Educator Spotlight: Christine Biela

Christine Biela, a teacher at Stuart W. Cramer High School in Gaston County, recently completed her NC Environmental Education Certification. “I teach Earth and Environmental Science, North Carolina Wildlife, AP Environmental Science and Honors Forensics. I love creating hands-on, place-based learning experiences that connect my students with the natural world and help them understand how science applies to their everyday lives.”

Christine says the certification program advanced her career by helping prepare her for a successful career transition into secondary science teaching. “The program allowed me to become very familiar with North Carolina ecosystems, wildlife and community science programs, all of which I have been able to integrate regularly into my classroom.”

Christine says her favorite part of earning her certification was learning about the different ecosystems and biodiversity of North Carolina. “Because I had only recently moved to North Carolina, the certification program helped me discover the incredible natural resources, wildlife and conservation organizations that make North Carolina so unique. I also appreciated how practical the workshops were, giving me activities and resources that I could immediately bring back to use with my students.”

When asked what certification experience stands out for her, Christine says it was the site visits and programs. “Visiting so many incredible environmental education sites across North Carolina and participating in community science programs—like Terrapin Tally, NABat and Box Turtle Connection—were the most memorable parts of the EE certification program. It was inspiring to learn directly from people working in the field and to see the wide variety of organizations dedicated to local conservation, research, and education.”

For her community partnership project, she partnered with the U.S. Fish and Wildlife Service, Stevens Creek Nature Center and Catawba Riverkeeper to develop an educational workshop centered on water quality and conservation of Charlotte’s endangered freshwater mussel, the Carolina heelsplitter. “The program introduced participants to the importance of native freshwater mussels, their role in maintaining clean water and actions individuals can take to help protect local watersheds. My goal was to help participants recognize that even lesser-known endangered species play an important role in healthy ecosystems, and that local conservation begins with understanding our own watersheds.”

Christine says the certification program changed her approach to teaching. “The certification program reinforced the importance of place-based and experiential  learning. Rather than simply teaching environmental concepts, I now place an even greater emphasis on helping students build meaningful connections with the natural world through local examples, outdoor experiences and community partnerships. The program also introduced me to many outstanding environmental education resources that I continue to incorporate into my classroom each year.

Christine also says the program changed the way she thinks about environmental issues.  “While I always knew that local and place-based environmental education was important, the certification program helped me appreciate how many opportunities there are across North Carolina to connect students with conservation efforts happening in their own communities. The program also gave me a much deeper appreciation for the state’s extraordinary biodiversity, and I now share that excitement with my students. They are often amazed to learn that North Carolina is home to the only wild population of endangered red wolves and the greatest diversity of salamanders anywhere in the world. It helps them realize that globally significant conservation isn't something that only happens somewhere else—it happens right here in our own state. The program reinforced that environmental issues can sometimes feel overwhelming on a global scale, but local stewardship and community partnerships allow students to see that their actions can make a meaningful difference. It also deepened my appreciation for the many agencies, nonprofits and educators working together across North Carolina to protect our state's natural resources.”

Educator Spotlight: Cristal Lugo

Cristal Lugo, an elementary school teacher, recently completed her NC Environmental Education Certification. Cristal teaches English as a Second Language at Sycamore Creek Elementary School in Wake County. “I teach English to multilingual students in kindergarten through 5th grade. My hobbies include visiting museums, traveling, collecting cancellation stamps from national parks, reading non-fiction history books and wearing different fashion styles.”

When asked about her favorite part of completing the certification program, Cristal said it was discovering so many meaningful, hands-on ways to help her students develop English, grade-level content knowledge and academic vocabulary at the same time. “As an ESL teacher, one of my primary responsibilities is pre-teaching the academic vocabulary and content my students will encounter in English Language Arts, science and social studies. My goal is for them to walk into their classrooms feeling confident, understanding what they are learning, and actively participating alongside their peers. The workshops I attended provided me with an incredible collection of lessons, resources and outdoor learning experiences that made this possible.

Many of Wake County Public Schools' elementary ELA units focus on environmental topics, and Cristal says allowing students to explore those concepts through hands-on experiences both inside and outside the classroom significantly strengthened their vocabulary development and reading comprehension. “Through nature journaling, investigations, discussions and collaborative experiments, my students practiced using both social and academic language in English while also drawing on their home languages to deepen their understanding. These experiences created a welcoming, low-stress environment where students felt comfortable taking risks, asking questions, making mistakes and learning from one another. One of the most rewarding outcomes was watching my English learners become leaders. Because they had already experienced the content through hands-on learning, they entered their general education classrooms with confidence and were often able to contribute ideas, answer questions and support their classmates. Earning this certification has transformed my teaching by giving me practical strategies that not only deepen learning but also empower my students to succeed academically.”

