Master of Environmental Education Plan B Project Papers and Master of Education; Environmental Education Concentration Theses

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https://conservancy.umn.edu/handle/11299/185746

This collection contains the final works produced by master's degree students in the Master of Environmental Education graduate program or in the Master of Education; Environmental Education Concentration graduate program as part of their requirements to graduate.

Please note: The Master of Education; Environmental Education Concentration graduate program transitioned into the Master of Environmental Education (MEEd) graduate program in late 2011. Students in the program at the time were given the option to either continue in their original program or switch to the MEEd program.

In the Master of Education; Environmental Education Concentration program, final works were generally called "theses," although they were not technically theses according to the standards of the Graduate School of the University of Minnesota Duluth. In the new MEEd program, final works were called "Plan Bs," or "research-based projects," which fits with the official Graduate School terminology. Thus while some items in this collection call themselves "theses," they are not part of a Plan A (thesis) graduate program.

To see papers for specific graduate degrees, click the links below:

Master of Environmental Education (current program)
Master of Education; Environmental Education Concentration
Master of Education; Outdoor Education Concentration
Other/Unknown

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Now showing 1 - 20 of 69

ArchaeologEE: an Environmental Education Program for Public Lands Management Agencies and American Indian School Children
(2013-05) Reetz, Elizabeth Christine
Archaeology fieldwork can be viewed as a compelling method for delivering lessons in environmental education (EE), because cultural history is important to EE, and archaeology looks through both natural and cultural lenses in an outdoor setting. In addition, ethnic minority communities including American Indians have traditionally been underserved by EE (Zint, 2012), and the perspectives of indigenous communities are often lacking from archaeological reporting. With that in mind, this project was developed to be a resource and guide for archaeologists in Cultural Resource Management at public lands agencies, who typically do not have a background in education, in archaeology and environmental education-based public outreach with indigenous youth in Grades 6-12. The intention of the ArchaeologEE program is twofold. It aims to provide effective EE through archaeology that is intended to enrich the educational experiences of indigenous youth through time spent in nature. It also seeks to offer a way to enhance the professional development of archaeologists through a new approach to public outreach and increased engagement with local indigenous communities.
Assessing Residents' Knowledge, Attitudes, and Values Towards the Duluth Urban Deer Herd
(2015-05) Timmerman, Ryan
The purpose of this exploratory quantitative mail survey was to discover Duluth residents’ knowledge, attitudes, and values towards the urban deer herd. An area based purposive sample was drawn and the households selected were mailed a four-part questionnaire. The sample was comprised of households in 5 of Duluth’s 34 Deer Hunt Areas (DHAs) which had been created by the Arrowhead Bowhunters Alliance (ABA). With a 32% return rate (150 surveys returned of 469 viable sent), surveys found: scores of; 64% correct on factual deer knowledge; personal experiences, family, and friends were the most common sources of knowledge; personal perceived knowledge was higher than the perceived knowledge of others; overall attitudes and values were positive towards deer; and communication benefits were the most important attitude and values topic. From these results, it was found that factual knowledge was low, self-initiated sources of knowledge were most common, residents’ perceived knowledge was higher than factual knowledge, and naturalistic attitudes were the highest while deer tolerance and educational values were the lowest. From these results, the following recommendations were made: schools could create more lessons revolving around deer in all subject matters to increase knowledge; nature centers and ELC’s could create more programs concentrating on deer to increase positive attitudes and values towards them; government agencies could use their position for outreach campaigns revolving around deer to reach a large amount of people; and the City of Duluth and the ABA could use the results of this survey to help create a management plan for the urban deer herd.
