Browsing by Subject "Environmental education"
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Item Open Access A Curriculum of Resilience: Increasing Personal Resilience through Environmental Education(2023-04-27) McCollum, AuroraAs more communities feel the impacts of climate change, the field of environmental education (EE) has been incorporating climate change topics into EE curriculum. One such topic, resilience, has begun to emerge. Most EE resilience activities focus on ecological resilience rather than personal resilience, even though both of these concepts are deeply intertwined with climate change. This paper explores a case study of resilience in EE that explicitly connects personal and ecological resilience via a middle school resilience curriculum co-created by researchers, resilience practitioners, and educators in coastal North Carolina. This curriculum blends personal and ecological resilience concepts using activities including storytelling. This study examines how teachers responded to the co-created curriculum writing process and the resulting resilience curriculum. Specifically, we asked, 1. What were teachers' perspectives on the challenges and benefits of the co-creation curriculum design experience? 2. What were teachers’ perspectives on the challenges and benefits of teaching the interdisciplinary resilience curriculum? Our initial results identified four themes of teacher-identified benefits and five themes of teacher-identified challenges of resilience curriculum and curriculum design experience. Benefits include themes like meeting a distinct local need and engaging with like-minded professionals. Challenges include themes like the difficulty of navigating middle school identities when trying to be vulnerable and students knowing the right answers but having trouble applying those answers to their personal lives. We will use these preliminary findings to iterate and improve on the curriculum and design process to better serve the teachers and students in this area.Item Open Access A Review of Successful Practices in Environmental Education to apply in the design of a Marine Science Curriculum(2020-04-23) Wright, WalterConnecting people to natural systems has become an important way of addressing current environmental issues. The need for conservation and protection of these natural systems will have a much greater chance of success if environmental education for students is designed to help link human actions to environmental impacts. This can be a challenge for educators when environmental issues are not directly related to a student’s lifestyle or understood. How to connect environmental issues to anyone that may have little or no understanding of an issue is a challenge for environmental educators. This MP will provide a short review of environmental education - the past, current themes and methods, and ideas for the future. This review will also assist in helping the client, SAILwind (an educational organization which focuses on coastal ecology and environmental issues) by developing an understanding of how environmental education developed and what is currently happening in several selected learning institutions and organizations. Obtaining the background for environmental education, helps in providing appropriate and accurate curriculum for the educational organization SAILwind, to assist them with their goals of protection and conservation. SAILwind is a highly interactive, educational non-profit, using science, adventure, and fun to help people learn about natural systems and to connect their individual actions and habits with impacts on the natural world. This is accomplished through “play with a purpose”, a tagline of the organization. Sailing and kayak trips, stream bed exploration and coastal excursions all are part of the platform using a nature based experience to learn about an ecosystem and to see how humans affect these natural systems. SAILwind needs more curriculum designed around school aged kids to help expand their educational efforts and this MP includes three educational models/programs to be used for school kids in SAILwind’s educational and conservation efforts.Item Open Access Aligning Elementary School Garden Curricula to Education Standards(2015-04-24) Hansen, ErikaGarden education programs have the academic documentation to prove that they are a creative, viable, and successful way to enhance learning. However, a key limitation to using gardens for learning is the lack of garden learning resources correlated to applicable science standards. The purpose of this project was to review and analyze the literature to determine the impacts of garden-based learning on students, obtain an understanding of the prevalence of school gardens in the state of North Carolina, and determine what tools elementary school teachers need to improve the access to and efficacy of school gardens for their classes. Based on this research and on input from my client, NC Cooperative Extension, I correlated four reputable garden-based curricula to the NC Science Essential Standards and produced a database that allows North Carolina educators to identify individual lessons within the curricula that are directly aligned with specific science standards.Item Open Access An Evaluation of Societal Implications of Environmental Education through the Integration of Indigenous and Westernized Practices in the Piedmont Region of North Carolina(2014-04-22) McDuffie, EricIndigenous knowledge is valuable within localized cultures, but it has been historically under-represented in Westernized programs and systems. The knowledge from indigenous cultures offers many valuable practices that could be integrated into Westernized environmental education as generations search to improve sustainable and regenerative practices. This qualitative study examines existing environmental education organizations across North Carolina, along with two indigenous cultures native to the Piedmont region of North Carolina, in order to make recommendations for an environmental education framework integrating the methods of indigenous