(written by Kara Haas)
The rainy, cool weather of May 2025 could not dampen the spirits of 11 future teachers who embraced the opportunity to learn outdoors! The new program, Michigan Teachers Exploring Nature (MiTEN), affectionately called ‘mitten’ was intentionally designed to help preservice teachers a) explore their science teacher identities; b) practice outdoor, nature-based pedagogy; c) build scientific content knowledge, particularly related to ecology; and d) develop place-based instructional practices. MiTEN was dreamed up by teacher educators Dr. Cory Miller and Kara Haas, who saw a gap in the teacher preparation courses: pre-service teachers rarely have the opportunity to observe and practice place-based, student-led science instruction. Cory and Kara’s backgrounds included outdoor teaching in school gardens, state parks, and nature centers and they wanted to offer preservice teachers the opportunity to experience outdoor, place-based learning and to learn to teach outdoors.
The program consisted of a series of experiences across three weeks. Week 1 focused on team building and place-based science learning in the university’s botanical and teaching gardens. In Week 2, participants met virtually to discuss shared readings to deepen their understanding of the developmental benefits of outdoor play. Week 3 involved a 3-day, 2-night immersive experience at a local school district-run environmental education camp. At camp, preservice teachers engaged in outdoor learning and their experiences informed discussion, reflections and the creation of a teaching guide. The culminating event was facilitating outdoor learning for youth at a local elementary school.
Throughout the three weeks, participants engaged in playful, hands-on learning—what they came to call an “experiences first” approach. They climbed trees, dipped nets into ponds, practiced mindfulness in Beal Gardens, walked rivers with scientists, and observed children exploring the 4-H Children’s Garden and Butterfly House. They journaled, snapped photos, created an artistic map of their journey, and collaborated on a teacher guide full of outdoor learning activities and reflections. But perhaps the most powerful part of the experience was the community that formed. These future teachers didn’t just become colleagues—our group became a true learning community. Through shared adventures, laughter, and deep conversations, we built strong bonds rooted in trust, curiosity, and a shared commitment to outdoor teaching and learning. Together, we tackled big questions:
● How do we get administrator buy-in?
● What does safety look like outside?
● How do we plan for the unexpected?
● How do we advocate for student well-being and protect our own?
By the end, the group didn’t want it to end. They asked for more time, more integration into their science methods courses, and more chances to connect. They left motivated to bring outdoor, place-based learning into their future classrooms—and to keep the MiTEN spirit alive.
What’s next? Cory and Kara are seeking funding for future iterations of MiTEN and plan to co-present with participants at upcoming science education conferences like NARST and the Michigan Science Teachers Association. And yes—there’s already talk of a winter weekend to explore outdoor learning in the cold and snowy weather.
