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�Promoting Student Investigation
of Local Environmental Issues
EMERGING RMTERNS
IN THE
SOUTHERN Hit
A Reference All.
•nd ActvrtM lor
Edt»c*noft SKM
through the
Southern Highlands Environmental
Project
Project Report
Appalachian Consortium, Boone, North Carolina
�The Appalachian Consortium was a non-profit educational organization
composed of institutions and agencies located in Southern Appalachia. From
1973 to 2.004., its members published pioneering works in Appalachian studies
documenting the history and cultural heritage of the region. The Appalachian
Consortium Press was the first publisher devoted solely to the region and many of
the works it published remain seminal in the field to this day.
With funding from the Andrew W. Mellon Foundation and the National
Endowment for the Humanities through the Humanities Open Book Program,
Appalachian State University has published new paperback and open access
digital editions of works from the Appalachian Consortium Press.
www.collections.library.appstate.edu/appconsortiumbooks
This work is licensed under a Creative Commons BY-NC-ND license. To view a
copy of the license, visit http://creativecommons.org/licenses.
Original copyright © 1993 by the Appalachian Consortium Press.
ISBN (ebook): 978-1-4696-4131-7
Distributed by the University of North Carolina Press
www.uncpress.org
�111
Promoting Student Investigation
of Local Environmental Issues
through the
Southern Highlands Environmental
Project
Project Report
by Woodward S. Bousquet
Project evaluation by Diane C. Cantrell
Co-sponsored by the Appalachian Consortium, Boone, North Carolina,
and Warren Wilson College, Swannanoa, North Carolina, with support from
the Z. Smith Reynolds Foundation, Winston-Salem, North Carolina.
Additional copies of this report are available from the Appalachian Consortium,
University Hall, Boone, North Carolina 28708 (704/262-2064). Please enclose $1.00
for postage and handling.
June, 1993
�IV
Project Staff
Woodward S. Bousquet
Institute Director and Project Co-director
Chair, Environmental Studies Department, Warren Wilson College
Barry M. Buxton
Project Co-director
Executive Director, Appalachian Consortium
(currently Executive Director, The Health Adventure, Asheville,
North Carolina)
Diane C. Cantrell
Project Evaluator and Institute Instructor
Assistant Professor of Education, The Ohio State University at Newark
(currently Assistant Chief, Office of Public Information & Education,
Ohio Department of Natural Resources)
Kristin Copeland
Graduate Assistant, Appalachian State University, 1988
Ralph Jarvis
Exchange Associate, Atlantic Center for the Environment, 1986
�Summary
From 1985 through 1990, the Appalachian Consortium developed and
sponsored a different approach to inservice teacher education — the Southern
Highlands Environmental Project (SHEP). Its purpose was to prepare and
support Appalachian teachers in leading their students in investigations of local
and regional environmental concerns.
The Project began with a needs assessment survey. Results of this survey
were used to design a five-day teacher institute, which was held in July, 1988.
During the 1988-89 school year, teachers assisted their students in investigating
environmental issues in their home communities and, when appropriate,
becoming involved in addressing those issues. Most student groups shared the
results of their work through science fair projects, PTO meetings, or articles in
local newspapers. Participating teachers submitted project reports when their
environmental units were completed. An evaluation, which included a two-hour
telephone interview with each teacher, documented the implementation and
results of the Southern Highlands Environmental Project. The evaluation
demonstrated that the Project's basic goals were achieved.
This report describes the Project's initiation, needs assessment, teacher
institute, classroom implementation, outcomes, and dissemination. Elements of
its success are presented as a model for the introduction of community-focused
environmental education in schools.
�V I
Table of Contents
page
Project Staff
iv
Summary
v
Table of Contents
vi
Introduction
Environmental Education
The Appalachian Consortium Becomes Involved, 1985
1
Needs Assessment and Project Design, 1986-87
Needs Assessment
Project Design and Funding Proposals
3
The Teacher Institute and Classroom Projects, 1988-89
5
Project Evaluation, 1989-90
7
Extending the Project's Impact, 1989-1993
11
Toward an Inservice Teacher Education Model for Investigating
Local Environmental Issues
13
References
15
Appendix
Needs Assessment Questionnaire
Follow-up Letter for Needs Assessment
List of Participants
Teacher Institute Schedule
17
�Introduction
Environmental Education
Environmental education sprang from the environmental activism of the
late 1960s. It was not entirely new, however. Its practitioners borrowed ideas
from, and its proponents built upon the accomplishments of, nature study,
conservation education and outdoor education -- three educational movements
that had originated a half-century or more earlier.
The phrasing may differ, but most educators agree that the purpose of
environmental education (EE) is to help citizens understand natural and cultural
environments, become aware of environmental problems, and develop the
motivation and the skills to work toward their solution (Roth, ei al.. 1980).
Although EE can take place at parks, nature centers and camps, and it can be
presented through newspapers, radio and television, a great deal of energy has
been devoted to incorporating environmental issues and concepts into the K-12
school curriculum. "Get it into the schools" is repeated almost mantra-like by
many environmentalists, politicians and educators.
Short-term workshops and institutes have been the most popular vehicles
for helping teachers "environmentalize" their classroom programs. These forms
of inservice teacher education have taken on a variety of formats (Rakow, 1985)
and have met with varying degrees of success (Ham, el al.. 1987-88). The
standard approach has been a Saturday session in which activity guides are
provided and teaching methods are demonstrated. Longer-term formats such as
weekend workshops and semester-long graduate courses have also been utilized,
but they make up a small percentage of the total number of inservice education
opportunities offered.
The Appalachian Consortium Becomes Involved. 1985
The Appalachian Consortium is a nonprofit educational organization
serving 156 counties in the mountainous portions of seven southeastern states
(Figure 1). Dedicated to preserving and protecting the heritage of southern
Appalachia, the organization was founded in 1971 by a group of concerned
citizens and educational leaders. Currently, the Consortium has 15 institutional
members. This diverse group consists of three government agencies, two
artisans' associations, seven colleges and universities, two environmental
organizations, and a historical society.
The Consortium's primary objective is to provide services to the region to
improve the quality of life, promote regional cooperation, and raise the pride of
Appalachian people in their traditions and region. Activities of the Consortium
have included summer institutes for teachers, conferences and seminars on
regional scholarship, travelling museum exhibitions, and historic resource
studies. The Appalachian Consortium Press, a Consortium division, has
published over 50 manuscripts dealing with southern Appalachia.
1
�2
Figure 1
Appalachian Consortium Service Region
NC
GA
SC
The Consortium expanded its efforts during the past decade to work with
public school teachers and administrators. The organization, with funding from
the National Endowment for the Humanities, offered two Southern Highlands
Institutes for Educators, one dealing with Appalachian studies and the other
dealing with cultural values in American literature. Both institutes brought
public school educators together with regional scholars from member colleges
and universities.
Late in 1985 the Appalachian Consortium's Committee on Regional
Cooperation and Development met to explore how the Consortium could support
another educational effort - environmental education -- in its service region.