knowledge. Through thematic analysis of survey responses and interviews, best practices for developing an integrated program and the benefits these types of programs bring to a community are identified. To effectively develop a program connecting indigenous knowledge and Westernized environmental education, the curriculum should be focused locally using delivery methods such as story-telling, role-playing and symbolism. But public education cannot change children’s connection to their environment alone. The parents and the elders of our families and communities are an integral part of reconnecting children to nature.Item Open Access Description and Evaluation of an Environmental Education Program in Madagascar(2012-04-27) Angiolillo, Gina; Sangodkar, Sanjyot; West, Niki; Wyman, NoelleThe Duke Lemur Center (DLC) is a founding member of the Madagascar Fauna Group (MFG), a consortium of zoos and botanical gardens that promotes biodiversity conservation in Madagascar. The MFG’s in-country programs include an environmental education component with a cascade training program that targets upper level regional staff (Chef ZAPs). This program trains the Chef ZAPs in the hopes that they will disseminate information on ecology and environmental issues to teachers, who will then pass the information along to their students. Although the program has been in place for more than 20 years, no formal description or evaluation had previously been undertaken. The DLC is in the process of implementing the MFG’s model in a fledgling training program in another region of Madagascar. Our research seeks to provide recommendations to the DLC’s new program by evaluating the MFG’s existing environmental education platform. A review of literature regarding accepted practices in environmental education and evaluation was compiled to inform the evaluation. Using a mixed-methods approach, interviews with key informants, participant surveys, and material culture were analyzed. Five interviews were conducted with MFG and DLC staff members. Surveys were designed to garner the opinion of Malagasy participants and were juxtaposed with the statements made by interviewees. Qualitative analyses of interviews and surveys were conducted using Nvivo 9 software, and additional quantitative analysis of Likert Scale responses was completed using Stata 12 statistical software. This analysis informed the final recommendations made to our client, the Duke Lemur Center. Our recommendations focus on shifts in organizational and programmatic structure that are important considerations for the expansion of the program within the SAVA region. The suggestions fall into two categories: administrative and field. We hope these recommendations will allow the DLC to build upon the successes seen in the current Chef ZAP training program. In this evaluation, we identify challenges which we found to pose a hindrance to the evolution and future success of the environmental education program; and we suggest recommendations that ensure that the future environmental education programs in Madagascar can contribute to long-term social and environmental change.Item Open Access Description and Evaluation of an Environmental Education Program in Madagascar(2012-04-27) Sangodkar, Sanjyot; Angiolillo, Gina; West, Niki; Wyman, NoelleThe Duke Lemur Center (DLC) is a founding member of the Madagascar Fauna Group (MFG), a consortium of zoos and botanical gardens that promotes biodiversity conservation in Madagascar. The MFG’s in-country programs include an environmental education component with a cascade training program that targets upper level regional staff (Chef ZAPs). This program trains the Chef ZAPs in the hopes that they will disseminate information on ecology and environmental issues to teachers, who will then pass the information along to their students. Although the program has been in place for more than 20 years, no formal description or evaluation had previously been undertaken. The DLC is in the process of implementing the MFG’s model in a fledgling training program in another region of Madagascar. Our research seeks to provide recommendations to the DLC’s new program by evaluating the MFG’s existing environmental education platform. A review of literature regarding accepted practices in environmental education and evaluation was compiled to inform the evaluation. Using a mixed-methods approach, interviews with key informants, participant surveys, and material culture were analyzed. Five interviews were conducted with MFG and DLC staff members. Surveys were designed to garner the opinion of Malagasy participants and were juxtaposed with the statements made by interviewees. The qualitative analyses of interviews and surveys were conducted using Nvivo 9 software, and additional quantitative analysis of Likert Scale responses was completed using Stata 12 statistical software. This analysis informed the final recommendations made to our client, the Duke Lemur Center. Our recommendations focus on shifts in organizational and programmatic structure that are important considerations for the expansion of the program within the SAVA region. The suggestions fall into two categories: administrative and field. We hope these recommendations will allow the DLC to build upon the successes seen in the current Chef ZAP training program. In this evaluation, we identify challenges which we found to pose a hindrance to the evolution and future success of the environmental education program; and we suggest recommendations that ensure that the future environmental education programs in Madagascar can contribute to long-term social and environmental change.Item Open Access Description and Evaluation of an Environmental Education Program in Madagascar(2012-04-27) Angiolillo, Gina; Sangodkar, Sanjyot; West, Niki; Wyman, NoelleThe Duke Lemur Center (DLC) is a founding member of the Madagascar Fauna Group (MFG), a consortium of zoos and botanical gardens that promotes biodiversity conservation in Madagascar. The MFG’s in-country programs include an environmental education component with a cascade training program that targets upper