, andmembership development.

"Leaders from all Affiliates areencouraged to participate," says DonnyRoush, Idaho Affiliate representative andworkshop chair. "We'll make it worththeir while, with outstanding presentersand plenty of time for networking."

The fee for the Affiliates workshop is$25 with paid NAAEE conference regis-tration. This includes lunch. Registerthrough the NAAEE conference registra-tion form, available in late spring.

The Affiliates Network business meet-ing will follow the workshop, from 3:00to 5:00 p.m. on Friday.

For more information, contact DonnyRoush at donny@idahoee.org or (208)232-5674. ■

Affiliates PlanPre-conferenceProfessionalDevelopmentWorkshopBy Donny Roush

North American Association for Environmental Education410 Tarvin RoadRock Spring, GA 30739 USA

Address Service Requested

Non-Profit Organization U.S. PostagePAIDRock Spring, GAPermit No. 25

AnchorageAwaits NAAEE

The count down has begun as we preparefor the 2003 NAAEE Conference inAnchorage, October 7-11, 2003. There

are still six or so months to go, but there’slots to do and time will pass quickly as we look forward to Alaska’s first nationalenvironmental education conference.

Planning is well underway. A confer-ence committee is in place, and NAAEEstaff has visited Anchorage and met withthe local planning committee regardingconference logistics.

Potential presenters submitted close to500 proposals by the January 31st deadline,with 75 percent submitted online. Overall,the technology was a resounding success,

and we are refining the online submissionprocess for 2004 to address those difficul-ties that were encountered. With the recordnumber of proposals, 90 reviewers volun-teered their time and expertise to ensurethat the sessions selected for Anchorage areof excellent quality and a good fit for theconference theme and strands. Thankseveryone!

Conference field trips are a must; therewill be something for everyone. Althoughfield trips have not been finalized yet, proposals include glacier viewing, panningfor gold, wildlife encounters, hiking thetallest mountains in North America, and the Native History Museum.

Registration packets are scheduled to be available by early May and conferencedetails will continue to be updated on ourwebsite at www.naaee.org.

See you in Alaska! ■

NAAEE Awards 2003

June 4th is the deadline for emailingyour nominations for any of NAAEE’snine annual awards that will be pre-

sented at the Anchorage conference inOctober. Please note that we are using anemail-only nomination process this year.Doing so will radically reduce the envi-ronmental cost of the awards process. Italso equalizes the competition by reducingthe likelihood of judges being overlyimpressed by glossy or weighty submis-sions of the published works of thosebeing nominated.

Each year, NAAEE bestows awards in the following categories: the Walter E. Jeske Award (outstanding service toNAAEE and leadership in the field);Outstanding Service to EnvironmentalEducation for Individuals at the local,regional and global levels; OutstandingService to Environmental Education fororganizations at the local, regional andglobal levels; Outstanding Affiliate(state/provincial environmental educationmembership association); andOutstanding Contributions to Research in Environmental Education.

Complete nomination details are available at the NAAEE website or by contacting Tim Grant, AwardsCommittee Co-Chair at (416) 960-1244 or via tim@greenteacher.com.Nominations must be submitted byWednesday, June 4th, 2003 to: CarolineAlston, NAAEE Awards Co-Chair, at calston@plt.org. ■

NAAEE announces a new EE-Linkresource to help you learn about andbecome more involved with environmen-tal education capacity building efforts.The EE-Link Capacity Building sectionprovides a brief introduction to capacitybuilding with links to resources in 18 dif-

ferent categories. Because this is a newand evolving resource, please submit addi-tional links to the various categories viathe “Suggest a Link” option at the bottomof each page. Also, as you visit other sections of EE-Link you may notice the new “sun” icon which denotesresources particularly useful for buildingthe capacity of environmental educationorganizations and programs.Visit the new section at http://eelink.net/capacitybuilding.html.■