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Youth Water Education
Needs Assessment
Amy Timmerman – University of Nebraska Extension Educator
TEAM*Dan Downing – University of Missouri
*Justin Hougham – University of Wisconsin
*Monica Day – Michigan State
*Kristi Lekies – The Ohio State University
*Zuzana Bohrerova – The Ohio State University
*Christine Wood – South Dakota State University
*Andrea Lorek Strauss – University of Minnesota
Brandon Schroeder – Michigan State
Katherin Jaeger – South Dakota State
Katrina Sally Widhom – University of Illinois
Bradley Cogdill – North Dakota State
Rebecca Power – NC Water Network
Amber Mase – NC Water Network
Anne Nardi – NC Water Network
Why the needs assessment?
Goals
• Determine curriculum being used
for youth water education
• Identify curriculum that make
youth knowledgeable, passionate
and active in water related issues
• Identify placed-based education
• Find gaps in program/curriculum
either by age, stewardship or
engagement
Where to start
• Assessment of Universities
• Goal 15 respondents from all 12 states
• Assessment of Outside Partners
• Goal 3 respondents from all 12 states
Questions
• Ages of youth taught
• Areas you provide water education
• Curriculum used
• Average number of contact hours
• Program evaluation – teacher, youth, visual
and ripple
• Importance of education standards
• Citizen scientist component
Questions Continued
• Explain ripple effects observed
• Examples of youth being positively
impacted
• What makes youth excited
• Observation of increased youth
involvement in community
• What are you missing
• How to make your program better
• Barriers
University Assessment
230 completed – 9 States
3.91%
1.30%
7.39%
19.57%
5.65%
9.57%16.96%
13.48%
22.17%
Percent of Participation by University
Illinois Michigan State Missouri Nebraska NDSU Ohio State Purdue Extension SDSU Wisconsin
9
3
17
45
13
22
39
31
51
0
10
20
30
40
50
60
Illinois Michigan
State
Missouri Nebraska NDSU Ohio State Purdue
Extension
SDSU Wisconsin
Number Participated by University
University Assessment
9
30
95
61
45
0
10
20
30
40
50
60
70
80
90
100
Early Childhood (0-
PreK)
Early Elementary (K-2) Upper Elementary (3-
5)
Middle School (6-8) High School (9-12)
Number of Respondents By Age
University Assessment
53
62
Single Age Taught Multiple Age Taught
University Assessment
15
7
3
10
2
10
4
1
8
2
Number of Combination of Ages Taught
Upper Elementary, Middle School, High School
Middle School, High School
Early Childhood, Early Elementary, Upper Elementary ,
Middle School, High School
Early Elementary, Upper Elementary, Middle School, High
School
Upper Elementary, High School
Upper Elementary, Middle School
Early Elementary, Upper Elementary, Middle School
Early Childhood, Early Elementary, Upper Elementary,
Middle School
Early Elementary, Upper Elementary
Early Childhood, Early Elementary, Upper Elementary
University Assessment
Importance of Education Standards
Linear Scale (1 not important – 10 very important)
•6.9
State Standards
• 50 Yes, 23 No
Next Generation
• 20 Yes, 39 No
Common Core
• 19 Yes, 35 No
University Assessment
• Attitude = not my
expertise, priority, paid
• School = no space for
hands-on, no money for
buses, too many kids
• Time = in general
• Money = no specification
in how
• Personnel = need
additional help –
volunteers, community
involvement, dedicated
staff
• Supplies/programs =
more hands-on programs,
updated printed material
University Assessment
What pieces are missing?
• Standard based water curriculum
• Knowledge and resources of the educator
• Updated tools and information
• Many comparing it to the very structured
national 4H program
University Assessment
What makes youth excited?
• Excitement of youth = educator being
excited
• Hands-on/interactive activity
• Animals
• Program
• Impact – community involvement, transfer
of knowledge, collaboration
University Assessment
Early Childhood Curriculum
• Water rocks
• Project wild – aquatic
• Water conservation curriculum – There’s no
new water!