The Bdote Project: Merging Confluences of Ecological Knowledge to Connect Rivers, Cultures and Science
(2021-04) McEnroe, Therese K
This curriculum, titled "The Bdote Project," will use the metaphor of a confluence to merge multiple veins of environmental knowledge by using rivers as a connection to each other and the Earth, while facilitating the formation of meaningful relationships to the environment to occur. By using river confluences as a literal vessel, and figurative metaphor of connection, the purpose of this curriculum utilizes rivers and integrating Indigenous traditional knowledge targeted toward young adults ranging in age from 17-25-year-olds in both informal and formal education settings. This field project titled, “The Bdote Project: Merging confluences of ecological knowledge to connect rivers, cultures and science,” aims to bridge the gap between modern, Western science and Indigenous rooted, traditional ecological knowledge (TEK) while cultivating meaningful relationships to the environment, while having a more holistic understanding of others’ cultural beliefs. By integrating both kinds of knowledge, while exposing different audiences to multiple ways of knowing based on environmental issues, specifically relating to river systems, this project will be an additional usable program in the field of Environmental Education (EE).
Benefits of Group-based Wilderness Trips for Youth with Autism Spectrum Disorder
(2018-12-14) Lindberg, Matthew
Children with Autism Spectrum Disorder (ASD) have difficulty with communication, social interaction and repetitive behaviors or thoughts (Heflin & Alaimo, 2007). These deficiencies can lead to feelings of stress, anxiety, isolation and depression which in turn can lead to a lower quality of life (QoL). Since the late 1990’s cases of ASD have skyrocketed. It is now estimated that 1 in 68 children have been identified as having ASD (Christensen et al., 2016). There is little agreement on the cause of autism. Most of the research on how to ameliorate these symptoms, is directed to better understand how the individual can achieve a higher QoL. As one approach to QoL, nature-based recreation has been shown to ease similar symptoms in other audiences (Duvall & Kaplan, 2014). While traditional behavioral intervention strategies are well represented in literature, there are pragmatic theories that are gaining traction (Prelock & McCauley, 2012). Yet, there is currently little research on the effects of nature-based group recreation for children with ASD. The purpose of this study was to determine the effects of nature-based group recreation on youth with ASD. Participating in a wilderness experience is an area that has shown to increase QoL in similar audiences (Duvall & Kaplan, 2014). The Pediatric Quality of Life Inventory (PedsQL) Teen Report was used to measure the effects of this nature-based group recreation approach as well as conducting informal interviews and observations. This was a pilot study to determine if further research was needed. Results were mixed. Quantitative data showed no statistically significant change in pre/post assessment. Qualitative data indicated potential QoL benefits to participation. Groupbased wilderness trips for youth with ASD is a potential avenue to explore for increases in QoL.
Best Practices in Environmental Education Fields Trips: The Importance of Curricular Integration, Preparation, and Follow-up
(2015-05) Floberg, Kathleen
There is a large body of research extending across multiple disciplines that indicate how to implement a field trip so it reaches optimal educational potential. Past research shows that more comprehensive preparation and follow-up leads to a better learning experience. This study describes the preparation and follow-up Minnesota teachers conduct with their students before and after an extended field trip to a residential environmental learning center (RELC), how these teachers connect such trips to formal curriculum, and the kind of support and resources RELCs provide teachers to facilitate preparation and follow-up for field trips to their facilities was determined. Results show that there are inconsistencies between the RELCs in terms of the resources they provide to teachers before and after field trips. Teachers welcome preparation and follow-up materials but face similar barriers to integrating field trips into their formal curriculum as those that have been stated in research for over 30 years. In addition, the types of preparation and follow up teachers conduct with their students fall on a wide spectrum, similar to past research findings. This was an initial step towards a greater understanding of how extended field trips to RELCs in Minnesota can be integrated into the formal classroom and what research efforts are needed to support these understandings.
Brain Based Learning in Interpretive Exhibit Design: A Field Project
(2015-12) Curry, Sean
This project seeks to use brain based learning as the predominant theory to design interpretive exhibits.
Caring for God's Creation: A Catholic Environmental Education Curriculum for Grades K-2 at Holy Rosary School
(2011) Greene, Katie
The 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.
