Master of Environmental Education Plan B Project Papers and Master of Education; Environmental Education Concentration Theses
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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:
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Item Effects of Nature-Based Learning on Elementary Students’ Sustained Attention: An Exploratory Study(2024-05) Schumacher, MossNature-based learning (NBL) is a growing approach to education, and is backed by decades of research showing that when people spend time outside, they experience benefits to their physical and mental health, relationships, academic performance, and beyond. As this style of education gains traction, it is important to explore the impact it has on students. The present study looked at the impact of NBL on the sustained attention of 16 fifth grade students by evaluating their sustained attention ability directly before and after a NBL lesson and an indoor control lesson. Results showed that after students experienced a NBL lesson, they responded significantly faster on a sustained attention measure, as compared to the pre-lesson results and the indoor control lesson results. Implications of this research and further research recommendations are provided.Item Impact of Conservation Corps Minnesota and Iowa Program on Young Adult Participants’ Social and Emotional Learning(2018-11-15) Bray, RosemarySocial and emotional learning (SEL) has gained a lot of attention since the late 1990s as researchers are deeming it as a fundamental skill set for youth to develop in order to transition successfully into their adult lives. However, incorporation of SEL in school curricula is inconsistent due to other responsibilities that demand teachers’ and professors’ attention. Non-formal out-of-school time programs are conducive environments for incorporating SEL practice in the lives of our youth and young adults. This study explored the impact of a young adult program, Conservation Corps Minnesota and Iowa (CCMI), on participants’ social and emotional learning. This impact was measured by distributing a retrospective pre-posttest Social and Emotional Learning Questionnaire (SELQ) to 26 young adult CCMI program participants at the end of their service term. Both the quantitative and qualitative findings showed growth in all five core competencies of social emotional learning. These findings suggest that social and emotional growth can be a measured outcome of environmental service learning programs, which can improve the quality of the program, can increase recruitment and funding opportunities, and can better prepare the program participants for successful adult lives.Item Novice Rock Climbers’ Perception of Movement Skill Transfer from Indoor Climbing Walls to Outdoor Natural Rock Faces(2023-08-29) Kramer, Lucas MStemming from a problem experienced by rock climbing instructors who regularly facilitate the “gym to crag” transition, this study sought to investigate novice climbers’ perceptions of movement skills transfer from indoor climbing walls to outdoor rock faces. This study sought to determine if transfer of skill exist and, if so, to what extent. A self-evaluation instrument and a pre- and post-questionnaire were used to gather both quantitative and qualitative data which was analyzed using descriptive statistics and Pearson’s r and Cohen’s d where appropriate. Providing context and reference, two professional climbing instructors evaluated videos of each climber’s performance utilizing the same evaluative instrument. While some climbing movement skill does transfer from indoor climbing walls to outdoor rock faces, transfer diminishes the more specific the application learned skills become. Visual and physical exploration and the unique qualities of hand/foot holds found outdoors, relative to indoors, provided the most challenges to participants. Diverse experiences can help to improve this transfer. One outdoor climb impacts a climber’s perception of their own skill, thus impacting the extent of skills transfer. Climbing instructors should consider utilizing various tools to help better facilitate movement skills transfer for the “gym to crag” transition. Low light or blindfolds may help to teach or encourage physical exploration. Minor adjustments to climbing routes over time can diversify a climber’s experience. Utilizing existing evaluation instruments can help to further facilitate skills transfer to enhance desirable climbing movement.Item A Curriculum Project for Estuary Education: Strengthening Connections to Place(2023-04-29) Jones, Emily KThe 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.Item Rooted in Community: Toward A Grounded Theory of Empathy Development in Nature Preschools(2023-05) Underwood, Claire CEmpathy is core to what makes us human and early childhood is considered an important period for nurturing empathy. A recent quantitative study has found nature preschools to be effective in the context of fostering empathy in young children (Ernst et al., 2022). While these results are promising, more research is needed, particularly to understand how nature preschools foster the