Committee members agreed that EE efforts sponsored by the Consortium should
deal primarily with regional issues rather than, for instance, species
identification or outdoor adventure skills. An issue-oriented focus would match
the organization's objectives and fill a suspected gap in existing school programs.
The Committee formally endorsed an environmental education project and
formed an EE subcommittee.
Warren Wilson College, an institutional member of the Appalachian
Consortium, began its environmental studies program in 1977. Environmental
education is available as one of seven concentrations within the environmental
studies major. Thus, the College is one of the few institutions of higher education
in the Southeast to offer an EE program. In light of Warren Wilson's
membership in the Consortium, its own longstanding commitment to
Appalachia, and its activities in environmental studies, the College's leadership
in Consortium activities related to EE was considered appropriate.
�3
Needs Assessment and Project Design, 1986-87
Needs Assessment
No hard data existed on EE needs and priorities across the Appalachian
region, so a needs assessment was necessary. Consortium members and a
seven-person review panel developed and refined the survey questionnaire. A list
of the region's school districts was complied from Patterson's American
Education (Moody, 1977). From the 211 districts identified, a random sample of
105 (49.8%) was drawn for the study. Survey materials were sent to district
superintendents, who were asked to give them to an appropriate teacher or
curriculum coordinator to complete and return.
A second population was also sampled. This group was teachers who had
taken part in the Consortium's past educational programs. From a mailing list
of 118 participants, a random sample of 59 (50.0%) was drawn.
Each superintendent or teacher was sent the questionnaire, directions and
a stamped return envelope. People who did not respond to the survey by the date
requested received a follow-up letter, duplicate questionnaire and return envelope.
(See Appendix for the needs assessment questionnaire and follow-up letter.) By
the final deadline, 70 of the 105 school district representatives had responded, and
29 of the 59 teachers from the Appalachian Consortium mailing list had
responded — an overall return rate of 60.4%.
Although environmental education turned out to be a low priority in actual
practice, the survey respondents supported a greater emphasis upon EE in their
classrooms, schools and districts. Nearly four-fifths (79.4%) agreed that an EE
workshop focused on regional issues would be valuable, and 89.1% said that they
would recommend such a program to other educators. Approximately one-third
(34.1%) even indicated a willingness to share a lesson or teaching resource at
such a workshop.
Probably the most revealing and useful data came from responses to
questions about teachers' interests in various environmental topics relevant to
Appalachia. The questionnaire presented a list of 17 possibilities. Persons
completing the survey were asked to rate each issue in terms of their interest in 1)
learning about the topic itself, and 2) learning methods and resources for
teaching the topic. Seven topics attracted particularly high ratings (Table 1). A
more detailed description of the needs assessment process and its results appears
elsewhere (Bousquet and Jarvis, 1986).
Project Design and Funding Proposals
The region's educators were clearly interested in EE, and they wanted to
learn more about particular issues confronting Appalachia and their home
communities. These findings helped guide the design of the what eventually
became known as the Southern Highlands Environmental Project (SHEP). The
Consortium's Environmental Education Subcommittee established the four goals
for the Southern Highlands Environmental Project that appear in Table 2.
�4
Table 1
Environmental Topics Receiving the Highest Ratings on the Needs Assessment
Toxic Wastes
Endangered Species and Natural Areas
Wildlife
Environmental Ethics
The Relationship between Appalachian Cultures and Environments
Air Pollution and Acid Rain
•
Water Resources
Table 2
Goals of the Southern Highlands Environmental Project
1. Improve each participating teacher's understanding of local and
regional environmental issues facing Southern Appalachia.
2. Enhance each participating teacher's confidence, interest and,
competence in teaching students about local and regional
environmental issues.
3. Increase the understanding that students in each participating
teacher's class have of local and regional environmental issues.
4. Involve participating teachers and their students in studying
their local community and the environmental issues it confronts,
thereby increasing their motivation and ability to identify, analyze
and become involved in resolving these issues.
Although the long-range goal of the Project is to reach schools in all seven
Southern Highlands states, the Consortium decided to test the initial effort with a
small number of educators in a limited area. Funding proposals went to three
foundations. In May, 1987, the Z. Smith Reynolds Foundation of Winston-Salem,
North Carolina, awarded the Consortium a $20,000 grant to start the Southern
Highlands Environmental Project in western North Carolina.
�The Teacher Institute and Classroom Projects,
1988-89
Investigating environmental issues requires some basic conceptual
background and an ability to deal with abstract ideas, but the concepts and
investigation process can be taught through a variety of instructional approaches.
Therefore, the EE Subcommittee decided to target students in grades 5 through 12.
A brochure was designed to invite their teachers to take part in SHEP. Brochures
were sent to elementary school principals and to science and social studies
department heads in western North Carolina's middle and secondary schools.
Each Project applicant was asked to submit a statement of intent, a resume', and
an administrator's letter of support. Twenty-two teachers from western North
Carolina, two observers from 4-H, plus a participant from Maine sponsored by the
Atlantic Center for the Environment (Ipswich, Massachusetts), were selected.
(The Appendix contains a list of participants.)
A five-day teacher institute at Warren Wilson College in July, 1988, opened
the Project. (The complete schedule for the institute appears in the Appendix.)
After an introduction to the geology and human settlement of western North
Carolina, the teachers used the first volume of Emerging Patterns in the
Southern Highlands (Lovingood and Reiman, 1985) to gain insight into the
region's geography. The group then drove to Asheville and climbed a hill that
provides a sweeping panorama of the city below. This dramatic setting served as
the site for discussing Eller's "The Problems and Promise of Regional Life" (1985),
a paper that the participants had read before the institute. To set the stage for
studying community issues, participants met with the director of AshevilleBuncombe Discovery, an organization involved in issues related to community
growth, protection and development.
Back at Warren Wilson the next day, a panel discussed the problems of
managing toxic and hazardous wastes. One of the most popular institute
sessions turned out to be the poster session featuring various EE teaching
resources and regional organizations and agencies that deal with the
environment. Curriculum specialists then led teachers in examining and trying
out a number of instructional materials. Each teacher received copies of The
CLASS Project (National Wildlife Federation, 1982), Roth and Lockwood's
Strategies and Activities for Using Local Communities as Environmental
Education Sites (1979), and Investigating and Evaluating Environmental Issues
and Actions (Hungerford, g_t al.. 1985). The teachers also took part in a
simulation on siting a low-level radioactive waste disposal facility (Okun, 1988).
The group visited the Great Smoky Mountains National Park to explore the
relationships between Appalachian settlers and the environment at the
Oconoluftee Pioneer Farm, and they studied air quality problems at the Park's
high-elevation air pollution monitoring station. For many teachers, the
institute's highlight was a day-long examination of environmental issues in
Asheville. In small groups, the participants selected and designed studies of
planning and zoning, water supply, open space preservation and riverfront
development. Conducting and reporting on the investigations themselves
5
�6
allowed teachers to practice the skills and evaluate the curriculum materials they
had been learning about in the institute.