Connecting Local Story and Landscape through Community-Based Interpretation in Quetico Provincial Park
(2014-12) Legault, Jill
Quetico Provincial Park's past and present became tangible and accessible through interpreting stories of the local Atikokan community. This community-based interpretation project was grounded in a phenomenological approach to capture the essence of living adjacent to Quetico. The results of this research will provide content in the development of Quetico Provincial Park's remote entry station kiosks.
Connecting Scientists and Adult Leaders through Technology to Further Authentic Science Inquiry by Youth
(2012) Shimek, Sarah H
This paper shares the results of a recent study exploring the preferences of potential adult leaders towards the use of internet technologies to support connections with professional scientists and facilitate authentic scientific inquiry among middle-school aged youth engaged in citizen science research. Using the University of Minnesota Extension‘s project, Driven to Discover: Authentic Inquiry through Citizen Science, as context for the study, the researcher interviewed licensed teachers and informal science educators to answer the research questions: 1. How do adult leaders describe the potential for using web-based technology as a means to achieve the scientist contribution to youth-based authentic science inquiry? 2. How do adult leaders perceive plans to develop a website to facilitate the ongoing relationship of scientists, adult leaders, and youth? What do they perceive as needs and barriers for using this planned website? What website characteristics would encourage them to use this planned website? Results suggest that participants see the potential for web resources to support inquiry work with youth and facilitate connections to scientists.
Creating Connection to Nature: A Curriculum Project Combining Interpretation with Adventure Education
(2019-10-14) Bartels, Trisha
The purpose of this project was to create a curriculum that connects participants to nature by incorporating elements of both adventure education (i.e. mountain biking, kayaking, hiking, etc.) into an interpretive program, as well as creating nature connectedness (attentional deployment, sounds, identification, etc.) within participants. As needed, it can be adjusted for experience level of participants and knowledge of local ecology dependent on the provider. The goal of adding these two subjects of outdoor education together, was to enhance nature connectedness, comfortability, skills, knowledge, and behavior within participants. The theoretical basis for this program was based upon a nature connectedness, interpretation, and adventure education. These theories are: Nature Connectedness (Schultz, 2002); Constructivist Learning (Dewey, 1938; Piaget, 1972; Vygotsky, 1980); 15 Principles for Interpretation (Beck & Cable, 2011 p.17); Optimal Arousal Learning (Berlyne, 1968 & Eysenck, 1982); Risk (Ewert, Sibthorp, 2014); Cognitive Behavioral Change/Self Efficacy (Bandura, 1977); Pedagogy Learning (Rozenkranz,1989), and Experiential Learning Cycle (Kolb, 1984). The curriculum consists of four units, with two lessons in each unit. These lessons were intended to be used to deepen participants understanding of the natural world and enhance nature connectedness through the interpretation and adventure education subjects. While this curriculum was reviewed by a panel of experts and has one lesson that was pilot tested, it was outside the scope of this project to provide a summative evaluation of all of the lessons and units.
A Curriculum Project for Estuary Education: Strengthening Connections to Place
(2023-04-29) Jones, Emily K
The purpose of this project was to develop curriculum that fills gaps in high school education materials through the creation of experiential science education lessons that teach estuarine ecology intended to foster a sense of place and nature connectedness with students. The objective for this curriculum was to develop two units that can be utilized in various wetlands and estuary ecosystems as well as be adjusted for the experience level of participants in addition to the educator’s level of knowledge on the local environment. These units incorporate experiential and project-based learning methods that center learning in the participants local wetland or estuary environment. The goal of incorporating these two concepts was to deepen participants understanding of wetland ecology, strengthen their connections to place, and develop their sense of identity as it relates to the environment.
