Showing papers on "Environmental education published in 2011"
TL;DR: In this paper, an exploratory quantitative study was conducted to determine the effect of seven environmental education (EE) programs on participants' connectedness to nature, and the results from the 385 children who participated in this study suggest two of the programs may be associated with a significant increase in connectedness.
Abstract: With a growing movement to re-connect children to nature, an understanding of the ability of environmental education (EE) programs to foster connectedness to nature is needed. The purpose of this exploratory quantitative study is to determine the effect of seven EE programs on participants' connectedness to nature. Results from the 385 children who participated in this study suggest two of the programs may be associated with a significant increase in connectedness to nature; however, due to the limitations of the study and a potential ‘ceiling effect’ of high initial levels of connectedness, further research is needed.
223 citations
Book•
25 May 2011TL;DR: On April 22, 1970, one of us went down to the notoriously foul Schuylkill River and collected a water sample for a display highlighting air and water pollution in Philadelphia's Rittenhouse Square, and Blumstein remembers being surprised that polluted water could be clear.
Abstract: Preface 1. The Problem(s) 2. Foundations 3. What Went Wrong 4. Accountability and Institutional Mind-Set 5. The Needs of Environmentally Active Citizens 6. Between Awareness and Action 7. A Political Primer 8. Consumption, Conservation, and Change 9. An Evolving Metric 10. And How We Can Fix It Appendix: Greening Schools for Alternative Education Notes Selected Bibliography Acknowledgments Index
206 citations
TL;DR: In this article, the authors identify four areas of research in new learning methods for environmental education and sustainable development: social learning, learning by mirroring one's own ideas, views, values and perspectives with those of others, and transformative social learning.
Abstract: Should environmental education (EE) and education for sustainable development (ESD) try to change students’ behaviours or should it focus on capacity building and critical thinking? The latter is more likely to lead to a citizenry that can examine new challenges and act wisely. New forms of learning are entering the arena of EE and ESD such as ‘social learning’, learning by mirroring one’s own ideas, views, values and perspectives with those of others, and ‘transformative social learning’, which requires the integrative switching back and forth among a set of mindsets. Four areas of research in new learning methods are identified.
199 citations
TL;DR: This paper conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance.
Abstract: We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course.
183 citations
TL;DR: The authors argue that this call is rhetorically operating as a "nodal point" in policy discourse, a floating signifier that different discourses attempt to cover with meaning, and explore this new point of arrival and departure.
Abstract: Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a ‘nodal point’ in policy discourse – a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques.
143 citations
TL;DR: In this paper, the authors examined the effectiveness of eco-schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect.
Abstract: Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco‐schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10–12‐year‐olds from 59 schools (38 eco‐schools and 21 control schools). Multivariate multilevel regression analyses show that eco‐schools mainly influence their students' environmental knowledge; they do not influence environmental affect. Eco‐school students, furthermore, have equal preservation attitudes and lower utilization attitudes, as compared to control‐school students. The implications of these results for research and practice are discussed.
137 citations
TL;DR: This article proposed a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term called "connections with Earth" based on research in the fields of environmental education and art education.
Abstract: To motivate student learning, the affective domain—emotion, attitude, and motivation—must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, “connections with Earth” based on research in the fields of environmental education and art education. When all three of these components (motivation, emotion, and connections with Earth) are combined in the classroom, students may experience greater interest in and connection to the content. This interest and connection may lead to greater motivation to learn and value the content. We use our model to evaluate three practices in geoscience education and show that their demonstrated success in achieving student learning lies in the attention to students’ affective needs as well as to delivery of content. We propose a future research agenda using currently developed, validated instruments that can measure these motivational and attitudinal shifts to determine what practices work best for our students from both cognitive and affective perspectives. Although this was conducted in both Europe and the United States, the implications of this research may extend across cultures and nationalities. Additional research needs to be conducted to understand these implications. V C 2011 National Association of Geoscience Teachers. [DOI: 10.5408/1.3543934]
121 citations
TL;DR: This paper examined an application within Facebook.com that allowed users to post climate change news stories from other websites and comment on those stories and found that self-reported environmental behaviors increased during young people's involvement with the Facebook application.
