Proposal for Funding Through US EPA Office of Environmental Education
Submitted by the Kansas Association for Conservation and Environmental Education (KACEE)
Capacity Building at the Regional Level: Professionalizing and Legitimizing Environmental Education
Section 1. Project Summary
a) Organization: The Kansas Association for Conservation and Environmental Education (KACEE) is a non-profit and
serves as the umbrella organization for environmental education in Kansas. KACEE has been in existence for 33 years
and currently has a membership of more than 200 organizations and nearly 300 individuals, all of whom are impacted
and will serve as partners in this project, specifically the Kansas State Department of Education and the Kansas State
Board of Education, as well as the natural resource state agencies. Similar partnerships exist with partner state EE
Partners: Iowa Conservation and Education Council (ICEC)
Missouri Environmental Education Association (MEEA)
Nebraska Alliance for Conservation and Environmental Education (NACEE)
b) Summary Statement: The need to legitimize EE as a viable, professional and critical component of a child’s education
has been identified as a major barrier toward the goal of environmental literacy by EE leaders around the county. This
project will increase state EE capacity by enhancing state level initiatives that legitimize and professionalize the delivery
of quality, non-biased and science-based environmental education in the four state region of Iowa, Kansas, Missouri and
Nebraska. By utilizing expertise at the regional level, each state will develop and implement action plans with specific
outcomes and outputs that advance the legitimacy of EE through foundational professional components such as state EE
standards, state EE Master Plans, state level EE certification program, state level EE program, materials and resource
review and ongoing assessment of environmental literacy at the state level. Working within the established EE
leadership collaborative in the region, program management teams will undertake the development and implementation
of “legitimization” projects with the involvement of key stakeholders and will therefore increase state capacity to deliver
quality EE and assess their progress toward environmental literacy on an ongoing basis.
c) Educational Priority: EE Capacity-Building at the state level.
d) Delivery Method: KACEE will work with EE leaders from IA, MO and NE to: a) assess current capacity building
structures in place using the National Environmental Education Advancement Program’s (NEEAP); b) identify priority
structural components that will further professionalize and legitimize EE in the state; c) recruit a stakeholder team
consisting of representatives from formal education (preschool, elementary, secondary and post-secondary), business and
industry, government and non-profit environmental and conservation education related organizations; d) work
collaboratively with the stakeholder team and other state EE leaders from the region to create an action plan that outlines
a plan and a budget for the development and/or enhancement of identified structural components that increase state EE
capacity; e) implement and evaluate action plans; and f) complete an evaluation of the process, outcomes and outputs,
with the ultimate goal of each state having in place one or more of the components identified by NEEAP as key
structural components that increase state capacity for the delivery of EE and advance environmental literacy among the
e) Audience: The primary audience for this project will be the Four State EE Program management Team, board members
and key stakeholders from the four states EE organizations. Through the implementation of action plans, each state will
ultimately impact more than 2000 formal and non-formal environmental educators with priority given to those
populations that are currently under-served as determined by each state.
f) Costs: Total project costs are $192,860.00 with $80,500.00 in requested EPA funding and $112,160.00 provided as
match (Match Rate of 58.2%) EPA funds will be utilized to support the personnel necessary to manage and coordinate
the project, travel and meeting expenses for the EE program management team and recruited stakeholders, funds to cover
costs associated with planning and implementation of structural component projects in each state and printing and supply
costs related to the project planning and implementation. Please note that due to the complexity of this project, we are
requesting funding for a two-year period.
Section 2. Project Description
2a. WHY (i): Purpose of project and how it addresses an educational priority.
In the 2008 Environmental Protection Agency’s Environmental Education Grants Solicitation, capacity building is identified
as an educational priority for the grants program and is defined as: “developing effective leaders and organizations that
design, implement, and link environmental education programs across a state or states to promote long-term sustainability of
the programs” (p. 3). This grant proposal addresses the advancement of capacity within the EPA Region 7 states (IA, KS,
MO, NE) through the collaborative development and implementation of specific strategies that help to legitimize,
professionalize, and assure the quality of EE programs in the region. In a 2002 EETAP Capacity Building Evaluation, one of
the primary findings was the need to strengthen efforts to legitimize EE within the broader society. More specifically, Wells
& Fleming (2002) state:
All states recognized that, to some extent, EE is not fully understood or supported across our society. For some, it is
the lack of recognition and respect for EE as viable education by legislators, politicians, and/or state agencies. For
others it is ignorance about the benefits of EE for students, citizens, and society at large, including business and
industry. Still others noted the tremendous inconsistencies in perceptions about the use and appropriateness of EE by
K-12 teachers, school administrators, state education offices, state natural resource agencies, higher education
institutions and anti-EE critics. These varying perceptions are directly related to the myriad comments about
networking and communication. Most all states feel that enhancing communication among divergent groups is key
to improving capacity building (pp. 57-58).