For her community partnership project, Cristal collaborated with the art and technology teachers at her school for an annual art and science night. “I partnered with 12 local organizations that aligned with our students’ science and ELA curriculum to provide hands-on learning experiences focused on topics such as wildlife, conservation, natural resources, sustainability and environmental science. Like many schools, some of our students and families face barriers such as transportation, time constraints and the need to take additional time off to provide these types of experiences for their children. By bringing these organizations directly to our school, we increased equitable access to environmental education opportunities. This project strengthened community connections while giving all of our students and families meaningful opportunities to learn from local experts through engaging, real-world experiences.

When asked if the program led to changes in her approach to teaching, Cristal says it showed her the power of creating learning environments that served as a “second teacher.” “Visiting so many museums, state parks, nature preserves and educational facilities allowed me to see how interactive displays can make learning engaging, meaningful and accessible for all learners. These experiences inspired me to transform my own classroom by incorporating more interactive displays and opportunities for exploration that encourage student curiosity and connection to the content. I hope to continue expanding this vision beyond my classroom by creating more interactive learning spaces throughout our school, including hallways and outdoor areas. My goal and hope is to help make our entire school environment a place where students can learn, explore and develop a deeper appreciation for the world around them.”

Cristal says the program changed the way she views environmental issues. “What has changed my perspective the most through this certification program is the opportunity to connect with so many people who are deeply passionate about the environment and environmental education. Seeing so many educators, organizations and community members working to protect our environment and promote the common good by empowering others with the knowledge and skills to become environmental stewards has given me hope. This program has reminded me that meaningful change is possible when people come together to educate, advocate and act. It brings me hope for my own children, for my students and for the future of our planet.”

Educator Spotlight: Stacy Darwin

Stacy Darwin, a public school librarian with Abbotts Creek Elementary School in Wake County, recently completed her NC Environmental Education Certification. “I have been a librarian for the last 14 years and in my spare time I love to travel, hike, and explore countless hobbies. I have two young adult children that also keep me busy and active.”

Stacy went through the program with a cohort of public school librarians. "Krista Brinchek, a science teacher at our school, had the genius idea of creating and supporting a cohort of school librarians. We call it L.E.E.F. - Librarians as Environmental Education Facilitators. This original cohort has elementary, middle, and high school represented through myself, Erica Flory, Evelyn Bussell, and Tammy Weller. As librarians, we are the curators and collaborators of all things curriculum. Combining wonder, curiosity, and critical thinking is the backbone of what we do every day. We reach a significant number of students in our unique positions while also supporting teachers with resources. We can also work with administrators to provide additional professional development for teachers on how environmental education can support the new science standards. The cohort has been a wonderful way for us to network and see the connections from kindergarten through 12th grade. I value the friendships I have made with these inspirational women."

When asked about her favorite part of the certification program, Stacy says it was learning about NC’s environment. “I'm a native Texan and taught in Tucson, Arizona, for four years. I was having a difficult time gaining the amount of knowledge I had about those environments here in North Carolina. I love being able to share fun facts with students, family and friends. This experience has made me more aware of the uniqueness of our state and how I can play a role in protecting it.”

Stacy says the experience in the program that stood out to her was the “Got Elk?” program. “I learned so much at the workshop, and I really pushed myself to experience more than I would have on my own. I had no idea I would become so excited about snails and lichen while also observing the beautiful elk!”

For her community partnership project, Stacy worked with a fellow certification candidate, Jen Muttillo, to research, write and record eBooks for first grade students so they could access age-appropriate nonfiction material about the plants of North Carolina. “I have witnessed our students use these books during research for past two springs and it is encouraging to see students empowered to interact with text that is on their levels. I also got wonderful feedback from our first-grade team.”

When asked if the program led to changes in her approach to teaching, Stacy said it made her more comfortable teaching outdoors. “I enjoyed outdoor learning being modeled by so many different instructors. I eased my fears in taking students outside to learn and has really encouraged me to share information with other teachers!”