The institute closed with a planning session. Teachers reviewed the North
Carolina Department of Public Instruction's K-12 curricular guidelines,
identifying objectives and competencies that specifically mentioned or related
directly to environmental quality, the local community and citizenship skills for
their grades and subject areas. Each teacher began designing a "community
investigation unit" to carry out with his or her students during the 1988-89 school
year. Final plans for the units were submitted in September, 1988.
The teachers rated the July institute as very helpful in implementing their
subsequent school-year activities. The field trips and Asheville investigation
were seen as the most worthwhile institute sessions. Most of them wanted even
more time spent on developing ways to integrate community studies into their
classroom curricula.
Enthusiasm often runs high at the end of a teacher workshop, and the
SHEP institute was no exception. But would that interest sustain itself through
all the demands of the school year? How would the participants actually
implement their plans? How would students respond?
The SHEP objectives were demanding. Teachers were expected to do
without textbooks and most prepackaged instructional materials. They and their
students were to investigate real environmental problems in their home
communities and get out into those communities as much as possible.
One teacher later explained,
/ wasn't sure about how much success I would have. It was new to me.
It was hard to think about integrating it into what I had been doing.
Stated another participant,
You can't get too many irons in the fire, so I was a little worried about
keeping it [the unit] together ... plus taking care of all the other
responsibilities I have at school.
�7
Project Evaluation, 1989-90
Teachers play the key role in translating an educational innovation, such
as EE, from theory into practice. Their role as implementers is central to the
process of curricular change (Crandall, 1983; Cantrell, 1987). Fullan (1982, p. 41)
wrote, "Implementation is the means to achieving certain outcomes; evaluations
have limited value and can be misleading if they only provide information on
outcomes [emphasis in the original]." Therefore, in order to understand the
Project's impact, it was important to know both what the teachers did as well as
how their students responded.
Dr. Diane Cantrell of The Ohio State University's Newark campus carried
out the evaluation. She had served as one of the teacher institute's curriculum
specialists, so the participants knew her well. Since both the implementation
process and the project outcomes were of interest, the standard pretestposttest/analysis-of-variance research design was not the best approach for
investigating how teachers incorporated SHEP into their curricula. A qualitative
study was more appropriate. Three broad questions were examined:
1. How effective was the Institute in reaching the Project goals?
2. To what extent and in what manner did participating teachers
implement programs and practices from the Institute into their
school curricula, specifically through community investigations?
3. To what extent are the goals of the Project evident in the teachers'
implementation?
Cantrell conducted two-hour telephone interviews with each Project
teacher after the teacher had finished his or her unit and submitted the required
final report. These interviews were taped, transcribed, and then analyzed for
categories and themes present in the teachers' responses. Cantrell also
examined the Project's written documentation including the teachers'
applications, the institute syllabus and other handouts, evaluation forms,
community investigation unit plans, and each teacher's final project report.
Did the teachers implement their community investigation units? Of the 18
teachers who were expected to complete projects, 15 (83%) did so. One of the
teachers who did not carry out a SHEP unit was expecting a baby, another moved
out of state during the school year, while the third felt inexperienced and found it
difficult to match students' expectations with hers (she was a vocational
education teacher). An additional teacher wrote a proposal for his students to
develop a nature trail on county property. The project remained unfinished at the
end of the 1988-89 school year because of heavy spring rains and the school and
county government's "red tape." He and his students completed the trail the
following year and held a public dedication ceremony.
In general, the five-day July institute accounted for almost half of the ideas
that participating teachers incorporated into their community investigation units
during the following school year. Slightly more than half of the ideas came from
the teachers' own resources including textbooks, lectures, audiovisual materials,
�8
laboratory experiences, childrens' literature, bulletin boards, music, and teachercreated activities. The teachers differed in how the investigation units fit into
their overall curricula. Four teachers incorporated SHEP throughout the year,
sometimes with concentrated blocks of activities. Three spoke to the evaluator
about correlating SHEP goals with North Carolina's educational objectives. The
two teachers with self-contained classrooms said that they integrated the project
with all academic subjects. Two had no specific curriculum and, therefore, had
the freedom to develop their classroom programs as they wished.
What kinds of issues and projects were involved? All of the students'
projects reflected the goals of the Southern Highlands Environmental Project. In
each case, students studied environmental issues of concern to their local
community. While the topics chosen varied, almost all of them related directly or
indirectly to the seven environmental topics identified through the needs
assessment (Table 1) and listed in the grant proposal to the Z. Smith Reynolds
Foundation.
An Iredell County class, for example, selected recycling because their
county's landfill was approaching capacity and students felt that solid waste was
a problem they could do something about. The recycling program they set up
earned over $100 that spring, and the money went for science equipment. The
program continued during the next school year. Students in a Transylvania
County middle school worked with a local garden club to improve their school's
nature trail property for wildlife habitat. A high school class began an acid
precipitation monitoring program. In a downtown Asheville school, students
conducted several projects related to soil and water conservation. They attended
local hearings on obtaining drinking water from the French Broad River, they
circulated a petition against cutting trees along a highway, they invited people
with different viewpoints on various issues to speak to their class, and they
carried out several science fair experiments related to local conservation issues.
Most classes presented their projects at local P.T.O. meetings or obtained
newspaper coverage about their activities
How community-focused were the units? After an analysis of the types of
activities the students carried out, Cantrell developed a "continuum of community
involvement" (Figure 2) to characterize what took place. At one end of the
continuum was writing to a government office for information or inviting a guest
speaker to class. Little or no direct student contact with the local community
happened. Examples of middle-range community involvement included going on
a field trip, attending a public hearing, or inviting a community member to class
and having small groups of students interview that person. Activities
representing high levels of local contact were conducting opinion surveys and
giving public presentations.
�9
Figure 2
Continuum of Community Involvement
High Involvement in the Community
Implement community action project (6)*
Conduct community study (3)
Conduct survey or interview outside the school (7)
Attend public hearing (1)
Go on a field trip (11)
Implement school-oriented action project (3)
Do class activities reaching beyond the school (7)
Involve parents (6)
Conduct survey or interview inside the school (3)
Listen to a guest speaker (8)
Write to an agency (1)
Read and/or watch local news media (4)
Do activities or projects in the classroom (14)
Low Involvement in the Community
* The number in parentheses indicates how many of the 15 teachers
who carried out their units during the 1988-89 school year had classes
that took part in each activity.
This continuum illustrates the range of activities engaged in by the
teachers and their students. The teachers did involve their students in the local
community and the community became involved with the students. The majority
of activities, however, fell towards the "low involvement" end of the continuum,
reflecting the high number of regular classroom activities that the SHEP teachers
continued to conduct. Nevertheless, all teachers reported that they had moved
"up" in the continuum during the 1988-89 year as a result of participating in the
Southern Highlands Environmental Project. That is, their activities dealt with
the students' local communities to a greater degree than had been true in the
past.
