Quantifying a Relationship Between Place-based Learning and Environmental Quality

1. Quantifying a Relationship Between Place-based Learning and Environmental Quality Photo: Fabio Marini

2. 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: EPA’s 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

3. 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

4. The “universe”: Interventions to improve EQ (As a benchmark, the EPA FY2008 budget = $7.8 billion) Education interventions to improve EQ (As a benchmark, the EPA Office of Environmental Ed. FY2008 budget = $9 million.) 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

5. Key Finding #1 Nearly half of the education programs studied reported evidence of improvements in air quality. Photo:Skyseeker

6. 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% 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 (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. 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

7. Key Finding #2 Most of the programs studied took some form of action to promote air quality improvement. Photo:Skyseeker

8. PBL-EQ Theory of Change PBL or other education intervention Classroom teaching Nonprofit education program Community education Public awareness campaign Documented environmental quality improvement Improvements in physical air quality (e.g. carbon dioxide, particulates, relative humidity) Environmental quality measurement or assessment Indoor air quality assessment Local outdoor AQ assessment Behavior monitoring (e.g. car or bus idling, car pooling) Change in proxy indicators Anti-idling policy enacted Individual behavior changes Further study undertaken New institutional practices (e.g. cleaning products or procedures) Action based on findings Policy proposal to governing body Education or awareness campaign Advocacy Specific remedial actions recommended Photo: Christian Guthier

9. Key Finding #3 Programs reporting more place-based learning practices also showed more evidence of improved air quality (r = .40, p < .01). Photo:Skyseeker

10. 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

11. 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

12. 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

13. 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

14. Limitations and Areas for Future Study Photo: Mack Wong

15. 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

16. 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

17. 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