Center for Environmental Education
Persistent link for this communityhttps://hdl.handle.net/11299/183732
The Center for Environmental Education is dedicated to facilitating leadership and educational experiences that foster environmental sustainability through outdoor and environmental education. We value an integrated approach to environmental sustainability, as well as an experiential-based approach to engaging students in the environmental challenges of our local, regional, and international communities. We aim for excellence in outdoor and environmental education, leadership, and scholarship. Our vision is to be a leader in education for sustainability by serving as a catalyst for collaboration among campus departments and community organizations, sponsoring educational opportunities, facilitating outreach and civic engagement opportunities with off-campus organizations and agencies, and encouraging research activities that support the goals of environmental sustainability.
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Item A Safety Auditing Instrument for Adventure Education(1992) Davidson, Grant StephenThe questions are: If thorough research was done of industrial auditing systems, safety management theory, adventure education review systems and legal principles relating to adventure education, could a generic safety audit be generated? Could this be written so that it could apply to any outdoor center? Could it be written in such a way that it would allow the staff at that center to identify needs in safety management and guide them towards developing a better safety plan? The concept of using the knowledge contained within these other industries makes sense because the safety management industry, the legal profession, and insurance companies have been dealing with the same issues, applied to much larger businesses, for decades.Item Philosophical Orientation to Adult Learning: A Descriptive Study of Minnesota Environmental Education Practitioners(2009) Zoellick, ErinAdult education and environmental education (EE) are well-established, separate fields whose intersection requires further research and understanding. To reach the adult audience, EE practitioners throughout the state of Minnesota offer adult EE programs that work toward a variety of EE's goals. This study explored the adult education philosophical orientations of Minnesota EE practitioners using The Philosophy of Adult Education Inventory© (PAEI). As a result, this study also addressed the relationships of adult education philosophical orientation to position, training, and experiences of EE practitioners. Results inform EE practitioners' strategies for designing and delivering adult EE programs.Item The Influence of Outdoor Education to Improve the Quality of Life for Individuals with Dementia(2010) Aspenson, Jamie L(D-QOL) (Brod, Stewart, Sands & Walton, 1999) instrument was administered to all participants prior to and after a series of outdoor sessions in which three subjects participated in. The D-QOL provided quantitative data, while audio-recording, transcribing and coding of the outdoor sessions provided qualitative data. Results indicate no statistical significance in D-QOL scores; however, there were increases across several of the domains of quality of life (established by the D-QOL) for two of the treatment group participants. Other resulting implications include the consideration of short-term quality of life improvement and that what individuals find personally meaningful throughout their life may continue to be influential despite a diagnosis of dementia. The results provide recommendations for other adult day programs serving individuals with dementia. These recommendations include being deliberate with offered activities, increasing resources, and becoming aware of what holds personal meaning for attendees. Future studies would benefit from increased sample sizes, including objective observations and measurements and a greater diversity of participants.Item Fifteen Year Evolution in Implementing Policy through Education and Marketing: A Case Study of a Water District Mandated Stormwater and Sanitary Flow Separation Program(2010) Zwiebel, Zandra AThis investigation sought to use descriptive case study methodology to empirically evaluate how the educational methods and approach related to a policy mandated program have evolved over a 15 year period. The program of interest was implemented to facilitate compliance with a water district mandated reduction in stormwater entering the sanitary sewer system, reduce overflows that violate the Federal Clean Water Act (CWA).Comparative analysis was conducted on 21 examples of program materials developed for public outreach and education, using recent theoretical and empirical models of pro-environmental behavior (PEB). An included literature review, conducted to provide external validity to the research, summarizes the evolution of a 40-year history of environmental education (EE) models and theory. Initiated with passage in 1970 of both the National Environmental Policy Act (NEPA) and the first National Environmental Education Act (NEEA), EE models and theory have changed significantly in four decades. This study chose one relatively new theoretical model (the Reasonable Person Model) and one recent empirical meta-analysis model (MASEM) to identify demonstrated variables in PEB response. The variables of each model were then operationalized in order to allow for a comparative analysis with the 21 specific EE program examples. Data analysis indicated that the program examples, as they evolved over time, consistently