• Sea grant network
University Assessment
Early Elementary Curriculum
• Project wild – aquatic
• Water conservation curriculum – There’s no
new water!
• Sea grant network
• Project wet
• Rivers are alive
• Water riches
• Edible aquifers
• Water conservation/pollution
University Assessment
Upper Elementary
Curriculum
• Project wild – aquatic
• Water conservation curriculum – There’s no new water!
• Sea grant network
• Project wet
• Rivers are alive
• Water riches
• Water rocks
• Soil & Water Science (State 4-H)
• Illinois river watch
• Enviroscape
• Dane county water watchers
program
• GLOBE
• Steam ecology and water
monitoring workshop
• Junior master gardener
• Storm water sleuth
• Wonderwise – women in science
• Rain water town model
• Idaho DEQ
• W.A.T.E.R
• Missouri Dept. of Conservation
• Several personally created
University Assessment
Middle School Curriculum
• Sea grant network
• Project wet
• Water rocks
• Soil & Water Science (State 4-H)
• Citizen Scientist (Illinois)
• DOTS Equipment
University Assessment
High School Curriculum
• Sea grant network
• Project wet
• Water rocks
• Soil & Water Science (State 4-H)
• Water conservation curriculum – There’s No New Water
• Enviroscape
• DOTS Equipment
• Several personally created
• Ohio Lake management society’s citizen lake awareness
• Stream quality monitoring – Ohio Dept. of Natural
Resources
• Wisconsin groundwater study guide
• Sand-tank groundwater model
• Ohio fertilizer applicator certification and training
Outside Partners Assessment
46 completed – 7 States
2
4
2
3
30
3
2
0
5
10
15
20
25
30
35
Number Participated
• Soil & Water Conservation
District
• Natural Resource District
• Dept. of Environmental Quality
• Local Watershed Coalition
• Cranbrook Institute of Science
• Edgerton Explorit Center
• Private Nature Center
• Museum
• Sea Grant
• County Parks
• Project Learning Tree
• Envirothon
Outside Partners Assessment
14
26
39
32
22
0
5
10
15
20
25
30
35
40
45
Early Childhood (0-PreK) Early Elementary (K-2) Upper Elementary (3-5) Middle School (6-8) High School (9-12)
Number of Respondent by Ages
Outside Partners Assessment
18.2
81.8
Single Age Taught Multiple Age Taught
Outside Partners Assessment
2
3
12
5
2
2
3
2
2
Number of Combination by Age
Upper Elementary, Middle School, High
School
Middle School, High School
Early Childhood, Early Elementary, Upper
Elementary , Middle School, High School
Early Elementary, Upper Elementary, Middle
School, High School
Upper Elementary, High School
Upper Elementary, Middle School
Early Elementary, Upper Elementary, Middle
School
Outside Partners Assessment
Importance of Education Standards
Linear Scale (1 not important – 10 very important)
•7.4
State Standards
• 28 Yes, 5 No
Next Generation
• 13 Yes, 15 No
Common Core
• 14 Yes, 15 No
Outside Partners Assessment
Youth becoming involved with the community
• 19 Yes, 15 No
• Clean up of trails & waterways
• Stream monitoring
• Volunteer numbers increase
• Plant rain gardens
• Installed rain barrels
• Girl Scout gold award project
• Participation in citizen science projects
• College interns & job applicants
• Habitat improvement
• Operation O’Town Creek Clean
Outside Partners Assessment
What pieces are missing?
• Standard based water curriculum – how does
it fit
• Cross-curricular connections
• Hands-on projects & citizen scientist projects
• Follow-up (evaluation)
University Assessment
What are barriers?
• School
• Time
• Money
• Lack of interest from adults
University Assessment
Citizen Scientist Opportunities
• Stream watch/monitoring
• Storm drain marking
• Frog watch
• Pond watch
What’s Next?
• Finalize data analysis
• Compare university & partner results
• Provide the list of resources currently
available on the North Central Water
Network website
What’s Next?
• How to build communication capabilities
with outside partners?