Abstract: Online social networks are increasingly important information and communication tools for young people and for the environmental movement. Networks may provide the motivation for young adults to increase environmental behaviors by increasing their knowledge of environmental issues and of the specific actions they can take to reduce greenhouse gas emissions. This study examined an application within Facebook.com – the largest online social network in the world – that allowed users to post climate change news stories from other websites and comment on those stories. A survey revealed that users of the social networking application reported above average knowledge of climate change science and that self‐reported environmental behaviors increased during young people's involvement with the Facebook application. Focus groups indicated that peer role modeling through interaction on the site motivated pro‐environmental behaviors, that is, behavior that seeks to minimize the negative impact of one's actions on the...
115 citations
TL;DR: In recent years, the concept of child-centred play as an informant to the early childhood curriculum has been critiqued as an insufficient pedagogical approach for supporting children's knowledge development as mentioned in this paper.
Abstract: In recent years the concept of child-centred play as an informant to the early childhood curriculum has been critiqued as an insufficient pedagogical approach for supporting children's knowledge development. Running in parallel with these criticisms has been the emerging importance of environmental education in early childhood curriculum. A key aspect of early childhood environmental education involves children experiencing and acquiring various environmental concepts. This paper reports the findings from a project aimed at examining play-based learning and the way different types of play can be used as a pedagogical basis for supporting children's learning in early childhood environmental education. The arguments about play-based learning and the role of environmental education in early childhood curriculum are framed in relation to the newly released Australian 'Early Years Learning Framework'.
109 citations
TL;DR: In this paper, the authors describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K-12 students, and society at large shared learning opportunities.
Abstract: Purpose – The purpose of this paper is to describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K‐12 students, and society at large shared learning opportunities. The goals and application of the STEM curriculum will be discussed.Design/methodology/approach – The STEM integrates the sciences, arts and aesthetics, and the university with the greater New Britain community, and beyond. Academic areas included geography, environmental science, communication, art history, aesthetics, and teacher education. The transdisciplinary methodology was integrated in a learner‐centered design. To achieve a cycle of community engagement regarding sustainability, university students were placed within the greater New Britain community. This included interaction with K‐12 urban public schools, the New Britain Museum of American Art (NBMAA), numerous nongovernmental organizations, state ...
107 citations
TL;DR: In this paper, the authors explored the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education and found significant correlations between attitude and value factors.
Abstract: This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were sig...
TL;DR: In this article, the authors compare two public high schools from the same school district, one that has achieved moderate energy savings and another that has reduced its electricity use by 50% over several years, finding that the greater success at one school is the result of integrated efforts at all levels within the organization, from district administrators to individual students.
Abstract: How can existing schools significantly reduce their energy use? With energy costs rising and school budgets shrinking, energy use is a substantial cost that can be reduced through conservation efforts. Using a case study methodology, the authors compare two public high schools from the same school district, one that has achieved moderate energy savings and another that has reduced its electricity use by 50% over several years. Examining the individual and organizational components of both schools’ efforts, the authors find that the greater success at one school is the result of integrated efforts at all levels within the organization, from district administrators to individual students. Success is based on structural changes, individual behavioral change, and, most important, the weaving of both into a cohesive organizational culture emphasizing conservation. This study demonstrates the potential of behavioral change and organizational culture to foster environmental education, conservation, and fiscal sa...
TL;DR: In this article, the authors adapted 16 questions that purport to tap environmental stewardship motivation and administered them to a convenience sample of 318 university students and then to 88 people living in rural Australia, who were either active members of environmental groups or voiced concern about local environmental issues.
Abstract: Environmental stewardship networks flourish across Australia. Although the environment benefits, this article looks to identify what volunteers draw from their stewardship. The authors adapted 16 questions that purport- edly tap environmental stewardship motivation and administered them to a convenience sample of 318 university students and then to 88 people living in rural Australia, who were either active members of environmental groups or voiced concern about local environmental issues. The results suggest that the measure consisting of these questions demonstrates acceptable internal consistency. Factor analyses support three relatively independent aspects of environmental stewardship motivation: (a) developing a sense of belonging, (b) caretaking the environment, and (c) expanding personal learning. Scores on the scale were not strongly correlated with well-being, suggesting that the scale measures more than general feelings of positive affect. Discussion focuses on the benefits of being able to reliably assess environmental stew- ardship motivation and areas for further development of the scale.
