Background - Nature-Deficit Disorder This research represents a beginning step in a larger research goal to identify barriers and motivations of student learning in the environmental sciences. In this study I am testing the recently coined, "Nature-Deficit Disorder" (NND; Louv 2005), which tenets that a growing number of people today are loosing their connection to the environment resulting in a diminished understanding and appreciation for the natural world. This claim is supported to date largely by anecdote and case studies. I am currently testing this "disorder" by first asking if the environmental background of undergraduates in environmental science courses at UW-Madison correlates with their performance in the class.

Objectives and Hypothesis: The answer to the question above may seem obvious, however, studies to date are inconclusive or based on relatively small sample sizes (Greene and Byler 2004). Specifically, I am testing the hypothesis that the quality of life experience/interaction with the environment (e.g. grew up on farm family, played in wooded area, etc.) prior to college is directly correlated with the success(final grade) of undergraduates in environmentally based coursework. This correlation is expected to vary in strength between courses designed for majors relative to courses designed for non-majors.

Methods of Analysis: To test this hypothesis, I have recruited six instructors (more to come) of courses (100-400 level) in the environmental sciences to allow me to come into their classrooms and administer a 10-minute survey. The survey consists of 21 simple multiple choice questions (attached to this snapshot) designed to identify frequency and type of student's interactions with the environment prior to college. At the end of the semester, I will collect the final course grades of these students in a manner that does not impact their course grade (e.g. the instructor will not see the results until they are published). I am more interested in the aggregate than any one individual. The survey was designed such that each student can be coded to their final grade and their individual survey. This research (and will continue to) relies heavily on collaboration. Although I am personally administering the surveys myself, the time has been well worth the effort as my return rate on survey is so far very high. NDD Survey

References and Useful Sources: 1.) Greene, B.B. and Byler, B.L. 2004. Effects of pre-college agricltural background on student performance in college introductory agriultural courses. NACTA Journal. 32: 14-18. 2.) Mousel, E.M., Moser, L.E., and Schacht, W.H. 2006. Impact of stdent background characteristics on performance in an introductory forage crops management course. NACTA Journal. 114: 8-12 3.) Bridges, D. and Jessup, E., and K. Casavant. 2006. The influence of agricultural background and geographic location on students' attitudes about biotechnology. NACTA Journal. 120: 2-5. 4.) Tai, R.H., Sadler, P.M, and J. J. Mintzes. 2006. Factors inflencing college science success. JCST. 120: 52-56. 5.) Tal, T., Krajcik, J.S., Bumenfeld, P.C. 2006. Urban schools' teachers enacting project-based science. JRST. 43(7): 772-745. 6.) Fraser-Abder, P., Atwater, M., and Lee, O. 2006. Research in urban science education: An essential journey. JRST. 43(7): 599-606. 7.) Huhn, C. 2005. High school characteristics and early academic performance at UW-Madison. Acad. Planning and Analysis. 17pgs.

Preliminary Results: To date, the survey has been successfully administered in six classes. I intentionally waited until the later end of the semester so that students did not perform in their individual classes based on the misconception that the survey would influence their grade. Although I obviously do not have the final course grades, some interesting trends are emerging. Note that these are based on six classes and could likely be modified with additional data. I am only reporting preliminary results that are showing tendencies at this point in the study. * Approximately 100 students have filled out the survey thus far. * I have maintained a >80% return rate, which is very high for survey work. * Most (> 70%) students thus far grew up in an urban environment; few students came from a farming background * So far, gender does not seem to matter relative to the survey questions * Over half of the students are targeting careers in the environment * Most (> 80%) report their background in educational science as being limited coming into UW-Madison

Career Relevance & Impact A goal of my research program at UW-Madison is to improve the quality of teaching and learning in environmental education. This begins with getting students interested in the environment, but I believe must be done through empowering their understanding of the natural world so that they are not threatened by its complexity. This preliminary research, supported by Wisconsin Teaching Fellows Program, represents a significant step in this direction. I will use the data obtained from this study to back an NSF CCLI proposal I am currently writing.