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EvaluatingEvaluating
EnvironmentalEnvironmental
Education:Education:
Annelise Carleton-HugAnnelise Carleton-Hug
Trillium AssociatesTrillium Associates
Environmental Evaluators NetworkingEnvironmental Evaluators NetworkingForumForum
Challenges & OpportunitiesChallenges & Opportunities
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Early Definition ofEarly Definition of
Environmental EducationEnvironmental Education
Environmental education is aimed atEnvironmental education is aimed atproducing a citizenry that isproducing a citizenry that isknowledgeable concerning theknowledgeable concerning the
biophysical environment and itsbiophysical environment and itsassociated problems, aware of howassociated problems, aware of howto help solve these problems, andto help solve these problems, andmotivated to work toward theirmotivated to work toward theirsolution.solution.
Stapp, W.B, et al. 1969. The Concept ofStapp, W.B, et al. 1969. The Concept ofEnvironmental Education.Environmental Education. The Journal ofThe Journal of
Environmental EducationEnvironmental Education. 1(1):30-31.. 1(1):30-31.
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Intergovernmental ConferenceIntergovernmental Conference
on EE in Tbilisi, Republic ofon EE in Tbilisi, Republic of
GeorgiaGeorgia To foster clear awareness of, and concern about,To foster clear awareness of, and concern about,economic, social, political and ecological inter-economic, social, political and ecological inter-
dependence in urban and rural areas.dependence in urban and rural areas.
To provide every person with opportunities toTo provide every person with opportunities to
acquire theacquire the knowledge, values, attitudes,knowledge, values, attitudes,
commitment and skillscommitment and skills needed to protect andneeded to protect and
improve the environment.improve the environment.
ToTo create new patterns of behaviorcreate new patterns of behavior of individuals,of individuals,
groups, and society as a whole, towards thegroups, and society as a whole, towards the
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Excellence in Environmental EducationGuidelines for Learning (Pre K12)
(NAAEE, 2004)
STRAND 1 Questioning, Analysis and
Interpretation Skills
STRAND 2 Knowledge of Environmental
Processes and Systems
STRAND 3 Skills for Understanding and
Addressing Environmental Issues
STRAND 4 Personal and Civic
Responsibilityhttp://www.naaee.org/programs-and-initiatives/guidelines-for-excellence
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Environmental EducationEnvironmental Education
Research:Research: Numerous studies have documentedNumerous studies have documented
changechange AffectiveAffective
CognitiveCognitiveExample: Place-based curricula,Example: Place-based curricula,
Environment as an Integrating ContextEnvironment as an Integrating Context
http://www.seer.org/pages/research.htmlhttp://www.seer.org/pages/research.html
Mixed results documenting behaviorMixed results documenting behaviorchangechange
http://www.seer.org/pages/research.htmlhttp://www.seer.org/pages/research.htmlhttp://www.seer.org/pages/research.html -
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Challenges of MeasuringChallenges of Measuring
Environmental BehaviorsEnvironmental Behaviors
Expectations may not match programExpectations may not match program
possibilitiespossibilities
Short time frame of many evaluationsShort time frame of many evaluations
= difficult to document behavior= difficult to document behavior
changechange Instruments which rely on personalInstruments which rely on personal
recall are subject to socially desirablerecall are subject to socially desirable
res onse biasres onse bias
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Challenges of MeasuringChallenges of Measuring
Environmental BehaviorsEnvironmental Behaviors
Programs often fail to make clearPrograms often fail to make clear
personal behavior linkpersonal behavior link
Lack of recognition of local, culturalLack of recognition of local, cultural
and contextual barriers toand contextual barriers to
participationparticipation
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d i
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Recommendation:Recommendation:
Establish EvaluationEstablish Evaluation
Partnership EarlyPartnership Early WorkWorkcollaborativelycollaboratively
Cooperate toCooperate to
develop datadevelop datacollection tools tocollection tools tofit programfit programdeliverablesdeliverables
Provide formativeProvide formative
feedbackfeedback
Example: Center forExample: Center for
Learning &Learning &
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Recommendation: UtilizeRecommendation: Utilize
Theory of Change ApproachTheory of Change Approach Envision bigEnvision big
picturepicture
DistinguishDistinguish
between shortbetween shortterm & long termterm & long termgoalsgoals
Example:Example:
YellowstoneYellowstone
National ParkNational ParkWindows intoWindows into
WonderlandWonderland
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Recommendation: Use aRecommendation: Use a
Mixed Methods ApproachMixed Methods Approach Value added fromValue added from
both quantitativeboth quantitativeand qualitativeand qualitative
measuresmeasures
Example: GK12Example: GK12
Program, Big SkyProgram, Big Sky
InstituteInstitute
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Wide Variety of EvidenceWide Variety of Evidence
18-item pre- & post- survey on science18-item pre- & post- survey on scienceinterestinterest
E.g.Science is one of my favoriteE.g.Science is one of my favorite
classes.classes. Interviews with studentsInterviews with studentsDefinitely more interested. Its given me a betterDefinitely more interested. Its given me a better
view of what science really is, because before itview of what science really is, because before it
was some distant thing that we read in awas some distant thing that we read in a
textbook, it wasnt personal. This has brought ittextbook, it wasnt personal. This has brought itto more of a personal level.to more of a personal level.
Anderson School 8th grade Boy, 5/25/07Anderson School 8th grade Boy, 5/25/07
R d i UR d ti U
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Recommendation: UseRecommendation: Use
appropriate measures ofappropriate measures of
behaviorbehavior ConsiderConsiderpopulationpopulation
Devise authenticDevise authentic
measures ofmeasures ofbehavior relatedbehavior relatedto programto program
Example: Study ofExample: Study ofEnvironmentallyEnvironmentallyEngaged youthEngaged youth
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17%36%
17%39%25%
46%14%
47%24%
59%26%
63%44%
70%
75%24%
75%82%85%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Boycott a business
Protest or demonstration
Signed a petition
Wrote letter to govt official
Created educational activity/material
Collected environmental data
Social action
Direct environmental action
Wrote research report or article
Litter clean up event
ICCE Delegates
Non-Joiner
Polish Youth
Measurement Index: 10-Item EnvironmentalAction Index
R d tiR d ti
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Recommendation:Recommendation:
Articulate PersonalArticulate Personal
Behavior ActionsBehavior Actions AnticipatedAnticipatedbehavioral changesbehavioral changes
must be clearlymust be clearly
identified, withidentified, withappropriateappropriate
measurementmeasurement
indices.indices.Example: FamilyExample: Family
Nutrition &Nutrition &
Education Program,Education Program,
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Recommendation:Recommendation:
Disseminate LessonsDisseminate Lessons
LearnedLearned
Publish results of evaluationsPublish results of evaluations
Present findings atPresent findings atconferences (AEA, AERA,conferences (AEA, AERA,
etc.)etc.)
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For more information, contact:For more information, contact:Annelise Carleton-Hug, Ph.D.Annelise Carleton-Hug, Ph.D.
[email protected]@trilliumassociates.
www.trilliumassociates.comwww.trilliumassociates.com
mailto:[email protected]:[email protected]:[email protected]