Prior to taking part in the Southern Highlands Environmental Project, only
five (36%) of the teachers said that they taught about environmental issues, and
only three of these teachers indicated that their lessons focused on the local
community in some way. The remaining teachers (64%) stated that they taught
�10
little or nothing about environmental issues. After completing the teacher
institute, carrying out the community investigation units with their students, and
submitting their final reports, all of the teachers expressed positive feelings about
studying environmental issues in their local communities.
As far as the community investigations themselves are concerned, the
length and richness of teachers' comments speak to their success:
When we started doing the community study [during the July
institute] I felt like this is really an imposition on people who are
busy. I think when I got home I would have continued to feel that
way had I not actively done it myself and gotten the response that we
got from the people. That made me feel totally different.
I think the students' interactions with each other certainly helped
with their maturity level. When we did our interviews, there was no
silliness
When you teach .,, you want them to become self-motivating. You
show them the way and they go out and do it. ... [I didn't tell]
them about cutting the trees. They recognized the issue and then
they got together and did something about it.
The Institute helped me to get a little more confident to actually try
a few community investigations because I went out and did one
myself. . . Maybe in my mind I thought people were going to be a little
more hostile or more untouchable than they were. . . I learned a lot
and it really helped me in the upcoming school year.
The students realized that they should recycle [because] it's a very
current issue in our county if not all over the country ... They have
improved their parents' awareness. When children are concerned
about it [recycling], they go home and talk to their parents.
There were several issues that were voted on or finalized during the
year, and the kids felt they had some part in the process ... a
personal knowledge and interest in it. They would come running in
and say, 'This is the way the vote came out.' ... If I hadn't done the
project they wouldn't have cared.
�Extending the Project's Impact, 1989-1993
Teachers were expected to broaden the impact of the Project in two ways.
First, they were asked to involve their students in organizing a culminating
activity, such as an environmental forum or festival, to share their investigations
with the general public. While every teacher except one shared the results of the
project in some way, no teacher's students achieved the level of organization and
publicity implied by the terms "festival" and "forum." The highest level of
sharing was making presentations to outside groups. This level included a
presentation to a regional garden club meeting, mailing of two student-produced
reports to local agencies, and a display of posters at a mall.
The second means of broadening the impact of SHEP was requesting that
participating teachers make at least one presentation to other professional
educators. A videotape was planned to assist the teachers in these presentations.
The video was not developed, however, because of the unanticipated time and
production costs involved. Some participating teachers informally shared their
work with other teachers and supervisors. Two gave a presentation with the
institute director at an Appalachian Studies Association conference. Overall,
though, this expectation was not well met.
Nevertheless, several formal presentations about the Southern Highlands
Environmental Project have been made, and a journal article has been accepted
for publication. These are listed below.
Bousquet, Woodward S., and Diane C. Cantrell. 1989. The Southern Highlands
Environmental Project. Presentation at the annual conference of the North
American Association for Environmental Education, August 20-23, 1989, Estes
Park, Colorado.
Bousquet, Woodward, Dorinda Cartin, and Samuel Cathey 1990. Promoting
Environmental Education through the Southern Highlands Environmental
Project: An Inservice Teacher Education Model for the Region. Presentation at
the Thirteenth Annual Appalachian Studies Association Conference, March 2325,1990, Helen, Georgia.
Cantrell, Diane C. 1990. Community Studies Serve as Vehicles for Moving
Teachers and Students to Action. Presentation at the annual conference of the
North American Association for Environmental Education, November 2-7, 1990,
San Antonio, Texas.
Cantrell, Diane C. (in press). Community Studies Serve as Vehicles for Moving
Teachers and Students to Action. Connections Journal.
An additional means of extending impact of the Southern Highlands
Environmental Project is this report. Although its completion has been delayed,
primarily because of the author's increased responsibilities at his home
institution, the report will present the Project's design and results to a wider
audience. It will be distributed to curriculum coordinators in southern
Appalachian school districts, Appalachian Consortium members, participating
teachers, persons attending various conference presentations about the Project,
11
�12
and others interested in environmental education or Appalachian studies. It will
also be submitted to the Educational Resources Information Clearinghouse
(ERIC) so that it can be considered for inclusion in the ERIC database. By
documenting SHEP in written form, it is hoped that people interested in
community-focused EE will benefit from the experiences of the Project's
facilitators, participating classroom teachers, and students.
�Toward an Inservice Teacher Education Model
for Investigating Local Environmental Issues
As explained in the introduction to this report, the Southern Highlands
Environmental Project differs from most other EE teacher inservice educational
efforts in a number of ways. The evaluation strongly suggests that several
aspects of the Project's design have been — at least in part ~ responsible for its
overall success in assisting teachers in involving their students in investigating
environmental issues in their home communities. These aspects include the five
described below.
Teacher Input
The Project was not a "top-down" effort. Responses to the needs
assessment provided a basis for tailoring the Project to the 1988-89 participants'
needs and interests. Two-hour interviews with each SHEP teacher at the end of
the year revealed important Project strengths and identified areas needing
improvement.
Specific Expectations
Identifying trees or reading about the depletion of the Earth's ozone layer
were not part of the SHEP teacher institute - as worthwhile as these EE activities
are. Instead, teachers were asked to plan a unit that focused on local and
regional issues and ways the students could become involved in investigating and
possibly helping to address these issues. Research has shown that if community
investigation and action are desired outcomes, then the teacher must build
specific investigation and action skills into his or her unit plans (Hungerford, e_t
al, 1985; Hines, el al, 1986-87). Students do not develop these skills
spontaneously just because their motivation to help solve environmental problems
may be raised through nature appreciation lessons or discussions of global
problems.
Active Involvement
The curriculum materials and issues in the five-day teacher institute were
not simply talked about. The teachers tried out many lessons themselves, shared
them with their colleagues, and matched state-mandated competencies for their
grades and subjects with the curriculum materials they examined. They visited
an air pollution monitoring station in the middle of a dying forest to better
understand the complex causes of forest decline. And, probably most important,
during the teacher institute they planned and conducted their own studies of
issues facing Asheville so they would feel more comfortable in assisting students
in doing similar studies in their home cities and towns.
13
�14
Extended Contact
The Project did not end at the close of the July institute. Teachers
completed proposals for their community investigation units at the beginning of
the school year and sent them to the institute director. Many contacted the
institute director during the school year. After the units were completed,
participants prepared and submitted final reports and received feedback. If the
Project continues with additional groups of teachers, several teachers from the
1988-89 group will be asked to serve as resource persons for future SHEP
institutes.
Incentives
All participants received a $200 stipend. Four graduate credits from
Appalachian State University were also available Only one teacher, however,
identified the stipend or credit as a primary reason for participating in SHEP.
Nevertheless, these incentives appeared to function in more subtle, but still
significant, ways. Teachers received only half of their stipends after the July 1988
institute; the $100 balance was sent after the institute director received the
teacher's final report, usually near the end of the 1988-89 school year. Similarly,
graduate credit was awarded only after the teacher wrote his or her final report.