This finding, the need to work toward further legitimization of EE, was voiced by each state interviewed for this study.
Clearly a critical element lacking in state EE efforts, limiting state capacity, is the perception of a lack of “legitimizers” for
EE among key partners and supporters at the state level. When one critically examines what provides legitimization and
“professionalization” of a field, in particular the broad field of education, the following are common elements: systemic
plans for educational efforts, certification of teachers within the field, standards and benchmarks for educational outcomes,
evaluation of educational effectiveness, and use of high quality educational tools and resources. If these principals of
“legitimization” and “professionalization” are applied to the field of EE, states will have the necessary components in place
to increase their capacity for delivery of EE and ultimately, the sustainable foundation for increasing the environmental
literacy of our citizens.
Specifically, the purpose of this project is to build capacity for delivery of quality, non-biased and science-based
environmental education in the region through the development and implementation of projects at the state level that further
legitimize and professionalize EE that include one or more of the following:
Development of EE Master Plans-a collaborative effort among EE providers and stakeholders to develop a
comprehensive plan that identifies goals, outcomes and outputs for EE at the state level
EE Certification-a collaborative initiative to develop professional standards for environmental educators and a tool
to assess the attainment of those standards, resulting in certification of EE professionals using model state programs
through the North American Association for Environmental Education (NAAEE).
EE Program, Material and Resource Review-modeled after the NAAEE’s Guidelines for Excellence,
implementation of a program, material and resource review process that helps state level EE programs determine the
extent to which their programs, materials and resources meet the established guidelines for exemplary EE.
State EE Literacy Assessments-using established assessments, such as those developed by the National
Environmental Education Training Foundation, a process of assessing the level of environmental literacy of various
audiences on an ongoing basis to determine overall effectiveness of EE programs at the state level toward advancing
State EE Standards-Using the National EE Standards developed through the NAAEE Guidelines for Excellence
initiative, a collaborative effort to create state standards for EE with key stakeholders.
In a document published originally in 1994 and revised in 1998, Ruskey and Wilke identified 24 components of
comprehensive EE state programs (see page 6). These 24 components are subdivided into three broad categories: Program,
Structure and Funding Initiatives. The research completed by Ruskey and Wilke indicates that “the more components a state
has in place that are being effectively implemented, the stronger the EE program will be.” This project is important to the
region as it addresses the need to further develop and enhance “structural” components for state EE associations that
ultimately lead to stronger EE programs and increased capacity to fund raise with EE programs that are perceived as a
legitimized part of our children’s education.
2a. WHY (ii): Identification of environmental issue.
With an EE Capacity Building initiative, the successful implementation impacts all environmental education programs and
activities within the state and thus indirectly addresses multiple environmental issues. Within the constituency of the state
EE associations, there are programs that address water and water quality, air quality, soil conservation, energy and energy
conservation, wildlife and habitat, and natural resource management, to name just a few. By putting into place structural
capacity building components that legitimize and professionalize EE in the state, this project has the potential to address
numerous environmental issues through increased support for and involvement and participation in environmental education
across the region.
This project is intended to serve as a model that can be replicated in other regions and through the North American
Association for Environmental Education (NAAEE), a final report of the project will be issued to state affiliates and a
presentation at the NAAEE Annual Conference will serve as a mechanism for the dissemination of methods, outcomes and
outputs and lessons learned from this project. It is hoped that we can work to synergize efforts nationally by exploring a
phase two of this project that will take the lessons we learn in implementation, strengthen the program and offer it to other
state EE associations, thus building the capacity for delivery of quality EE on a much broader scale.
2a. WHY (iii): Environmental Stewardship.
This project will address environmental stewardship through increasing the capacity of four state EE associations to
effectively promote and provide EE in the region. Specifically, through such measures as establishment of standards for
teaching and learning, ongoing environmental literacy surveys, and quality assurance measures for programs, materials and
resources, the four state region will be able to more effectively engage stakeholders in supporting and implementing EE. As
data in the 2005 National Environmental Education and Training Foundation’s report, Environmental Literacy in America
suggests, “a higher level of environmental knowledge correlates significantly with a higher degree of pro-environment
behavior” (p. 13).