addressed a greater diversity of the operational variables identified, and in noticeably more instances. This supported the study’s original proposition, predicting that the products of a successful EE program, refined over time to address audience motivation and information need related to specific PEBs would correspond with the PEB models chosen for the study.Item Early Childhood Nature Curriculum for the Formal Preschool Classroom(2010) Bierbrauer, Andrea JoyChildren who are close to nature tend to relate to it as a source of wonder, joy, and awe; their spirits are nurtured by nature and they discover through it "sources of human sensibility.” These outdoor interactions enhance learning and the quality of life over the span of ones lifetime (Wilson,1992). Research indicates that children must develop a sense of respect and care for the natural world during early grades or be at risk of never developing such attitudes (Davis, 1998, Louv, 2008; & Wilson, 1992). This early childhood nature curriculum project provides twelve monthly lessons and newsletters to the preschool teachers at Happy Time Day Care Center of Duluth, Minnesota. Each lesson focuses on nature awareness and appreciation with both indoor and outdoor natural experiences that meet Minnesota's Early Learning Standards, NAEYC Early Childhood Program Standards, and the National Education Science Standards.Item Fostering Attitudes of Empathy towards Animals in Youth Ages 4-7 through Play Experiences in a Zoo Setting(2011) Faris, Heidi MZoos are place-based education facilities that have the ability to utilize their natural play spaces to enhance the social and cognitive development of children using live animals. Playing outdoors in nature has shown to increase physical, attentive, cognitive and social development during early childhood. By using place-based learning, zoos can guide children to use different play behaviors to foster attitudes of care and empathy increasing their appreciation to nature. During the week of July 18th-21st, 2011, observations of children playing at the San Antonio Zoo in the Kronkosky's Tiny Tot Nature Spot, to determine if children who play in a zoo setting show empathy for animals and an appreciation for nature. 97 children, both boys and girls between the estimated ages of 4-7 were recorded. Five popular play spaces within the children's area were chosen as observation sites. A coding form and accompanying notebook were used to record observations. Data was collected and coded using different aspects, such as play behaviors per area, boys vs. girls, time spent in an area, actions and language spoken. Children who played in the various play areas showed different levels of empathy towards animals based on the expressions and actions recorded. Further research is needed to include predetermined factors, expanding to more than one zoo, and conduct a longitudinal study to understand long term effects of the role of zoo and nature play areas.Item Motivations, Barriers, and Constraints Affecting Underprivileged Youths' Participation in Nature-based Outdoor Recreation(2011) Schiff, Jessica KThe types of motivations, barriers, and constraints affecting youth participation in nature-based outdoor recreation are researched in this study. The participants represent underprivileged youth affiliated with a drop-in after-school youth program sponsored by a local soup kitchen in an upper-Midwest city. Guided by the Constraints Negotiation Theory and following previous leisure and recreation research on perceived motivations, barrier, and constraints, this study utilizes qualitative techniques to collect data. Results reveal sets of common motivations and constraints affecting underprivileged youths’ participation in nature-based outdoor recreation. This information will benefit public and private local and regional organizations that provide and promote nature-based outdoor recreation opportunities for a diverse youth population by helping them to better understand their audience.Item Caring for God's Creation: A Catholic Environmental Education Curriculum for Grades K-2 at Holy Rosary School(2011) Greene, KatieThe social teachings of the Roman Catholic Church expressly convey that environmental stewardship is a moral duty of Catholics. The purpose of this project was to develop an environmental education curriculum for use in Catholic elementary schools to communicate the Catholic Church's position on environmental stewardship to its youngest members. An interdisciplinary curriculum aimed at increasing spiritual connections with nature, environmental sensitivity, and opportunities to develop personal environmental values, while meeting selected diocesan science and religion standards was developed for students in kindergarten, first, and second grades at Holy Rosary School in Duluth, MN.Item The Effects of Animal-Assisted Activities on the Social and Emotional Development of Young Children with Characteristics of Emotional Behavioral Disorders(2011) Schmid, Elaine KAs emotional behavioral disorders become more prevalent throughout the school-age population, intervention during the early childhood ages is becoming key. Considering that social emotional delays are risk factors for emotional behavioral disorders and the evidence of social-emotional health in the early years leading to emotional well-being in adolescent and adult years, there is a significant need for social and emotional health in early childhood. Animal-assisted activities are ways to teach concepts such as selfawareness, self-regulation, social engagement, emotional understanding, and empathy to