development of empathy in the children they serve, hence the study at hand. The purpose of this study was to explore nature preschool teachers’ experiences of empathy development in young children in the context of nature preschools and to develop a grounded theory-based conceptual model to explain the findings. Following data analysis using the grounded theory coding paradigm, a core phenomenon emerged: the school culture of nature preschools that is nature-based, childled, and rooted in community, which is embedded within the context of the natural setting of the preschool that offers opportunities to foster empathy. The causal condition identified was the role of the teacher who uses the strategy of an ongoing approach to empathy development, which resulted in the consequence of children’s unique expressions of empathy. This model contributes to our understanding of how empathy is developed in early childhood in the context of nature preschools, from the perspective of nature preschool teachers, and offers insight to improve professional practice. Implications are discussed in light of the study’s limitations.Item Interactions Between Minnesota Rock Climbers and State Park Staff: Toward What End?(2022-06) Gebhard, Steven DThe growing popularity of rock-climbing is raising concern about the increased impact to the cliff environment. Leave No Trace has served as the prevailing minimum impact messaging to outdoor recreationists and has been well received and promoted within the rock-climbing community. However, there are several inherent limitations to the effectiveness of this message toward protecting the cliff-environment. Additionally, the literature is scarce on how climbers have gone beyond leave no trace and contributed to conservation related efforts at climbing sites. The purpose of this study was to determine the extent to which Minnesota rock climbers and state park staff have collaborated on cliff-related conservation efforts. To address this, two survey instruments were used including semi-structured interviews with leaders from local climbing organizations and current state park staff, and a self-administered questionnaire was distributed to members of the Minnesota climbing community. This study found that there are several distinct historical and current examples of Minnesota climbers and state park staff collaborating on cliff-related conservation efforts. Additionally, all groups indicated interest in working together on these types of efforts in the future and provided examples of ways to work together moving forward. This study highlights the evolving relationship between Minnesota climbers and state park staff, which provides more opportunities for novel ways of working together to protect the cliff environment.Item Deflating Myths about Gray Wolves (Canis lupus) in the Midwest, USA: A Unifying Curriculum Project(2022-06-02) O'Gara, Jordyn RWithin 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.Item River Quest: A Programmatic Evaluation(2022-03-24) Munshower, EllenThe purpose of this evaluative study was to assess to what extent that the River Quest program in Duluth, MN achieves its mission of “enhance[ing] awareness and understanding of the St. Louis River ecosystem and interrelated commercial, industrial, and recreational activities” in participants, and supports local teacher’s curricula (About Us, n.d.). More specifically, the following learning outcomes were investigated through this study: Knowledge regarding water safety; knowledge of the interactions between the river and recreational, commercial, and industrial activities in the region; attitudes regarding water conservation. From a survey of past participants and an interview with an educator that attended in the past, findings showed that the River Quest program is successfully educating students about the subjects, and the program is viewed in an overall positive light.Item Garden-based learning in northern Minnesota and Wisconsin nature preschools: An exploratory inquiry(2022-05) Diem, Haley BThe purpose of this inquiry was to explore how garden-based learning is integrated into programming at three different nature preschools in northeastern Minnesota and northern Wisconsin. Within this central aim, it sought to explore perspectives of the educators about how their respective programs implement the garden experiences, what their curriculum entails, how their program mission and philosophy align with the provision of garden-based learning, and how their respective settings/physical qualities of their space contribute to the provision of gardening experiences. This inquiry illuminates how gardening experiences are integrated into nature preschool programming in a specified geographic region, providing guidance that can inform future program development as well as insights into the potential for garden-based early learning as a developmentally appropriate form of Education for Sustainability for young children.Item The Bdote Project: Merging Confluences of Ecological Knowledge to Connect Rivers, Cultures and Science(2021-04) McEnroe, Therese KThis 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).Item Nature