Written Resource

Prepare future scientists (undergraduate & graduate students) to communicate their science knowledge more effectively to the public and other diverse audiences

How can we create and sustain equitable and just working and learning environments?

The ACLIPSE university course instructional materials, and associated grades 6-12 teacher professional learning opportunities and materials, engage participants in climate science activities while using data in authentic and locally-relevant ways.

A guide to how student and nature-centered teaching approaches offer opportunities for the development of Social Emotional Learning competencies.

Student journals should require original student thought and direct engagement with the environment. We recommend these pages be the bulk of a program’s journal.

Field guides are a useful, student-centered strategy for introducing content to students. Below is a list of field guides we’ve used, created, or had recommended from partners.

Learners should engage directly with nature as often as possible during outdoor science experiences. Here’s things we recommend instructors carry that help learners do that.

This Guide is a planning tool to support leaders to successfully implement change in their organizations and programs.

Check out this article in Clearing by Kevin and Craig, introducing environmental educators to the BEETLES Project.

This paper examines the role and value of professional learning and organizational capacity building in outdoor science education.

This brief shares impact results from the BEETLES project’s 2011-2015 Field Testing process.

This policy brief describes the importance of this field, the findings of our survey, and recommendations for mitigating the potentially devastating threats facing this field.

This brief investigates how a network of outdoor science programs has fared during the COVID-19 pandemic.

This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies.

Drawing on our first-hand experiences, the goal of this brief is to bring awareness to the ways that white supremacy culture has shown up in the field of environmental education.

Insights and Lessons Learned from Crissy Field Center, Golden Gate National Parks Conservancy

This brief highlights how YES Nature to Neighborhood shifted organizational culture to intentionally foster the promotion and retention of BIPOC in the organization.

An approach to create school site maps that highlight walkable destinations and routines organized for K–5 from Green Schoolyards America!

This resource helps you identify units in your curriculum that emphasize environmental concepts and add outdoor learning experiences to classroom routines.

Find out more about what you can do to be an advocate for science education and environmental literacy in your community!

There is a large amount of research on how people learn. This session breaks that information down and shows instructors how they can apply that knowledge to their teaching.

This session focuses on developing adult-level understanding of the concepts of matter and energy and how it relates to ecosystems.

This session focuses on developing adult-level understanding of the concepts of adaptation and evolution for instructors.

Discussion is an essential part of learning. This session provides valuable knowledge, strategies, and discussion practice to help instructors develop their discussion-leading skills.

This session explores how any activity that provides evidence of student thinking can be used to inform instruction and promote further learning.

Learning is an active, social process. This session focuses on the Learning Cycle, an approach to sequencing phases of activities based on how people learn.

This session focuses on how to use questions to encourage student exploration and learning, and how instructors’ behaviors may encourage or discourage student exploration and learning.

This session explores 3 questions: “What is science?,” “How do scientists actually do science?,” and “How can we help young people think like scientists to answer questions about the natural world?”

How we can help learners make careful observations while encouraging wonder and curiosity? The session explores methods and activities to strengthen learners’ skills in making observations.

Field journaling is a powerful practice that supports observation, thinking, and learning. This session explores how field journaling can be used to support learner engagement and science learning.

Teaching outdoor science as a process of discovering mysteries ignites students’ wonder and curiosity about interacting with nature. Those strategies are modeled throughout the session.

Chaperones are integral parts of outdoor science programs. This short guide includes three versions of what an instructor or program leader could do with chaperones to prepare them specifically to support outdoor science learning and the group’s nature exploration.

This short summary offers context about the Next Generation Science Standards and opportunities for supporting NGSS-aligned instruction in outdoor science schools.

This resource can help programs create effective new outdoor science activities for use by multiple instructors across a program and adapt and revise existing activities.

This study, led by the Research Group at the Lawrence Hall of Science, explores the design of a professional learning workshop series for outdoor science organizations.

A set of tools to support organization leaders in creating a reflective learning culture on staff, and in coaching instructors to improve their practice.

What can effective virtual outdoor science experiences look like? This blog post offers examples and ideas.

This activity is a routine that can help develop such a reflective learning culture on your staff.

Establishing reflective structures, like watching instructional videos together and discussing them, can help nurture a culture of reflection and growth among staff.

A guide on how to engage students positively from the beginning by creating an environment in which they can be the best versions of themselves.

Land acknowledgments call attention to the enduring presence of indigenous peoples– but they’re just one small part of supporting indigenous sovereignty.

Discussion is key to learning. These resources provide ideas, tools, and routines to support instructors to develop skills required to lead productive, meaning-making discussions.