children in primary school. In this case study, four 6 and 7 year old children participated in animal-assisted activities with domestic farm animals. Child self-reports (Bryant Index of Empathy), parent-reports (Griffeth Empathy Measure), and behavioral observations (Preschool and Kindergarten Behavior Scales) were all used to measure the change in empathy, social interaction, and social cooperation over the five sessions. Over the course of five one-hour sessions with farm animals, children showed an increase in empathy, social interaction, and social cooperation. This case study demonstrates the impact that animal-assisted activities can have on young children. Future research should investigate the impact of animal-assisted activities on larger, more diverse groups of young children.Item An Evaluation of the Wolf Ridge Environmental Learning Center Education Program Purpose(2011) Bishop, Benjamin PThe North American Association for Environmental Education (NAAEE, 2010) and Minnesota GreenPrint (2008) recognize that environmental education centers (EEC) play an important role in contributing to the need for environmental education in Minnesota as well as nationally. In order to improve the field of environmental education there is a need to evaluate EECs based on their program goals, outcomes and mission statements (Diamond, 1999; Ernst, Monroe and Simmons, 2000; Wiltz, 2001). This study served as a program evaluation of an EEC in Northeastern Minnesota. Based on set criteria, the field site selected was the Wolf Ridge Environmental Learning Center (WRELC). The WRELC education program mission was evaluated against all four strands of the NAAEE Guidelines for Learning (K-12). Interviews were conducted and supporting written documents collected. Using a purposeful sampling technique, interviewees included administration (Assistant Director and Executive Director), program staff (Director of Naturalist Training and Curriculum Support), and 9-Month Interns (4 Student Naturalists and 2 Apprentice Naturalists). 100% (n=6) of the WRELC staff positions interviewed showed consistent understanding and purpose of Strand 1: Questioning, Analysis and Interpretation Skills and Strand 2: Knowledge of Environmental Processes and Systems being key education program components. 83% (n=6) of WRELC staff positions indicated that Strand 3: Skills for Understanding and Addressing Environmental Issues and Strand 4: Personal and Civic Responsibility were not a part of program purpose. These findings were supported by the WRELC written documents collected including the WRELC curriculum framework and the Wolf Ridge Environmental Learning Center Environmental Educator Literacy Competencies Manual.Item How are Outdoor Educators in Minnesota Using Technological Devices to Deliver Curriculum?(2011) French, BryanThere is a philosophical tension between outdoor education and technology (Neill, 2010). Outdoor educators often encourage students to leave their technological devices behind and experience the natural world without cell phones, iPods or any other electronics. However, these same 'devices of distraction' can also be used as electronic field guides, portable data collection devices for use in the field, and in various other ways to help deliver outdoor education curriculum. At a time when 93% of Americans under the age of 29 use mobile phones and are online every day (Lenhart, Purchell, Smith, & Zickuhr, 2010), outdoor educators will be more effective helping a plugged-in generation connect with nature if they understand what technological devices are being used by learners, and what devices are being used by other outdoor educators. This study describes how outdoor educators working at Minnesota nature centers, aquaria, zoos and parks are using technology while teaching outdoors. 105 outdoor educators in Minnesota responded to an online survey which asked questions about how they use technological devices to deliver curriculum while outside. 54% of respondents (n=57) work in either a nature center or in a K-12 school. 64% (n=67) of respondents were between the ages of 22 and 44. Respondents felt that they do not use as much technology as their colleagues, although in reporting the variety of devices they did use, this does not actually appear to be the case. The outdoor educator who is aware of what technological devices exist and how they can be used to deliver educational content will be in a better position to decide how to most effectively deliver curriculum in their outdoor classroom.Item A Quantitative Assessment of the Presence of Stereotypes of Environmental Educators Among Public School Principals(2011) Haugen, ConnieThe purpose of this study was to establish a first step in identifying how public school principals, perceive environmental educators. This study drew heavily upon stereotype research in the field of social psychology. In attempt to determine if principals stereotype environmental educators, a self-administered online survey was conducted. It followed a very specific assessment format created by McCauley and Stitt (1978) in order to collect data that could be analyzed quantitatively by using the diagnostic ratio. The results showed that 10 of the 15 traits represented in the survey were stereotypes. Those attributes were: progressive, science-minded, liberal, choosing species over economy, idealist, activist, tree-hugger, self-motivated, logical and choosing people over the environment. It is interesting to note that the attribute ‘people over the environment” represented a negative correlation. Based on the implications of the traits