TL;DR: In this article, the authors present an alternative approach to environmental education which focuses on children's ideas and action rather than scientific knowledge, based on their willingness and ability to act and participate in their community and environment.
Abstract: The paper presents an alternative approach to environmental education which focuses on children's ideas and action rather than scientific knowledge. The approach is based on children's willingness and ability to act and participate in their community and environment. The paper contributes to the development of an alternative pedagogical proposition for environmental education that is inspired by critical education. The proposed action model has emerged from a one‐year qualitative, participatory research in a pilot primary school in Athens, with the active engagement of 60 children, aged 9–12. The action model describes a path from denial of action to willingness for action. It can be used to encourage children to become involved in their environment and community and to feel strong and confident to act.
TL;DR: In this article, the authors present an interdisciplinary sustainability curriculum that integrates theory and practice (praxis) for renewable energy, food, water, engineering and social change with specialized labs that enhance technological and socialinstitutional sustainability literacy and build team-based project collaboration skills.
Abstract: Purpose – The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The curriculum links new topical courses concerning renewable energy, food, water, engineering and social change with specialized labs that enhance technological and social‐institutional sustainability literacy and build team‐based project collaboration skills.Design/methodology/approach – In responses to dynamic interest emerging from university students and society, scholars from Environmental Studies, Engineering, Sociology, Education and Politics Departments united to create this curriculum. New courses and labs were designed and pre‐existing courses were “radically retrofitted” and more tightly integrated through co‐instruction and content. The co‐authors discuss the background and collaborative processes that led to the emergence of this curriculum and describe the pedagogy and results associated with the student projects.Find...
TL;DR: It clearly shows that household recycling behaviour can be positively impacted by intergenerational influence via a practical school-based waste education model, however, although the model could potentially have a big impact if rolled out nationally, it will require seed funding and the long-term durability of the model has not yet been fully quantified.
TL;DR: This paper analyzed the content of 484 secondary school social studies textbooks from 65 countries, finding increased attention to the environment that parallels both world environmental crises and the closely related rise of world environmentalism.
Abstract: The world environmental movement has gained much strength in recent decades and has led many nations to focus on environmental education. We examine the extent to which this global movement has helped change national textbooks. We also consider the effects of national development, national policy on environmentalism, and the general expansion of postnational curricular emphases on human rights, student empowerment, internationalization, and social scientific perspectives. We analyze the content of 484 secondary school social studies textbooks from 65 countries, finding increased attention to the environment that parallels both world environmental crises and the closely related rise of world environmentalism. Our analyses suggest that the increasing prevalence of environmental topics in textbooks is influenced by broad global cultural and environmental change more than by national conditions.
TL;DR: The Global Seminar (GS) curricula model as discussed by the authors provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula, and demonstrates the emerging shift towards a new paradigm of teaching/learning for sustainability in academia in America, Europe, Africa, Asia, and Australia.
Abstract: Purpose – The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia.Design/methodology/approach – Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents.Findings – The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia.Originality/value – This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existi...
Book•
18 Aug 2011TL;DR: Experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education as discussed by the authors, and each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot.
Abstract: What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through an exploration of its underlying theoretical currents
As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context
TL;DR: In this article, the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development, where economic, environmental and social factors are not treated as separate entities.
Abstract: The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was created. The key encourages a holistic view of sustainable development, where economic, environmental and social factors are not treated as separate entities. It was designed to reflect the goals of the United Nations Decade of Education for Sustainable Development (2005–2014) with research on environmental education and education for sustainable development in mind. The key has seven characteristics: values, opinions and emotions about nature and environment; knowledge contributing to a sensible use of nature; welfare and public health; democracy, participation, and action competence; equality and multicultural issues; global awareness; and finally, economic develop...
TL;DR: In this paper, the authors draw from socio-cultural learning theory and from frameworks developed by long-term ecological research, hierarchy theory, and social-ecological systems resilience to suggest an "ecology of learning" and "ecologies of environmental education".
Abstract: Environmental education traditionally has focused on changing individual knowledge, attitudes, and behavior. Concern about environmental education's lack of effectiveness in instilling an understanding of human's role within ecosystems has led us to an exploration of the relationship of learning and education to the larger social-ecological systems in which they are embedded. We draw from socio-cultural learning theory and from frameworks developed by long-term ecological research, hierarchy theory, and social-ecological systems resilience to suggest an “ecology of learning” and an “ecology of environmental education.” In so doing, we hope to open up new research and practices that consider possibilities for environmental education to act in consort with other initiatives, such as local stewardship efforts, to foster social capital, ecosystem services, and other attributes of resilient social-ecological systems.
