Kayla DeVault, a project engineer for the Navajo Division of Transportation, was selected as one of fifteen members of the Youth Perspectives on Climate Justice Work Group, an advisory subgroup of the National Environmental Justice Advisory Council. As a member of this group, Ms. DeVault hopes to share her global experiences and indigenous background to advocate for changes to better protect the environment. Though new to her role at the Navajo DOT, Ms. DeVault has already made valuable contributions with her knowledge from projects in other rural areas. The Navajo DOT director praised Ms. DeVault's selection and contributions since joining their staff.
Design for Learning: Enriching School Landscapes
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Tansi! welcome to INDG 2015. This term I’m opening up some aspects of the course to the public. So feel free to read along with whichever texts you can. I’ll post weekly versions of the course powerpoints, with links, discussion questions and summaries of the materials. Feel free to share your thoughts about (and/or artistic, audio-visual or other responses to) the week’s readings and concepts using the hashtag #INDG2015 on Twitter, Instagram, and Facebook. If I have the capacity throughout the term, I may also upload some other materials as we go. We’re so excited to have you join us in thinking through these important ideas.
Design for Learning: Enriching School Landscapes
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Tansi! welcome to INDG 2015. This term I’m opening up some aspects of the course to the public. So feel free to read along with whichever texts you can. I’ll post weekly versions of the course powerpoints, with links, discussion questions and summaries of the materials. Feel free to share your thoughts about (and/or artistic, audio-visual or other responses to) the week’s readings and concepts using the hashtag #INDG2015 on Twitter, Instagram, and Facebook. If I have the capacity throughout the term, I may also upload some other materials as we go. We’re so excited to have you join us in thinking through these important ideas.
Background: Marine debris is a global environmental crisis. Although technical solutions to deal with marine debris have been developed, successful implementation hinges on backing from an environmentally-literate citizenry. Unfortunately, there are several barriers to building an environmentally-literate citizenry, such as low scientific literacy and politicization of environmental issues. Purpose: Environmental education (EE) among K-12 audiences is a promising social sciences pathway to promote environmental literacy (EL) among adults. EE research has identified strategies for building EL among children, including interventions that are locally based, hands-on, and action-oriented. Pairing these techniques with outreach to older generations through their children may build EL among adults through intergenerational learning, or IGL. IGL may also affect change beyond parents and impact community adults. Methods: This research investigates the community-level IGL pathway with a focus on marine debris via an EE curriculum for students in North Carolina, USA (coastal state). For this treatment-control experimental design, we recruited 36 teachers and randomly assigned them to treatment (n= 21) and control (n=15) groups. We trained the treatment teachers in the marine debris curriculum and collected pre-test data from teachers, students, and parents in Fall 2018. In Spring 2019, we collected post-test data from all groups plus a retrospective-post survey for local adults including officials in business and government. Results: This poster will provide preliminary data of child and parent views on marine debris and data from local community adults after their engagement with the students. Conclusions: Preliminary data from the year one suggest that youth have the power to change the attitudes and behaviors of adults on environmental issues. This work provides hope for the marine debris crisis and also elevates an often voiceless group in modern-day society: youth.
New Research and Recommendations for Education of English Language Learners Christie Goodman, APR
This report shares key insights from the robust discussion among the participants in IDRA’s ELL symposium along with the research study conducted by Dr. Jimenez-Castellanos. The report also provides a set of recommendations useful for policymakers, educators, community and business leaders and parents.
Dignity and pride are not only two different feelings, but, in some ways, opposites. You can step on your pride to preserve your dignity. You can destroy your dignity because of your pride.
- Luigina Sgarro
When it comes to human dignity, we cannot make compromises.
- Angela Merkel
We must build a new world, a far better world one in which the eternal dignity of man is respected.
- Harry S. Truman
IDRA 2017 Annual Report_Keeping the Promise_Profiles in Leadership and EducationChristie Goodman, APR
IDRA’s 2017 Annual Report, Keeping the Promise: Profiles in Leadership and Education, in addition to highlighting our work, features education, family, community and youth leaders and how their commitment to keeping the promise of quality public education for all children has been woven into their paths and how they work with a community of partners and colleagues to keep this promise.
Background: Marine debris is a global environmental crisis. Although technical solutions to deal with marine debris have been developed, successful implementation hinges on backing from an environmentally-literate citizenry. Unfortunately, there are several barriers to building an environmentally-literate citizenry, such as low scientific literacy and politicization of environmental issues. Purpose: Environmental education (EE) among K-12 audiences is a promising social sciences pathway to promote environmental literacy (EL) among adults. EE research has identified strategies for building EL among children, including interventions that are locally based, hands-on, and action-oriented. Pairing these techniques with outreach to older generations through their children may build EL among adults through intergenerational learning, or IGL. IGL may also affect change beyond parents and impact community adults. Methods: This research investigates the community-level IGL pathway with a focus on marine debris via an EE curriculum for students in North Carolina, USA (coastal state). For this treatment-control experimental design, we recruited 36 teachers and randomly assigned them to treatment (n= 21) and control (n=15) groups. We trained the treatment teachers in the marine debris curriculum and collected pre-test data from teachers, students, and parents in Fall 2018. In Spring 2019, we collected post-test data from all groups plus a retrospective-post survey for local adults including officials in business and government. Results: This poster will provide preliminary data of child and parent views on marine debris and data from local community adults after their engagement with the students. Conclusions: Preliminary data from the year one suggest that youth have the power to change the attitudes and behaviors of adults on environmental issues. This work provides hope for the marine debris crisis and also elevates an often voiceless group in modern-day society: youth.
