Central to the Foundation’s core values are that partner-


ship and action are the key paths to progress. CPF sits at an interesting nexus where we simultaneously work in 1) the environmental space; 2) the formal education space; and 3) the youth development and engagement space. Our goal is to bridge the spans between these three communities in order to help build capacity in young people to be effective prob- lem-solvers and change-makers for our planet. Project Hero is a great example of how working in this nexus has resulted in exciting tools and opportunities to engage students in real- world environmental challenges and change. Given a recent United Nations report that one million species are on the brink of extinction, there’s never been a better time for a pro- gram like this.


Project Hero: Do you accept this Quest? Project Hero is a web-based system that offers you and your students a chance to engage with an ever-growing selection of fun and educational Quests. These Quests are organized around species groups (e.g., Pollinator Quest), ecosystems (e.g., Longleaf Pine Ecosystem Quest), or habitats (e.g., The Quest for Healthy Soils). Quests follow a common “QUEST” framework of Questioning what we observe, Uncovering information, Exploring the underlying issues, Solving the problem, and Teaching others about the problem and how they can become part of the solution. These Quests are designed and developed collaboratively


with partner organizations and agencies that maintain spe- cific environmental missions and foci, leveraging their rich content and opportunities into our pedagogically-sound and standards-aligned sequence and user interface. For example, the Minnesota Freshwater Quest has been developed by a few Minnesota-based organizations and agencies, focusing on the ecosystem of the Upper Mississippi River watershed. The Quest for Healthy Soils explores the role of soils in the carbon (and thus climate) cycles, and is supported by several organizations and companies focused on regenerative agri- culture and soil health. The Longleaf Pine Quest is supported by the U.S. Forest Service and several other organizations focused on the protection, conservation, and restoration of this fire-dependent ecosystem across the Southeastern United States. Other national and international non-profit conserva-


tion partners include the National Wildlife Federation, The Nature Conservancy, Center for Biological Diversity, the E.O. Wilson Biodiversity Foundation, NatureServe, Defenders of Wildlife, Xerces Society, and the Turner Endangered Species Fund.


The audacity of action Each Quest leads to the Solve stage, which sounds audacious on purpose. The goal is to urge students to recognize and embrace their agency to make a difference by defining the problem as they see it, and designing and implementing a hands-on project to directly address the problem. In too many instances, projects stop short of impact — drawing a poster, constructing a diorama, or writing a letter. These passive actions do little to empower young people to tackle complex problems because there is rarely a resulting change. The projects encouraged by Project Hero are action-ori-


ented and require a greater investment of time and effort, but provide a much greater return on that investment in terms


of student engagement and lasting impression. In one recent case of a fourth-grade class completing the Pollinator Quest, the students went far and beyond a basic pollinator garden to help the Dreamy Duskywing butterfly: They spent weeks raising funding and working to source the specific plants this particular species needs throughout its lifecycle. They also designed and constructed a butterfly watering station. When the project was accidentally damaged at a school


event, the students were incited to take another step in their Teach stage. They created an interpretive map and public ser- vice announcement about the new pollinator habitat on their schoolyard, with an explanation of why it was important for everyone to help the Dreamy Duskywing. By choosing to help this particular species of butterfly, the students were able to channel their empathy into acting on its behalf. And by taking responsibility for that species, they developed a deep sense of connection. Giving the freedom of project design and planning to


a group of students allows them to practice and hone the 21st-century skills that are so important for becoming well- rounded, contributing global citizens. Each Quest offers a project planner, which doubles as a grant proposal for stu- dents to apply for modest financial support from CPF to help cover any material costs for their project(s). By putting the onus on students to plan, design, fund, implement, and then report on their project, we build the accountability of students for the process as well as their pride in the outcome.


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