Assessment of the Workshops
Several types of data were used for assessment.
These include registration information, a pre-workshop survey,
a post workshop survey, assignments collected during the
workshops, and workshop budgets.
Survey Results - Most Useful Parts of the
Workshop:
When asked to describe the most useful part
of the workshop, by far the largest category of answers
related to environmental education resources--42 out of
93 total responses. In this category, participants remarked
positively on both the information they received, and the
exposure to new ideas and materials. Many participants mentioned
that they thought the manual was going to be a very helpful
resource. The second most popular workshop activity was
linking and networking opportunities. The third most popular
activity was the introduction and practice of EE methods.
In addition to the above comments, the higher
education participants, who experienced a session on standards
articulation rated it as the most popular category, along
with environmental education resources. In the standards
articulation category participants remarked positively on
the updates and clarification of the standards information
and on the chapter requirements.
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Survey Results - Least Useful Parts of the Workshop:
There were two prime areas of negative responses--timing
and content concerns. Most participants saw these two concerns
as being related, (not enough time to cover the amount of
content). Some examples of these concerns were:
· "Too much information in too short of time
means nothing is retained."
· "There was not enough time to fully examine
and check the resource materials library."
· "Historical definitions of environmental education
made it tedious and it was a lot of material to cover in
one chunk."
· "More time to cover the resources available
at the workshop."
· "Need more time for ideas and exercises."
· "Too fast- slow down presentations. Give more
time for questions and for discussions among participants."
· "More opportunities are needed for participants
to walk around, take restroom breaks, etc."
· "Tendency to overlap between speakers."
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Top Rated Workshop Activities:
Participants were asked to rate how the workshop activities
contributed to their professional development. The rating
scale was from one to five. The ratings were as follows:
5=excellent contribution, 4=good contribution, 3=some contribution,
2=needs work, 1=no contribution. The top rated activities
for each workshop were:
April 10, 1999
(4.6) EE Sample activities and follow-up discussion of how
they illustrated EE goals and principles.
(4.4) Cooperative practice developing an EE program to incorporate
EE principles.
(4.4) Overview of the major curriculum and resources available
in the state from PCEE partner organizations.
October 8, 1999
(4.5) EE Sample activities and hands-on practice.
(4.3) Overview of major EE resources available in the state
from PCEE Web site, PCEE partners, and national organizations.
(4.1) Facilitated discussions of the applications of EE
principles to participants' professional practice.
November 5, 1999
(4.3) Group discussion and examination of the morning's
activities as to how they relate to Pa. academic standards,
and Guidelines for Excellence in EE.
(3.9) Facilitated brainstorming of issues and challenges
to implementing EE into participants' professional practice.
(3.9) Overview of major EE resources available in the state
from the PCEE Web site, PCEE partners, and national organizations.
March 13, 2000
(4.5) EE resources online and hard copies (workshop manual,
primer, and standards handout).
(4.2) PowerPoint facilitated discussion of EE and PCEE,
and their implications for preservice teacher education.
(4.1) EE infusion and integration, including sample activity.
(4.1) Environment and ecology standards and articulation.
(4.1) Informal conversations during unscheduled time.
Several participants mentioned to the facilitators
that they appreciated the opportunity to network with other
colleagues in the field. This may be related to the fact
that discussions of issues and challenges in EE and resources
to meet the challenges were top rated workshop activities.
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New Teaching Techniques:
Participants mentioned a wide variety of new
teaching techniques. No clear pattern emerged to characterize
the top selections from the workshops. Techniques mentioned
include constructivism, cooperative learning, interdisciplinary
EE, new EE subject matter, how to teach standards, pre and
post field trip strategies, Internet resources, developmental
stages, integration, problem solving, and systematic evaluation
of lesson plans.
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Top Rated Resources:
PCEE Web site (63 responses)
Workshop manual (57 responses) and primer (52 responses)
Pa. Dept. of Education academic standards for environment
and ecology (47 responses)
A specific EE lesson plan, (various ones were mentioned)
(30 responses)
"Guidelines for Excellence in EE" booklet and
checklist (29 responses)
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Suggestions for Other Workshop Topics:
How to teach about environmental issues
Workshops geared towards specific age groups
Curriculum training workshops, (WILD, WET, PLT, etc.)
Topic related workshops, such as air quality, geology, wildlife,
watersheds, population, etc.
Evaluation
Environmental ethics
Program planning and curriculum integration: ie. how to
integrate ideas into your own setting
How to teach environmental action skills
Infusion methods
Workshops for specific curriculum to address standards
In-service vs. preservice teacher training
Teaching strategies and curricula
Higher education/continuing education opportunities
Cultural diversity in EE-- recruiting and involving