Although no comparative study was carried out on this question, common sense
supports the conclusion that withholding credit and half the stipend until the
entire year-long project work was completed helped assure that teachers would
actually carry out the activities with their students.
These five aspects of the Southern Highlands Environmental Project offer
some direction for efforts with similar purposes. Most environmental issues
cros~s the borders of a given town or city, extending across entire regions. Many
continue further to national and global levels. Thus, SHEP can serve as a model
for other inservice EE projects that focus on local connections while building
regional perspectives. The Project illustrates how an understanding of teachers'
needs, careful planning, a diversity of resources, enthusiastic school teachers,
and an extended project format can foster an understanding of and concern for
local environmental issues in both students and their instructors.
�References
Bousquet, Woodward S., and Ralph W. Jarvis. 1986. Conservation and
Environmental Education in Southern Appalachian Schools. A Report of a Needs
Assessment. Unpublished manuscript available through the Educational
Resources Information Center (ERIC) database, ED 271317.
Cantrell, Diane C. 1987. A Case Study Analysis of Curriculum Implementation
as Exemplified by Project WILD in One Midwestern State. Unpublished doctoral
dissertation, The Ohio State University, Columbus, Ohio.
Crandall, David P. 1983. The Teacher's Role in School Improvement.
Educational Leadership 41 (3): 6-9.
Eller, Ronald D. 1985. Looking to the Future: The Problems and Promise of
Regional Life. Keynote address to the Forum on Buncombe County and the 21st
Century, Warren Wilson College, Swannanoa, North Carolina.
Fullan, M. 1982. The Meaning of Educational Change. New York: Teachers
College Press.
Ham, Sam H., Mary H. Rellergert-Taylor, and Edwin E. Krumpe. 1987-88.
Reducing Barriers to Environmental Education. Journal of Environmental
Education 19 (2): 25-33.
Hines, Jody M., Harold R. Hungerford, and Audrey Tomera. 1986-87. Analysis
and Synthesis of Research on Responsible Environmental Behavior: A MetaAnalysis. Journal of Environmental Education (18) 2: 1-8.
Hungerford, Harold R., ej, al. 1985. Investigating and Evaluating
Environmental Issues and Actions. Skill Development Modules. Champaign,
Illinois: Stipes Publishing Co.
Lovingood, Paul E., Jr., and Robert E. Reiman. [1985.] Emerging Patterns in the
Southern Highlands. A Reference Atlas. Volume 1. Introduction. Boone, North
Carolina: The Appalachian Consortium Press, Inc.
15
�16
Moody, Douglas, ed. 1977. Patterson's American Education. Mt. Prospect,
Illinois: Educational Directories, Inc.
National Wildlife Federation. 1982. The CLASS Project. Washington, D.C.
Okun, Melva. [1988.] Low-Level Radioactive Waste and a Simulation Exercise of
the Issues Involved in Siting a Disposal Facility. Chapel Hill, North Carolina:
Institute for Environmental Studies, University of North Carolina-Chapel Hill.
Rakow, Steven J. 1985. A Review of Teacher Inservice Education in
Environmental Education: 1970-1980. Journal of Environmental Education 16
(4): 7-10.
Roth, Charles E., and Linda G. Lockwood. 1979. Strategies and Activities for
Using Local Communities as Environmental Education Sites. Columbus, Ohio:
ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Roth, Robert E., Diane C. Cantrell, and Woodward Bousquet. 1980. Impact on
Environmental Education. In Hammerman, William M., ed., Fifty Years of
Resident Outdoor Education: 1930-1980. Its Impact on American Education.
Martinsville, Indiana: American Camping Association.
�17
Appendix
Needs Assessment Questionnaire
Follow-up Letter for Needs Assessment
List of Participants
Teacher Institute Schedule
�<|ir•!•'>"•' £•» UMwiMy
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APP.5IACHLS3 ^^ CONSORTIUM
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WM«m N C HMoncd Amc
CONSERVATION AND ENVIRONMENTAL EDUCATION QUESTIONNAIRE
In conjunction with the Appalachian Consortium , Warren Wilson
College is conducting a conservation and environmental education
needs assessment in the Southern Appalachian region.
If significant needs are demonstrated, the Appalachian Consortium
and Warren Wilson College plan to develop proposals to fund a series
of conservation and environmental education teacher institutes in the
region. These workshops would follow the approach and format of the
Consortium's recent Appalachian Studies Teacher Institutes which
have assisted teachers in incorporating Appalachian studies into their
classroom activities.
We want to match our workshops to your particular needs and interests. Therefore, we need your assistance in completing the enclosed
survey.
Please use the return envelope provided. In order to meet deadlines for planning the workshops, we need your response by April 4, 1986.
The return envelope has a code number to enable us to contact people who haven't returned their questionnaires by April 4th. Your individual responses will be kept confidential.
If you have any questions about the survey you may direct them to
Woodward S. Bousquet at Warren Wilson College (704/298-3325). Thank
you for your time and cooperation.
Sincerely,
Woodward S. Bousquet
Chair, Environmental Studies Program
Warren Wilson College
Ralph W. Jarvis
Exchange Associate
Appalachian Consortium
Preserving, Protecting and Promoting Southern Appalachia
University Hall • Appalachian State University . Borne, North Carolina 28608 • 704/262-2064
�10. If support is weak, what prevents a stronger emphasis on conservation
and environmental education in your district ?
11. Do you think that a workshop on conservation and environmental
education for the Southern Appalachian region would be valuable ?
Yes
No
Undecided
12. If this program were offered for five days during the summer, would
you:
a) Be interested in attending yourself ?
Yes
No
Undecided
b) Recommend it to other educators ?
Yes
No
Undecided
c) Share a lesson or resources at the program ?
Yes
No
Undecided
13. REGIONAL TOPICS
you would be in :
Please indicate, using the scale, how interested
Learning some methods
and resources for
teaching this topic ?
Learning about the
Topic itself?
Not at all Somewhat Extremely
Southern Appalachian
Geology and Geography
1
Natural History o f the
Appalachian Region
2
1
3
2
4
3
5
4
Not at all Somewhat Extremely
1
5
Principles of Ecology
1
2
3
4
Relationships Between
Economics and Environmental Quality
1
2
3
4
2
3
4
1
5
Relationships Between
1
Southern Appalachian
Cultures and the Environment
2
5
5
3
2
4
3
5
4
5
1
2
3
4
5
1
2
3
4
5
2
3
4
5
1
Forests a n d Forestry
1
2
3
4
5
1
2
3
4
5
Energy a n d Energy
Resources
1
2
3
4
5
1
2
3
4
5
Water Resources a n d
Water Pollution
1
2
3
4
5
1
2
3
4
5
( Continued on the next page)
�Conservation and Environmental Education Questionnaire
1. Please supply the following information:
a) Number of years spent teaching:
2. Subjects taught:
Language Arts
b) Grades taught:.
