May 26th, 2009
Vincent has gotten her Harlem school to collaborate with Columbia University and Loyola University New Orleans for a spring break program in which students take an excursion to the marshes of the Mississippi Delta. As geology major with a minor in marine biology , Vincent studied with wetlands ecologist Dr. Frank Jordan of Loyola and Dr. Robert Newton of Columbia. Those connections have been vital to developing programs at the Young Women’s Leadership School.
Vincent also has spearheaded an eight-week summer program in which her students do field work at New York’s Pierpont Marsh (see photo left). Here they examine the marsh’s ecosystem and make observations on its changes.
Vincent believes that the university collaboration is an essential ingredient at the girls’ school. “It’s real science and by having a mentor at the college level, the girls see how the data they are collecting is needed in studies.”
In Onslow County, Curley says the schools have been supportive but sometimes skeptical of his efforts to develop environmentally based programs, in part due to the State-mandated tests that students need to score well on. But he has hope. “There has been a considerable amount of debate and discussion concerning how and what we are teaching our children, and I am optimistic and see schools moving in a new direction of inquiry, and project-based authentic learning experiences.”
In Dade County, besides teaching her students about the environment, Vazquez has been able to get her school to go green. She is especially proud that her school saved $39,000 last year (September ‘07 to September ‘08), reducing their energy use by 20 percent. The school had the roof of one of their buildings painted white and installed a more energy-efficient gym roof that required less air-conditioning, but most of the savings came from simply changing habits, she says.
“We just stopped wasting. We did little stuff – such as shutting down the computers and shutting off lights when not in use. We did nothing monumental, but teachers and kids are just more aware now.” They also recycled 6,000 pounds of paper and plastic, and, she says, teachers are making far less copies of materials and printing on both sides of a page.
Teaching about the environment, getting her fellow faculty members to incorporate it and getting the school to embrace it was all-encompassing, says Vazquez.
It came about, she says, when she asked the principal about having an environmental awareness meeting in August 2007. “I presented a power point to the faculty, the custodians, the PTA. Then I got together with the student council and trained them to show it to all students during homeroom.”
“That’s how it started. I never pushed,” says Vazquez, “but enough people followed.”
At the Young Women’s Leadership School, the environment is also part of the school’s mission, says Vincent. “We take a holistic approach. Students have to know about the planet, be sensitive to political issues [on the subject] and learn to be good stewards of the earth.” She says the history, English and science departments collaborate in a summer reading project in which the students have to read An Inconvenient Truth, answer questions over the summer and then write an essay on it when they return in the fall.
“Kids are great,” says Vincent. “If we educate the kids, the environment will get fixed.”
Vazquez echoes this sentiment.
“We are ready – the country is ready. People are learning that energy independence is good for the country.”
Teacher take-aways
All three teachers have good advice for educators interested in incorporating the environment in their teachings.
- Look for real-life connections that kids can relate to
- Talk about science careers
- Don’t brainwash students, let them reach their own understanding based on facts
- Get the whole school involved. A holistic approach that incorporates the environment in more than just science classes
- As the teacher, you need to get out in the field. Try a summer project with the Nature Conservancy or a university professor
- Forge a connection with a university so that you can bring a scientist into your classroom
- Show school administrators that you’ve done your homework and have a workable plan if you want to sell them on a class project that takes the kids outside the classroom.
- Learn how to write and apply for grants
Copyright © 2009 Green Right Now | Distributed by Noofangle Media
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