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<p class="MsoPlainText"><b><span style="font-size:14.0pt">Question and Response regarding Environmental Education Programs
<o:p></o:p></span></b></p>
<p class="MsoPlainText">From: NPSINFO Digest for Wednesday, June 07, 2017.<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">From: Larry Schaffner [mailto:schaffl@co.thurston.wa.us]<o:p></o:p></p>
<p class="MsoPlainText">Sent: Monday, June 05, 2017 6:26 PM<o:p></o:p></p>
<p class="MsoPlainText">To: NPS Information Exchange<o:p></o:p></p>
<p class="MsoPlainText">Subject: [npsinfo] Water Resources Youth Ed Program Effectiveness<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">Regarding water resource-related environmental education programs, is anyone aware of research evaluating whether students retain what they've learned beyond their school years? A member on our citizens advisory committee posed this
question recently. They are especially interested whether the students retained the values imbued by such educational programs. Thank you.<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">Larry Schaffner | Thurston County Stormwater Utility<o:p></o:p></p>
<p class="MsoPlainText">2000 Lakeridge Dr. SW | Bldg. 4, Rm. 100 | Olympia, WA 98502 360-754-4106<tel://3607544106/> | www.co.thurston.wa.us/stormwater<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">----------------------------------------------------------------------<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">Subject: RE: Water Resources Youth Ed Program Effectiveness<o:p></o:p></p>
<p class="MsoPlainText">From: "Smith, Laura" <<a href="mailto:laura.smith@durhamnc.gov"><span style="color:windowtext;text-decoration:none">laura.smith@durhamnc.gov</span></a>><o:p></o:p></p>
<p class="MsoPlainText">Date: Tue, 6 Jun 2017 16:26:55 +0000<o:p></o:p></p>
<p class="MsoPlainText">X-Message-Number: 1<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">Louise Chawla is a leading researcher in this area. Here's an article that touches on some of her (and others') findings: <a href="http://www.peecworks.org/peec/peec_reports/01795CA8-001D0211.34/jdpchawla.pdf"><span style="color:windowtext;text-decoration:none">http://www.peecworks.org/peec/peec_reports/01795CA8-001D0211.34/jdpchawla.pdf</span></a>
<b><i>[See abstract below]<o:p></o:p></i></b></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">Usually for long-term retention, one or more of the following need to be present:<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">- DURATION, e.g., a program lasting 3 or more days.<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">- REPETITION, e.g., a program that runs monthly for a year.<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">- SIGNIFICANT EXPERIENCE, e.g., a project that students complete that is meaningful to them and helps them to feel a sense of great accomplishment.<o:p></o:p></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText">Another place to look is the North American Association for Environmental Education's Guidelines for Excellence. EE researchers have put those together based on peer-reviewed studies that suggest best practices.
<a href="https://naaee.org/"><span style="color:windowtext;text-decoration:none">https://naaee.org/</span></a><o:p></o:p></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText">--<o:p></o:p></p>
<p class="MsoPlainText">Laura Webb Smith<o:p></o:p></p>
<p class="MsoPlainText">Public Education Coordinator<o:p></o:p></p>
<p class="MsoPlainText">Public Works Department, Stormwater and GIS Services City of Durham<o:p></o:p></p>
<p class="MsoPlainText">101 City Hall Plaza<o:p></o:p></p>
<p class="MsoPlainText">Durham, NC 27701<o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
<p class="MsoPlainText">P 919-560-4326, ext. 30235<o:p></o:p></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText"><b><span style="font-size:12.0pt;color:black">Growing Up Green: Becoming an Agent of Care for the Natural World<o:p></o:p></span></b></p>
<p class="MsoPlainText"><span style="color:black">Louise Chawla<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">College of Architecture & Planning<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">University of Colorado Denver<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black"><a href="mailto:louise.chawla@colorado.edu">louise.chawla@colorado.edu</a><o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText"><span style="color:black">ABSTRACT: This article reviews research that suggests developmental paths to active care for the natural world in childhood<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">and adolescence. It emphasizes studies with young people that explore experiences associated with care for elements of nature, but<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">includes retrospective research in which adults who take action on behalf of the environment recall formative childhood experiences.<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">To provide a framework for the review, the article applies the expectancy-value model of achievement motivation of<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">Jacquelynne Eccles and Allan Wigfield and the synthesis of research on perceived efficacy by Albert Bandura, with the reasoning<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">that children’s motivation to care for nature exemplifies general processes in the development of a sense of agency and motivation<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">to achieve valued goals. Within this framework, it looks more closely at how children develop empathy and sympathy for other<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">living things, as a motivation for care, by applying the theory of empathic morality of Martin Hoffman. The conclusion suggests<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black">areas for future research.<o:p></o:p></span></p>
<p class="MsoPlainText"><span style="color:black"><o:p> </o:p></span></p>
<p class="MsoPlainText"><a href="http://www.peecworks.org/peec/peec_reports/01795CA8-001D0211.34/jdpchawla.pdf">http://www.peecworks.org/peec/peec_reports/01795CA8-001D0211.34/jdpchawla.pdf</a><o:p></o:p></p>
<p class="MsoPlainText"><o:p> </o:p></p>
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