Project Coordinator: The Kansas Association for Conservation and Environmental Education (KACEE) is a non-profit and
serves as the umbrella organization for environmental education in Kansas. KACEE has been in existence for 33 years and
currently has a membership of more than 200 organizations and over 300 individual members. KACEE is the state sponsor
for Projects Learning Tree, WET, WILD, WILD Aquatic and Investigating Your Environment. KACEE has 5 full-time and
2 part time staff persons at this time.
KACEE’s mission is to promote quality, sound, non-biased environmental education in Kansas. Towards this mission,
KACEE hosts an annual statewide environmental education conference annually, conducts annual membership meetings,
coordinates the delivery of the EE programs mentioned above, assists local agencies and organizations in conducting and
hosting environmental education activities and events and serves as a single contact point in Kansas for information and
programs related to EE in Kansas. Further more, KACEE is the advisory group to the State Board of Education and State
Department of Education for environmental education and maintains representation from both the board and the department
as ex-officio members of our board. Special projects towards this mission include a correlation of KACEE programs to the
state core curricular standards, the development and distribution of Environmental Education Standards for Kansas, and
hosting a regional EE Leadership Clinic. KACEE is a past recipient of the North American Alliance for Environmental
Education (NAAEE) State Affiliate of the Year.
Partners: Iowa Conservation Education Association (ICEC)
Missouri Environmental Education Association (MEEA)
Nebraska Alliance for Conservation and Environmental Education (NACEE)
Target Audience: The demographics of the EE professional community in Kansas, Iowa, Missouri and Nebraska are typical
of many mid-western states. We anticipate involving the EE program management team from all four states and will recruit
stakeholder teams in each state for the planning and implementation of one or more of the structural components that increase
state EE association capacity through legitimization and professionalization of the EE field. These stakeholder teams will
consist of an average of 15 representatives from formal education, government agencies, business and industry and non-profit
environmental education related organizations from each state. The stakeholder teams will be recruited from the membership
of the state EE associations and where gaps in stakeholder constituency occurs, the board members of each state EE
association will use professional and personal connections to insure a well-balanced stakeholder team. Each state has
experience and success in recruiting stakeholder teams through four previous collaborative projects funded through EPA and
we are confident that by supporting travel and meeting expenses for the stakeholder teams we can be successful in recruiting
stakeholders for this grant. The ultimate audience impacted by this project includes the EE professionals in each of the four
states and the students they serve, allowing for increased opportunities to infuse EE into educational settings.
(2c) HOW: Explain strategy, objectives (outputs and outcomes), activities and delivery
The proposed goal of professionalization and legitimization of EE through the implementation of projects that develop or
enhance one or more of the structural components of “Comprehensive EE Programs” as defined by Ruskey and Wilke (1998)
will be successful attained through the following strategies, objectives, activities and delivery methods:
Assess the Current Status of Comprehensive EE Programs Structural Components: Working with the established EE
program management team, which consists of two representatives from each of the states in Region 7 (IA, KS, MO, NE)
and the board of directors from each of the state EE associations partnering in this project, we will develop an online
survey that utilizes the “Components of Comprehensive EE Programs” developed by Ruskey and Wilke (1998) to assess
the current status of the structural components that each state currently has in place and/or in progress, as well as an
assessment of which components need additional enhancement, which components are missing and a prioritization and
rationale for what components state EE leadership believe are most critical to further professionalizing and legitimizing
EE in their state.
o Outputs: Structural Components Assessment Tool and survey response data from approximately 50
environmental education leaders from the four state region.
o Outcomes: Identified areas of relative strength and weakness in structural components of Comprehensive
EE programs and a prioritized list of components state EE leaders feel are most important to address to
strengthen the legitimization of EE in their state.
Timeline: Assessment developed and conducted by August 15, 2008.
Identify Priority Areas for State Implementation Projects: With the leadership team from the region, an analysis of state
data will be conducted and a document for each state will be produced that outlines the top 2-3 priority areas for
implementation of state projects that build or enhance structural components of Comprehensive State EE programs that
specifically address the enhanced legitimization of EE in their state Examples of potential priority areas for state projects
include: state EE standards, state EE Master Plans, state EE certification programs, state environmental literacy assessments,
and state programs for quality assurance of EE programs, materials and resources. In each case, the models for projects will
be based upon “Guidelines for Excellence in EE” materials from NAAEE. These documents that outline the results of the
data collected from state EE board members will be circulated to each state board for further revision and comment prior to
o Outputs: An Assessment of the Current Status of Structural Components of Comprehensive EE Programs
for each state will be completed and circulated between partners and state EE leaders. In addition, a
document that outlines priority areas for state Action Plans, which includes rationale for why the identified
priority issues are priorities that will lead to increased legitimization of EE in each state will be completed
and circulated to state EE leadership.