represented, the results can be interpreted to show that there is a framework of ideas that principals had in their head when they thought about environmental educators. Knowing if principals have stereotypes about environmental educators could provide insight into why a particular school may, or may not, embrace environmental education.Item Exploring American and Chinese Urban Youth's Value Orientations toward Human-Nature Relationship(2011) Li, JieMost anthropologists agree that the relationship of a society to its environment is the first and most important challenge to a culture (Chemers & Altman, 1977). What are American and Chinese urban youths’ value orientations toward the human-nature relationship? What are potential differences and similarities among their value orientations that might be useful in future research regarding culture and value orientation toward the human-nature relationship? These two questions guided the research. A self-developed human-nature relationship instrument was administered to American (n=59) and Chinese urban youths (n=51) who live in Minneapolis, the U.S. and Guangzhou, China. The dominant value orientation was examined and the qualitative data analysis provides five typologies of how urban youths’ make sense of the human-nature relationship: 1) Submission; 2) Interdependence; 3) Stewardship; 4) Use; 5) Dominion. While a comparison of the qualitative result suggests Chinese and American youths have different value orientations toward human-nature relationship (interdependence in Chinese youth and stewardship in American youth), the quantitative findings suggest similar value orientation, harmony with nature. This, however, is consisting of qualitative findings as both stewardship and interdependence seem to fit with the “harmony with nature” value orientation. Recommendations for future research are discussed and the implications to environmental education are explored.Item Motivations of Pre-Service Teachers in Physical Education to Incorporate Outdoor Education in K-12 Physical Education School Programs(2012) Kohlin, Patrick MThere is strong national endorsement for including outdoor adventure and challenge activities in the physical education classroom yet, for whatever reasons, PE practitioners still cling to the traditional sport oriented method of physical education. Still, sports and games remain in the realm of PE and outdoor skills activities remain in the realm of OE. This behavior implies a misperception of where and how to incorporate outdoor education focused physical skills lessons. This study describes how current PE and OE pre-service teachers perceive the PE/OE pre-service landscape, and the motivations leading them to choose one program major over the other. Students who are currently enrolled in degree required courses in either PE or OE teacher preparation programs at the University of Minnesota Duluth, University of Wisconsin Lacrosse and the University of Wisconsin Steven’s Point were surveyed. The findings of this study reveals that there are college student who have an interest in providing outdoor education, but are not particularly interested in teaching it to kids in the formal school setting. And that there are college student who are interested in teaching kids in a formal school setting, but are not be particularly interested in providing outdoor education. Developing students who have both an interest in outdoor education and an interest in teaching in the formal setting is just one important step. Equally important is that all parties invested in the health and well being of our children create an environment within our physical education system that is accepting of outdoor education principles and supportive of its advocates.Item Utilization of School Forests in Minnesota(2012) Krause, Sharon LMultiple learning theories suggest outdoor education and environmental education are effective teaching tools for a variety of learners. They have been found to be especially effective when students are given the opportunity to do experiential work in an outdoor setting, strengthening students’ overall knowledge and critical thinking skills (Peacock, 2006). One resource for outdoor and environmental education is a school forest. Using schools which participate in the Minnesota Department of Natural Resources School Forests Program, this study used survey research to investigate the use and rationale for using school forests by elementary teachers. This study identified positive motivational factors as well as barriers which make it difficult for teachers to utilize school forests more often. The results indicate school forests are underutilized and also offer some suggestions for ways to alleviate the barriers that keep teachers from using them more often.Item Fostering "Connectedness to Nature" through Digital Photo Journaling: A U.S. Fish and Wildlife Service Environmental Education Curriculum for Upper Elementary Students(2012) Zwickey, Kara CIn Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, Richard Louv (2005) described a shift in our relationship to the natural world. On average, today’s youth spend 6.5 hours a day with electronic media (Driessnack, 2009; Roberts & Foehr, 2008). While this technology has expanded access to the virtual world, it has also attributed to an ever-widening divide between today’s youth and the natural world (Louv, 2005). The Department of the Interior (DOI) initiative Youth in the Great Outdoors and the U.S. Fish and Wildlife Service (USFWS) priority Let’s Go Outside: Ensuring the Future of Conservation emphasize a need to foster environmental connectedness