The Problem Large introductory Environmental Studies classes are taught at campuses around the country. Students that take these courses are often drawn from a range of levels (e.g. 1st through 5th year students) and majors. They have widely differing levels of awareness and background knowledge about environmental issues. This likely influences their performance and engagement in class. However, we lack information about how student level or background/major coming into intro environmental studies courses influences their attitude and awareness/understanding of environmental issues. Such information would be valuable in helping develop these courses to be learner-centered or to maximize learning within them. The broader importance of this project may be its potential to help with any large introductory class with mixed background/majors – how can we accommodate their prior knowledge and awareness? To what extent does attitude influence learning in a large mixed class?

Methodologies & Types of Evidence of Student Learning Gathered At UW Madison, ES101 has between 150-250 students in their 1st to 5th years, and spanning more than 50 majors. In this study we were interested in gaining a better understanding of how the attitude and awareness of environmental issues might be influenced by student background, specifically level in school and major-discipline. Surveys have been used in this course since 2006 to assess student understanding and background in environmental studies. All data were collected using standard educational practices for the improvement of the course, and in 2008 we sought human subjects approval to more widely disseminate the findings. All students completed pre- and post-attitude and awareness assessment surveys in class. In addition, we monitored student understanding and awareness of environmental issues via weekly reflection questions related to the material covered in lectures and discussions. Data were obtained from surveys, student response to ‘thinking questions’ in class, and student final reflection papers. Pre- and post-class surveys in 2006 and 2008 provided the primary data for this poster. All data were collected using standard educational practices for the improvement of the course, and in 2008 we sought human subjects approval to more widely disseminate the findings. All students completed pre- and post-attitude and awareness assessment surveys in class. In addition, we monitored student understanding and awareness of environmental issues via weekly ‘thought’ questions related to the material covered in lectures and discussions. Finally, students completed a 3-5 page learning reflection at the end of the semester.

Project Summary Environmental Science 101: Forum on the Environment at the University of Wisconsin-Madison is typical of many large, introductory Environmental Studies classes taught around the country; the class satisfies science requirements for non-scientists and serves students with a remarkably broad range of backgrounds. These types of introductory environmental studies classes play an important role in helping a wide range of students assess information, understand issues and make decisions related to current environmental concerns. At UW Madison, ES101 has between 150-250 students in their 1st to 5th years, and spanning more than 50 majors. In this study we were interested in gaining a better understanding of how the attitude and awareness of environmental issues might be influenced by student background, specifically level in school and major-discipline. Summary of outcomes Across a diverse cross-section of students, regardless of year, major and science backgrounds: Familiarity with major environmental issues is generally low across the board, and they are not hearing about environmental issues in their classes. The #1 global concern is overwhelmingly global warming, heard/learned about through the media. Freshman and seniors had equal familiarity with issues at the beginning of class, and equal change by end of the semester. More than 2/3 ('08 only) said class had changed career/major future coursework. Student ranking of issue importance varied by major discipline. For example, Business majors ranked global warming as most important issue (and changed less in their familiarity with it), while engineers ranked it much lower. They did not become more hopeful, but did feel more prepared and had a changed attitude about environmental issues. They realized the breadth and complexity of environmental issues we face locally, nationally, and globally.

