Investigating aspects of diversity, equity, and inclusion, adaptive management, and evaluation in environmental education
| dc.contributor.author | Anderson, Kelley Christine | en |
| dc.contributor.committeechair | Stern, Marc J. | en |
| dc.contributor.committeemember | Archibald, Thomas G. | en |
| dc.contributor.committeemember | Powell, Robert B. | en |
| dc.contributor.committeemember | Dayer, Ashley A. | en |
| dc.contributor.department | Forest Resources and Environmental Conservation | en |
| dc.date.accessioned | 2021-05-25T08:00:55Z | en |
| dc.date.available | 2021-05-25T08:00:55Z | en |
| dc.date.issued | 2021-05-24 | en |
| dc.description.abstract | This dissertation investigates aspects of diversity, equity, and inclusion, adaptive management, and evaluation in environmental education (EE), and is composed of and introduction, three stand-alone manuscripts (Chapters 2-4), and a conclusion. The introduction gives a brief overview of EE and explains why the topics of study included in this dissertation are important to address. In Chapter 2, we used pre-experience student surveys to understand how preparation, adult support, and students' racial identities influence student attendance to a residential environmental education program. Chapter 3 identifies areas and approaches for improving evaluation processes in EE and practitioner satisfaction with those processes. We collected these data using an online survey promoted on social media and emailed to EE practitioners involved in the North American Association for Environmental Education and the Association of Nature Center Administrators. Chapter 4 outlines a culturally responsive evaluation framework for use in EE. The results of these studies show there is far more to be done in the field of EE to create a welcoming and inclusive space for all audiences, to promote the use of evaluation as a tool for continuous learning and improvement, and to ensure evaluations are valid for and reflective of the culture of program participants. The conclusion discusses the two prevalent themes embedded in these manuscripts, namely diversity, equity and inclusion, and evaluation in EE, and ends with a reflection on my time here as a Ph.D. student and where I see my career path heading. This dissertation is meant to provide ideas and suggestions to environmental education practitioners that they can implement in hopes of improving EE and evaluation to meet the needs of all audiences and to address global environmental challenges. | en |
| dc.description.abstractgeneral | To work collaboratively and find solutions to the sustainability challenges and social justice issues we face as a society requires new generations to obtain a wide range of knowledge, skills, and motivations. Environmental education (EE) has been shown to equip students with these necessary skills, including increasing knowledge and awareness about environmental issues, enhancing or changing attitudes as they relate to the environment, promoting environmentally responsible behaviors, and building critical thinking, leadership, and collaboration skills. There is a growing recognition that the field of EE must continually adjust and improve its programming to meet the needs of all audiences and to remain relevant for our ever-changing world. The foundations of EE stem from White, Eurocentric values and world views, which can perpetuate inequities in program attendance, participation, and impact between Black, Indigenous, and People of Color (BIPOC) and White people. The research included in this dissertation investigates aspects of diversity, equity, and inclusion, adaptive management, and evaluation in EE. Results show there is far more to be done in the field of EE to create a welcoming and inclusive space for all audiences, to promote the use of evaluation as a tool for continuous learning and improvement, and to ensure evaluations are valid for and reflective of the culture of program participants. The conclusion of this dissertation discusses two prevalent themes embedded in these manuscripts, namely diversity, equity and inclusion, and evaluation in EE, and ends with a reflection on my time here as a Ph.D. student and where I see my career path heading. This dissertation is meant to provide ideas and suggestions to environmental education practitioners that they can implement in hopes of improving EE and evaluation to meet the needs of all audiences and to address global environmental and social challenges. | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:30541 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/103472 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | environmental education | en |
| dc.subject | diversity | en |
| dc.subject | equity | en |
| dc.subject | inclusion | en |
| dc.subject | adaptive management | en |
| dc.subject | evaluation | en |
| dc.subject | cultural responsiveness | en |
| dc.title | Investigating aspects of diversity, equity, and inclusion, adaptive management, and evaluation in environmental education | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Forestry | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |
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