• Dig into research and determine the best
way to “train the trainer” – when does
virtual training vs hands-on training work
Amy Timmerman
atimmerman2@unl.edu
402-336-2760
Twitter:@AmyTimmerman2

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Workshop 2 - Amy Timmerman

  • 1. Youth Water Education Needs Assessment Amy Timmerman – University of Nebraska Extension Educator
  • 2. TEAM*Dan Downing – University of Missouri *Justin Hougham – University of Wisconsin *Monica Day – Michigan State *Kristi Lekies – The Ohio State University *Zuzana Bohrerova – The Ohio State University *Christine Wood – South Dakota State University *Andrea Lorek Strauss – University of Minnesota Brandon Schroeder – Michigan State Katherin Jaeger – South Dakota State Katrina Sally Widhom – University of Illinois Bradley Cogdill – North Dakota State Rebecca Power – NC Water Network Amber Mase – NC Water Network Anne Nardi – NC Water Network
  • 3. Why the needs assessment?
  • 4. Goals • Determine curriculum being used for youth water education • Identify curriculum that make youth knowledgeable, passionate and active in water related issues • Identify placed-based education • Find gaps in program/curriculum either by age, stewardship or engagement
  • 5. Where to start • Assessment of Universities • Goal 15 respondents from all 12 states • Assessment of Outside Partners • Goal 3 respondents from all 12 states
  • 6. Questions • Ages of youth taught • Areas you provide water education • Curriculum used • Average number of contact hours • Program evaluation – teacher, youth, visual and ripple • Importance of education standards • Citizen scientist component
  • 7. Questions Continued • Explain ripple effects observed • Examples of youth being positively impacted • What makes youth excited • Observation of increased youth involvement in community • What are you missing • How to make your program better • Barriers
  • 8. University Assessment 230 completed – 9 States 3.91% 1.30% 7.39% 19.57% 5.65% 9.57%16.96% 13.48% 22.17% Percent of Participation by University Illinois Michigan State Missouri Nebraska NDSU Ohio State Purdue Extension SDSU Wisconsin 9 3 17 45 13 22 39 31 51 0 10 20 30 40 50 60 Illinois Michigan State Missouri Nebraska NDSU Ohio State Purdue Extension SDSU Wisconsin Number Participated by University
  • 9. University Assessment 9 30 95 61 45 0 10 20 30 40 50 60 70 80 90 100 Early Childhood (0- PreK) Early Elementary (K-2) Upper Elementary (3- 5) Middle School (6-8) High School (9-12) Number of Respondents By Age
  • 10. University Assessment 53 62 Single Age Taught Multiple Age Taught
  • 11. University Assessment 15 7 3 10 2 10 4 1 8 2 Number of Combination of Ages Taught Upper Elementary, Middle School, High School Middle School, High School Early Childhood, Early Elementary, Upper Elementary , Middle School, High School Early Elementary, Upper Elementary, Middle School, High School Upper Elementary, High School Upper Elementary, Middle School Early Elementary, Upper Elementary, Middle School Early Childhood, Early Elementary, Upper Elementary, Middle School Early Elementary, Upper Elementary Early Childhood, Early Elementary, Upper Elementary
  • 12. University Assessment Importance of Education Standards Linear Scale (1 not important – 10 very important) •6.9 State Standards • 50 Yes, 23 No Next Generation • 20 Yes, 39 No Common Core • 19 Yes, 35 No
  • 13. University Assessment • Attitude = not my expertise, priority, paid • School = no space for hands-on, no money for buses, too many kids • Time = in general • Money = no specification in how • Personnel = need additional help – volunteers, community involvement, dedicated staff • Supplies/programs = more hands-on programs, updated printed material
  • 14. University Assessment What pieces are missing? • Standard based water curriculum • Knowledge and resources of the educator • Updated tools and information • Many comparing it to the very structured national 4H program
  • 15. University Assessment What makes youth excited? • Excitement of youth = educator being excited • Hands-on/interactive activity • Animals • Program • Impact – community involvement, transfer of knowledge, collaboration