level regional staff (Chef ZAPs). This program trains the Chef ZAPs in the hopes that they will disseminate information on ecology and environmental issues to teachers and who in turn will pass the information on to their students. Although the program has been in place for more than 20 years, no formal description or evaluation had previously been undertaken. The DLC is in the process of implementing the MFG’s model in a fledgling training program in another region of Madagascar. Our research seeks to provide recommendations to the DLC’s new program by evaluating the MFG’s existing environmental education platform. A review of literature regarding accepted practices in environmental education and evaluation was compiled to inform the evaluation. Using a mixed-methods approach, interviews with key informants, participant surveys, and material culture were analyzed. Five interviews were conducted with MFG and DLC staff members. Surveys were designed to garner the opinion of Malagasy participants and were juxtaposed with the statements made by interviewees. Qualitative analyses of interviews and surveys were conducted using Nvivo 9 software, and additional quantitative analysis of Likert Scale responses was completed using Stata 12 statistical software. This analysis informed the final recommendations made to our client, the Duke Lemur Center. Our recommendations range from small to large changes, and focus on shifts in organizational and programmatic structure that are important to consider for the expansion of the program within the SAVA region. The recommendations fall into two categories: administrative and field. These recommendations will allow the DLC to build upon the successes seen in the current Chef ZAP training program, such as the tremendous level of enthusiasm and positivity Chef ZAPs associate with the trainings. In this evaluation, we identify challenges which we found to pose a hindrance to the evolution and future success of the environmental education program; and we suggest recommendations to the DLC to address these challenges and ensure that the future environmental education programs in Madagascar can contribute to long-term social and environmental change.Item Open Access Description and Evaluation of an Environmental Education Program in Madagascar(2012-04-27) Angiolillo, Gina; West, Niki; Sangodkar, Sanjyot; Wyman, NoelleThe Duke Lemur Center (DLC) is a founding member of the Madagascar Fauna Group (MFG), a consortium of zoos and botanical gardens that promotes biodiversity conservation in Madagascar. The MFG’s in-country programs include an environmental education component with a cascade training program that targets upper level regional staff (Chef ZAPs). This program trains the Chef ZAPs in the hopes that they will disseminate information on ecology and environmental issues to teachers, who will then pass the information along to their students. Although the program has been in place for more than 20 years, no formal description or evaluation had previously been undertaken. The DLC is in the process of implementing the MFG’s model in a fledgling training program in another region of Madagascar. Our research seeks to provide recommendations to the DLC’s new program by evaluating the MFG’s existing environmental education platform. A review of literature regarding accepted practices in environmental education and evaluation was compiled to inform the evaluation. Using a mixed-methods approach, interviews with key informants, participant surveys, and material culture were analyzed. Five interviews were conducted with MFG and DLC staff members. Surveys were designed to garner the opinion of Malagasy participants and were juxtaposed with the statements made by interviewees. The qualitative analyses of interviews and surveys were conducted using Nvivo 9 software, and additional quantitative analysis of Likert Scale responses was completed using Stata 12 statistical software. This analysis informed the final recommendations made to our client, the Duke Lemur Center. Our recommendations focus on shifts in organizational and programmatic structure that are important considerations for the expansion of the program within the SAVA region. The suggestions fall into two categories: administrative and field. We hope these recommendations will allow the DLC to build upon the successes seen in the current Chef ZAP training program. In this evaluation, we identify challenges which we found to pose a hindrance to the evolution and future success of the environmental education program; and we suggest recommendations that ensure that the future environmental education programs in Madagascar can contribute to long-term social and environmental change.Item Open Access Developing and Evaluating K–12 Education Resources for New York City’s Department of Environmental Protection (DEP)(2024-04-26) Rathmell, Dorothy; Velasquez, Victoria; Fontanié, ShirleyNew York City (NYC), like many coastal communities around the world, faces growing climate risks such as increased flooding and irregular rain events–threatening the city’s infrastructure and residents’ safety. Holistic water management approaches, like NYC’s One Water Initiative, address these threats to secure resources for current and future stakeholders. Through place-based environmental education, the NYC Department of Environmental Protection’s Education office (DEP) seeks to inspire climate action and enhance community resilience. To assist DEP’s evolving education initiative, the team delivered: 10 climate change curricula, three classroom challenges, and an evaluation of climate education resources. These deliverables were designed to empower students with knowledge, encourage pro-environmental behaviors, leveraged by the expertise of local educators.Item Open Access Duke University and the Nicholas School: Encouraging today's youth through environmental education(2013-04-23) Greene, ChaquettaEnvironmental education programs and curriculum have been a crucial part of earth and science education since the mid-1970s. With the increasing scope of environmental issues in the US and worldwide, it is important to prepare our youth to solve pressing environmental problems. This study documents K-12 environmental education initiatives in Durham county public schools sponsored by the Duke University community, including and earth science departments and the Nicholas School of the Environment. The scope, pedagogical approach, and process of development of these initiatives are noted. Moreover, this study offers recommendations for both Duke and the Nicholas School of the Environment based on current academic literature and similar outreach programs at other universities such as the inclusion of training and enhanced professional development for in-service teachers and increased emphasis on service-learning and nature based instructional approaches.Item Open Access Energy Education in Wake County Public Schools: A Case Study of Leesville Elementary School(2012-04-17) Weiss, JenniferThe environmental challenges we face today will continue to become more complex and each individual will be called upon to make critical decisions that will affect the environment. These decisions must be made by an environmentally literate group of people who understand the core elements and complexities of their decisions. Given the need for increased environmental literacy, when should environmental education begin? This case study takes a look at just one element of environmental education – energy education – at two 3rd grade classes in Leesville Elementary School in Raleigh, NC. Through eight learning modules and hands-on activities, the young students demonstrate that even at the 3rd grade level, they are eager to learn more about the environment and are prepared to become environmental stewards. Based on the success of the program, this report investigates methods to integrate environmental education into the K-12 curriculum to help foster the environmental literacy of tomorrow’s leadersItem Open Access Entanglement: A Community Art Approach to Environmental Education(2023-05) Mantell, SydneyEntanglement was first defined in 1997 by David W. Laist, marine mammal expert and policy analyst, as the ways in which loops and openings of marine debris may entrap an animal. Entanglement has documented effects on 354 distinct species and hundreds of thousands of animals die each year. Still, plastic production continues to increase, and most solutions are short-term and focus on disentangling the small fraction of entangled animals we can see. But entanglement is connected to more aspects of our existence than the material threat to marine species. In the field of quantum mechanics, two particles are entangled when the state of one is dependent on the other, regardless of how far apart they are. Even if we are separated from our oceans geographically our lives depend on them. The more my Project progressed, reflecting on entanglement, the more elaborate the meaning of the term became. This complexity is inherent – entanglement is “a means of entangling; that by which a person or thing is entangled; an embarrassment, a snare; a circumstance which complicates or confuses a matter.” My Project aimed to explore these definitions, along with the ways in which our identities are entangled with our daily lives and professions. The academic sciences are especially in need of the practice, as researchers may attempt to remain objective, a characteristic of white supremacy. Alexis Pauline Gumbs is a fellow Black, Queer woman who knows about entanglement. Her book Undrowned: Black Feminist Lessons from Marine Mammals (2021), changed my perspective on my role as a marine scientist. I should not be learning about marine species. Instead, I should be learning from them. Reading Undrowned’s meditations on themes such as slowing down, collaborating, refusing, resting, and staying Black gave me space to reflect on how I could use art as a form of Community-Based Environmental Management (CBEM). Within my graduate studies, there were few opportunities for creative engagement like the critical work that Gumbs practices. To me, environmental management should make connections between the social and natural sciences, arts, policy, humanities, and non-western schools of thought instead of relying on one or two. To address this gap, I formulated two main objectives for my MP: To intentionally create spaces for artistic expression in my community, and 2) To collaboratively communicate the concept of entanglement through artwork. I hypothesized that if I could create these spaces for collaborative artmaking and share those works with others, then people may be inspired to continue creating and reflecting on entanglement. Part of my methodology for my MP involves my own creative practice of fluid painting, a technique I learned alongside my mother Susan. The method involves thinning down acrylic paints then layering all the colors into one cup. Then the paint is plopped, drizzled, or poured onto a canvas, creating unpredictable pieces of art. Just as I had to accept and appreciate the fluidity of my paintings, I had to do the same with my Project as it evolved over the school year. I welcomed the serendipitous connections that informed how I would accomplish my objectives, like my reintroduction to the practice of zinemaking in my Critical Marine Studies class. Zines, pronounced like “teens,” are interdisciplinary, non-professional, and non-commercial publications that often uplift marginalized voices that are undervalued by mainstream media. With roots in Black feminism and anti-establishment movements of the 1960s and 1970s, zines were used by activists to spark collective action and call attention to issues of environmental injustice. As I learned more about the history and culture associated with zines, I saw the potential in creating a zine for my Project to foster creativity, share perspectives, and reckon with entanglement. But my project is more about the process, the “means of entangling,” than it is about any final deliverable. Entanglement: A Community Art Approach to Education is two-part project, as I developed and hosted Community Co-Creation Events and