o Outcomes: States will have a document that both assesses the current status of structural components of
Comprehensive EE Programs as well as a prioritized list of potential state activities that can further
advance the legitimization of EE in their state. These status reports and needs assessments will serve as a
foundation for work by the stakeholder teams in designing an action plan to collaboratively implement
projects that strengthen one or more of these components and subsequently will strengthen both the EE
association and the potential for sustainable delivery of quality, non-biased and science-based EE in their
Timeline: State Assessment of Structural Components of Comprehensive EE Programs and Priority Areas for State
Implementation Projects completed by September 15, 2008.
Development and Implementation of Stakeholder Recruitment Plan: The four state EE program management team will
work to develop a plan to recruit a diverse state stakeholder group that will work collaboratively within both their state teams
and across state teams, targeted numbers of stakeholders from formal education (preschool, elementary, secondary and post-
secondary), governmental agencies (such as the state department of education, natural resource related agencies and
conservation districts), business and industry and representatives of non-profits who work in EE related fields. It is
anticipated that approximately 10-15 stakeholders per state will be involved in the Stakeholder Joint Planning Retreat and
subsequent development of state appropriate action plans and budgets for enhancing the legitimacy of EE. A primary tool for
recruitment will be the membership of the state EE associations involved in this project, as they have already established an
interest in EE, but attention will be given to filling in gaps in recruitment so that identified stakeholder groups are adequately
o Outputs: Development of criteria for each state’s stakeholder team to insure diverse representation,
development of an invitation to participate in the stakeholder team and action planning process for state-
based EE legitimizing activities which includes application information from stakeholders which includes a
signed letter of commitment to participate in planning and implementation of state projects, strategies for
secondary recruitment to fill out teams with desired representation from stakeholder groups, and
development of a communications database to insure timely and ongoing communication with
o Outcomes: Increased meaningful engagement of stakeholders in the development and implementation of
strategies designed to enhance the legitimacy of EE in the state, leading to increased buy-in and elevated
legitimacy of EE as an important part of children’s education.
Timeline: Recruitment strategies and plan developed and stakeholders recruited by November 15, 2008.
Development and Implementation of a Joint Stakeholder Planning Retreat: The EE program management from each
state, who represent the state EE association, will work collaboratively to plan a 2.5 day Joint Stakeholder Planning Retreat.
It is important that this planning retreat include stakeholders and EE program management from all four states as it allows for
cross-fertilization between states as they work toward increasing the legitimacy and professionalization of EE. Again, using
the structural components of Comprehensive EE Programs (Ruskey and Wilke, 1998), the status and needs assessment for
each state will serve as a tool to help planners know where states have already had success in establishing some of these
components in their states. For instance, Kansas recently completed an EE Master Plan which was developed by a broad and
diverse stakeholder team in the state, including the State Department of Education, Business and Industry, EE related non-
profit organizations and state natural resource agency representation. The plan establishes a joint vision from all stakeholders
for EE in the state and lends legitimacy to EE through the diverse involvement and consensus on the goals, outcomes and
outputs that are important to achieve to advance EE literacy in the state. Kansas can serve as a resource for those states who
choose to pursue the development of an EE Master Plan as a tool toward legitimizing EE. Similarly, Missouri has an EE
certification process in place and other states can learn from the process and the lessons learned and have a stronger
foundation to successfully replicate similar programs in their states. It is also critical that adequate time for the team to plan
without distraction. It is important that each state be able to determine the priority component(s) for action as each state
differs in the status structural components of Comprehensive EE Programs and has its own unique socio-political climates in
which to work Therefore, this proposal allows for flexibility of states to choose from several different structural components
which include EE standards, EE master plans, EE literacy assessments, EE certification and EE program, materials and
resource review This Joint Stakeholder Planning Retreat allows for the cross-fertilization and planning time necessary for
states to successfully develop their state action plans/budgets for projects that advance the legitimization of EE in their states
and add structural components necessary to have strong EE programs in their states.
o Outputs: The EE Program management Team from the four states will use previous experience from our
Four State Board Retreat process completed in 2004 to plan a Joint Stakeholder Planning Retreat at the
Lied Center in Nebraska City, NE. The agenda for the meeting needs to provide time for all four states to
collaborate and tap into expertise and ideas, as well as work independently to develop an action plan for
their state. An outcome of this process will be the initial draft of an action plan for increasing the
legitimacy and professionalism of EE in their state and will outline clear strategies for completing one or
more projects with a tentative budget for those projects.
o Outcomes: The short term outcome of the Joint Stakeholder Planning Retreat will be the increased by in by
stakeholder representatives for enhancing the legitimacy of EE in their states. These stakeholder
representatives in the long term become stronger advocates for EE and ambassadors within their
stakeholder constituencies for including EE as an important part of our children’s educational experiences.