  • 16. University Assessment Early Childhood Curriculum • Water rocks • Project wild – aquatic • Water conservation curriculum – There’s no new water! • Sea grant network
  • 17. University Assessment Early Elementary Curriculum • Project wild – aquatic • Water conservation curriculum – There’s no new water! • Sea grant network • Project wet • Rivers are alive • Water riches • Edible aquifers • Water conservation/pollution
  • 18. University Assessment Upper Elementary Curriculum • Project wild – aquatic • Water conservation curriculum – There’s no new water! • Sea grant network • Project wet • Rivers are alive • Water riches • Water rocks • Soil & Water Science (State 4-H) • Illinois river watch • Enviroscape • Dane county water watchers program • GLOBE • Steam ecology and water monitoring workshop • Junior master gardener • Storm water sleuth • Wonderwise – women in science • Rain water town model • Idaho DEQ • W.A.T.E.R • Missouri Dept. of Conservation • Several personally created
  • 19. University Assessment Middle School Curriculum • Sea grant network • Project wet • Water rocks • Soil & Water Science (State 4-H) • Citizen Scientist (Illinois) • DOTS Equipment
  • 20. University Assessment High School Curriculum • Sea grant network • Project wet • Water rocks • Soil & Water Science (State 4-H) • Water conservation curriculum – There’s No New Water • Enviroscape • DOTS Equipment • Several personally created • Ohio Lake management society’s citizen lake awareness • Stream quality monitoring – Ohio Dept. of Natural Resources • Wisconsin groundwater study guide • Sand-tank groundwater model • Ohio fertilizer applicator certification and training
  • 21. Outside Partners Assessment 46 completed – 7 States 2 4 2 3 30 3 2 0 5 10 15 20 25 30 35 Number Participated • Soil & Water Conservation District • Natural Resource District • Dept. of Environmental Quality • Local Watershed Coalition • Cranbrook Institute of Science • Edgerton Explorit Center • Private Nature Center • Museum • Sea Grant • County Parks • Project Learning Tree • Envirothon
  • 22. Outside Partners Assessment 14 26 39 32 22 0 5 10 15 20 25 30 35 40 45 Early Childhood (0-PreK) Early Elementary (K-2) Upper Elementary (3-5) Middle School (6-8) High School (9-12) Number of Respondent by Ages
  • 23. Outside Partners Assessment 18.2 81.8 Single Age Taught Multiple Age Taught
  • 24. Outside Partners Assessment 2 3 12 5 2 2 3 2 2 Number of Combination by Age Upper Elementary, Middle School, High School Middle School, High School Early Childhood, Early Elementary, Upper Elementary , Middle School, High School Early Elementary, Upper Elementary, Middle School, High School Upper Elementary, High School Upper Elementary, Middle School Early Elementary, Upper Elementary, Middle School
  • 25. Outside Partners Assessment Importance of Education Standards Linear Scale (1 not important – 10 very important) •7.4 State Standards • 28 Yes, 5 No Next Generation • 13 Yes, 15 No Common Core • 14 Yes, 15 No
  • 26. Outside Partners Assessment Youth becoming involved with the community • 19 Yes, 15 No • Clean up of trails & waterways • Stream monitoring • Volunteer numbers increase • Plant rain gardens • Installed rain barrels • Girl Scout gold award project • Participation in citizen science projects • College interns & job applicants • Habitat improvement • Operation O’Town Creek Clean
  • 27. Outside Partners Assessment What pieces are missing? • Standard based water curriculum – how does it fit • Cross-curricular connections • Hands-on projects & citizen scientist projects • Follow-up (evaluation)
  • 28. University Assessment What are barriers? • School • Time • Money • Lack of interest from adults
  • 29. University Assessment Citizen Scientist Opportunities • Stream watch/monitoring • Storm drain marking • Frog watch • Pond watch
  • 30. What’s Next? • Finalize data analysis • Compare university & partner results • Provide the list of resources currently available on the North Central Water Network website
  • 31. What’s Next? • How to build communication capabilities with outside partners? • Dig into research and determine the best way to “train the trainer” – when does virtual training vs hands-on training work