Educator Spotlight: Stacy De Witte

Stacy De Witte, a retired NC middle school science and math teacher, recently completed her NC Environmental Education Certification. Stacy says the program helped her start and “encore” or post-retirement career. “I currently work part-time with Piedmont Environmental Alliance as one of their Environmental Educators. For the majority of my job, I go into middle and high school science classrooms to share programming about environmental issues and ways that students can participate in stewardship.”

Stacy says her favorite part of the program was collaborating with other educators around the state – both in the classes and during her final project. She says one workshop was the certification experience that really stood out to her. “I took Project WET (Water Education for Today) in Durham for three days through the City of Durham Stormwater Division. That was probably my favorite workshop of all the experiences to date. It was so well-run and organized. I made the decision to get my Project WET training to be a facilitator at that point and followed through this past February.”

For her community partnership program, Stacy created water education backpacks for teachers, scout leaders and environmental educators to check out. “The water exploration bag project engaged community members by bringing together educators, environmental organizations, local government and the public library to create a shared resource that supports environmental education throughout Forsyth County. Representatives from the City of Winston-Salem Stormwater Division, Piedmont Environmental Alliance, and the Forsyth County Public Library collaborated to develop, fund, promote, and distribute the backpacks. The bags have already been used by more than 100 students this summer at Kaleideum and Reynolda Gardens summer camps. Students have been so excited to get out in the creeks and streams in the community to see what kind of diversity lives in their waterways.”

When asked if the program led to changes in her approach to teaching, Stacy says it expanded her reach from the classroom to outdoor camps and other organizations. “The program helped me see beyond the classroom and helped other educators incorporate much of what I learned in the different workshops. I’m hoping to extend this knowledge by being a Project WET facilitator.”

Educator Spotlight: Savannah Lytle

Savannah Lytle, the Southwestern Watershed Outreach Coordinator for MountainTrue recently completed her NC Environmental Education Certification. In her role at MountainTrue, Savannah works directly with the region’s water quality programs, including Adopt-A-Stream, microplastics monitoring, and the Swim Guide in addition to other education programs. “I lead education and outreach programs that help connect communities with local environmental issues and conservation efforts. Outside of work, I enjoy reading, developing my naturalist skills, and spending time outside hiking, backpacking and paddling. I also love baking, crafting and exploring new places with my husband.”

Savannah says her favorite part of certification was participating in the guided outdoor experiences. “These experiences gave me the opportunity to explore and learn about North Carolina's natural environment firsthand. Through a variety of trainings, I developed a deeper appreciation for everything ranging from mosses to insects. From the coast to the Southern Appalachians, North Carolina is an incredibly diverse and beautiful state, and these experiences helped me see and appreciate that diversity in new ways.”

When asked what experience in the program stood out to her, Savannah says it was participating in a variety of instructional workshops. “The workshops challenged the way I plan environmental education lessons and introduced me to new strategies for making them more engaging and effective. In particular, the Universal Design for Learning training changed the way I approach lesson planning. I now intentionally incorporate accessibility considerations into all of my environmental education lessons, so they are more inclusive for every learner.”

For her community partnership project, she collaborated with the NC Aquarium at Fort Fisher and Cape Fear’s Going Green Magazine to host Wilmington's first community science festival. “The festival created a central place for community members to learn about local community science projects directly from the organizations that lead and support them. Attendees could explore volunteer opportunities, learn how project data is being collected and used, receive information about required training and connect with project leaders to ask questions. By increasing awareness and participation, the festival aimed to expand volunteer recruitment, strengthen community engagement and broaden the reach of local environmental monitoring efforts.”

Savannah says the program changed her approach to teaching in many ways. “One of the biggest ways is that I now better understand developmental stages when I work with various age groups and am able to better tailor my lesson plans to meet their developmental needs and keep students engaged. Additionally, I have a stronger understanding of the importance of evaluation and assessment, recognizing that they can be used in a variety of ways to measure program effectiveness and improve educational programs.”

She says the program also changed the way she views environmental issues. “I now have a much better understanding of the difference between environmental education and environmental advocacy. I appreciate that environmental education is about helping people explore environmental issues from multiple perspectives and use critical thinking to form their own conclusions, while environmental advocacy focuses on promoting a specific viewpoint or course of action. Understanding this distinction has helped me be more intentional about how I approach my work at an environmental advocacy organization and recognize when each approach is most appropriate to use!”