Timeline: Joint Stakeholder Planning Retreat planned and completed, involving more than 50 EE leaders and
stakeholder from the four states by April 30, 2009.
Completion, Review and Approval of Implementation of State Action Plans and Budgets: The proposed action plans
(which include strategies, timelines, persons responsible, evaluation of strategies) and budgets from each of the four states
that were developed and refined as a result of the planning retreat and additional communication following the retreat to
refine and flesh out the plans will be reviewed by the four state EE program management team to insure reasonable
timelines, outputs, outcomes and budgets. The four state program management team will develop and disburse funding and
reporting guidelines to each team and funds will be disbursed for teams to implement action plans. These funding and
reporting guidelines will insure accountability and oversight of state initiatives.
o Outputs: Action plans and budgets for projects that enhance legitimacy of EE for each of the four states
completed that outline a clear plan for achieving goals, outputs and outcomes and disbursement of funding
to each state for implementation of action plans and a reporting and evaluation process established to insure
o Outcomes: There will be increased stakeholder involvement and support for EE in the state and plans will
be developed that ultimately increase the delivery of EE in the state, promote a more informed and
environmentally literate citizenry and lead to more responsible and informed environmentally related
decision-making in the state.
Timeline: Plans reviewed, process for reporting and evaluation established and funds disbursed to each state by
June 15, 2009.
Implementation, Monitoring and Evaluation of State Action Plans: In order to effectively implement plans, it is
necessary for this proposal to have a two year time frame—accomplishing the planning in implementation of these action
plans that enhance the legitimacy of EE would not be feasible within the traditional one year timeframe. Using the protocols
established by the four state EE program management team, state stakeholder teams will implement their action plans
according to the strategies and timelines they have established within their approved plans. In order to insure that plans
continue to move forward, stakeholder teams will be asked to provide updates which include outputs and outcomes to date on
a quarterly basis.
o Outputs: Quarterly progress reports from state stakeholder teams, the development and implementation of
at least one component of Comprehensive EE programs in each state and involvement of 50 state EE
leaders and stakeholder in the successful implementation of these plans.
o Outcomes: Each state will have at least one additional component of a Comprehensive EE Program in
place. These components will strengthen the EE association, create legitimacy for EE in the state, increase
stakeholder buy-in and involvement and ultimately lead to the inclusion of more EE opportunities for our
state’s children and increased environmental literacy among the citizenry in our states.
Timeline: At least one additional component of Comprehensive EE Programs that increase legitimacy of EE in
Kansas, Iowa, Missouri and Nebraska in place in each state by May 30, 2010.
Progress Reporting from Participants: As mentioned above, to insure that stakeholder teams are on target for
completion of action plans, state teams will asked to submit a progress report to state project managers. Those who are not
making appropriate progress will have opportunities to meet with state project coordinators to get activities back on track.
o Outputs: Completion of quarterly progress reports by state stakeholder teams.
o Outcomes: Indication to stakeholder team of relative progress of participants, accountability and if needed,
additional assistance to complete action plans within timeframe.\
Timeline: Progress Reports due September 15, 2009, December 15, 2009 and April 15, 2010 with final reports due by May
Final Report on State EE Projects to Legitimize and Professionalize EE: At the end of the implementation of action
plans for each state to enhance the legitimacy of EE through the development and implementation of one or more the
structural components of comprehensive EE programs, each state stakeholder team will prepare a final report of activities
which includes work products of the plan (i.e. state EE standards, state EE master plans, EE literacy assessments, EE
certification programs, EE program, material and resource review programs), supporting documentation of the process and
identification of outcomes and outputs of the process, plans for dissemination within the state, an assessment of the process
and work products, and impacts of the projects in each state. These reports will be compiled for final reports to EPA and will
be used for presentations on the project at the NAAEE Annual Conference, state EE conferences and other settings to
encourage replication of the project in other regions of the country.
o Outputs: Completion of state final reports with supporting documentation and implementation of the
projects in the state, resulting in strengthened EE associations that have more legitimacy for EE in their
states and increased buy-in of stakeholders. Strengthening state EE associations leads to sustainability of
EE and increased opportunities for EE in the state.
o Outcomes: More sustainable EE associations in Kansas, Iowa, Missouri and Nebraska that can more
effectively promote EE in the state, increased buy-in for EE in schools and other educational settings and
enhanced professionalization and legitimacy of EE, resulting in advancements in environmental literacy
among state citizenry and ultimately, increased pro-environmental behaviors among citizenry.
