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The research investigates the processes and characteristics of community-valued undergraduate community service-learning (CSL) initiatives that are housed within long-term community-university partnerships (CUPs). Using a case study design, the study used in-depth, semi-structured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved co-writing the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, co-creation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of long-term CUPs that are committed to a shared domain and community-valued development outcomes.

Environmental experiences often engage learners and create an intention to act, which is then not followed through once the learner is removed from the environment. This study utilized an exploratory, interpretive framework with younger primary school classes to investigate if transfer of learning from field trip experiences "in" and "about" the environment into action "for" the environment could be reinforced by social media interaction between the environmental educator and the class through a blog. Field observations, teacher interviews, student focus groups and analyses of students' work indicated that the blogs were well-received by teachers and students and did foster continued student engagement. The social media interaction only facilitated student action-taking if there was a shared philosophy between the environmental educator and the teacher with respect to the aims of the experiences and the value of action-taking. The importance of teacher attitudes in determining the value of social media is discussed as well as the benefit of dialogue among environmental educators and classroom teachers with respect to the philosophy of environmental learning experiences.

This case study of Wolfville, Nova Scotia, used narrative inquiry to (a) examine the role of cultural ecosystem services (CES) from rural greenspace interaction on the health, wellbeing, and social inclusion of underrepresented populations; (b) identify specific factors that may contribute to CES in rural greenspace; and (c) explore the differences in rural greenspace experiences between the four population groups in this rural, small-town, Canadian context. Although originally part of a larger study on community resilience, this article focuses on the social and equity-related findings that are lacking in the greenspace planning literature and are applicable to other rural Canadian towns. Four participant groups from underrepresented populations in Wolfville (youth, university students, individuals with disabilities, and seniors) participated in a series of focus groups and participant-generated photography and audio-narrative methods. These methods were chosen to increase engagement from groups that are often under-consulted in community planning and decision-making. The findings suggest that although greenspace has important implications for increasing social cohesion, equity, and health and wellbeing in Wolfville and other rural Canadian municipalities, the benefits of CES are not equitably distributed across population groups. Participant interactions in local greenspace varied depending on age and ability, largely due to societal attitudes that impacted whether residents felt welcome or able to access greenspace. Three specific factors were identified which may contribute to CES in rural greenspace: an implicit code of conduct that facilitates positive social encounters, the inclusion of diverse cultural beliefs and worldviews in greenspace infrastructure and available activities, and increasing opportunities for community co-design of local greenspace. Recommendations are provided for rural communities to improve the equitable distribution of CES provided by local greenspace. [ABSTRACT FROM AUTHOR]

Curriculum integration through block programs has not taken hold in Atlantic Canada, but another approach has blossomed in Nova Scotia that is achieving some of the key benefits--interdisciplinary, holistic and problem-based learning, student engagement, community building, collaborative relationships, and real-world experiences. If block programs are not the best or viable choice for a school or community, consider a "MindShift." This is the name of a high-school sustainability education program operating in a half-dozen high schools in Halifax, Nova Scotia. It utilizes a youth team model to achieve similar benefits. "MindShift" was designed by a team of young people with support from the Halifax Regional Adventure Earth Centre and won the 2009 Nova Scotia Youth Environmental award. In 2011, a Halifax youth team visited Quebec and Ontario, presenting the program and doing workshops on implementation in high schools, which, in turn, are sprouting new "MindShift" programs. This article describes the program as an example of the youth team model, presents brief research findings from student interviews and considers ways the model could be developed further within the curriculum.

Peer education is an understudied yet valuable strategy for sustainability educators in shifting youth to take action for sustainability. This case study conceptualizes the change process in facilitating youth to take sustainability actions, and explores the benefits, dynamics, and challenges of peer education as a strategy in facilitating change. It assesses the learning of youth leaders of the "MindShift" program, and the extent to which they took action. Findings reveal multifaceted learning related to various antecedents of sustainability actions. The most influential elements of the peer education approach were peer support, meaningful contribution, teaching/leadership role, and student ownership.

The authors conducted interview research with young environmental leaders to discover the past influences that they perceive have contributed to their current involvement in environmental action. In all, 12 young people participated in semistructured, in-depth interviews. They met clear criteria including positive environmental attitudes, behavior, initiative, and involvement in multiple spheres of action. The main self-identified influences on their environmental action were parents, experiences outdoors in childhood, friends, role models, teachers, and youth groups and conferences or gatherings. These results build on and extend previous research on significant life experiences of adult environmentalists and also deepen the understanding of the nature and combination of these influences with young people.

Presents an overview of programs conducted in earth and environmental education in Nova Scotia. Describes programs offered by the Halifax Outdoor Centre, the HeartWood Institute, and Peak Experiences, providing outdoor and adventure experiences to elementary and secondary school students and adults. (CDS)

Examines the use of a storyline approach to integrated learning and provides a detailed example. The "Mysterious Encounters--Earth" program based on a detective storyline includes an intensive environmental experience at a local park and provides the springboard and framework to help teachers integrate environmental learning into classroom curriculum. (LZ)