Projects in Environmental Education: Capstone Report

Los Arboles Middle School | Compost Group

Group Members:

Athena Hochevar, Maya Cota, Emilee O’Brien, Tianna Jones, Holly Julson
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Introduction

Our capstone is a collaborative sustainability project between CSUMB students and Los

Arboles Middle School students that allow them to act as environmental stewards within their

community. We worked as a group of five facilitators – Athena, Maya, Emilee, Tianna, and

Holly – and were paired with three students from Los Arboles Middle School who were

interested in learning more about food systems and composting. Los Arboles Middle School is a

"Community of Caring" school with a culture that is ever changing. Prior to beginning our

project we introduced ourselves and spent time cultivating relationships with the students in our

group. In order to support the “place-keeping” values of operating within an established

community without the expressed intention of changing the way it functions, but simply

enhancing the capacity for function we attempted to remain transparent and honest with our

students in all aspects of the project.

We approached this project using the Head Heart Hands model developed by Dr. Julie

Singleton. This model of co-learning was intended to be used as a sustainability education model

and was easily adapted in our project (Singleton, 2015). The Head Heart Hands model

emphasizes the ways in which the complexity of our bodies provide complex avenues for

learning, and by using them in tandem with one another they are capable of deeper learning

(Singleton, 2015). Outcomes of this model include reflection as a means to better process

information and apply it within our lives (Head), relational knowing by connecting students to

their communities and subsequent environment in order to further their capacity for caring about

place (Heart), and deep engagement carried out through the immersion and use of our bodies as

tools for learning (Singleton, 2015). In addition to the Head Heart Hands model we aimed to

highlight the ways this also reflects tenants of embodied science learning. Embodied science
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learning supports the notion that the body is an inextricable element of our learning (Gill et al,

2017.) Embodied learning techniques have showed us that the field of “embodied cognition has

emphasized the role that the body and environment play in cognitive processing.” (Gill et al

2017.)

Project Overview

We acted as facilitators guiding students to become environmental role models by having

them learn about the importance of composting through hands-on activities. We learned about

food cycles, composting, and waste management while constructing and maintaining two

composting bins. We worked as a team to facilitate activities and hands-on learning while also

engaging with the students academically.

In the first few weeks of our project, where our activities were more hands-on and

involved, the students expressed more engagement with the activities. Each student had inquiries

and assumed roles based on their strengths. Once we had built and assembled both subpods the

students were able to see the fruits of their labor with two fully functioning composting systems

and the food they were able to grow themselves. Unfortunately, we found out chard is not

everyone's favorite vegetable. Each student has different strengths and interests that align with

this model directly. This became evident throughout the varied activities we created and

facilitated throughout our time at LAMS. Through our project we were able to identify the

strengths and weaknesses of the students involved in our project and help them work through

their resistance to learning. Each student came to us with varied interests in science and the

environment, respectively, and varied quantities of knowledge. Aveena proved to be the artist,

Marco was the thinker and Geo was our brawn.

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Composting benefits many aspects of our environment. It helps make use of food waste

that would traditionally be thrown into landfills or incinerators. The nutrients from compost help

maintain nutrients in soil to promote healthy plant growth. Composting provides environments

for nutrient rich soil and decomposers such as worms, and it also helps reduce greenhouse gases.

Project Outcomes:

A main goal of ours was to foster a better understanding of the environment. Students

gained a deeper understanding of food waste management and natural cycles within the

environment. They also learned what composting is, why it is important for the planet, and how

it can reduce waste in landfills. Additionally, students learned in depth about important

environmental cycles, such as the water cycle and the process of decomposition

Ability to recognize good change was also a key outcome. Students can now look around

campus and see where things are good for the environment and where things aren't so good.

Students can now identify different sustainability practices and apply them to their own

environment.