in America's youth (Department of the Interior, 2010; U.S. Fish & Wildlife Service, 2010a). The purpose of this study was to explore the use of digital photo journaling as an environmental education method for fostering connectedness to nature among upper elementary youth. A digital photo journaling curriculum was developed, piloted, and evaluated in the Prairie Science Class (PSC) at Prairie Wetlands Learning Center (PWLC) in Fergus Falls, MN.Item Evaluation Plan for an Earthworm Rapid Assessment Tool Training Program for Land Managers in Northern Hardwood Forest Types in the Western Great Lakes Region(2012) Hueffmeier, Ryan MInvasive species are causing environmental and economic harm all across the globe. Stopping the introduction of non-native species is the most effective way to deal with them. Non-native earthworms are one particular invasive species affecting the Great Lakes region. There is a need for a rapid assessment method to understand current impacts and identifying areas still earthworm-free. Through research in Minnesota and Wisconsin an Invasive Earthworm Rapid Assessment Tool (IERAT) was developed. The IERAT is a tool for the identification of earthworm impacts using visual indicators. Once earthworms are established there is no known effective way to remove them from the landscape and it is proposed that outreach and education are an effective method to prevent new introductions and to slow the spread of earthworms in northern hardwood forests of the Great Lakes region. This project develops the evaluation framework of the IERAT training. Using the framework evaluators will be assessing the tools’ validity, reliability of land mangers to use the tool, ability of trainers to conduct workshops, best dissemination techniques, changes in participants’ knowledge, attitudes and behaviors from before and after the training, and effects on management decisions. The evaluation plan will be carried out during the second year of training season. The results of the evaluation will be used to make appropriate adjustments to the IERAT and trainings. With earthworm distribution data that the IERAT provides, land managers will be able to develop important areas of protection and work with other interested parties to protect these areas for future generations.Item Exploring the Relationship between Digital Nature Photography and Children's Connectedness to Nature(2012) Spencer, Seth FDigital photography can be an enjoyable and exciting activity for children. It may also increase connectedness to nature levels. Questionnaires were sent to four different Duluth, MN area 4th grade classrooms. The questionnaire was comprised of the Connectedness to Nature Index (Cheng & Monroe, 2010) and one open-ended question. The questionnaire was given as a pretest and a posttest, after two of the schools participated in a program using digital cameras. Eight-five percent (n=99) responded to the questionnaire. Findings of the study revealed that the respondents generally had a strong connectedness to nature before and after their use of digital cameras. While quantitative data showed no significant change between pretest and posttest connectedness to nature levels, qualitative and anecdotal data suggested that the use of digital cameras can influence connectedness to nature levels in children. The results may be used to emphasize the importance of finding new and creative ways to connect today’s children with a sense of connectedness to nature.Item Mentoring Relationships in Angling Education: Expert's Perspectives on the Essential Components of a Successful Mentoring Program(2012) Ryan, Daniel PaulThe purpose of this study was to identify what experts in the field of angling education believe a mentoring program should encompass. The study gathered angling educators’ perspectives in an effort to identify what they believe a mentoring program in angling education should entail so that it leads to increased participation and responsible stewardship behavior. This research is relevant to outdoor educators and recreation professionals as it may identify a tool for increasing participation in angling. It may be possible to adapt the tactic to other types of nature-based outdoor recreation.Item The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction(2012) Erickson, Deanna MA strong relationship has been demonstrated between mentoring and job satisfaction in research across multiple fields. Job satisfaction is also a key indicator of teacher retention. A few programs in the US are using mentoring to incorporate outdoor education into teacher pedagogy and the broader public school system. In this model, experienced outdoor educators work with teachers individually over a period of time to model curriculum and to provide feedback, logistical and personal support in incorporating this method into the classroom. A case study investigation in the Bioregional Outdoor Education Project on the Colorado Plateau found that outdoor education mentoring resulted in increased use of outdoor education by teachers, reports of enhanced student achievement, especially engagement, and positive change in teacher feelings of satisfaction with work. Meaningful benefits that result from incorporating outdoor education may increase the likelihood that teachers continue to use this method, a topic for future investigation. Infusing outdoor education through the curriculum with the help of mentors may offer a potential means of school reform, if support from peer teachers and administrators is garnered through information about the potential benefits to both students and teachers.