The EJI has four specific goals:
1. Training students to be critical thinkers about conservation in a local, regional, national and global context.
2. Training students to think about the environmental issues through a focus on “place” and integrating the ecological and cultural contexts of conservation.
3. Training students to be “write” about the environment through a variety of digital means (visual, textual, social).
4. Connecting students to scientists, employers, and environmental organizations (across education, media, corporations, non-profit, and advocacy)
How we implement those goals:
EJI operates with a specific pedagogy that is not issue based (for example, climate change or pollution) or theme based (for example, water or farming) but rather one focused on (a) Place and (b) Experience.
Place refers to the idea that ecological, cultural and mediated understandings of the environment are primarily experienced through a Place—a sandbox, a favorite bench in a favorite park, a mountain, a beach. Place allows for an emotional and cognitive connection to issues of conservation that an issue or theme based approach to environmental communication typically would not.
Experience refers to the stuff of lived reality, rather than the abstract learning of taxonomies (plants, landscapes, organisms) is a bedrock principle for EJI, based on the idea that a commitment to issues of conservation has to be felt, rather than learnt. Experience in this sense involves the seamless integration of lived experience with ecological/cultural knowledge—and almost simultaneously, the expression of that experience via media.