Another outcome was motivation to enlighten. Students are now capable of teaching others

about the composting process and how it affects waste management and, students gained enough

knowledge as the project progressed to educate their peers on the environmental importance of

composting Students also can show their peers where on campus they are able to compost

We created engaging lesson plans for each week with our students at LAMS. The first

half of the semester, we spent a majority of our time installing the SubPods. We agreed as a
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group that we (the CSUMB students) would build the barrier of the second SubPod on our own

time to make time for our later activities. After the installation of the compost bins, we planted

some vegetables in the soil inside the barriers. In the later weeks of the semester, we focused

more on our students’ connection to the environment through interactive worksheets and sign

making. For evaluation, we used the Head, Heart, Hands model in order to gain a better

understanding of how our students connected to the environment and their community. In the

beginning of the semester, our students knew little about composting and didn’t feel a very

strong connection to the environment. After their last evaluation towards the end of the semester,

they seemed to have a significantly better understanding of composting and its importance, and

also were able to describe different tools that could be used in their day to day life that could

improve their environment (such as picking up trash, or pointing out our composting signs to

peers).

Image 1: Marco and Aveena choosing vegetation to plant around the first SubPod compost bin
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Image 2: Maya, Aveena, and Geo filling the base of the compost bins with softened coconut peat

Throughout this project it was evident that each student had a different interest in learning and

even a different style of learning. Every week we assessed which part of the Head Heart Hands

model the students were engaging with and which they were the most engaged with. From these

assessments we were able to chart what the students were perceiving from our interactions and

what their main

takeaways were. The

only challenges to

the assessments were

that one of our

students, Marco, was

absent during three

class opportunities to

participate in them
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and so we do not have complete data for this student and the students would at times attempt to

define the ways they embodied each of the engagement types. After explaining what we aimed to

get out of the assessments, the students had more complete responses to the questions. The

assessments challenged our perceptions of the students as individuals. We were visually able to

define where students were engaged and when, allowing us to know how the students would

respond to certain activity types. Typically, the Hand focused activities would engage Geo and

sometimes Aveena and Marco were more engaged with the written or Head oriented activities.

Nonetheless, the data shows that the students recorded being engaged with different aspects of

learning throughout. Where we saw Marco as being more engaged with the Head activities he

recorded being most interested in the Hands activities. Geo was consistently a Hands oriented

activity and this was directly reflected in the data. Aveena was more difficult to engage in

activities, despite her personality and social nature, when it came to activities that required

discussion she would disengage. Aveena was the only student to note Heart oriented activities as

being something she connected with, so much so that in our activity where we put posters around

campus she discussed general interest in growing her community by “hop[ing] they care” about

what we are doing and that “to not be alone and work together” was a goal for her future

sustainability efforts.
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Image 3: Group members planting chard around SubPod composting bin

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Group Reflection

Overall, working as facilitators for an environmental community project with middle

schoolers was a unique and valuable experience. We were able to observe what life is like for the

students of Los Arboles Middle School within the community they have built, the challenges

they face, and the manner in which they are attempting to navigate them. Building a connection

with them while also helping them build connections with their environment and peers, proved to

be one of the most important aspects of our work. Though the level of connection we built

fluctuated day to day, each student had a relationship with a member of the CSUMB community

by the conclusion of our projects.

Challenges

This semester we faced some challenges. Covid was an obstacle for all of us and, having

to wear masks outdoors for class was hard to navigate for both CSUMB students and LAMS

students. On some days more than others, students would be disengaged or seemingly

uninterested in the activities planned for the day. Also having such a large group of CSUMB

students facilitating activities for only three LAMS students was interesting and posed a

challenge; however that factor didn't really pose an issue unless a LAMS student was missing for

the day, it could have been overwhelming for the middle schoolers.

How we tackled them

Sometimes we had challenges arise and we would need to communicate those with them.

We would kindly remind students to wear their masks and remain safe distances when working

together if the issue arose. On days in which students were less engaged, we would alter the
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lesson plan to make it more interesting and interactive for the students. Additionally we would

try not to talk over each other, as this could make the environment overwhelming when only a

few students were present.The rest of the group would help out with other elements of the project

while one or two CSUMB students would work with the LAMS students.

