Mission Statement

  • Educating young people about global environmental issues while engaging and empowering them to create localized solutions.

  • Exposing students of higher education to critical pedagogy and real world teaching experiences.


  • Propagate awareness of environmental issues and solutions by providing environmental education to public schools.

  • Cultivate a greater understanding and appreciation for the teaching profession by exposing students to critical pedagogy.

  • Ignite a sense of generativity between students of various ages by fostering mentoring relationships.

Critical Pedagogical Values

Reciprocation of teaching and learning:

  • It is when we have the courage to teach ourselves and others that we may learn most effectively. It is when we have the modesty to learn from ourselves and others that we may teach most effectively.

Problem-based learning (PBL):

  • In posing specific, real world problems, we create a critical atmosphere in which real world solutions can be explored.

Place-based education (PBE):

  • In using the local environment and community as the context for learning, we connect students to the real world in which solutions can be applied.

Transformative education:

  • Knowledge is generated by students to purposefully improve themselves and their society. Learning is grounded in action that benefits the community beyond the classroom.

Literacy integration:

  • By integrating reading, writing, and mathematics into environmental education, students develop proficiencies necessary for success in more complex realms of academia.

Arts integration

  • By integrating visual (drawing, painting, sculpting) and performance (music, theatre, dance) art into environmental education, students are immersed in natural processes of creation that enhance their learning.

Authentic assessment:

  • Learning is measured by students’ demonstration of progress in the problems and solutions they explore. Depth of research, group efficacy, and organizational strategy are among factors of assessment.


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