Preschools as Promoters of Physical Activity(2021-12-15) Bruno, Alexis LPreschools and other early childhood education and care settings are influential in the promotion of physical activity (PA) for young children. This study utilized the Yamax Digiwalker pedometer and a quasi-experimental design to quantitatively explore the influence of nature preschools on the PA of 154 preschool-aged children. Results suggest that nature preschools support sufficient PA; furthermore, participants were able to achieve recommended PA during cold and wet months through unstructured nature play. These findings suggest that nature preschool offers another method for increasing PA, even during winter months. The results also point to the important role unstructured play has in children's overall well-being. Implications for practice and further research are discussed.Item Visitor Maps, Wayfinding, Place Meaning: Daisetsuzan National Park of Hokkaido, Japan(2021-04) Blanco, JeremyDaisetsuzan National Park of Hokkaido, Japan, is the largest national park in Japan and has unique biodiversity. Upon entry, visitors must understand wayfinding information, and the park wants to ensure visitors receive environmental interpretations. A visitor map helps accomplish that. However, the park's various stakeholders, including tourists, mapmakers, and the original inhabitants of the area, the Aynu, inscribe different meanings to the landscape, which has implications for communication practices and visitor experiences. Therefore, this case study investigated how Daisetsuzan National Park utilizes maps as a medium for communicating the meaning of place in a national park setting. The four map themes analyzed were: alpine flowers, conservation, Kamuy Mintar (Aynu given name) place meaning, and simple route-finding map without interpretive material. Results indicate that visitor maps are a complementary tool in wayfinding while hiking to on-trail signage. The alpine flower-themed map emphasizes numerous natural features' physical locations; this encourages hikers to navigate the trail by the flora's locations. The study also found that first-time visitors were more likely to associate the place's meaning – the site's significance – with the map's interpretive theme. This was especially evident when first-time visitors learned the name of the place, Kamui Mintar. Additionally, a detailed interpretive map such as the conservation-themed map can encourage visitors to associate place meaning with conservation and the natural sciences.Item Duluth Area Teachers’ Perceptions of Nonformal Environmental Education Programs(2018-05) Wilmoth, EmilyThis 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.Item Creating Connection to Nature: A Curriculum Project Combining Interpretation with Adventure Education(2019-10-14) Bartels, TrishaThe 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.Item Environmental Science Education Curriculum for Outdoor Learning in Cameroon’s English-Speaking Primary Schools. A Pilot Project for Mission Schools in Limbe 1 Sub Division-Cameroon(2019-05) Nsangong, KfukfuOutdoor learning is an effective method of instruction that exposes learners to authentic hands-on experiences that are meaningful to them and contribute to their academic success. This also motivates them to be environmental stewards that contribute to sustainable development in the nation. With the increase in environmental issues facing the country due to natural factors and human impact, there is need for education of citizens to positively influence their decision towards choices and actions that will curb these problems in the nation. Beginning at a foundational level of education is important to gradually impart the knowledge, skills, attitudes and participation of pupils as they progress through the academic ladder and interact in the community in which they live. This project focused of developing Environmental Science Education curriculum for Cameroon’s English-Speaking Elementary schools. Developing lessons for teachers was necessary to solve problems related to lack of time and resources necessary to teach lessons in the outdoor setting. The lessons are also tools for encouraging best practices in environmental education at school and in the community as they focus on common environmental issues in the community. A pilot test is the first step in the implementation of this rich curriculum, followed by modifications and large-scale implementation at the national level. This curriculum project is beneficial to both systems of education in Cameroon as its focus is on outdoor learning in EE which could be applied to other subjects. Finally, the integration of the different EE topics into other subjects and topics is important to broaden knowledge in concepts and apply in different real-life situations.Item The Influence of Environment-Based Education on Students’ Basic Psychological Needs and Academic Self-Regulation(2019-05) Robinson, EvaBecause of its relationship to perceptions of competence, learning, and achievement, as well as other affective outcomes, sustaining academic self-regulation is key to reversing the concerning trend of declining