New Research and Recommendations for Education of English Language Learners Christie Goodman, APR
This report shares key insights from the robust discussion among the participants in IDRA’s ELL symposium along with the research study conducted by Dr. Jimenez-Castellanos. The report also provides a set of recommendations useful for policymakers, educators, community and business leaders and parents.
Dignity and pride are not only two different feelings, but, in some ways, opposites. You can step on your pride to preserve your dignity. You can destroy your dignity because of your pride.
- Luigina Sgarro
When it comes to human dignity, we cannot make compromises.
- Angela Merkel
We must build a new world, a far better world one in which the eternal dignity of man is respected.
- Harry S. Truman
IDRA 2017 Annual Report_Keeping the Promise_Profiles in Leadership and EducationChristie Goodman, APR
IDRA’s 2017 Annual Report, Keeping the Promise: Profiles in Leadership and Education, in addition to highlighting our work, features education, family, community and youth leaders and how their commitment to keeping the promise of quality public education for all children has been woven into their paths and how they work with a community of partners and colleagues to keep this promise.
Top 10 Leading Women in Education to Follow in 2024 March 2024 (1).pdfciowomenleaders
This edition features a handful of Top 10 Leading Women in Education to Follow in 2024 March2024 that are at the forefront of leading us into a digital future
9. November 08: Introduction to Environmental Knolwedges in Asia
• Wrecthed of the Earth --- IV. On National Culture (pp. 145-169)
• Rubis JM and Theriault N (2019) Concealing Protocols: Conservation, Indigenous Survivance, and
the Dilemmas of Visibility. Social and Cultural Geography. DOI: 10.1080/14649365.2019.1574882.
• Paredes, Oona. 2016. “Rivers of Memory and Oceans of Difference in the Lumad World of Mindan-
ao,” TRaNS: Trans -Regional and -National Studies of Southeast Asia 4(2): 329-349.
• Viewing of One Night in Bhopal (documentary)
EXPERTISE
Next Generation Science Standards (NGSS); Science, Technology, Engineering and Math (STEM)
literacy; Informal science education; K-12 education; K-12 professional development; Common
Core State Standards; Education assessment;
Education program evaluation; Professional development
Dr. Richard Vineyard is Lead Project Manager with the Pepper Professional Development (PD)
team in PCG Education. His extensive experience in science education and assessment informs
his work with the K-12 community, specifically in helping schools understand the Next
Generation Science Standards (NGSS). Dr. Vineyard works with state, district and school
administrators to design and develop new instructional programs based on the NGSS. He also
supports projects focused on the professional development of teachers in science and other
Science, Technology, Engineering and Math (STEM) education initiatives.
1. March 17, Tse Bonito
– Kayla DeVault, a project
engineer for the Ft. Defiance
Agency with the Navajo
Division of Transportation
(Navajo DOT), was named
one of fifteen members of
the Youth Perspectives
on Climate Justice
Work Group, an advisory
subgroup of the National
Environmental Justice
Advisory Council, today.
The council, established in
1993, “provides advice and
recommendations about
broad, cross-cutting issues
related to environmental
justice” to the US
Environmental Protection
Agency (US EPA). Ms.
DeVault wishes to share her
“global experiences and
indigenous background to
press as much change into
how we treat the planet as
[she] can.”
The Administrator of the
US EPA, Gina McCarthy,
announced the selections
at a meeting of the National
Environmental Justice
Advisory Council in Gulfport,
MS.
While Ms. DeVault is a
recent addition to the Navajo
DOT staff, starting work
this past August, she has
already established herself as
substantive contributor to the
division’s efforts to develop the
Navajo Nation’s infrastructure
network. She’s brought a
wealth of knowledge from
GREAT
SEAL OF THE NAVAJO
NATION
FOR IMMEDIATE RELEASE
Navajo DOT Engineer Earns Spot on National Youth
Environmental Work Group
Press Contact:
Carl Slater, Senior Public Information Officer
(505) 371-8395 – cslater@navajodot.org
facebook.com/nndot twitter.com/navajodot navajodot.org
Kayla DeVault stands in front of the Navajo Transportation Complex in Tse Bonito, NM. The complex
serves as Navajo DOT’s headquarters, where Ms. DeVault is an engineer.
projects she’s worked on in
other rural locations around
the world.