Timeline: Final Report completed and disseminated by June 30, 2010.
(2d) WITH WHAT: Use of quality EE products or methods
This proposed project relies heavily on nationally recognized products and methodologies. Specifically, for the foundational
structural components of Comprehensive EE Programs, we are relying on the research of Ruskey & Wilke (1998) which
identifies 26 components, broken out into structural components, program components and funding components. These
identified components are found at http://www.uwsp.edu/cnr/neeap/research/ComprehensiveEE.htm and are the result of over
10 years of data collection and research on state EE programs. In addition, we are utilizing programs and materials from the
North American Association for Environmental Education which include, The Guidelines for Excellence materials (found at:
http://www.naaee.org/programs-and-initiatives/guidelines-for-excellence/ which subsequently inform the EE certification
program and the EE Program, Materials and Resource Review process, as well as establishing national EE standards. An
additional program that is utilized in this project is the National Environmental Education Foundation’s environmental
literacy surveys (found at: http://www.neefusa.org/resources/publications.htm#neetfpubs) and which have been conducted
and reported for over 10 years. These environmental literacy surveys provide background data on national responses and also
a format for replication of environmental literacy assessments at the state level. Finally, this project relies on the processes
and lessons learned through the Environmental Education and Training Partnership (EETAP) work with state level capacity
building and the studies and reports from the EETAP States Project, found at: http://eetap.org. Using these established and
quality resources and methods, we will have strong and consistent programs in our state that advance EE.
Section 3. Evaluation
(3a) Tracking and measuring progress on outputs and short-term outcomes:
Each of the outputs and short-term outcomes outlined in section 2(c) HOW, will be evaluated based on the identified timeline
and stated outputs and outcomes. Specifically, the four state EE program management team will solicit and compile period
progress reports as outlined in the activities above and share the results to the state stakeholder teams and with EPA through
our quarterly reports. The tracking and measuring of progress will be the primary responsibility of the four state EE program
management team and more specifically the state project coordinator to whom financial support for this work will be
received. A more specific plan for tracking and monitoring is found in the logic model included in the appendices of this
(3b) Applying evaluation data to strengthen project:
As progress reports are filed by state stakeholder teams, the four state project management team will assess whether or not
stated strategies, timelines and outcomes/outputs are being achieved and provide feedback to the state stakeholder teams,
which will include ways in which they can use other regional resource persons for consultation, resources at the state and
national level that might assist the stakeholder team, provide opportunities for collaborative work between state stakeholder
teams and additional support for coordination and implementation from state EE associations as necessary. In this way, we
will insure that each state stakeholder teams achieves the goals, outcomes and outputs that they have identified in their state
action plans for enhancing the structural components within their state to legitimize and professionalize EE.
(3c) Anticipated medium and long-term outcomes: Medium-range anticipated outcomes of this project
include increased stakeholder involvement and commitment to EE in their states, additional components of Comprehensive
EE Programs developed for state programs and an increased professionalization and legitimization of EE at the state level. In
the long term, having these structural components in place in the region will increase involvement in EE efforts with key
stakeholders, increase opportunities for EE to occur in schools and other learning settings and ultimately increase the
environmental literacy of the regions citizens. As previously stated, the long-term outcome of increasing the delivery of EE
in the region is “a higher level of environmental knowledge (which) correlates significantly with a higher degree of pro-
environment behavior” (Environmental Literacy in America, NEETF, p. 13).
(Section 4) Budget and Appendices
BUDGET BY EXPENSE CATEGORY:
BUDGET CATEGORY PROJECT MATCH TOTAL EXPLANATION
Personnel: Overall $7500.00 $7500.00 KACEE will take the lead in providing overall project
Project Coordination (150 coordination that will include management of the process and
hours for 2 years at grant (reports, financial duties, coordination with EPA)
Personnel: State $20,000.00 $2000.00 $22,000.00 In order to provide ongoing support for successful completion of
Coordinator Salaries (4 (State EE Assn this project, each state will need to provide a project manager
States, 100 total Advisors to who will serve on the planning committee and who will
hours/year for 2 years @ project) coordinate the promotion, application process, logistics and
$25/hr,) evaluation projects for their state teams.
