Quantifying a Relationship Between Placebased Learning and Environmental Quality

1

• Quantifying a Relationship Between Place-based
  Learning and Environmental Quality

Photo Fabio Marini
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Background

• Aim Review the evidence for a direct connection
  between place-based learning and environmental
  quality.
• Project Partners
• National Park Service Conservation Study
  Institute
• Center for Place-based Learning Community
  Engagement
• Shelburne Farms
• Adopt-A-Watershed
• PEER Associates
• Antioch University New England
• Massachusetts General Hospital
• Funding EPAs Office of Environmental Education
• Citation for complete report (available at
  www.PEECworks.org)
• Duffin, M., Murphy, M., Johnson, B. (2008).
  Quantifying a relationship
• between place-based learning and environmental
  quality Final report. Woodstock, VT NPS
  Conservation Study Institute in cooperation with
  the Environmental Protection Agency and Shelburne
  Farms.

Photo Mack Wong
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Methods

• Focused environmental quality to air quality
• Research design symposium
• Literature review
• Air quality education program identified
• Evaluation of existing data led to creation of
  new survey
• 45-minute interviews with 54 air quality
  education programs
• Quantitative analysis of survey data

Photo Jeffery Simpson
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Who We Studied
Education interventions that address air
quality Our study population About 200 AQ
education programs and teachers identified,
though likely that thousands of teachers
incorporate AQ.
Our study sample We interviewed staff from 54
programs, representing more than 50,000 students
from more than 800 schools. Demographic
tendencies toward teacher-initiated programs,
working with lower-income, older, white students
in urban areas.
Photo Skyseeker
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Key Finding 1
Nearly half of the education programs studied
reported evidence of improvements in air quality.
PhotoSkyseeker
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46 of the programs in our sample reported
improvements in physical or proxy air quality
indicators.
Info Only 11
There were three types of programs in our sample
Those that provided information only, those that
took some kind of action, and those that measured
changes before and after an action.
Measured Change Program displays evidence of
physical or proxy AQ indicator improvement
outcomes. n of programs in sample 25 n of
programs with physical AQ improvement 6 n of
programs with proxy AQ improvement 19
Measured Change 46
Action Taken 43
Example (physical AQ improvement) East Valley
(WA) Middle School Students monitored school IAQ
and worked with administrators to implement
structural changes resulting in improved CO2, air
flow, particulate levels, odors, and
mold. Example (proxy AQ improvement) Exeter
(MA) High School Students studied AQ issues and
monitored car pooling and idling in school
parking lot. Program resulted in a no-idling
policy and the installation of no-idling signs.
Information Only Program provided education
and/or information about AQ, but displays no
evidence of AQ improvement outcomes AQ was not
assessed no actions known to be taken. n of
programs in sample 6
Example North Carolina DNR Outreach
presentations at schools and churches about the
effects of poor air quality and things
individuals can do to help improve AQ.
Action Taken Program displays no evidence of AQ
improvement outcomes, but assessed AQ/related
behaviors and/or took action to promote AQ
improvement. n of programs in sample 23
Example Rose Foundation High-school students
monitored AQ near their school and then contacted
officials, wrote letters to polluting industries,
and participated in press conferences.
Photo Mack Wong
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Key Finding 2
Most of the programs studied took some form of
action to promote air quality improvement.
PhotoSkyseeker
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PBL-EQ Theory of Change
PBL or other education intervention Classroom
teaching Nonprofit education program Community
education Public awareness campaign
Environmental quality measurement or
assessment Indoor air quality assessment Local
outdoor AQ assessment Behavior monitoring (e.g.
car or bus idling, car pooling)
Documented environmental quality
improvement Improvements in physical air
quality (e.g. carbon dioxide, particulates, relati
ve humidity)
Action based on findings Policy proposal to
governing body Education or awareness
campaign Advocacy Specific remedial actions
recommended
Change in proxy indicators Anti-idling policy
enacted Individual behavior changes Further study
undertaken New institutional practices (e.g.
cleaning products or procedures)
Photo Christian Guthier
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Key Finding 3
Programs reporting more place-based learning
practices also showed more evidence of improved
air quality (r .40, p lt .01).
PhotoSkyseeker
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AQ education programs in our sample embodied many
qualities of place-based learning. Two-thirds
self-rated strong on four of six PBL core
qualities.
Photo Ivar
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The degree to which a program incorporated PBL
was the strongest predictor of AQ improvement
outcomes.
significant at .01 level (2-tailed) t
significant at .10 level (2-tailed)
Photo Mack Wong
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Service-learning and community involvement were
the most significant PBL qualities that predicted
AQ improvement outcomes.
significant at .01 level (1-tailed)
significant at .05 level (1-tailed)
Photo Jeffery Simpson
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Proxy indicators may be a critical ingredient in
understanding the PBL-EQ relationship.
significant at .01 level (2-tailed)
significant at .05 level (2-tailed)
Photo Christian Guthier
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Limitations and Areas for Future Study
Photo Mack Wong
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Implications for Policymakers

• Financial support for conservation projects that
  actively attempt to improve EQ primarily through
  education programs.
• May provide a good return on investment.
• Policy support for education that addresses EQ
  would likely help to advance the discussion of EQ
  outcomes and impacts within the EE community.
• Further investment is warranted for research that
  refines our understanding of the EE-EQ
  relationship.

Photo Jeffery Simpson
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Implications for Educators

• Consider adding measurement and assessment
  components to EQ-related programs.
• Less concern about what to call a program, and
  more focus on including specific educational
  practices that engage participants in their local
  communities by investigating and measuring
  real-world EQ issues.

Photo Christian Guthier
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Summary

• Education programs are demonstrating measurable
  improvements in AQ.
• Use of place-based education practice was the
  strongest predictor of AQ improvement.
• Service-learning and active community connections
  were the specific PBL qualities with the
  strongest correlations to AQ improvement.
• It is possible to quantify a relationship between
  education and environmental quality in a way that
  helps us understand best practices.

Photo Ivar