Maya’s Reflection

Throughout the course of this semester we have each had the opportunity to act as

facilitators in the outdoor classroom at Los Arboles Middle School and to learn what it takes to

be an effective educator. Beginning this project I was excited to fill the role of educator and

facilitator with the understanding that being in that position requires certain degrees of

knowledge, patience, flexibility and boundaries. However, I was also interested in seeing the

ways we can build capacity for students in a way that better engages them with their environment

and reach a sense of community.

Initially, I felt confident about my ability to be a facilitator in the outdoor classroom as I

have had some experience being an

educator and enjoyed being a guide for

youth learning opportunities. This

changed when the challenges began to

grow bigger and bigger. At first, the

challenges were outside of our control

and it felt like an opportunity to grow as a professional and understand that we must always be

prepared to adapt to the challenges with which we are faced. Nonetheless, it was difficult at

times not to feel frustrated when creating different activities, putting time and effort into them
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and carrying them out in the classroom only to have the students be disengaged. The first few

weeks in our group it was difficult to engage with the students and I found myself taking more

time to understand that we are not members of their direct community and that the element of

trust is a necessary part of effective facilitation. In addition, I began to see that though the

content we were presenting them was interesting to us, it was not always something they could

relate to or feel connected to. The sheer lack of familiarity with the content proved to be daunting

for them in many ways and opened my eyes to the way I assumed they had prior education on

topics I had learned at their age. By stripping away many of my own assumptions and letting go

of building concrete deliverables from our project, it allowed me to better connect with the

students.

In many instances in the outdoor classroom I felt that I assumed leadership roles, whether

it was in the facilitation of activities or knowledge dissemination. To my peers I was the

facilitator with the most knowledge surrounding

compost and its function, however, I felt that at

times the students were intimidated to enter into

discussion with me if I engaged in rhetoric that

was unfamiliar. Taking notice of this, I altered my

approach to communication with them and found

that relating to them on a more personal level

grew our relationships and enhanced the co-learning experience. From this project I have learned

that there is more complexity to being a facilitator than simply teaching. Facilitating

environmental learning is more about community building, and fostering positive relationships to

the environment by providing students with the necessary tools to grow in all aspects of their
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lives. Though this is difficult to measure and is not always possible, the goals seem more clear to

me now. Building the foundation for individuals to be positive change makers takes work, and

perseverance. Moving forward I would like to participate in activities that have more capacity for

longevity, to see the participants through time or to have the opportunity to reinforce community

structure.

Tianna’s Reflection

This project has been a very unique and rewarding experience for me. I’m very grateful

that I was given the opportunity to act as a facilitator in a project based around youth

involvement in sustainability practices, and even more so to have been able to learn and grow

with both the LAMS students and our project. I love the idea and implementation of the outdoor

classroom, especially in an area (in reference to Monterey) that is relatively

environmentally-oriented. It seems to have helped at least

some students form a deeper understanding of and

connection to the environment, despite working through

the challenges associated with transitioning to a new

school setting during the pandemic. As the project

progressed, we were able to identify each students’

strengths and interests through their levels of engagement

with different activities. Like our students, I came into this

project knowing very little about composting, but I am

confident now that I could compost on my own (and I plan

on investing in a Subpod when I have the space for it). I

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think our group dynamic also played a huge role in how well we communicated with one another

and provided a very supportive space for everyone involved. It was very cool to have been a part

of an environmentally beneficial project organized in this manner, and to have been able to share

resources with the middle school students in order to advocate for the environment. I am extra

grateful that we were able to see (and taste) the results of our work at LAMS and to have had

such a supportive professor to help us throughout the entire process.