Contracted Services: $25,000.00 -0- $25,000/00 In order to effectively recruit stakeholder teams and provide
Lodging/Meals for 42 them with the opportunity to have dedicated time to
participants, and 8 state collaboratively plan and share ideas, we will use Leadership
project managers for 2.5 Lodge at the Lied Center in Nebraska City. This facility is not
days at Leadership Lodge only a green hotel, but it is centrally located to the four states
in Nebraska City, NE and has the meeting facilities required to host planning
Joint Stakeholder opportunity. By providing lodging and meals for participants,
Planning Retreat we are asking only for their time and travel to participate, thus
($500/person) increasing the likelihood of strong stakeholder involvement and
Travel: Travel to $3000.00 $5160.00 $8160.00 The planning team and state project managers will need to meet
planning meetings and face-to-face several times for the planning and implementation
the Joint Stakeholder of this project ($750 per state to support travel to project
Planning Retreat for the management meetings and the joint planning retreat).
four state project Participants will also be required to provide their own travel
management team and (mileage from 40 participants, traveling average of 300 miles at
stakeholder participants $.43/mile).
Personnel: Personnel -0- $105,000.00 $105,000.00 Participants will be providing time for both the Joint Stakeholder
time for stakeholders in Planning Retreat and development of action plans and the
attendance at Joint subsequent implementation of these action plans. NOTE:
Planning Retreat and Project management team will request signed in-kind
subsequent action plan contribution forms that document time spent on project and
implementation (42 for salary/fringe related to the time they donate in the course of
100 hours @ $25/hour) participation.
Supplies: Materials and $1000.00 -0- $1000.00 For the professional development component of the project,
Supplies for the project additional materials, such as those mentioned within the “Project
management team which Description” will be required, as well as copies and other
include printing, postage, supplies.
and tools for the Joint
Planning retreat such as
chart paper, pens, tape,
photocopying onsite and
notebooks for materials.
Small Grants to state $24,000.00 -0- $24,00.00 In order for participants to implement an evaluation project,
stakeholder teams for the there will be some cost involved for items such as printing,
implementation costs postage, phone charges, etc.
associated with the
they will be implementing
in their state. Allowable
costs include personnel,
travel for planning,
contracts for services (e.g.
facilitator for state EE
master plans) and
supplies (4 Small Grants
at $6000 each)
TOTALS $80,500.00 $112,160.00 $192,660.00 MATCH RATE OF 58.2%
Appendix One: Project Timeline by Activity Description
PROJECT ACTIVITY COMPLETION TARGET DATE
1. Assemble Project Management Team from the established four state July 1-August 15, 2008
EE leadership team in KS, IA, MO and NE to initiate project planning
and develop and administer an assessment of current status of
Comprehensive EE Programs, to be collected from state EE leadership
and compiled by the project management team.
2. Project management team will analyze the data collected by state EE September 15, 2008
leadership in the above assessment to create a document that outlines
the current status, priority areas and rationales for priorities for potential
implementation projects that develop or enhance one or more of the
structural components for Comprehensive EE Programs by a
3. The project management team will develop and implement a plan for November 15, 2008
recruiting stakeholder involvement in the Joint Planning Retreat and
subsequent implementation of state action plans with an end goal of
recruiting 42 stakeholders from the four states.
4. The project management team will develop and implement a Joint April 30, 2009
Stakeholders Planning Retreat that will result in the development of
action plans for priority areas for each state with strategies, timelines,
persons responsible and a budget for activities.
5. The state stakeholder teams will complete and submit their action June 15, 2009
plans to the project management team for review and approval and
small grants to states for implementation of action plans will be
disbursed so that stakeholder teams can begin implementation of action
6. State stakeholder teams will implement their action plans and Implementation: June 15, 2009 thru
provide assessment of activities and progress to the project management May 30, 2010
team. Progress reports:
September 15, 2009
December 15, 2009
April 15, 2010
Final Report: May 30, 2010
7. The final report on state EE projects to legitimize and professionalize Final Report by June 30, 2010 and
EE in the state will be compiled into a joint four state report by the ongoing dissemination
project management team and disseminated to stakeholders, state EE
association members and utilized for subsequent professional
presentations to encourage replication outside of the region.