Annotated List of Helpful Resources & References Student attitudes surveyed in an introductory environmental resources engineering course Espinoza, D.M.; White, J.W.; Eschenbach, E.A.; Cashman, E.M. Frontiers in Education, 2004. FIE 2004. 34th Annual Volume , Issue , 20-23 Oct. 2004 Page(s): T1G - 18-23 Vol. 1 Summary: An undergraduate engineering survey course has been redesigned to improve environmental resources engineering and environmental sciences student retention and recruitment. A student survey, containing Likert scale and open-response questions, was developed to measure attitudes and beliefs about the course, major, profession, and abilities. We report results from post-course and paired pre- and post-course surveys. Multivariate analysis of variance on Likert scale items and qualitative analysis of open-response questions were conducted. Results indicate that the course positively impacted students' technical and math skills, and confidence in writing and critiquing skills. Program year appears to impact student's perceptions. First year students, more than non-first year students, indicated greater interest in major's topics beyond coursework, and the course positively impacted their decision to choose their major. By semesters end, students had an increased perception that professionals in their field are innovative and respected. This paper discusses the design of the study and results gathered to date. Hess-Quimbita, Grace et al. Assessing an Environmental Attitude Development Model: Factors Influencing the Environmental Attitudes of College Students. Apr 1996 54p. (ED394438) A study investigated factors affecting the development of positive attitudes toward environmental issues among college students, focusing on the direct and indirect effects of student background characteristics, institutional characteristics, and college experience and outcomes variables. Data were drawn from the Cooperative Institutional Research Program’s follow-up survey of the 1985 freshman class, using a subsample of the database representing 18,887 students. Analysis of these data suggests that being male or liberal increases the likelihood of positive environmental attitude development. In addition, the results suggested that the number of science courses and human ethical/social activist values play important roles in development of a positive attitude toward the environment. Also, student academic and social integration appears to indirectly influence environmental attitude development. Based on these findings, it is urged that colleges and universities find methods to support: (1) development of a science curriculum incorporating environmental issues for both science and non-science majors; (2) hiring of environmental science faculty or retraining of other science faculty; and (3) development of public forums for student and faculty discussion of social issues and human ethics. Appended materials include definitions of variables, data summaries, and analytical models. (Contains 81 references.) (MSE) Boyd, W.E.1, Cullen, M.1, Bass, D.2, Pittman, J. & Regan, J.3 (1998), A Response to Apparently Low Levels of Numeracy and Literacy Amongst First Year University Environmental Science Students: A Numeracy and Literacy Skills Survey. International Research in Geographical and Environmental Education, Vol. 7, No. 2, pp. 106-121 This paper describes a numeracy and literacy skills survey administered annually to approximately 200 first year environmental management students, a group traditionally considered weak in basic numeracy and literacy skills. The intention of the survey is to provide students with feedback regarding their numeracy and literacy skills levels, and thus the opportunity to take appropriate action where necessary. Additionally, the survey serves to inform teaching staff, thus providing them with opportunities of adjusting their teaching style. The survey boosts morale amongst student who are often under-confident of their basic numeracy and literacy skills. In reviewing the initial applications between 1995 and 1997, the survey appeared successful in meeting its objectives. However, after its initial trial, several changes in its design and, especially, administration were necessary, resulting in a revised version with a strong focus on student self- and peer-assessment. Most importantly, the survey evolved from being a skills assessment instrument to one which provides a core teaching function. In addition to assisting students to identify their own strengths and weakness, it now indicates to students what is required of them in the way of literacy and numeracy within their course work, and how their work is assessed by lecturers.

Findings, Results, Conclusions, & Implications What issues had they heard the most about, and from where? The overwhelming majority of the class had heard the most about global warming (84%) as an environmental issue. Media (including news, television and newspapers) accounted almost entirely for how they received information about it (84%). Only 6% had heard about the issues they noted via classes taken. Ecological topics were notably missing among issues students listed as important. What did they think was important at the start of the semester? Global warming was the most important issue, generally (except among engineers). Engineers tended to be more concerned about food security, urban planning, habitat restoration and environmental justice. Students in the social sciences and humanities tended to be equally concerned about all issues. The least important generally was land use/conversion, habitat and endangered species. Change in Importance of Issues Students that Students Identify as Globally Critical Pollution saw the biggest change, decreasing (19% to 6%) as the #1 issue. Looking at individual student decisions, more than half (56%) changed what they thought was most important between the surveys. Those making changes were roughly even across the disciplines (50-67%), except for business where only 37% changed their response. Summary of major outcomes Across a diverse cross-section of students, regardless of year, major and science backgrounds: Familiarity with major environmental issues is generally low across the board, and they are not hearing about environmental issues in their classes. The #1 global concern is overwhelmingly global warming, heard/learned about through the media. Freshman and seniors had equal familiarity with issues at the beginning of class, and equal change by end of the semester. More than 2/3 ('08 only) said class had changed career/major future coursework. Student ranking of issue importance varied by major discipline. For example, Business majors ranked global warming as most important issue (and changed less in their familiarity with it), while engineers ranked it much lower. They did not become more hopeful, but did feel more prepared and had a changed attitude about environmental issues. They realized the breadth and complexity of environmental issues we face locally, nationally, and globally. Implications and suggestions Who besides the media is teaching them about these issues? They self-report that there is no place to really learn about these issues, not even in school. Many students commented that they now feel more confident discussing these issues with their peers and families because they have an understanding of where they come from, and why they are problems. Unless we intentionally include environmental examples in our curricula across the disciplines, we effectively increase the influence of the media. They must be taught to critically evaluate sources of information The Influence of media declined with raised awareness and teaching (e.g. the global warming importance decrease), and many students specifically commented on their increased ability/need to evaluate sources. More than efforts at increasing their scientific literacy per se, we may need to simply prepare them to evaluate the web and media information they take in. Focus on solutions not only problems. Regardless of major or year in school, the millennial students want to hear about solutions and approaches to problem solving. They are creative and energetic and want to contribute positively when they see how they can contribute. ____________ This work underscores the importance of intro environmental studies classes for providing a sound understanding of environmental issues for our future citizens. An understanding of the literacy and attitudes of students about different issues, how they relate to a student’s background, and how they change with different course formats, will help to substantially improve scientific literacy.

Career Relevance & Impact The work for my OPID Teaching Fellowship has been transformative in my career development. I developed confidence in my ability to perform SoTL work, and I gained an appreciation for inquiry about learning. In addition, I had so much fun that I applied to continue my efforts and was accepted as part of the next cohort in the National Biology Scholars Program funded by the National Science Foundation and supported by the American Society of Microbiology.