Emilee’s Reflection

Even though Los Arboles middle school students (and us CSUMB students) had just

come back to in person classes after a pandemic, they were overall fun to work with. I found it

important to make small talk and relate to some of what we were trying to teach them to things

that they might have already had encountered, for example, where trash goes when it is picked

up from the curb -> a Spongebob episode where

Spongebob take a trip to the dump, or asking the

students if they have ever planted before and what

that experience was like and what the outcome

was. This helped build a connection with them in

order to increase their contribution and interest to

the project and make them feel human within our

group rather than just a student vs. facilitators. I feel that if the students were exposed to this

prior to the outdoor classroom, they would have been a little more interested in the project and

would have retained a little more of the major parts of the food cycle, climate change and the

importance of composting. However, I do feel that each student will remember the experience
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and later on in their lives they will look back and say “hey, I remember back in middle school we

played with food waste and worms. I just ate a HUGE salad that I didn’t quite finish with some

fruits. I can compost some of this!” I hope that worms stick with them and they have a new

found respect for the natural decomposers. Another aspect of being a facilitator that I learned is

that, yes, you get frustrated by outside sources, and yes, students can frustrate you too, but,

understanding the frustrating parts or why the counterpart is frustrating to you is key to keeping

the project moving forward and in a positive manner. Being considerate to the group and not

letting negative aspects hinder the success of the project is more important. I also learned why

teachers back in grade school would say “[you] are being a distraction to other students.” It’s

important that other students realize they are distracting others from learning. Overall, it was an

incredible experience to work side-by-side with some amazing peers and share our knowledge of

compost with each other and the students while also facilitating a fun and rewarding project on

how to help the environment.

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Holly’s Reflection

The opportunity we had to work with the middle school

students was fun and tedious. The first lesson that I learned

as a facilitator was that no matter how much planning you

do, any curve ball can be thrown your way and encourage

you to innovate. Each student showed up and brought along

unique personalities and perspectives, and so did we as

facilitators. Our group, overall, had great communication

and I would say that we all put our best foot forward to lead

and learn from the seventh graders with whom we worked alongside.

Each student excelled in different aspects. It was so interesting to watch. On the last day, when

we asked the students if they enjoyed this experience, all three of them said they did. When we

asked the students if they felt that they learned about composting, despite some disengagement

throughout the semester, our students told us multiple things they had learned. Even with the

challenges, the overall outcomes made me proud of our work.

The value of environmental education and literacy was reiterated to me this semester. I can recall

the moment in which the students shared with us that they had no idea about global warming

when we were half way through our project. If people do not know that there is an issue, such as

climate change, then they do not know that they can be living more sustainably. This semester

during this project I reflected heavily on the fact that I am a lifelong learner. I can learn from

these students just as much as they can learn from me.

There were awkward times this semester, as this was the first group that I co- facilitated in an

educational setting. There were unforeseen obstacles over the course of this project. I learned
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more about how it can be difficult to facilitate meaningful education, even though it may be

difficult, we must move forward. Education is key in moving forward sustainably.

Athena’s Reflection

Working with middle school students was a fun and engaging experience for me. Being

able to see each individual grow in their own way was really interesting. Each student had their

own personality and perspective on things, and each student had strengths and weaknesses in our

project. Aveena typically gravitates towards being a supporting role. She would pitch in where

she was needed, and also contributed to lots of ideas on poster design. Marco was quieter but

shined when it came to the more academic activities, such as worksheets. Geo also contributed to

the worksheets and poster making, while also showing interest in the

more hands-on activities. It was great being able to work together as a

team, talk about important natural cycles, and watch them learn about

the world around them. It was also fulfilling to see the students ask

questions and be curious about what we were doing and why we were

doing it. Overall, our group had great chemistry and we were able to

complete our project in a timely manner while also educating the

students on why our project is important for the planet and for their

environment.
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Works Cited

Gill K. et. all (2018). Cultivating collaborations: site specific design for embodied science

learning. Integrative and comparative biology Vol. 58 no.1. Available from

https://doi.org/10.1093/icb/icy027

Singleton, J. (2015). Head, heart, and hands model for transformative learning: place as context

for changing sustainability values. Journal of Sustainability Education, 9. Available from

https://is.gd/zoHpUA