Appendix Two: Logic Model for Outputs and Outcomes
Outputs Short-term Medium-term Long-term
Assessment of Current Status of Increased awareness of progress in Increased buy in and involvement in Strong, vital and sustainable EE
Structural Components of each state of having a comprehensive building a comprehensive EE organizations that effectively promote
Comprehensive EE Programs for KS, state EE program program in the state, thus and support the delivery of EE in the
IA, MO and NE strengthening the promotion and state.
delivery of EE in the state.
Recruit 42 stakeholders from formal Increased buy-in and support for EE Stakeholders become ambassadors for High levels of support which include
education, natural resource related by engaged stakeholders who are EE within their stakeholder funding for EE from formal
government agencies, business and critical to the success of delivering constituencies, increasing support for education, state natural resource
industry and non-profit EE related high quality EE in the state. EE in the state. related government agencies, business
organizations who work and industry and EE related non-
collaboratively to design and profits, creating a sustainable
implement state based projects that structure for EE in the state.
enhance the legitimacy and
professionalism of EE in their state.
Design, implementation and EE is viewed as a legitimate and More EE is included in preschools, An environmentally literate citizenry
assessment of action plans that important part of our children’s elementary schools, secondary making informed and responsible
develop or enhance one or more fundamental education and is schools and post-secondary schools decisions about the environment both
components of Comprehensive EE supported by stakeholders in the state. and formalized structures for training in their professional and personal
Programs and further the EE is recognized as a profession in and certifying instructors are in place. lives promotes communities that are
professionalization and legitimization the educational community and is EE holds a legitimate place in the healthy and sustainable in the region.
of EE in the state. supported in formal and non-formal school curriculum and by the time
educational settings. students reach adulthood, they are
capable of making informed and
responsible decisions out the
Report is disseminated among State EE leaders have access to The project is used by other states and An environmentally literate citizenry
stakeholders, EE leadership and the enhanced tools and resources to regions to strengthen their own EE making informed and responsible
broader EE community through strengthen their EE programs and programs through the implementation decisions about the environment both
websites, presentations and increase the quality and effectiveness of structural components of in their professional and personal
communications. of their programs with support from Comprehensive EE Programs and the lives promotes communities that are
key stakeholders. legitimization and professionalization healthy and sustainable in the United
of EE expands beyond the four state States and beyond.
region. Because a good model has
been presented, other EE associations
will be able to more efficiently and
effectively implement similar projects
in their states.
Appendix Three: Technical Experience and Qualifications
The project proposed will be implemented by the project management team consisting of EE leadership
from KACEE, ICEC, MEEA and NACEE. This four state collaborative has a track record of
successfully implementing EPA grants, specifically a grant for a Region 7 Leadership Clinic (2000),
Community-Based Environmental Issues Forums (2003) and most recently a Four State Board
Development (2005) that resulted in enhanced leadership in the region as well as on the ground projects
that advance EE in the region including a state environmental literacy assessment, a state EE master
plan, a regional leadership clinic model and a state association sustainable fund development plan. We
have successfully met all EPA reporting guidelines and in each case, accomplished the deliverables
outlined within the funded projects. We believe that we can be counted upon to carry through with the
goals, deliverables, outcomes and outputs of this proposal. KACEE, ICEC, MEEA and NACEE have
involved and dedicated board members and KACEE has paid staff that is committed to successfully
delivering this project. Each state EE association also has an established network of members who
represent the key stakeholder groups outlined within this proposal including local and state board and
department of education representatives, governmental representatives from natural resource related
agencies, business and industry representatives, including those representing energy, farming and
industry of our state and non-profit EE related organizations. In addition, the following key personnel
who will work on implementation of this grant have a strong and diverse skill set that will insure
successful implementation of this aggressive plan for legitimizing and professionalizing EE in our states.
Attached are Resumes for Key Personnel:
Laura Downey, Executive Director, Kansas Association for Conservation and Environmental
Education (KACEE), vita attached.
Susan Salterberg, Director of Waste Reduction, University of Northern Iowa and Board Member
for Iowa Conservation Education Council (ICEC), vita attached
Glenda Abney, Manager of Earthways and MEEA Board Members, Missouri
Kathy Kropuenuske, Executive Coordinator, Keep Scotts Bluff Beautiful and NACEE Board
Member, Nebraska, bio attached
Appendix Four: Letters of Support from Partner Organizations
Iowa Conservation Education Council (ICEC)
Missouri Environmental Education Association (MEEA)
Nebraska Alliance for Conservation and Environmental Education (NACEE)