Deflating Myths about Gray Wolves (Canis lupus) in the Midwest, USA: A Unifying Curriculum Project
(2022-06-02) O'Gara, Jordyn R
Within the Midwestern region of the US there are four primary problematic myths about the wolf: (1) wolves are dangerous to people, (2) wolves will devastate the local deer herd, (3) wolves are a major threat to the livestock industry, and (4) dogs are not safe in areas occupied by wolves (Timber Wolf Alliance, n.d,). The curriculum for this master’s project is designed to deflate these myths using sound science and environmental theories and models. It is formatted based on guidelines recommended within the Understanding by Design Framework (UbD) (McTighe & Wiggins, 2012; Sgro & Freeman, 2008). The curriculum is divided into four modules, with two lessons in each module, based on the four myths - overall, there is about eight hours of education material available. Each lesson lays out goals for participants, background material for the educator, an example lesson plan, and a section about social behavioral change. This last section utilizes theories and models such as the theory of planned behavior (Ajzen 2000) and the environmental identity development model (Green, 2018). For the purpose of this project the curriculum was reviewed by a panel of experts but not fully evaluated.
Developing the Next Generation of Conservation Leaders: Promoting Environmentally Responsible Behavior through the Student Climate and Conservation Congress
(2014-05) Blood, Nathaniel
This project examined the Student Climate and Conservation Congress (SC3), a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance. It examined the effect of SC3 on variables identified in the literature as influencing environmentally responsible behavior. These variables included perceived environmental knowledge, perceived knowledge of citizen participation and action strategies, perceived action skills, environmental attitudes, locus of control, personal responsibility, and intention to act. Furthermore, it explored whether or not these variables could be used to predict environmental action and continued commitment to conservation action. Perceived environmental knowledge, perceived knowledge of citizen participation and action strategies, perceived action skills, environmental attitudes, locus of control, and personal responsibility increased after participation in the program. Locus of control was found to significantly predict intention to act. None of the variables could be used to predict environmental action or continued commitment to conservation action. However pretest levels of environmental attitudes were significantly related to environmental action, and pretest levels of environmental attitudes and pretest levels of personal responsibility were significantly related to continued commitment to conservation action. In this study, intention for action was not related to action, nor was action related to continued commitment toward environmental action. Program implications and suggestions for future research were generated out of this study's findings.
The Development of a Technology-Infused 5th-8th Grade Earth Science Curriculum Focusing on Caves
(2014-10) Grunwald, Noelle J
Traditional interpretive and educational programs within the National Park Service, a bureau of the United States Department of the Interior, have been developed on the principle that when people interact firsthand with the tangible resources found within National Park Service (NPS) sites they come to understand the meanings, concepts, stories, and relationships pertaining to these places better. While a direct physical connection to America's national parks is desired, it is not always feasible. As a result, the NPS has embraced the Internet and the World Wide Web as a valuable and effective tool to reach out and engage visitors, specifically those who may never set foot inside a park's boundaries. Many sites within the national park system are adapting technology to enhance place-based learning in park settings and at a distance (USNPS, 2006). The purpose of this study was to address the current programming needs of the interpretation and education division staff at Wind Cave National Park in South Dakota by developing a curriculum that utilized the Internet and educational technology to reach out, engage and provide memorable and meaningful learning experiences regarding caves and karst topography to formal educators and their classrooms. A technology-infused 5th-8th grade earth science curriculum focusing on caves was developed and evaluated by both formal and nonformal educators.
Duluth Area Teachers’ Perceptions of Nonformal Environmental Education Programs
(2018-05) Wilmoth, Emily
This study examined Duluth area (Minnesota, USA) elementary school teachers’ perceptions regarding the school-based environmental education (EE) programs provided by the non-profit organization Hawk Ridge Bird Observatory (HRBO). A total of 76 Duluth area teachers participated in the study by completing a questionnaire. The influence of motivations and barriers on teachers’ decisions to select or not select HRBO were described. Additionally, teachers’ needs and desired changes regarding HRBO offerings were identified. Teachers’ perceptions and use of other local, nonformal EE providers were also addressed in this study. Factors guiding decisions regarding EE programming in general were described. Results were used to make recommendations that can guide future programming efforts at HRBO including increasing advertising, displaying program connection to academic standards, and providing more opportunities for in-classroom programming. Results also offer insight that may be useful to other nonformal EE providers such as the barriers teachers are experiencing across organizations and the overall value placed on EE by teachers in the community.