Social Studies
Mathematics
3. To what extent are topics related to conservation
education currently included in your:
a) Classroom :
Extensive
Moderate
b) School:
Extensive
Moderate
c) District:
Extensive
Moderate
Science
Vocational Education
and environmental
Little
Little
Little
Not At All
Not At All
Not At All
4. How many hours per week do you provide conservation and environmental
education instruction ?
5.ln your classroom.which of the following areas of conservation and
environmental education do you cover ? (Check all that apply)
a)
Nature Study and Ecology
b)
Conservation Methods
c)
Environmental Issues
d)
People's Relationship to the Environment
e)
Other (specify)
6. Please check the method(s) you use to present this material.
a)
Classroom instruction
b)
Field trip
c)
Laboratory
d)
School site study
e)
Other (specify)
7. Have you ever participated in a conservation or environmental education
course or workshop ?
Yes
No
8. To you. how important is a stronger conservation and environmental
education curriculum in your:
a) Classroom :
Very
Moderately
Slightly
Not At All
b) School:
Very
Moderately
Slightly
Not At All
c) District:
Very
Moderately
Slightly
Not At All
9. To what extent are conservation and environmental education
empasized and supported locally by your:
a) State board Of education
b) School board
C) Superintendent
d) Pripcipal
e) Student's parents
f) Fellow teachers
Strongly
Strongly
Strongly
_ Strongly
Strongly
Strongly
_ Moderately •_ Slightly _ Nol at all
_ Moderately _ Slightly
Not at all
_ Moderately
Slightly
Not at all
Moderately _ Slightly
Not at all
_ Moderately
Slightly
Not at all
_ Moderately _ Slightly
Not« all
�Topic
Methods
Not at all Somewhat Extremely
Production a n d Disposal
1
of Toxic and Hazardous
Wastes
Litter, Solid Waste a n d
Recyling
1
Wildlife a n d Wildlife
Management
Endangered Species
and Natural Areas
2
Coal Mining a n d Related
Environmental Issues
2
2
1
1
A i r Pollution a n d
Acid Rain
3
4
3
2
4
4
2
1
4
1
2
1
5
Land Use a n d
Planning
1
2
3
4
Environmental Ethics
and Responsibility
1
2
3
4
1
5
1
2
4
3
3
5
5
4
2
2
4
3
3
5
5
4
2
1
5
3
3
2
4
4
2
1
5
3
3
1
5
4
2
2
5
4
3
1
5
3
3
Not at all Somewhat Extremely
5
5
3
2
1
4
3
1
1
Mineral Resources
2
5
5
4
5
4
4
3
5
5
14. GENERALMETHOD6:
Please indicate, using the scale, how interested you would be in
workshops dealing with the methods and resources for:
Organizing a 1/2 o r 1 D a y Reid Trip
1
2
3
4
5
Organizing a 2 to 5 D a y Field Trip
1
2
3
4
5
Studying Conservation a n d Environmental Issues
in your Local Community
1
2
3
4
5
Using your School Site for Conservation and
Environmental Education
1
2
3
4
5
15. If you would be interested in further information about this project
please provide the information below.
Name:
Address:
Telephone: Office
Home,
Please use the back of this page for additional comments, suggestions
and recommendations for persons to contact.
Thank you for your assistance. Please return this questionnaire in the
envelope provided by APRIL 4. 1986. Return to:
Woodward S. Bousquet, Warren Wilson College
701 Warren Wilson College Road
Swannanoa, North Carolina
28778
�Appalachian State University
Lees-McRae College
Blue Ridge Parkway
Mars Hill College
East Tennessee State University
X^LAC^V
Mountain Regional Library
APPALACHIAN (1$) CONSORTIUM
N. C. Diuision of Archives & History
^SjriO?^ Warren Wilson College
Southern Highland Handicraft Guild
Western Carolina University
United States Forest Service
Western N. C. Historical Assoc.
May 12, 1986
Dear Superintendent:
Six weeks ago we mailed you a Conservation and Environmental
Education Questionnaire to give tc a teacher or curriculum
coordinator to complete and return.
Our records indicate that we have not yet received a response.
We would still appreciate your assistance.
Could you give the enclosed materials to an appropriate teacher
or curriculum coordinator? A duplicate questionnaire and return
envelope are provided in case the originals have been misplaced.
In order to meet our planning deadlines, we need .a response no
later than May 24. 1986.
Sincerely,
Woodward S. Bousquet
Chair, Environmental Studies Program
Warren Wilson College
Ralph W. Jarvis
Exchange Associate
Appalachian Consortium
Preserving, Protecting and Promoting Southern Appalachia
University Hall • Appalachian State University • Boone, North Carolina 28608 • 704/262-2064
�Appalachian State University
Lees-McRae College
Blue Ridge Parkway
Mars Hill College
East Tennessee State University
X^CAC^N,
Mountain Regional Library
APPALACHIAN |jg| CONSORTIUM
N. C. Division o/ Archives & History
^£m^X
Warren W//son CoHege
Southern High/and Handicraft Guild
Western Carofina University
United States Forest Service
Western N. C. Historical Assoc.
May 12, 1986
Dear Teacher:
Six weeks ago we mailed you a Conservation and Environmental
Education Questionnaire to complete and return.
Our records indicate that we have not yet received your response.
We would still appreciate your assistance.
A duplicate questionnaire and return envelope are enclosed in
case you have misplaced the originals.
In order to meet our planning deadlines, we need your response
no later than May 24, 1986.
Thank you for your time and cooperation.
Sincerely,
Woodward S. Bousquet
Chair, Environmental Studies Program
Warren Wilson College
Ralph W. jarvis
Exchange Associate
Appalachian Consortium
Preserving, Protecting and Promoting Southern Appalachia
University Hall • Appalachian State University • Boons, North Carolina 28608 • 704/262-2064
�Southern. Highlands Environmental Project
ENVIRONMENTAL EDUCATION INSTITUTE
at Warren Wilson College, July 25-29, 1988
LIST OF PARTICIPANTS, PRESENTERS AND GUESTS
PARTICIPANTS
John A. Allen, Jr.
