envednc

Promote the good stuff
The North Carolina Office of Environmental Education has developed a certification program for environmental educators and has worked to provide curricula, training and resources for educators throughout the state. They are also working to show how EE can enhance and promote the North Carolina Science Standard Course of Study, one of whose goals is to reflect the National Science Education Standards developed by the National Science Teachers Association. The NC Standard Course of Study “…is designed to ensure that our state produces scientifically literate students … [which]…implies an understanding of the scientific concepts and processes needed for personal decision-making, participation in civic affairs, and economic productivity” (NC DPI Infoweb). This gains credibility with teachers as well as the support of the Department of Public Instruction

Advertise and promote good endorsements from and ties to reputable scientific organizations:
According to their website, the National Council for Science and the Environment is “…a nonpartisan group of scientists, environmentalists, business people, and policymakers working to improve the scientific basis of environmental decision making.” They have created the National Library for the Environment in order to disseminate science-based information globally via the Internet regarding the environment. There other mission is to implement the recommendations of the NSF’s report entitled “Environmental Science and Engineering for the 21st Century: The Role of the National Science Foundation.” One of the ‘keystone’ recommendations of this document is ensuring that “…environmental education and training should be science based…” (National Science Foundation website)

Correlate to national standards of education:
AAAS Project 2061
NSTA Scope, Sequence, and Coordination of High School Science
NRC National Science Education Standards
North American Association of Environmental Education
NSF

Develop a review/selection process for new and existing materials, programs, and curriculum

Main attack is on the school systems and the resources used to teach environmental issues in the classroom; therefore provide school systems with science-based curricula and offer training and workshops

Reaffirm that environmental education is not radical, is not taught by uneducated green terrorists, and can provide unbiased, science-base information, curriculum and training

Obtain copies of Sanera's state report cards and compare with NC's EE curriculum; make a list of points he focuses on/critiques

Examine Environmental Literacy Council's recommendations and information on various issues and compare to NC EE curricula

If an outsider what/how would you find out about environmental education in NC, and then make sure information is accurate and easy to find

Look at EE programs in other prominent EE states such as CA, CO, IL, MN, WA, and WI for ways to improve information and programs here

Examine NC EE correlation to state standards

Look at model NC EE library materials and see if there are any Sanera criticizes

Develop a review/selection process for new and existing materials, programs, and curriculum

Be very vocal in the community and media

Answer needs of EE via the EENC and the findings of its survey of educators

Main attack is on the school systems and the resources used to teach environmental issues in the classroom; therefore go to school systems and offer training and workshops

Respond to recommendations/needs of reports such as 'Nation's Report Card for NC' and studies from National Center for Education Statistics on the science education

Reaffirm not radical; can provide unbiased, science-base information/curriculum as well as training

Go to school board meetings, individual school staff meetings, PTA, etc and offer/publicize services (see 3Rs article)

Don't push for more or different questions on the EOC, since there is too much information for teachers to cover already; rather show how can help teach questions already on the test

Even if some conservative groups make outlandish claims, they have respectable names behind them, such as Stanford, so it will hard to dispel their claims by just using the Audubon name because most environmental groups are perceived as radical and not led by real scientists; must establish scientific credibility not just advocacy