12th Annual SEEA Conference & Research Symposium

The integration of experiential learning, environmental education, and curriculum studies within the framework of nonviolence education are deeply connected. Raising awareness about the relationship between human behavior and environmental degradation are considered forms of violence against nature. By supporting a transformative learning environment, this will allow for the encouragement of students to analyze how this affects humans and ecological systems. The use of experiential learning may develop empathy for ecosystems through immersive experiences and create a practice of problem-solving and critical thinking in a real-world context. By incorporating environmental education into the curriculum, this may foster a stewardship behavior toward the environment and grasp sustainability concepts through active participation. The outcomes of an in-person environmental education program in the schools may result in enhanced student engagement, critical consciousness, empowered actions, and sustainable curriculum development.

"The backyard garden can be a place a great educational opportunity, but biophobia can lead to decreased backyard biodiversity. To counteract biophobia, personalized ecologies can be explored. Personalized ecologies are simply direct interactions with individuals of other species (Gaston et al., 2023). Understanding people’s personalized ecologies, even in their own backyard, can help create strategies to increase biodiversity (Gaston et al., 2023; Sanders et al., 2018). However, the actual impact that exploring these ecologies has on biodiversity has not been well documented (Gaston et al., 2023).

Often while gardening, organic disturbances such as “weeds” and reptiles will be encountered. These disturbances (“garden surprises”) can sometimes be unwelcome and illicit various negative responses from the gardener depending on their previous lived experiences, normative beliefs, or education. Many gardeners also have stories to accompany their experiences that help illustrate the epistemology of their responses. Quite often these stories contain some sort of misconception about “weeds” or reptiles that lead to their removal from the backyard garden, inherently decreasing its biodiversity. Understanding these epistemologies and normative beliefs can be useful in future gardener education.

The purpose of the study is to explore the personalized ecologies of backyard gardeners and their responses to garden surprises. This information can be used to understand how their epistemological foundations guide their responses to garden surprises. Participants were members of the Master Gardeners program in Mississippi. Researchers developed an educational intervention about flora and herpetofauna that might be found in gardens of Mississippi. Participants were given an initial survey to assess their comfort with and understanding of these types of garden surprises as well as a follow-up survey to find if their views of garden surprises had changed as a result of the intervention. Participants were also given an option to conduct a live interview with the researchers.

This qualitative study utilizes a pragmatic philosophical approach to find if educational interventions can correct misconceptions that may be present among backyard gardeners. Research questions include:
· What inherent biases do Master Gardeners have in relation to unwanted surprises in the garden?
· How does education about venomous/non-venomous snakes and their usefulness impact the perspective about unwanted garden surprises?
· How does education about weeds and their usefulness impact the perspective about unwanted garden surprises?


In total, 70 participants responded to the initial survey, 46 responded to the post-survey, and 20 requested the follow-up interview. Preliminary qualitative results indicate that the educational intervention had an effect on the participants’ garden surprise responses. Misinformation about these garden surprises was prevalent. Place-based knowledge and normative beliefs play a large role in these misconceptions. Biophobia was a common thread and often manifested as fear of reptiles in their gardens or fear of the impact that unwanted plants could have on their garden. Further analysis of the data can lead to a deeper understanding of the link between misconception or misinformation and biophobia. This information can be used to create educational materials for gardening groups to increase awareness of these creatures' garden values."

The health and academic benefits children gain from experiences in the natural environment are well-documented. Despite the clear potential for supporting children’s well-being, outdoor learning opportunities in American public elementary schools seem to occur in isolated instances with students’ regular engagement outdoors occurring minimally or not at all. While policies that endorse environmental education practices and promote outdoor learning are needed, they do not necessarily lead to increased learning opportunities for students (van Harskamp et al., 2021). Teacher training is essential in promoting sustainability and conservation among future generations. Along with recognizing the importance of environmental education, teachers must feel prepared and confident in their abilities to teach outdoors (van Dijk-Wesselius et al., 2020); thus, an effective and efficient means of ensuring nature-based activities occur in schools is increasing pedagogical practices aimed at environmental education in teacher preparation (Alvarez-Garcia et al., 2015; Alvarez & Vega, 2004; Georgiou et al., 2021). A common approach is for teacher preparation programs to incorporate environmental education through the teaching of science curriculum (Henze, 2000; Falkenberg & Babiuk, 2014; Madhawa et al., 2013). An integrated approach, however, provides multiple opportunities for preservice teachers’ exposure to environmental education and outdoor learning in related disciplines. Teacher educators at one university adopted a tiered approach to increasing prospective elementary teachers’ knowledge and competencies related to outdoor education. A cohort of 26 elementary preservice teachers engaged in practical and experiential activities during coursework, professional development, and field experiences designed to develop their abilities to provide young learners with nature-based lessons integrating science and mathematics. Concepts and strategies presented in science and mathematics methods courses and visiting an outdoor learning site on campus were supplemented with three hours of training provided by a community partner focusing on hands-on STEM activities related to plant and environmental sciences using the 5E curriculum lesson plan. Additionally, students were supported in providing outdoor or nature-based lessons in their field placements as a culmination of their learning. Challenges faced and evidence of authentic learning by teacher educators and preservice teachers will be shared.

This poster presentation will showcase the outcomes of a summer internship program at the University of Memphis' research center, the Center for Applied Earth Science and Engineering Research (CAESER). This program enhances the academic experience of undergraduate students by offering hands-on fieldwork in environmental engineering, hydrology, and hydrogeology in West Tennessee. It specifically addresses the needs of students who may lack access to research opportunities and career preparation that are typically available to graduate students.