Navajo DOT Division
Director Garret Silversmith,
upon hearing the news of
Ms. DeVault’s honor, issued
the following statement,
“Navajo DOT is pleased and
supportive of Ms. DeVault
recently being named to
the Youth Perspectives on
Climate Justice Work Group.
Furthermore, Ms. DeVault has
been a wonderful addition to
our transportation program
and in the short time she
has been employed here her
contributions and insight to
our recent and upcoming
projects have been valuable
and meaningful.”
Ms. DeVault, who grew
up in rural southwestern
Pennsylvania, is an enrolled
member of the Shawnee
TribeandisalsoAnishinaabe.
Growing up without a local
Native community, she didn’t
begin advocating for Native
American issues until she
began her univeristy studies.
In August 2013 she
graduated from Case
Western Reserve University
with a B.S. in Civil Engineering,
concentrating on a Geo-
Environmental specialty. Over
the course of her university
career Kayla developed an
interest in using her technical
knowledge to help historically
disadvantaged populations,
especially tribes in the Great
Lakes region.
Two university research
projects set the template
for her future career. While
completing an independent
study and internship, Ms.
DeVault worked on a model
that could be deployed by
Great Lakes tribes to exploit
their lake wind resources.
Additionally, Ms. DeVault
was a research assistant
to a professor who sought
to create an international
database of soils standards,
including American Indian
tribes and Alaskan Native
corporations. Treating
tribes as coequals with
other sovereigns was
foundational to her approach
to future engineering and
environmental justice work.
As a part of her research
into soils standards, Ms.
DeVault learned that the
vast majority of federally-
recognized landholding tribes
do not have environmental
programs with independent
soils standards that can
be used for projects such
brownfields remediation. Too
often, she learned, tribes were
offered opportunities, such as
holding a landfill, but were
never given the resources to
remediate the land to their
own standards. One of the
reasons she was attracted
to work for the Navajo Nation
was the nation’s independent
Environmental Protection
Agency and internal mitigation
processes.
Her understanding of
the disparity between how
tribes improve the quality
of life of their citizens and
hold fast to tribal values, like
sound land stewardship, was
only heightened when she
expanded her experience to
Engineers Without Borders.
Combining academic study
and language emersion in
2. West Africa with clean water delivery
projects, Ms. DeVault saw firsthand
how non-governmental organizations’
projects often fail because they
neglect to incorporate their projects
into tribal and cultural structures.
In her final summer in school Ms.
DeVault traveled to India to work with
holistic programs that support urban
indigenous populations. Whereas the
organizations’aimsarediverse—some
focus on poverty and education, while
others focus on creating opportunities
for orphans and abuse victims—they
all seek to incorporate their goals into
the traditional cultural practices and
norms of the people with whom they
work. Inspired by their approaches,
Ms. DeVault is currently working on
climate adaptation and sustainability
projects on Navajo.
She recognizes that in order to
create long lasting programs that will
make a significant impact over time
she must immerse herself in Navajo
culture, language, and philosophy.
Accordingly, she is pursuing an A.A.
in Navajo Studies at Diné College.
With this knowledge, Ms. DeVault is
working to create a hybrid organization
that combines traditional knowledge
in the context of an organization like
Engineers Without Borders. Currently,
the nascent organization is working
with American Indian Science and
Engineering Society (AISES) student
and professional chapters.
Furthermore, Ms. DeVault was
instrumental in the acquisition of the
division’s first soils lab. The lab allows
the division to test the soils at potential
project locations as well as the quality
of materials ordered for projects.
Though the soils lab may seem like
a small and unappealing piece of
equipment relative to a grader, its
operation is one of the fundamental
steps that Navajo DOT must take
in order for the nation to fully assert
its sovereignty and create a first rate
division of transportation.
The soils lab’s acquisition is
emblematic of the question that Ms.
DeVault has been trying to answer in
her young career—the same reason
she was selected as a member of
the youth working group: How can
government and non-government
organizations align incentives along
traditional frameworks to achieve
quality of life improvements that
respect and honor sacred traditions.
The goal in quality of life improvements
isn’t to replace the traditional ways
of living. The goal is to create a
sustainable balance and harmony
between traditional practices and
economic, educational, and quality
of life improvements. And while
environmental stewardship may be a
constant across indigenous nations,
each group has their own way of
pursuing their goals.
Kayla DeVault is a Sequoyah
Fellow, an honor of lifetime AISES
membership that recognizes her
commitment to the STEM fields
(science, technology, engineering,
and math) and to the American
Indian community.
She accepted the White House’s
Generation Indigenous Challenge
and was invited to the White
House Tribal Youth Gathering.
Later she was asked to speak as a
representative of indigenous youth at
the 2nd Universal Periodic Review
of the US in Geneva opposite then-
Assistant Secretary of the Interior
Kevin Washburn. In 2014, Ms.
DeVault won a gold medal in Hong
Kong as a member of the Team USA
Inline Hockey program.
Ni’hoosdzáán baa’áhwiilyąągo
nát’ąą’ nihaa’ánáhályą.
When we take care of the earth,
mutually she takes care of us.