1. Mary Pardee, 4-H Youth Development Educator, Barron County
October 20, 2010 – CES Connections & Engagement Conference

2. Service-Learning projects designed to maintain, protect
and/or restore the health of the environment.
Have all elements of Service-Learning in a project with an
environmental focus.

3. What are your observations
regarding youth and the
environment?

4. Service-
Learning
Science Inquiry
Sense of Place
Environmental
Sensitivity

5.  Only 18% of U.S. high school seniors are proficient
in science (NAEP 2005)
 Only 5% of current U.S. college graduates earn
science, engineering, or technology degrees compared
to 66% in Japan and 59% in China
National Assessment of Educational Progress. (NAEP). http://nationsreportcard.gov/science_2005/
4-H.org. http://www.4-h.org/youth-development-programs/4-h-science-programs/

6. Engages youth in hands-on investigations to satisfy
curiosity and construct mental frameworks that help
explain their experiences.
 Observing
 Comparing and measuring
 Ordering and categorizing
 Relating and inferring
 Applying

7. Views the natural world with empathy
Aspects of development:
 Frequent outdoor experiences
 Role models such as parents
or teachers

8. Object vs. Relation study:
Loughland, Tony et al. (2003). Factors Influencing Young People’s Conceptions of Environment.
Environmental Education Research, vol. 9(1).
 1 in 8 students perceived the environment as being
related to them.
 Balancing environmental and social concerns makes
“relation” conception more likely.

9. Intimacy with the natural process, community, and history of
a place, based on experiences with that place.

10. Dimensions:
 Biophysical – Contact with a setting, ecological
knowledge
 Psychological – Emotional and functional attachment
 Social– People, experiences and memories (cultural)
 Political-Economic – Power and identity relationships
Ardoin, Nicole M. (2008). Sense of Place and Environmentally Responsible Behavior: What
the Research Says. Yale School of Forestry and Environmental Studies.

11. Cross, Jennifer E. (2001). Protecting our place: Establishing and maintaining community
attachments in the face of population growth and change. (Doctoral Dissertation). Davis, CA:
University of California, Davis.
Relationship Type of Bond Process
Biographical Historical and familial Being born in and living in a place
Spiritual Emotional, intangible Feeling a sense of belonging
Ideological Moral and ethical Living according to moral
guidelines for human
responsibility for a place
Commodified Cognitive (based on choice) Choosing a place based on traits
Dependent Material Constrained by lack of choice

12. Can we apply these concepts
in Service-Learning projects?

13. All the benefits of Service-Learning, plus:
 Opportunities to research and analyze environmental
information;
 Opportunities to determine and practice positive solutions
to problems;
 Enhance understanding of the environment;
 Give youth a sense of pride in the natural communities
around them;
 Increase cooperation between youth groups and natural
resource professionals.
Clifton, L., Mauney, T., & Falkner. R. (1998). Take a class outdoors: A
guidebook for environmental service-learning. Clemson, SC: National Dropout
Prevention Center College of Health, Education and Human Development.

14. Youth have the ability to…
 Take initiative
 Make decisions
 Put their ideas into action
…about the environment they live in.

15. Sauk County YEPS Program (Youth Environmental Projects of Sauk)
found that youth who participated in environmental
service-learning projects:
 Learned life skills such as communication and
teamwork
 Learned knowledge such as being able to identify tree
species
 Understood how humans can positively and negatively
affect the environment.

16. Sauk County YEPS Program (Youth Environmental Projects of Sauk)
found that youth who participated in environmental
service-learning projects:
 Formed a positive environmental attitude
 Believed they could personally help improve the
environment.
Jens, J. and Kates, B. (2006). Best practices of forestry service-learning
projects: A practical guide for formal and nonformal educators. Wisconsin
Environmental Education Board and the University of Wisconsin System Board
of Regents.

17. TMTTR - 2008 partnership with
National Park Service
Service-Learning projects
included:
 Storm drain stenciling
 Public education/awareness
campaigns
 River clean ups

18. Resources:
 Service-Learning Materials
for project leaders
 “Watershed Champion”
curriculum materials for youth
 Website with information
 Brochure to inform/invite
youth organizations
 Evaluations and recognition

19. After stenciling storm drains, educating residents and cleaning
up trash in the riverside park, 23 high school students
answered questions as part of their reflection.
 65% mentioned that they made residents
aware of issues such as runoff, dumping waste
into storm drains and littering.
“I felt like I was actually
helping the community.”

20.  95% thought their work helped improve the
environment.

21.  All 23 students stated they will do something
differently in the future because of their service-
learning project.
Behaviors mentioned: not littering anymore, picking up
trash when the see it, teaching others when the
opportunity arises
“I feel connected to the St. Croix
because it’s literally a part of me. I
drink, I use, I shower in the water it
provides me.” “It (the St. Croix River) is a
part of my life even though
I never realized it.”

22. 2010-2011 Community water conservation projects

23. Resources:
 Funding – up to $1000 per county
 Access to assistance
 “Water Conservation in Your Home” Activity Guide
 “Conducting a Service-Learning Project” leader’s guide
 Evaluation and recognition materials
 Information/ideas on STEM website

24. 15 counties participating – Results from 11 so far:
In 11 counties, 765 youth:
 Made 273 rain barrels
 Created 4 rain gardens
And everything that goes
along with that…

25. Youth have:
 Been in charge of placing rain gardens and choosing plants
 Been the lead contact person for the project; wrote
funding request
 Provided education for younger children

26. Youth have:
 Taught rain barrel workshops for families
 Shared information at public events such as county fairs
and Earth Day celebrations

27. Youth have worked with:
 Land and Water Conservation Department employees
 DNR employees
 Master Gardeners
 UW-Extension Agriculture/Horticulture and Nutrition
Educators, Basin Educators
 4-H adult leaders

28. In Juneau County, youth grades K-6:
 Reported learning about how much rainwater comes off a
roof
 Believe they helped their community by saving water and
electricity
 Took an active role in educating others about saving water
 Will do things differently in the future because of their rain
barrel project: use rain water for gardening, ride bike more,
use a rain barrel to save water

29. Give Water A Hand
Youth Action Guide and Leader Guidebook for protecting
and improving water resources. http://www.uwex.edu/erc/gwah/
Holding on to the Green Zone
Action Guide and Leader Guide for the study and
stewardship of community riparian areas.
http://www.blm.gov/wo/st/en/res/Education_in_BLM/riparian_module.html
Best Practices of Forestry Service-Learning Projects
http://sauk.uwex.edu/4-h-youth-development/yeps4h/

30. Connecting the Coasts
Website: Investigate and act on Lake Superior Basin
issues.
http://connectingthecoast.uwex.edu/Resources/index.html
Water Action Volunteers (WAV)
Citizen Science program to learn about and improve the
quality of Wisconsin’s streams and rivers.
http://watermonitoring.uwex.edu/wav/
4-H2O Replenish
Conserving water using hands-on technology.
http://www.uwex.edu/ces/4h/set/4-H2OReplenishProject.cfm