12th Annual SEEA Conference & Research Symposium

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.