109 Edgewood Ct.
Arden, NC 28704
(704)687-1676
Sandra S.Brauer
Route 1, Box 655
Marion, NC 28752
(704)652-1548
Dorinda K. Cartin
128 Westwood Rd.
Asheville, NC 28804
(704)253-0956
Samuel 3. Cathey
Route 1, Box 214
Lake Toxaway, NC 28747
(704)966-9441
Maxine Cleveland
119 Wolfe Cove Rd.
Asheville, NC 28804
(704)253-7590
A. Kirk Emmons
180 Hillside Terrace
Waynesville, NC 28786
(704)452-7071
Scott Griffin
Route 4, Box 303-A
Crab Creek Road
Hendersonville, NC 28739
(704)693-6893
Claire-Marie Hannon
Pern 4-H Center
Route 9, Box 249-X
Reidsville, NC 27320
(919)349-9445
Debbie Hay *
Quality Foward
P.O. Box 22
Asheville, NC 23802
(704)254-1776
Kay Harbison
Route 10, Box 190-A
Morganton, NC 28655
(704)437-7964
Martha T. Kane
Route 1, Box 64-38
Conover, NC 28613
Linda M. Marshall
240 N. Oak St.
Statesville, NC 28677
(704)872-7203
Roland Flory *
North Carolina 4-H
1412 MacDuff Ct.
Gary, NC 27511
Charles O'Connor
23 Summerglen Court
Asheville, NC 28806
(704)667-0044
Sheila Y. Sherman
P.O. Box 13
Todd, NC 28684
(919)877-1155
Sharon M. Stewart
P.O. Box 64
Pineola, NC 28662
(704)733-4239
Carol Wallen
24 Deer Run Dr.
Asheville, NC 28803
(704)274-4651
Mary Aw Wilds
Route 1, Box 448
Candler, NC 28715
(704)667-0327
Lila D. Young
P.O. Box 44
Bakersville, NC 2S705
(704)688-2776
Margo Murphy
Lincolnville Beach, ME 04849
Marsha Gregory
Route 3, Box 7
Burnsville, NC 28714
(704)682-958-7
Janet Ouzts
655 Coxes Creek Rd.
Marion,, NC 28752
(704)756-7294
"Guest Observers
�Institute Facilitators
con't Guest Presenters
Woodward S. Bousquet
Dean, Warren Wilson College
701 Warren Wilson Rd.
Swannanoa, NC 28778
(704)298-3325
Donald Higgins
Visual Imagery, Inc.
P.O. Box 18173
Asheville, NC 28814
(704)254-3090
Diane C. Cantrell
Education Department
The Ohio State University
Newark Campus
University Drive
Newark, OH 43055
(614)366-9^00
Robin Purcell
Hazardous Waste Officer
Buncombe County Courthouse
Asheville, NC 28801-3559
(704)255-5087
Appalachian Consortium Staff
Dr. Barry Buxton
Executive Director
Kristin Copeland
Graduate Assistant
Appalachian Consortium
University Hall
Appalachian State University
Boone, NC 28608
(704)262-2064
Guest Presenters
Robert Reiman
Community Planning and Geography Dept.
Appalachian State University
Boone, NC 28608
(704)262-3000
Karen Fields
Excutive Director
Ashevills-Buncombe Discovery
46 Haywood Street, Suite 336
Asheville, NC 28SOI
(704)254-1133
Laura Temple Haney
Environmental Studies Program
warren Wilson Collage
701 Warren Wilson Rd.
Swannanoa, NC 28778
(704)298-3325
Jenny Rominger
Clean Water Fund
138 E. Chestnut
Asheville, NC 28801
(704)251-0518
Michael Adams
Visitor Services Supervisor
Oconoluftee Visitor Center
Great Smoky Mts. National Park
Cherokee, NC 28719
(704)497-9146
Melva Okun
Institute for Environmental Studies
311 Pittsboro St, C3# 7410
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-7410
(919)966-3332
Marnie Muller
Katuah Journal
170 Worley Cove Rd.
Marshall, NC 28753
(704)683-1414
�Organizations
Appalachian Consortium Press
Ms. Karen Lohr
University Hall
Appalachian State University
Boone, NC 28608
(704)262-2064
Southern Appalachian Highlands Conservancy
Mr. Stanley A. Murray
P.O. Box 3356
Kingsport, TN 37664
(615)323 3677
Carolina Power & Light Co.
Ms. Ruth Petty
P.O. Box 1551-14C3
Raleigh, NC 27602
(919)836-7797
Toecane Ranger District
Mr. David Purser
Assistant Ranger
U.S. Forest Service
P.O. Box 128
Burnsville, NC 28714
(704)257-4200
Clean Water Fund
Ms. Jenny Rominger
138 E. Chestnut
Asheville, NC 28801
(704)251-0518
North Carolina Wildlife Federation
Mr. Michael Corcoran
Executive Vice.President
P.O. Box 10626
Raleigh, NC 27605
(919)833-1923
Sierra Club
Mr. Mike Petelle
Route 7, Box 586
Fairview, NC 28730
(704)628-1636
(Chair: David Blanchard-Reid,
(704)686-3211)
Western- North Carolina Alliance
Mr. Ron Lambe
P.O. Box 18087
Asheville, NC 28814
(704)258-8737
Western North Carolina Tomorrow
Ms. Rose Hooper
P.O.. Box 222
Cullowhee, NC 28723
(704)227-7492
�Southern Highlands Environmental Project
ENVIRONMENTAL EDUCATION INSTITUTE
Monday, July 25 - Friday, July 29, 1988
at Warren Wilson College, Swannanoa, North Carolina
REVISED SCHEDULE
Monday, July 25;
9:00am
10:00am
10:20am
ll:00am
noon
l:00pm
2:00pm
3:00pm
5:30pm
7:00pm
10:00pm
Arrival, registration in Sage Dormitory
Welcome
Introduction (schedule, expectations, participants)
Environmental Education: What Is It and How Does It Fit In?
Lunch
Geography of Appalachia
Some Regional Concerns
Emerging Patterns in the Southern Highlands (using the Southern Highlands atlas)
Guest: Dr. Robert Reiman, Appalachian State University
Communities as Classrooms: Setting the Stage (field trip to Asheville)
The Transformation of Western North Carolina (Beaucatcher Cut)
A Present-day Perspective—Ms. Karen Fields, Asheville-Buncombe Discovery
Supper
Getting Started: Identifying and Classifying Issues
Strategies for Community Study
Evening session ends
Tuesday, July 26:
7:30am
8:30am
10:30am
noon
l:00pm
3:00pm
3:30pm
5:30pm
8:00pm
Introduction
Regional Issues and Some Resources for Studying Them
Student Center opens for breakfast
Panel Presentations and Discussion: Toxic and Hazardous Wastes
(overview, video, panel comments, questions)
Regional Organizations (presentations followed by exhibits)
Lunch
Environmental Education Curriculum Workshop": The CLASS Project
Break
Simulation: Siting a Waste Disposal Facility
Guest: Ms. Melva Okun, Institute for Environmental Studies, UNC-Chapel Hill
Supper
Night Walk (optional)
Wednesday, July 27;
7:30am
8:30am
10:30am
noon
l:00pm
2:00pm
4:30pm
6:00pm
9:30pm
Great Smokies Field Trip
Student Center opens for breakfast
Depart Warren Wilson College
Arrive at Great Smoky Mountains National Park (GSMNP)
Appalachian Cultures and the Environment: Pioneer Farm
Host: Mike Adams, GSMNP and Great Smoky Mts. Natural History Association
Lunch
Depart Oconoluftee Visitor Center
Arrive at Clingm^n's Dome parking lot
Managing the Appalachian Forest (air pollution monitoring, GSMNP staff)
Appalachian Cultures and the Environment: Cherokee
Picnic supper
Arrive back at Warren Wilson College
(continued)
�REVISED SCHEDULE
(continued)
Thursday, July 28;
7:30am
8:30am
9:30am
10:00am
10:30am
10:40am
noon
l:00pm
5:30pm
7:00pm
7:30pm
8:30pm
10:00pm
Student Center opens for breakfast
Dealing with Values and Balancing Opposing Viewpoints
Sharing Session (tell about your "tried and true" teaching ideas)
Different Places, Similar Regions: Appalachia and the North Atlantic
Guest: Ms. Margo Murphy, Atlantic Center for the Environment
Break
Preparing for Asheville Investigations
Lunch
Asheville Community Investigations (participants study issues in Asheville)
Supper
Preparation time for Asheville Reports
Asheville Investigation Reports
Identifying Solutions and Taking Action
Evening session ends
Friday, July 29:
7:30am
9:00am
10:30am
ll:30am
noon
l:00pm
2:30pm
3:00pm
Community Investigation
Planning and Evaluation
Student Center opens for breakfast
Move out of Sage Dorm by 8:45am
Bioregionalism: Putting It All Together
Guest: Ms. Marnie Muller, Katuah Journal
Overcoming Barriers to Studying Communities with Your Students
Community Festivals, Forums, and Other Ways to Share Your Results
Lunch
Planning Your Community Investigation
Beyond next June ...
