Term
Spring 2026
Capstone
Capstone Project
Degree Name
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Facilitator(s)
Karen Moroz
Content Expert
Karah Rawlings
Abstract
Philosophers posit that the “wild” is something often portrayed as elusive, dangerous, or out of reach. Research indicates that exposure to outdoor environments can yield positive outcomes. This project is designed to take learners into a specific outdoor environment and utilize Restorative Justice and Coyote Mentoring Techniques in order to assist them in reconceptualize their idea of “wild”. This project evolved into a ten-lesson curriculum designed for fourth- to sixth-grade learners, but it could be adapted for learners of any age. The curriculum is designed to take place in a consistent outdoor setting so that learners can build a relationship with a particular landscape and observe changes over time. However, each lesson could be adapted as a standalone lesson very easily. Across each lesson, learners would move through the steps of observation, place-based questioning, reflection, and small-scale stewardship actions. This progression is intentional and will allow learners to build understanding gradually before taking action. The goal of the project is to encourage students reconceptualize their definition of what “wild” is and to discover that this definition can evolve over time.
Project Type
Curriculum
Keywords
Curriculum, Environmental Studies, Environmental Education
Recommended Citation
Hendrix, Kimber, "An Informal Environmental Education Curriculum To Help Learners Reconceptualize The Idea Of The “Wild”" (2026). School of Education and Leadership Student Capstone Projects. 1190.
https://digitalcommons.hamline.edu/hse_cp/1190
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects