
Nicole Ardoin
Director, E-IPER, Associate Professor of Education and Senior Fellow at the Woods Institute for the Environment
Graduate School of Education
Bio
Nicole Ardoin, Emmett Family Faculty Scholar, is the Sykes Family Director of the Emmett Interdisciplinary Program in Environment and Resources (E-IPER) in the School of Earth, Energy, and Environmental Sciences. She is an Associate Professor in the Graduate School of Education and a Senior Fellow in the Woods Institute for the Environment. Professor Ardoin and her Social Ecology Lab group research motivations for and barriers to environmental behavior at the individual and collective scales. They use mixed-methods approaches--including participant observation, a variety of interview types, surveys, mapping, network analysis, and ethnography, among others--to consider the influence of place-based connections, environmental learning, and social-ecological interactions on participation in a range of environmental and sustainability-related decisionmaking processes. Professor Ardoin and her interdisciplinary group pursue their scholarship with a theoretical grounding and orientation focused on applications for practice; much of her lab's work is co-designed and implemented with community collaborators through a field-based, participatory frame. Professor Ardoin is an associate editor of the journal Environmental Education Research, a trustee of the George B. Storer Foundation, chair of NatureBridge's Education Advisory Council, an advisor to the Student Conservation Association and Teton Science Schools, among other areas of service to the field.
Academic Appointments
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Associate Professor, Graduate School of Education
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Senior Fellow, Stanford Woods Institute for the Environment
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Affiliate, Precourt Institute for Energy
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Senior Fellow, Stanford Woods Institute for the Environment
Administrative Appointments
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Emmett Family Faculty Scholar, School of Earth, Energy, and Environmental Sciences (2018 - Present)
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Sykes Family E-IPER Faculty Director, Emmett Interdisciplinary Program in Environment and Resources (2019 - Present)
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Faculty Director (Acting), Emmett Interdisciplinary Program in Environment and Resources, Stanford University (2018 - 2019)
Honors & Awards
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William C. Everhart Award, Clemson Institute for Parks (2018)
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Miriam Aaron Roland Volunteer Service Prize, Haas Center for Public Service, Stanford University (2018)
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Outstanding Contributions to Research in Environmental Education, North American Association for Environmental Education (2016)
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President's Award, North American Association for Environmental Education (2014)
Boards, Advisory Committees, Professional Organizations
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Trustee, George B. Storer Foundation (2016 - Present)
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Advisory Board, North American Association for Environmental Education (2015 - Present)
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Education Advisory Council Member, Teton Science Schools (2015 - Present)
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Faculty Steering Committee, Haas Center for Public Service (2015 - Present)
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Programs Committee of the Board of Directors, Monterey Bay Aquarium (2013 - 2018)
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Advisory Committee, Jasper Ridge Biological Preserve (2012 - Present)
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Education Advisory Council Chair, NatureBridge (2010 - Present)
Professional Education
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Ph. D., Forestry & Environmental Studies (Social Ecology), Yale University
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M.Phil., Forestry & Environmental Studies (Social Ecology), Yale University
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M.S., Natural Resource Management (Environmental Education & Interpretation), University of Wisconsin, Stevens Point
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B.B.A., International Business & French, James Madison University
Research Interests
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Civic Education
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Collaborative Learning
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Environmental Education
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Gender Issues
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Lifelong Learning
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Psychology
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Research Methods
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Science Education
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Social and Emotional Learning
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Sociology
Current Research and Scholarly Interests
Nicole Ardoin holds a joint appointment with the Graduate School of Education and the Woods Institute for the Environment at Stanford University. She is the inaugural Emmett Family Faculty Scholar and the Skyes Family Faculty director of the Emmett Interdisciplinary Program in Environment and Resources (E-IPER) in the School of Earth, Energy, and Environment (SE3).
A unifying theme across Professor Ardoin’s work is an interest in community engagement and social learning as an opportunity to motivate productive, critical dialogue and sustained environmental practices that build resiliency in light of changing environmental conditions. Professor Ardoin’s research includes studies on motivations for and barriers to environmental and stewardship behavior among a range of audiences and in varying settings; the use of social strategies by non-governmental organizations to engage individuals and communities in decisionmaking related to natural resource management; leadership and training programs in natural resources and conservation; and the impact of green/biophilic buildings and the built environment on environmental attitudes, knowledge, and behaviors.
CURRENT RESEARCH (Selected):
The Summen Project: Coastal Fog-mediated Interactions Between Climate Change, Upwelling, and Coast Redwood Resilience (2016–2020; funded by NSF Coastal SEES Program; in partnership with UC Santa Cruz, UC Berkeley, Carnegie, Oregon State University)
Hybrid Physical and Digital Spaces for Enhanced Sustainability and Wellbeing, Stanford Catalyst for Collaborative Solutions (2018–2020, funded by Stanford Catalyst for Collaborative Solutions, PI: Sarah Billington, Civil and Environmental Engineering, with co-PIs from Engineering, Computer Science, Psychology)
Blue Habits (Phase II): Leveraging Behavioral Science to Support Pro-Ocean Behaviors (2018–2019, funded by Booking Cares Fund. In partnership with The Oceanic Society)
Connection to Nature Assessment Project (2018–2020, funded by Pisces Foundation, in collaboration with University of Florida, NAAEE, and Children & Nature Network)
Research and Practice: Students and Land Managers Collaborating for Solutions (2017–2020; funded by Realizing Environmental Innovations Projects, Stanford Woods Institute for the Environment. Co-PI: Deborah Gordon, Biology, Stanford)
Connecting Research and Practice: Theoretical, Empirical, and Practical Considerations; ee360: Leadership and Training Collaborative (2017–2021, funded by US EPA, lead partner, North American Association for Environmental Education)
eeWorks: Examining the body of evidence for environmental education with regard to conservation, academic outcomes, civic engagement, and positive youth development (2015–2018, funded by North American Association for Environmental Education, US EPA, Fish and Wildlife Service, and others)
Community Environmental Literacy as a Motivator for Participating in Environmental Stewardship over Time (2019–2021; funded by the Pisces Foundation)
RESEARCH INTERESTS:
Community Involvement
Community/Youth Development and Organizations
Diversity
Environmental Education
Ethnography
Evaluation
Organizations
Qualitative Research Methods
2019-20 Courses
- Capstone Project Seminar in Environment and Resources
ENVRES 290 (Win) - Evolution, Conservation, and Education in Galápagos
ANTHRO 10SC, HUMBIO 17SC (Sum) - Graduate Practicum in Environment and Resources
ENVRES 270 (Aut, Win, Spr, Sum) - Moral, Civic, and Environmental Education
EDUC 379 (Spr) - Qualitative Interviewing
EDUC 450C (Win) - Research Approaches for Environmental Problem Solving
ENVRES 330 (Spr) -
Independent Studies (14)
- Directed Individual Study in Earth Systems
EARTHSYS 297 (Aut, Win, Spr, Sum) - Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Reading in Environment and Resources
ENVRES 398 (Aut, Win, Spr, Sum) - Directed Readings in Public Policy
PUBLPOL 298 (Sum) - Directed Research
EARTHSYS 250 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Directed Research in Environment and Resources
ENVRES 399 (Aut, Win, Spr, Sum) - Honors Program in Earth Systems
EARTHSYS 199 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut) - Practicum
EDUC 470 (Aut) - Supervised Internship
EDUC 380 (Aut, Spr)
- Directed Individual Study in Earth Systems
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Prior Year Courses
2018-19 Courses
- Capstone Project Seminar in Environment and Resources
ENVRES 290 (Aut, Win) - Evolution, Conservation, and Education in Galápagos
ANTHRO 10SC, HUMBIO 17SC (Sum) - Graduate Practicum in Environment and Resources
ENVRES 270 (Aut, Win, Spr, Sum) - Open Space Management Practicum
EARTHSYS 176, EARTHSYS 276 (Aut) - Qualitative Interviewing
EDUC 450C (Win) - Research Approaches for Environmental Problem Solving
ENVRES 330 (Spr) - Science and Environmental Education in Informal Contexts
EDUC 357 (Win)
2017-18 Courses
- Capstone Project Seminar in Environment and Resources
ENVRES 290 (Win) - Graduate Practicum in Environment and Resources
ENVRES 270 (Win, Spr, Sum) - Qualitative Interviewing
EDUC 450C (Win) - Research Approaches for Environmental Problem Solving
ENVRES 330 (Spr) - Theory and Practice of Environmental Education
EDUC 332 (Spr)
2016-17 Courses
- Qualitative Interviewing
EDUC 250E (Win) - Research Approaches for Environmental Problem Solving
ENVRES 330 (Spr) - Science and Environmental Education in Informal Contexts
EDUC 357 (Win) - Theory and Practice of Environmental Education
EDUC 332 (Spr)
- Capstone Project Seminar in Environment and Resources
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Ciara Wirth -
Orals Chair
Adina Abeles -
Doctoral Dissertation Advisor (AC)
Indira Phukan -
Doctoral Dissertation Co-Advisor (AC)
Juan Miguel Arias, Anna Lee, Jose Urteaga, Lynne Zummo -
Master's Program Advisor
Chris Escobedo -
Doctoral (Program)
Kristen Green, Archana Kannan, Indira Phukan, Francisca Santana, Shannon Switzer, Jose Urteaga, Lynne Zummo
All Publications
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Exploring a theoretical model of climate change action for youth
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
2019
View details for DOI 10.1080/09500693.2019.1680903
View details for Web of Science ID 000493778800001
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Scale and sense of place among urban dwellers
ECOSPHERE
2019; 10 (9)
View details for DOI 10.1002/ecs2.2871
View details for Web of Science ID 000490766500014
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Exploring connections between environmental learning and behavior through four everyday-life case studies
ENVIRONMENTAL EDUCATION RESEARCH
2019
View details for DOI 10.1080/13504622.2018.1510903
View details for Web of Science ID 000466634900001
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Turmeric means "yellow" in Bengali: Lead chromate pigments added to turmeric threaten public health across Bangladesh.
Environmental research
2019; 179 (Pt A): 108722
Abstract
Adulteration is a growing food safety concern worldwide. Previous studies have implicated turmeric as a source of lead (Pb) exposure due to the addition of lead chromate (PbCrO4), a yellow pigment used to enhance brightness. We aimed to assess the practice of adding yellow pigments to turmeric and producer- consumer- and regulatory-factors affecting this practice across the supply chain in Bangladesh. We identified and visited the nine major turmeric-producing districts of Bangladesh as well as two districts with minimal turmeric production. In each district, we conducted semi-structured interviews and informal observations with individuals involved in the production, consumption, and regulation of turmeric. We explored perceptions of and preferences for turmeric quality. We collected samples of yellow pigments and turmeric from the most-frequented wholesale and retail markets. We collected samples of turmeric, pigments, dust, and soil from turmeric polishing mills to assess evidence of adulteration. Interviews were analyzed through an inductive, thematic coding process, with attention focused on perceptions of and preferences for turmeric quality. Samples were analyzed for Pb and chromium (Cr) concentrations via inductively coupled plasma mass spectrometry and x-ray fluorescence. In total, we interviewed 152 individuals from across the supply chain and collected 524 samples of turmeric, pigments, dust, and soil (Table S3, Table S4). Turmeric Pb and Cr concentrations were highest in Dhaka and Munshiganj districts, with maximum turmeric powder Pb concentrations of 1152 μg/g, compared to 690 μg/g in the 9 major turmeric-producing districts. We found evidence of PbCrO4-based yellow pigment adulteration in 7 of the 9 major turmeric-producing districts. Soil samples from polishing mills contained a maximum of 4257 μg/g Pb and yellow pigments contained 2-10% Pb by weight with an average Pb:Cr molar ratio of 1.3. Turmeric wholesalers reported that the practice of adding yellow pigments to dried turmeric root during polishing began more than 30 years ago and continues today, primarily driven by consumer preferences for colorful yellow curries. Farmers stated that merchants are able to sell otherwise poor-quality roots and increase their profits by asking polishers to adulterate with yellow pigments. Adulterating turmeric with lead chromate poses significant risks to human health and development. The results from this study indicate that PbCrO4 is being added to turmeric by polishers, who are unaware of its neurotoxic effects, in order to satisfy wholesalers who are driven by consumer demand for yellow roots. We recommend immediate intervention that engages turmeric producers and consumers to address this public health crisis and ensure a future with Pb-free turmeric.
View details for DOI 10.1016/j.envres.2019.108722
View details for PubMedID 31550596
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To co-produce or not to co-produce
NATURE SUSTAINABILITY
2018; 1 (12): 722–24
View details for DOI 10.1038/s41893-018-0191-0
View details for Web of Science ID 000453337000002
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The importance of culture in predicting environmental behavior in middle school students on Hawai'i Island
PLOS ONE
2018; 13 (11)
View details for DOI 10.1371/journal.pone.0207087
View details for Web of Science ID 000449909200040
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Seizing opportunities to diversify conservation
CONSERVATION LETTERS
2018; 11 (4)
View details for DOI 10.1111/conl.12431
View details for Web of Science ID 000441238500003
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Sustainable tourism and the management of nearshore coastal places: place attachment and disruption to surf-spots
JOURNAL OF SUSTAINABLE TOURISM
2018; 26 (2): 325–40
View details for DOI 10.1080/09669582.2017.1352590
View details for Web of Science ID 000423683300010
- Increased Neighbor Interaction and Fear of Social Sanctions: Associations with Resident Action to Control the Invasive Little Fire Ant Society & Natural Resources 2018: 1-20
- Scale-dependence of environmental and socioeconomic drivers of albizia invasion in Hawaii Landscape and Urban Planning 2018; 169: 70-80
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The importance of culture in predicting environmental behavior in middle school students on Hawai'i Island.
PloS one
2018; 13 (11): e0207087
Abstract
Researchers have investigated the factors that influence environmental behavior for decades. Two often-investigated phenomena, connectedness to nature and self-efficacy, often correlate with environmental behavior, yet researchers rarely analyze those correlations along with underlying cultural factors. We suggest that this is a substantial oversight and hypothesize that cultural factors affect environmental behavior, particularly through an interplay with the connectedness to nature and self-efficacy constructs. To test this hypothesis, we surveyed eighth-grade students on the island of Hawai'i. The instrument included items to assess connectedness to nature and self-efficacy (both frequently measured in environmental behavior studies) and multiple measures of behavior. Most of the behavior measures are commonly used in studies of environmental behavior, and one was developed in collaboration with local partners to reflect more culturally specific modes of environmental behavior. With those partners, we also developed a construct reflecting the relevance of local culture. We explored the relative influence of the more commonly investigated constructs (connectedness to nature, behavioral variables) along with the newer construct (cultural relevance). We found that, when we took those considerations into account, cultural relevance significantly predicted connectedness to nature, self-efficacy, and a commonly used behavioral measure. Our results thus suggest that many models of environmental behavior may be misspecified when they omit critical culture- and ethnicity-related factors. This may be particularly important in contexts with high cultural, racial, and ethnic diversity or in contexts where mainstream Western environmental approaches are non-dominant. Our results emphasize the importance of addressing ethnicity and culture in environmental thought and action.
View details for PubMedID 30419055
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What difference do role models make? Investigating outcomes at a residential environmental education center
ENVIRONMENTAL EDUCATION RESEARCH
2018; 24 (6): 818–30
View details for DOI 10.1080/13504622.2017.1313391
View details for Web of Science ID 000430846200004
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Factors that contribute to community members' support of local nature centers
ENVIRONMENTAL EDUCATION RESEARCH
2018; 24 (3): 326–42
View details for DOI 10.1080/13504622.2016.1217397
View details for Web of Science ID 000423492900002
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Environmental education and K-12 student outcomes: A review and analysis of research
JOURNAL OF ENVIRONMENTAL EDUCATION
2018; 49 (1): 1–17
View details for DOI 10.1080/00958964.2017.1366155
View details for Web of Science ID 000423049400001
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Social learning within a community of practice: Investigating interactions about evaluation among zoo education professionals.
Evaluation and program planning
2017; 61: 45-54
Abstract
The accessibility and ubiquity of zoos and aquariums-which reach over 700 million people worldwide annually-make them critical sites for science and environmental learning. Through educational offerings, these sites can generate excitement and curiosity about nature and motivate stewardship behavior, but only if their programs are high quality and meet the needs of their audiences. Evaluation is, therefore, critical: knowing what works, for whom, and under what conditions must be central to these organizations. Yet, many zoo and aquarium educators find evaluation to be daunting, and they are challenged to implement evaluations and/or use the findings iteratively in program development and improvement. This article examines how zoo education professionals engage with one another in a learning community related to evaluation. We use a communities of practice lens and social network analysis to understand the structure of this networked learning community, considering changes over time. Our findings suggest that individuals' roles in a networked learning community are influenced by factors such as communicative convenience and one's perceptions of others' evaluation expertise, which also contribute to forming and sustaining professional relationships. This study illuminates how project-based professional networks can become communities of practice.
View details for DOI 10.1016/j.evalprogplan.2016.12.001
View details for PubMedID 27940342
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Exploring the Effectiveness of Outreach Strategies in Conservation Projects: The Case of the Audubon Toyota TogetherGreen Program
SOCIETY & NATURAL RESOURCES
2017; 30 (1): 95-111
View details for DOI 10.1080/08941920.2016.1164266
View details for Web of Science ID 000386679900008
- More than good intentions: the role of conditions in personal transportation behaviour Local Environment 2017; 22 (2): 141-155
- Community context, human needs, and transportation choices: a view across San Francisco Bay Area communities Journal of transport geography 2017; 60: 189-199
- Civic and natural place attachment as correlates of resident invasive species control behavior in Hawaii Biological Conservation 2017; 209: 415-422
- The development of trust in residential environmental education programs Environmental Education Research 2017; 23 (9): 1335-1355
- Investigating the sets of values that community members hold toward local nature centers Environmental Education Research 2017; 23 (9): 1291-1306
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UNDERSTANDING THE COMMUNITY CONTEXT OF AEDES AEGYPTI MOSQUITO BREEDING IN COASTAL KENYA: IMPLICATIONS FOR CONTROL
AMER SOC TROP MED & HYGIENE. 2017: 56
View details for Web of Science ID 000423215202179
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The company you keep: Networks in a community of informal education evaluators
STUDIES IN EDUCATIONAL EVALUATION
2016; 51: 7-16
View details for DOI 10.1016/j.stueduc.2016.08.006
View details for Web of Science ID 000389292500002
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Farmer Typology in South Kona, Hawai'i: Who's Farming, How, and Why?
FOOD CULTURE & SOCIETY
2016; 19 (3): 563-585
View details for DOI 10.1080/15528014.2016.1208341
View details for Web of Science ID 000386923100007
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Environmental Behavior's Dirty Secret: The Prevalence of Waste Management in Discussions of Environmental Concern and Action
ENVIRONMENTAL MANAGEMENT
2016; 58 (2): 268-282
Abstract
Humankind and the planet face many thorny environmentally related challenges that require a range of responses, including changing behaviors related to transportation, eating habits, purchasing, and myriad other aspects of life. Using data from a 1201-person survey and 14 Community Listening Sessions (CLSs), we explore people's perceptions of and actions taken to protect the environment. Our data indicate a striking prevalence of waste management-related actions. Survey respondents described actions and concerns related to trash, recycling, and composting as the most common environmental behaviors; similarly, participants in CLSs discussed waste-related topics, for which we did not prompt, as frequently as those topics for which we specifically prompted. Explanations for this prevalence emerging from the data include (1) the nature of waste-related behaviors (concrete, supported by infrastructure, simple, compatible with lifestyle); (2) norms and social dynamics (family interactions, feelings of belonging/participation, government policy); and (3) internal psychological processes (internalized norms and environmental concern). We also found that many waste-related discussions were relatively superficial, focusing on immediate waste-related issues (e.g., litter or recycling) rather than larger issues such as consumption. Our results may provide insight into future efforts to encourage pro-environmental behavior. Given that most pro-environmental behavior involves tasks more complex and lifestyle-changing than those related to simple aspects of waste management, we suggest focusing on the latter two intertwined categories that our data suggest are important: encouraging social dynamics and related development of norms concerning environmental behavior (category 2), and fostering internalized norms and environmental concern (category 3).
View details for DOI 10.1007/s00267-016-0710-6
View details for Web of Science ID 000379159200007
View details for PubMedID 27234803
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Effects of a behaviour change intervention for Girl Scouts on child and parent energy-saving behaviours
NATURE ENERGY
2016; 1
View details for DOI 10.1038/NENERGY.2016.91
View details for Web of Science ID 000394176800001
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Cultivating values: environmental values and sense of place as correlates of sustainable agricultural practices
AGRICULTURE AND HUMAN VALUES
2016; 33 (2): 389-401
View details for DOI 10.1007/s10460-015-9613-z
View details for Web of Science ID 000375706900011
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Using online narratives to explore participant experiences in a residential environmental education program
CHILDRENS GEOGRAPHIES
2016; 14 (3): 263-281
View details for DOI 10.1080/14733285.2015.1033615
View details for Web of Science ID 000373455700002
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"I know, therefore I adapt?" Complexities of individual adaptation to climate-induced forest dieback in Alaska
ECOLOGY AND SOCIETY
2016; 21 (2)
View details for DOI 10.5751/ES-08464-210240
View details for Web of Science ID 000380049100037
- Post-trip philanthropic intentions of nature-based tourists in Galapagos Journal of Ecotourism 2016; 15 (1): 21-35
- Looking toward the blue sky: Environmental education researchers' experience, influences, and aspirations Applied Environmental Education & Communication 2016; 15 (1): 75-89
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Negotiating credibility and legitimacy in the shadow of an authoritative data source
ECOLOGY AND SOCIETY
2016; 21 (4)
View details for DOI 10.5751/ES-08849-210430
View details for Web of Science ID 000391199400032
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Beyond formal groups: neighboring acts and watershed protection in Appalachia
INTERNATIONAL JOURNAL OF THE COMMONS
2016; 10 (2): 878-901
View details for DOI 10.18352/ijc.578
View details for Web of Science ID 000388648200020
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Motivating residents to combat invasive species on private lands: social norms and community reciprocity
ECOLOGY AND SOCIETY
2016; 21 (2)
View details for DOI 10.5751/ES-08362-210230
View details for Web of Science ID 000380049100019
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Using web and mobile technology to motivate pro-environmental action after a nature-based tourism experience
JOURNAL OF SUSTAINABLE TOURISM
2016; 24 (4): 594-615
View details for DOI 10.1080/09669582.2015.1081600
View details for Web of Science ID 000373564400005
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Conservation in a social-ecological system experiencing climate-induced tree mortality
BIOLOGICAL CONSERVATION
2015; 192: 276-285
View details for DOI 10.1016/j.biocon.2015.09.018
View details for Web of Science ID 000366540600031
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Nature-based tourism's impact on environmental knowledge, attitudes, and behavior: a review and analysis of the literature and potential future research
JOURNAL OF SUSTAINABLE TOURISM
2015; 23 (6): 838-858
View details for DOI 10.1080/09669582.2015.1024258
View details for Web of Science ID 000353924300002
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Collaborative and Transformational Leadership in the Environmental Realm
JOURNAL OF ENVIRONMENTAL POLICY & PLANNING
2015; 17 (3): 360-380
View details for DOI 10.1080/1523908X.2014.954075
View details for Web of Science ID 000353112800004
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A Protocol for eliciting nonmaterial values through a cultural ecosystem services frame
CONSERVATION BIOLOGY
2015; 29 (2): 575-586
Abstract
Stakeholders' nonmaterial desires, needs, and values often critically influence the success of conservation projects. These considerations are challenging to articulate and characterize, resulting in their limited uptake in management and policy. We devised an interview protocol designed to enhance understanding of cultural ecosystem services (CES). The protocol begins with discussion of ecosystem-related activities (e.g., recreation, hunting) and management and then addresses CES, prompting for values encompassing concepts identified in the Millennium Ecosystem Assessment (2005) and explored in other CES research. We piloted the protocol in Hawaii and British Columbia. In each location, we interviewed 30 individuals from diverse backgrounds. We analyzed results from the 2 locations to determine the effectiveness of the interview protocol in elucidating nonmaterial values. The qualitative and spatial components of the protocol helped characterize cultural, social, and ethical values associated with ecosystems in multiple ways. Maps and situational, or vignette-like, questions helped respondents articulate difficult-to-discuss values. Open-ended prompts allowed respondents to express a diversity of ecosystem-related values and proved sufficiently flexible for interviewees to communicate values for which the protocol did not explicitly probe. Finally, the results suggest that certain values, those mentioned frequently throughout the interview, are particularly salient for particular populations. The protocol can provide efficient, contextual, and place-based data on the importance of particular ecosystem attributes for human well-being. Qualitative data are complementary to quantitative and spatial assessments in the comprehensive representation of people's values pertaining to ecosystems, and this protocol may assist in incorporating values frequently overlooked in decision making processes.
View details for DOI 10.1111/cobi.12407
View details for Web of Science ID 000351353400028
View details for PubMedID 25354730
View details for PubMedCentralID PMC4407917
- Evaluation in residential environmental education: An applied literature review of intermediary outcomes Applied Environmental Education & Communication 2015; 14 (1): 43-56
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Energy behaviours of northern California Girl Scouts and their families
ENERGY POLICY
2014; 73: 439-449
View details for DOI 10.1016/j.enpol.2014.05.044
View details for Web of Science ID 000341474100040
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Exploring Sense of Place and Environmental Behavior at an Ecoregional Scale in Three Sites
HUMAN ECOLOGY
2014; 42 (3): 425-441
View details for DOI 10.1007/s10745-014-9652-x
View details for Web of Science ID 000337059400006
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Using digital photography and journaling in evaluation of field-based environmental education programs
STUDIES IN EDUCATIONAL EVALUATION
2014; 41: 68-76
View details for DOI 10.1016/j.stueduc.2013.09.009
View details for Web of Science ID 000350916400008
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The implications of differing tourist/resident perceptions for community-based resource management: a Hawaiian coastal resource area study
JOURNAL OF SUSTAINABLE TOURISM
2014; 22 (1): 50-68
View details for DOI 10.1080/09669582.2013.802326
View details for Web of Science ID 000329911000005
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Youth-community-university partnerships and sense of place: two case studies of youth participatory action research
CHILDRENS GEOGRAPHIES
2014; 12 (4): 479-496
View details for DOI 10.1080/14733285.2013.827872
View details for Web of Science ID 000342284400007
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The forest has a story: cultural ecosystem services in Kona, Hawai'i
ECOLOGY AND SOCIETY
2014; 19 (3)
View details for DOI 10.5751/ES-06893-190355
View details for Web of Science ID 000343247200053
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The Relationship of Place Re-Making and Watershed Group Participation in Appalachia
SOCIETY & NATURAL RESOURCES
2014; 27 (1): 55-69
View details for DOI 10.1080/08941920.2013.840876
View details for Web of Science ID 000328811100004
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An exploration of future trends in environmental education research
ENVIRONMENTAL EDUCATION RESEARCH
2013; 19 (4): 499-520
View details for DOI 10.1080/13504622.2012.709823
View details for Web of Science ID 000322754300006
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Views From the Field: Conservation Educators' and Practitioners' Perceptions of Education as a Strategy for Achieving Conservation Outcomes
JOURNAL OF ENVIRONMENTAL EDUCATION
2013; 44 (2): 97-115
View details for DOI 10.1080/00958964.2012.700963
View details for Web of Science ID 000313950900002
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Exploring the dimensions of place: a confirmatory factor analysis of data from three ecoregional sites
ENVIRONMENTAL EDUCATION RESEARCH
2012; 18 (5): 583-607
View details for DOI 10.1080/13504622.2011.640930
View details for Web of Science ID 000309607500001
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Trends in Philanthropic Support: Foundation Giving in Environmental Education
JOURNAL OF ENVIRONMENTAL EDUCATION
2012; 43 (4): 259-273
View details for DOI 10.1080/00958964.2012.654830
View details for Web of Science ID 000306527300004
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Evaluating a Constructivist and Culturally Responsive Approach to Environmental Education for Diverse Audiences
JOURNAL OF ENVIRONMENTAL EDUCATION
2011; 42 (2): 109-122
View details for DOI 10.1080/00958961003796849
View details for Web of Science ID 000286122300004
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Development and validation of scales to measure environmental responsibility, character development, and attitudes toward school
ENVIRONMENTAL EDUCATION RESEARCH
2011; 17 (1): 91-111
View details for DOI 10.1080/13504621003692891
View details for Web of Science ID 000287318600006
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What Difference Does It Make? Assessing Outcomes From Participation in a Residential Environmental Education Program
JOURNAL OF ENVIRONMENTAL EDUCATION
2008; 39 (4): 31-43
View details for Web of Science ID 000207742100003
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Understanding behavior to understand behavior change: a literature review
ENVIRONMENTAL EDUCATION RESEARCH
2008; 14 (3): 215-237
View details for DOI 10.1080/13504620802148881
View details for Web of Science ID 000207470200002