Institute Summary and Evaluation
Departure
�
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Appalachian Consortium Press Publications
Description
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This collection contains digitized monographs and collections from the Appalachian Consortium Press.
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Appalachian Consortium Press
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Appalachian Consortium Press
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June 1, 2017
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<a title="Digital Scholarship and Initiatives" href="http://library.appstate.edu/services/digital-scholarship-and-initiatives" target="_blank">Digital Scholarship and Initiatives</a>
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Digital Republication
Appalachian State University
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Promoting Student Investigation of Local Environmental Issues through the Southern Highlands Environmental Project: Project Report
Description
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Originally published in 1993, this report is a compilation of a survey evaluating issues with the local environment in the Southern Highlands. The report is based on a five-day teacher institute and a 1988-89 school year assessment. Teachers assisted their students in investigating environmental issues in their home communities, and helped the students share their research results through science fair projects, PTO meetings, or articles in local newspapers. Teachers submitted project reports when the environmental unit was completed, and evaluations of the teachers took place during a two-hour phone call. The report published by Bousquet includes the project description and initiative, needs assessment, teacher institute, classroom implementation, outcomes, and dissemination. <br /><br /><a title="Epub" href="https://drive.google.com/file/d/1w1hbVnuspvEWitv3RzMtKiV-G38f5hBh/view?usp=sharing" target="_blank">Download EPub</a>
Creator
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Bousquet, Woodward S.
Language
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English
Publisher
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Appalachian Consortium Press
Subject
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Environmental education--Appalachian Region, Southern
Date
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1993
Coverage
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Appalachia
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PDF
E-books
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Text
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https://www.geonames.org/12212302/appalachia.html
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<a title="UA 76 Appalachian Consortium records" href="https://appstate-speccoll.lyrasistechnology.org/repositories/2/resources/9" target="_blank" rel="noreferrer noopener"> UA 76 Appalachian Consortium records </a>
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<a title="Appalachian Consortium Press Publications" href="https://omeka.library.appstate.edu/collections/show/82" target="_blank"> Appalachian Consortium Press Publications</a>
Education
Environment
Students
Teachers
WNC
-
https://omeka.library.appstate.edu/files/original/dfd213b9a2e89dae1e1819a7cdeec9a9.pdf
4f93ede722e4bae0bc99df6ae4e1fa37
PDF Text
Text
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Andrew Jackson Greene Collection
Description
An account of the resource
The Andrew Jackson Greene Collection consists of more than 160 diaries written by Greene who describes Watauga County's education system, including Appalachian State Teachers College, cultural and religious life, and agriculture from 1906 to 1942. <br /><br /><strong>Biographical Note.</strong> Andrew Jackson Greene (March 2, 1883-August 12, 1942) was a life-long resident of Watauga County, North Carolina and instructor in several Watauga schools including Appalachian State Teachers College (A.S.T.C). Greene worked as a farmer, public school teacher, and college professor. Greene was an enthusiastic diarist maintaining regular entries from 1906 to the day before his death. He also recorded A.S.T.C. faculty meetings from January 9, 1915 to May 3, 1940. He married Polly Warren, and they had three children, Ralph, Maxie, and Lester.
Contributor
An entity responsible for making contributions to the resource
Greene, Andrew Jackson, 1883-1942
Source
A related resource from which the described resource is derived
<a href="https://appstate-speccoll.lyrasistechnology.org/repositories/2/resources/190">AC.105: Andrew Jackson Greene Collection</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1906-1942
Rights
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<a href="http://rightsstatements.org/vocab/NoC-US/1.0/" target="_blank" rel="noopener">No Copyright - United States</a>
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Number of pages
33
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Diary of Andrew Jackson Greene, Volume 35 [December 7, 1919 - February 4, 1920]
Creator
An entity primarily responsible for making the resource
Greene, Andrew Jackson, 1883-1942
Source
A related resource from which the described resource is derived
<a title="Andrew Jackson Greene Collection, 1906-1942" href="https://appstate-speccoll.lyrasistechnology.org/repositories/2/resources/190" target="_blank">Andrew Jackson Greene Collection, 1906-1942</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1919-1920
Extent
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27.1MB
Language
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English
Identifier
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105_035_1919_1207_1920_0204
Description
An account of the resource
This diary includes entries from December 9, 1919 through February 4, 1920. In each entry, he included information about what was happening in the church and in the community. He wrote about his daily work at Appalachian Training School and his students. Many entries include comments about the weather for that day. Familiar places named in this diary include Beaver Dam, Cove Creek, Mabel, and Boone.
Subject
The topic of the resource
Watauga County (N.C.)--Social life and customs--20th century
Baptists--Clergy--North Carolina--Watauga County
Greene, Andrew Jackson, 1883-1942
Type
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Text
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/NoC-US/1.0/" target="_blank" rel="noopener">No Copyright – United States</a>
Format
The file format, physical medium, or dimensions of the resource
Diaries
Is Part Of
A related resource in which the described resource is physically or logically included.
<a title="Andrew Jackson "Greene collection" href="https://omeka.library.appstate.edu/collections/show/39" target="_blank"> Andrew Jackson Greene collection </a>
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Watauga County (N.C.)
Spatial Coverage
Spatial characteristics of the resource.
<a title="https://www.geonames.org/4497707/watauga-county.html" href="https://www.geonames.org/4497707/watauga-county.html" target="_blank"> https://www.geonames.org/4497707/watauga-county.html</a>
Appalachian Training School
Beaver Dam
Boone
Cove Creek
Dan Swift
J.R. Wilson
Kenticky
Mabel
Mae Greene
Mr. Wagner Reese
Normal Class
Spencer Thomas
Students
Sunday School
Training Class
White Hall
wood cutting