Educator Spotlight: Christy Perrin

Christy Perrin, the Sustainable Waters and Communities Coordinator with the NC Water Resources Research Institute (WRRI) and NC Sea Grant, recently completed her NC Environmental Education Certification. In these roles Christy implements projects that benefit both people and nature with a focus on water. “I facilitate collaborative initiatives like the Wake Green Schools Partnership which works to increase environmental literacy in schools, and I coordinate projects that increase community and ecological resiliency and engage K-12 students and educators in NC standards-aligned lessons about water resources and natural science careers. I’m also a volunteer leader with my child’s Scouting of America Troop which provides plenty of opportunities to join camping and other outdoor adventures!”

Christy says her favorite part of earning her certification was participating in the outdoor environmental education experiences. “ It raised my awareness of the many guided programs available across NC through local and state agencies and environmental education centers, and it gave me the gentle nudge I needed to participate in many of them. The NC Museum of Natural Science's Mad for Madtoms Educator Trek was a highlight -- literally diving into a river to learn about tiny, endangered Carolina Madtoms (catfish), and meeting Neuse River Waterdogs with Museum and NC Wildlife Resources Commission staff!”

When asked about an experience in the program that stood out to her, Christy says it was the Methods of Teaching Environmental Education Workshop. “I found the course especially helpful since my education was about public administration, environmental policy and collaborative problem solving, not teaching. It helped me to move more comfortably and confidently into engaging K-12 audiences in my programming.”

For her community partnership project, Christy chose to do her project at her son's elementary school. As a PTA member and parent volunteer, she was able to work collaboratively to create an outdoor learning and play area and to coordinate sustainability events around campus including native plant installations and litter cleanups. “The new outdoor learning and play area provides K-2 grade students unstructured play opportunities, benefitting their development. The boulders, trees, shrubs and perennials installed throughout the campus provide additional natural areas to explore and enhance the ecosystem and wildlife who may use the campus as their habitat. The importance of outdoor sustainability at the school is now reflected in the title of the committee I chaired. I worked with the PTA president to change the committee from “operations and grounds” to "sustainability and grounds."

Christy says the certification changed her approach to teaching. “The program provided me with skills, knowledge, practice and confidence to expand K-12 programming within WRRI. “I'm applying what I've learned every time I plan to visit a school, create new lesson plans, or partner with others on initiatives to advance environmental literacy across the state of North Carolina.”

Christy says she had a strong base of understanding of environmental issues before starting the program, but the program changed how she thinks about supporting her students’ understanding of environmental issues. “I better understand the need to support a student's critical thinking and analysis of environmental issues as part of the environmental education process and to help them connect to their own experiences and knowledge to make those environmental issues relevant to them. Getting students outdoors to see and experience their local environment is a key piece the process.”

Educator Spotlight: Jacob Regensburger

Jacob Regensburger, a middle school teacher with the 71^st Classical Middle School in Cumberland County recently completed his NC Environmental Education Certification. Jacob teaches 6^th and 7^th grade science and volunteers with Friends of Carvers Creek State Park to help run their programs. In his personal time, he enjoys hiking, photography and reading.

Jacob says his favorite part of the program was the opportunity to see different places in the state. “My favorite part of the program was seeing how diverse an ecology and geography North Carolina has. From the mountains in the west to the coast in the east, you can find many different types of plants, animals and ecosystems.”

When asked if there was an experience that stood out to him, Jacob says it was programs offered through the NC Museum of Natural Sciences. “I first learned about the certification while attending the museum’s Blue Ridge Institute during Covid. My final hours towards certification were earned through another museum institute, their trip to Yellowstone National Park. This was the perfect bookend to my certification experience.”

For my community partnership project, I started an environmental art contest within my school. The focus was on native plants or animals from North Carolina. Our design was sent to Yellow Crayons, a local t-shirt printing business, to create a T-Shirt. The shirts were sold to the student body, and proceeds were donated to the Friends of Carvers Creek State Park. We have already decided to continue the contest next school year, and the Friends group is considering adopting the winning design each year as their official t-shirt.”

Jacob says the program led to changes in his approach to teaching. “Many of my experiences led me to slow down and connect with my environment, as well as the people around me. I find now that I am quicker to slow down and listen before responding, and I teach and encourage my students to do the same. If you have a middle schooler in your life, you know how much they can benefit from slowing down and listening!

Jacob says the program helped his teaching. “I find my practice as a teacher immeasurably improved. Between professional development, curriculum resources, and many new friends and colleagues met through the program, I would not be the teacher I am today without environmental education.”