High-Quality Workshops and Workshop SeriesThe Environmental Education Alliance (EEA) offers professional learning (PL) and curated resources, customized to meet the needs of a school, school district, or non-profit education provider. Through sustained, year-long PL, teachers and administrators enhance and refine their knowledge, skills and practices to more effectively engage students in 3-Dimensional Learning, aligned with the Georgia Standards of Excellence (GSE).
EEA's model uses phenomena in nature as a context for providing real-world relevance, deeper understanding, and inclusive instructional strategies. Students are actively engaged in use of science and engineering practices and in recognition of crosscutting concepts through outdoor learning experiences and authentic, local problem-solving. |
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Professional Learning Formats
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Sustained Support
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Topics / Focus Areas
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Translating Research into Practice: the Rationale for EEA's PL Model
Research indicates that student populations who have not traditionally persisted in STE(A)M are more inclined to embrace STE(A)M learning when it focuses on authentic, relevant, local environmental problems and fosters student capacity to design, test, and refine real-world solutions.
“Project-based instruction... draws in more people because it addresses problems people see as relevant,” A 2008 study from National Academy of Engineering asked kids if they wanted to be engineers: Girls were twice as likely to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, girls answered yes.” Changing the Conversation: Messages for Improving Public Understanding of Engineering: National Academies Press. 2008
“Girls and underrepresented youth feel strongly about creating impact to serve their communities and the wider world. This means that recruiting should focus on marketing the impact that girls can have through STEM." Sammet, K. & Kekelis, L., 2016. Changing the Game for Girls in STEM: Findings on High Impact Programs and System-Building Strategies
"Girls who spend 6-10 days learning outside are more likely to keep science grades up and understand how science works than girls who learn the same content indoors."
Kathryn T. Stevenson, Rachel E. Szczytko, Sarah J. Carrier & M. Nils Peterson (2021) How outdoor science education can help girls stay engaged with science, International Journal of Science Education
"At early ages, girls and children of color are highly interested in STEM learning, though less well represented in the STEM field as they age. STEM projects that focus on real-world environmental and social outcomes engage and retain girls and children of color. "
Ebony McGee, "The Equity Ethic: Black and Latinx Students Re-engineer their Careers toward Justice," 2018.
“Project-based instruction... draws in more people because it addresses problems people see as relevant,” A 2008 study from National Academy of Engineering asked kids if they wanted to be engineers: Girls were twice as likely to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, girls answered yes.” Changing the Conversation: Messages for Improving Public Understanding of Engineering: National Academies Press. 2008
“Girls and underrepresented youth feel strongly about creating impact to serve their communities and the wider world. This means that recruiting should focus on marketing the impact that girls can have through STEM." Sammet, K. & Kekelis, L., 2016. Changing the Game for Girls in STEM: Findings on High Impact Programs and System-Building Strategies
"Girls who spend 6-10 days learning outside are more likely to keep science grades up and understand how science works than girls who learn the same content indoors."
Kathryn T. Stevenson, Rachel E. Szczytko, Sarah J. Carrier & M. Nils Peterson (2021) How outdoor science education can help girls stay engaged with science, International Journal of Science Education
"At early ages, girls and children of color are highly interested in STEM learning, though less well represented in the STEM field as they age. STEM projects that focus on real-world environmental and social outcomes engage and retain girls and children of color. "
Ebony McGee, "The Equity Ethic: Black and Latinx Students Re-engineer their Careers toward Justice," 2018.
PL Programs
EEA has created customized professional learning workshops and courses for for Clayton County School, Dalton City Schools, Fulton County Schools, Gwinnett County Schools, DeKalb Public Schools, Atlanta Public Schools, and more.
Join the team! EEA is hiring a Communications and Events Specialist.
Learn more and apply HERE
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Environmental Education Alliance, Inc.
P.O. Box 801066 | Acworth, GA 30101 EEA does not does not discriminate on the basis of race, color, national origin, sex, age, or disability in its program , activities, or employment. For more information on EEA's non-discrimination commitment click here . Grievance officer may be contacted at [email protected] |