TL;DR: This article evaluated a public awareness campaign for the conservation of the Philippine crocodile in the northern Sierra Madre in terms of outputs, outreach, cognitive and affective outcomes, and impact through a counterfactual comparison.
Abstract: There is little quantitative data on the cost effectiveness of environmental communication and education efforts. This study evaluates a public awareness campaign for the conservation of the Philippine crocodile in the northern Sierra Madre in terms of outputs, outreach, cognitive and affective outcomes, and impact through a counterfactual comparison. The campaign succeeded in raising awareness on and transforming attitudes toward in situ Philippine crocodile conservation: most people living in close proximity to crocodiles now know that the species is legally protected and support in situ conservation. As a result, crocodiles are no longer purposively killed. Substantial gains can be made in environmental conservation by investing more in communication, education, and public awareness campaigns, particularly in developing countries. Awareness on legislation and pride in the conservation of a rare and iconic species are strong incentives for poor, rural communities to support in situ wildlife conservation.
Journal Article•
TL;DR: In this article, the authors investigate what Greek secondary school students (grades 8 and 11) believe about the greenhouse effect and climate change and find that students are much better informed than eighth graders.
Abstract: The purpose of this study was to investigate what Greek secondary school students (grades 8 and 11) believe about the greenhouse effect and climate change. A total of 626 students completed a closed-form questionnaire consisting of statements regarding the causes, impacts and solutions for this global environmental issue. The possible influence of three factors – i.e. educational level, gender and previous participation in Environmental Education extracurricular programs – on students‟ ideas was examined. The results suggest that eleventh graders were much better informed than eighth graders although some of the misconceptions reported in the literature (such as the cause-effect relationship between the greenhouse effect and ozone layer depletion) persist, irrespective of educational level. Students have fairly clear ideas of impacts while they seem to be somewhat confused about solutions and especially causes. Among the possible explanations of these trends, the logical sequence of physical consequences and students‟ difficulty in recognizing causes that presume specific scientific knowledge are emphasized. In addition, the role of information sources, especially television which emerged as the dominant source, is discussed. Finally participation in Environmental Education programs appears to be a critical factor since it has clearly influenced students‟ ideas in a positive way.
TL;DR: In this paper, a survey of environmental awareness among Chinese students (aged between 16 and 20 years) was conducted to evaluate the environmental knowledge, attitudes and behaviors of the generation poised to inherit their management.
Abstract: Environmental problems in China are intensifying and it is vital to evaluate the environmental knowledge, attitudes and behaviors of the generation poised to inherit their management. This study examines a survey of environmental awareness among Chinese students (aged between 16 and 20 years). Considering the contrasting levels of regional economic development and environmental problems in the eastern/coastal and western/inland regions of China, we examine how environmental differences affect university students’ environmental awareness. Data were analyzed statistically using nonparametric tests to compare a population of urban residents from a developed region against a similar population of urbanites from a less-developed region. Students in the samples possessed rather low levels of environmental knowledge, but had positive environmental attitudes and were willing to commit to environment-friendly behaviors. Students growing up in developed versus less-developed settings had significantly different lev...
09 Aug 2011
TL;DR: In this paper, the authors present new thinking and practice for bringing about school change, drawn from diverse contexts around the world and show how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school.
Abstract: Changing Schools places educational and social aims at the centre of a discussion of educational change It draws on forteen case studies to explore school change which is oriented towards social justice and democracy In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy Educational reform in such a context requires a serious rethinking and reworking of school and classroom practices Social justice is integral to the challenge of raising standards, since this requires removing the ongoing influence of poverty on school success This thoughtful book presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world It distils and compares the experiences and theories-in-action of engaged teachers, school principals and academics It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy making The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice Linking together and articulating other ways of conceiving of and implementing school change, the collection bases its findings on values of equality and global citizenship It shows how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school Changing Schools is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice It will prove an invaluable source of inspiration for all involved in schools, including teachers, head teachers, policy makers, and those currently studying for school leadership positions
TL;DR: Gough and Scott as discussed by the authors published a series of key issues in higher education, which aims to raise both awareness and the st structure of the higher education system, focusing on:
Abstract: by Stephen Gough and William Scott, Abingdon, Routledge, 2007, 194 pp., £80.00 (hardback), ISBN 978‐0‐415‐41652‐8 The ‘Key Issues in Higher Education’ series aims to raise both awareness and the st...