GRITS offers a comprehensive curriculum for STEM workforce development aimed at high school students in coastal Mississippi. This weeklong summer program provides hands-on training in six key STEM skill areas vital to careers in coastal habitat restoration and green infrastructure, including watercraft operation, unmanned aircraft systems (UAS) operation and safety, GPS mapping, basic electrical system soldering, nursery methods and planting techniques for coastal vegetation, and data analysis, interpretation, and project design. Upon completing this program, students will have acquired valuable STEM skills, enhancing their marketability for jobs or further education. The development and continuation of GRITS will help build a locally trained environmental workforce, propelling students into various coastal STEM careers.

Participants in this session will explore ideas to make the study of soil, more exciting and effective. Pedology does not have to be difficult or boring! It is also not just for the science classroom.

A study of soil can be incorporated into any classroom or environmental program. It can also be used with any age group and with little cost. This can be done by making soil paint, creating art, exploring historical cave paintings through virtual field trips, using readers theater and articles, and by utilizing free interactive technology, games and resources.

Through these activities, students will gain a better understanding of one of the most important and vital natural resources on earth!

This session will provide attendees with insights into how field-based education encourages student engagement, skill acquisition, and career exploration in natural sciences and environmental education. Participants will actively engage in discussions, case studies, and interactive activities inspired by the SFP's course methodologies, including hands-on approaches to teaching coastal restoration and marine conservation.
The session focuses on using innovative and hands-on teaching methods, including technology, to make learning engaging and effective. It shows how field-based experiences and affordable tools can help students grow professionally and prepare for careers in marine and coastal sciences. It also highlights ways to connect learning with real-world applications, support different learning styles, and create long-term, meaningful educational opportunities for both students and teachers.
Participants in this session can expect to gain practical strategies for incorporating hands-on fieldwork into academic programs while exploring best practices for engaging students in career-focused, practical learning experiences. They will develop ideas for implementing experiential education models in their institutions or programs and gain insights into the long-term impact of immersive education on students’ career growth and professional success.

This session will detail the results of a cross-sectional research study that explored
environmental educators’ conceptualization of cultural relevance in environmental education, the pedagogical theories and practices environmental educators use when working with students from racially, culturally, and socioeconomically diverse populations, and the ways in which the concepts of multicultural environmental education are being incorporated by environmental educators. This fits within the environmental education through a societal lens strand as it invites attendees to explore justice, equity, diversity, and inclusion among environmental educators. By the end of this session, attendees will have an understanding of perspectives of other environmental educators as well as a foundation for engaging in critical self reflection about their own pedagogical practices.

Project Learning Tree is an organization that prioritizes environmental education for youth by providing teaching resources for educators to use. These resources provide a way for educators to take learning outside along with exposing their students to environmental processes and show how humanity is part of the environment, while using trees and forests as their primary lens. These resources can be used at multiple grade levels, and some are more specific to certain grade levels. Green Jobs guide is one such resource, that provides excellent, in-depth activities that educators can use with older students and students that are about to enter the workforce. The activities in this guide offer insights into what those who work in the forestry sector does, as well provide scenarios that model real-world decision-making situations regarding forested areas. Equity and inclusion are also something that PLT strives for. To showcase that, they have two other resources that may be helpful for some educators: Journeys - Black Faces and Green Spaces and Explora Tu Ambiente - K-8 Activity Guide. The former offers experiences of African American professionals within the forestry and natural resources job sector, providing their journey to their current careers. The latter is a version of the Explore Your Environment - K-8 guide that has been revised for educators who teach students that use Spanish as their first language. These three guides provide insights into careers and ways to interact with individuals in a manner that may let them be seen and heard.

Climb aboard the Miss Peetsy B for a guided bayou tour, where you'll cruise through the winding tidal creeks and marshes of coastal Mississippi. Along the way, discover the unique plants and animals that call these waters home while learning about the vital connections between bayous and the Gulf of Mexico. Transportation to and from the field trip site is included.

Paddle through the winding waterways of Davis Bayou on a guided kayaking adventure with the USM Marine Education Center, where you'll explore the rich ecosystems of Mississippi's coastal estuaries. Along the way, encounter diverse wildlife, from wading birds to jumping mullet, while learning about the vital role bayous play in marine and coastal habitats. Transportation to and from the field trip site is included.

Explore the vibrant world of Walter Anderson at the Walter Anderson Museum of Art, where you'll discover stunning murals, intricate block prints, and deep connection to tthe Gulf Coast. After the tour, unleash your creativity in a hands-on block printing activity inspired by Anderson's techniques and natural motifs. Participants must arrange their own transportation

Explore the scenic trails of Gulf Islands National Seashore on a self-guided birding walk, where you can spot wading birds, songbirds, and birds of prey in their coastal habitats. As you wander through maritime forests and salt marshas, take in the sights and sounds of the diverse bird species that call this landscape home. You must arrange your own transportation.

Discover the rich heritage of the Gulf Coast at the Maritime and Seafood Industry Museum, where exhibits showcase the region's shipbuilding, fishing, and shrimping traditions. From historic wooden boats to hands-on displays, the museum offers a fascinating look at the people and industries that have shaped Mississippi's coastal culture. Transportation is provided.

Dive into the wonders of the Gulf at the Mississippi Aquarium, where you'll come face-to-face with sharks, river otters, and sea turtles while exploring immersive exhibits. From touch pools to towering aquariums, this experience offers offers an up-close look at the diverse marine life that thries along Mississippi's coast and beyond. you must arrange your own transportation.