Early Childhood Nature Curriculum for the Formal Preschool Classroom
(2010) Bierbrauer, Andrea Joy
Children 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.
Educating Adults through Today's Youth: The Status of and Potential for Environmental Education Organizations in MN to offer Opportunities for Children to act as Catalysts of Adult Education
(2014-05) Kristenson, Kati Anders
Environmental education has been around for many years, yet environmental problems still exist. While many environmental education organizations focus their programming on children, it is often not within children’s capabilities to implement the necessary behaviors that will minimize human impact on the environment or alleviate current environmental issues. It is the children’s parents and other community adults that possess such capabilities. Instead of creating more environmental education programs for adults, it has been recommended that organizations use their current programs to not only teach children, but also teach children's parents and adults in the community. This study therefore describes the current extent and potential for environmental education organizations in MN that focus on child environmental education to also provide adult environmental education through the programming offered to children. The results suggest more work could be done in the environmental education field to educate organizations about the potential for children to act as catalysts of adult education as this study found most organizations believe learning is reciprocal between children and adults, but do not often plan for children to share their learning with adults.
The Effect of a Canoe-Based Wilderness Immersion Experience on Young Adolescents' Connectedness to Nature
(2016-04-20) Feldbrugge, Ryan M
Wilderness areas can be very impactful places for young adolescents and experience in them has documented positive effects on their development. They may also be a means for increasing young adolescents' connectedness to nature. Participants in this study were young adolescents who took part in a canoe-based wilderness immersion experience. Prior to the experience, their level of connectedness was measured using the Connectedness to Nature Scale-Revised as well as two open-ended questions (Frantz, Mayer, & Sallee, 2015). Following their experience, their level of connectedness was measured again using the same instrument as well as focus group interviews at 2 of the 3 camps surveyed. The results of the study indicate that a canoe-based wilderness immersion experience has a positive effect on young adolescents' connectedness to nature. The results can be used to support existing and develop new wilderness programming for young adolescents. While the results are significant on their own, they also raise additional questions and directions for further research.
The Effect of Environmental Charter School Participation on the Environmental Literacy Levels of 6th Grade Students
(2012) Poliseno, Jennifer A
This study lies in the need to better understand EE’s contribution to fostering environmental literacy of young students. In the coming years, students will be called upon to understand complex environmental issues and make informed decisions in their private and public lives. All this comes at a time when young people are less connected to the natural world (Mertz, 2010). This study used the Middle School Environmental Literacy Survey to explore the environmental literacy level of 6th grade students at an environmental charter school. The purpose of this study was to explore the effect of environmental charter school participation on the environmental literacy levels of 6th grade students.
Effect of Song on Fifth Grade Students' Environmental Education Knowledge and Retention
(2013-05) Nganji, Edwin N
This study reports the effect of song on fifth grade students’ environmental education knowledge and retention. Participants in this study were twenty-nine fifth grade students at a school in north Minnesota. Participants were randomly assigned to two groups, fifteen students in the control group and fourteen students in the experimental group. Both groups were taught a one-hour lesson on endangered primates of Cameroon, after which students took a posttest, one month after, twelve students in the control group and thirteen students in the experimental group took a delayed posttest. During the lesson, students in the experimental group were taught a song that contained the objectives of the lesson. In the closed-ended questions of the quiz, posttest results, measuring knowledge, revealed a significant difference between the control and experimental group, with the treatment group scoring higher. There was no significant difference between both groups during the delayed posttest results, measuring knowledge retention. In the open-ended questions of the quiz for both the posttest and delayed posttest, when asked what participants learned or recalled from the lesson, both groups listed causes, consequences and solutions to the problems of endangered primates; names of endangered primates and lesson activities (song and game). Participants of the control group listed more causes, consequences and solutions the government of Cameroon and other conservation organizations are applying to the problem of endangered primates of Cameroon. Participants in the experimental group listed more names of endangered primates as what they learned or recalled from the lesson. In the delayed posttest, participants in the experimental group listed more lesson activities as what they learned or recalled from the lesson.