TL;DR: A qualitative case study of Island Community School 1 provides a detailed description of how one school incorporated place-based, environmentally conscious education over the course of more than a decade as mentioned in this paper.
Abstract: This qualitative case study of Island Community School 1 provides a detailed description of how one school incorporated place-based, environmentally conscious education over the course of more than a decade. The study explored the conditions that supported and constrained this approach in an isolated rural community. Data came primarily from interviews with educators, students, and community members but also from participant observation. Four themes helped explain relevant dynamics: leadership by the principal, interaction with seasonal residents, teachers' varied practices, and school culture invested in student inquiry. The research illustrated an approach that prepared students in one rural community with environmental awareness and skills that might serve them wherever they choose to live as adults.
TL;DR: In this paper, the authors contrast the theory of environmental action implied by the works and life of John Muir with the philosophy of action suggested by Aldo Leopold's Land Ethic.
Abstract: A philosophy of action consists of a theory about how and why we do things and what motivates us to act. By juxtaposing the theory of environmental action implied by the works and life of John Muir with the philosophy of action suggested by Aldo Leopold's Land Ethic, we will illuminate the importance of a philosophy of action in determining one's approach to environmental decision making. This discussion is important for environmental education and the ethics these experiences inspire because both philosophies advocate very different visions of environmental action. In short, Muir demonstrates an ethic guided by the expected results of actions, an approach parallel to the responsible environmental behavior model (REB) of environmental education, whereas Leopold, demonstrates the role of intention and emotion in ethical decision making through the lens of community.
TL;DR: In this paper, a national survey was conducted of program administrators to investigate their programs and identify their views of what an ideal curriculum would entail, finding that consensus exists on field identity: an applied, interdisciplinary focus on the interface of coupled human-natural systems with a normative commitment to sustainability.
Abstract: Interdisciplinary environmental degree programs (environmental studies/science(s) and similar programs) in higher education in the U.S.A. are both diverse and dynamic in their curriculum designs. Though these characteristics afford flexibility and adaptability, they are also seen as weaknesses that can undermine programs’ perceived legitimacy both within and beyond their host institutions. The lack of a clear identity, definition of core competencies, and prescriptions for interdisciplinary pedagogy can create confusion among program stakeholders and skepticism among institutional administrators. To learn more about how interdisciplinary environmental curricula vary across the U.S.A., a national survey was conducted of program administrators to investigate their programs and identify their views of what an ideal curriculum would entail. The study demonstrates that consensus exists on field identity: an applied, interdisciplinary focus on the interface of coupled human-natural systems with a normative commitment to sustainability. The study also reveals that three ideal curricular models are espoused by these administrators: Systems Science, Policy and Governance, and Adaptive Management. Program attributes related to these models are also reported. We conclude the article with a brief description of how the three models are related to developing an interdisciplinary environmental workforce, describe the potential next steps for extending the study, and express our optimism that a consensus can be forged on core competencies guidelines and model-specific recommendations for curricular content related to three broad knowledge areas and two skill sets.
TL;DR: This article examines the environmental program movement as a policy problem, looking at overall goals, mapping trends in relation to those goals, identifying the underlying factors contributing to trends, and projecting the future.
Abstract: The environmental sciences/studies movement, with more than 1000 programs at colleges and universities in the United States and Canada, is unified by a common interest—ameliorating environmental problems through empirical enquiry and analytic judgment. Unfortunately, environmental programs have struggled in their efforts to integrate knowledge across disciplines and educate students to become sound problem solvers and leaders. We examine the environmental program movement as a policy problem, looking at overall goals, mapping trends in relation to those goals, identifying the underlying factors contributing to trends, and projecting the future. We argue that despite its shared common interest, the environmental program movement is disparate and fragmented by goal ambiguity, positivistic disciplinary approaches, and poorly rationalized curricula, pedagogies, and educational philosophies. We discuss these challenges and the nature of the changes that are needed in order to overcome them. In a subsequent article (Part 2) we propose specific strategies for improvement.