academic achievement in the United States. According to self-determination theory, satisfaction of three basic psychological needs (autonomy, competence, and relatedness) supports students’ internalization and development of self-regulation. The current study uses this lens to investigate the influence of environment-based education on secondary students’ basic psychological needs and academic self-regulation. While literature suggests that environment-based education uses pedagogy that would seem to foster satisfaction of the basic psychological needs (Lieberman, 2013), there is not yet research that examines self-determination theory in the context of environment-based education. Sixty-five students in grades six through twelve from five Midwestern U.S. high schools participated in the study. Data collection occurred during the 2018-2019 school year, with six months of existing environment-based education programs serving as the treatment. Students’ scores on the Academic Self-Regulation Questionnaire (SRQ-A) and the Need Satisfaction and Frustration Scale (NSFS) assessed academic self-regulation and basic psychological needs, respectively. Data triangulation occurred through observations and student interviews. When controlling for age, gender, and prior participation, one-way repeated measures analyses of covariance (ANCOVAs) indicated no significant difference in preand post- test scores for academic self-regulation, need satisfaction, and need frustration. In light of the typical decline in children’s academic self-regulation and need satisfaction, these results support the use of environment-based education to sustain self-regulation. Potential impacts on research and program implementation are discussed.Item Benefits of Group-based Wilderness Trips for Youth with Autism Spectrum Disorder(2018-12-14) Lindberg, MatthewChildren 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.Item Examining the effect of the Hunter's Choice: Alternative Ammunition project on Minnesota deer hunters' knowledge, attitudes, behavioral intentions, and behaviors regarding lead ammunition(2016-05) Henry, KateThis study examined the effect of the Hunter’s Choice: Alternative Ammunition openhouse style demonstration clinics and presentations at mentored hunt orientations on participants’ knowledge regarding lead ammunition, its effects on wildlife and human health, and knowledge of non-lead alternatives. In addition, this study investigated participants’ attitudes, behavioral intentions, and behaviors regarding the use of lead ammunition, including whether hunters were willing to switch to non-lead ammunition and factors that influenced a change in ammunition types. Due to the low participation at the demonstration clinics, conclusions could not be drawn. Data from the presentations at the mentored hunt orientations revealed that knowledge of lead and non-lead ammunition was high overall. There was a statistically significant difference between the pre and post attitudes, with attitudes after the presentations being more supportive of non-lead ammunition. In addition, there was a statistically significant difference in the proportion of those indicating an intention to use non-lead ammunition pre and post the presentation. Wildlife health, human health, and ballistics were the most influential factors for future decisions related to non-lead ammunition choices. Females were significantly more likely to use lead ammunition at the mentored hunt, while increased prior hunting experience significantly increased the likelihood for participants of either gender to indicate their intention to use lead ammunition for future hunts. The overall effectiveness of the presentations on participants’ knowledge and attitudes did not vary by demographics in this study. These results will assist the Hunter’s Choice project in continuing to develop and implement programming, as well as provide insight for similar voluntary change programs.Item iPaddle - Incorporating the Use of iPads ® into an Outdoor Education Curriculum(2016-06) Fillmore, Sheila GThe intersection of hand-held mobile digital technology and environmental education (EE) is a relatively new and unexplored concept. Thus, there is little information on how to effectively incorporate the use of iPads ® (tablet computers) in an EE setting. The purpose of this project was to write curriculum designed to take advantage of iPad technology to enhance middle school students’ ecological and local cultural historical knowledge and their nature awareness as they studied various aspects of a local watershed. The curriculum covered a wide variety of topics such as using your senses, nature journaling, aquatic macroinvertebrates, and local cultural history. This project resulted in recommendations for including iPad applications (apps) that may strengthen portions of local watershed lessons. Techniques for more effectively incorporating this technology are suggested for teachers, in both formal and non-formal educational settings. By implementing the curriculum using iPad technology, educators will learn skills and methods to help students become more engaged in learning outdoors.