compiled the attendees’ artwork along with other independent submissions into Entanglement: A Co-Created Community Zine. The Community Co-Creation Events brought people together to make art, challenge our ways of thinking, strengthen interpersonal connections, and meditate on entanglement. For example, in “Doodle & Discuss: Crafting Against Capitalism,” participants paired doodle artmaking with a guided reading discussion of Gumbs’s “end capitalism” meditation that explicitly discusses the threat of marine entanglement to the North Atlantic right whale. While the “products” of the event, the doodles, are included in my zine, the significance of having that space for reflection cannot be fully encapsulated on a page. The Entanglement zine contained submissions from over 30 contributors making more than 20 distinct types of media. I plan to continue the recursive process of zinemaking, creating and adding new pieces to the online blog where the zine will be hosted. Other artists have committed to continue creating and reflecting, as well. For example, my mother, Susan, who has made over 140 collages since my “Collaging & Connecting” Community Co-Creation event in November to the publication of this Report in April. Throughout my MP, I was able to consider our entanglements to oppressive systems, our identities, our communities, and the nonhuman world by collaborating with others. In conclusion, Entanglement: A Community Art Approach to Environmental Education demonstrates ways in which artmaking can build community and encourage deep, recursive learning.Item Open Access Evaluating and comparing in-person and virtual experiential learning programs for improving STEM career readiness of students from underrepresented communities(2021-04-19) Jahn, JoThe demand for science, technology, engineering, and mathematics (STEM) workers in the U.S. has grown 24% in the last decade, but only 16% of STEM workers come from Hispanic and African American populations. Because of this disparity, there is a need to direct underrepresented students to STEM careers. The HackBio outreach program in Durham, NC introduces underrepresented high school students to STEM careers and human-environment interactions through experiential learning. The program also provides Duke University undergraduates with opportunities to serve as mentors to the high school students. Historically, HackBio has been an in-person event, but, in 2020, a virtual program was developed due to the pandemic. This program evaluation used pre- and post-event surveys to determine if the high school participants learned about pathways to STEM careers and human-environment interactions, and whether undergraduate mentors improved their leadership and mentoring skills. The evaluation also compared in-person and virtual events. I analyzed survey responses using thematic coding and one-sided t-tests. Both the in-person and virtual event significantly increased high school students’ knowledge of and confidence in environmental hazards in their community and increased their preparedness for the college application process and understanding of STEM research. I also found that undergraduates gained leadership, public speaking, problem-solving, and facilitation skills.Item Open Access Imaginative Approaches to Science Education(2016-11-21) Scott, BritainCan an outdoor education curriculum promote environmental awareness and address the needs of children from diverse backgrounds? In what ways can a science curriculum founded in environmental awareness engender inclusivity and help students embrace the idea of life-long learning? Drawing from many different outdoor education curricula and current “best practices,” my research shows the overwhelming need for positive experiences in nature. It is through the use of natural curiosity and wonder that children can develop pro-environmental habits of mind. When a child sees snow melting into a drain on the side of the road they begin to question where that water is going and the impact the chemical residue left on the road may have on its final destination. Environmental stewardship comes from positive experiences in the natural world and a clear understanding of how each and every ecosystem is interconnected. The primary part of my project is a 5th grade curriculum, which aims to encourage exploration and student driven inquiry in order to better understand the world and its systems and to develop a love of learning and the natural world.Item Open Access Investigating Best Practices of Conservation Education for the African Wildlife Foundation(2014-04-17) Sarikas, Christine; May, Katlyn; Kleinbort, ToriEffective conservation education has the ability to improve educational opportunities and expand environmental support in places where it is implemented. The African Wildlife Foundation (AWF) was founded in 1961 to promote wildlife conservation, land and habitat protection, community empowerment, and economic development across Africa (AWF, 2012). Until recently, AWF had not ventured into the formal education realm and, while they do not currently own or operate schools of their own, the organization is working to develop conservation education curricula to help support its mission. AWF will construct new schools and improve the infrastructure of existing schools to create effective learning environments for conservation topics. This study seeks to provide AWF with expert opinions and related curricular developments to help support their efforts at improving conservation education in Sub-Saharan Africa. A review of relevant literature focusing on the successful development and implementation of conservation education curricula was conducted and analyzed. Live interviews were conducted to obtain views from conservation education experts around the world. Nineteen interviews were conducted in total. These interviews provide expert opinions on environmental education, particularly conservation, in developing nations. Additionally, these interviews highlight existing environmental and conservation education curricula that contemporary experts identify as exemplary, and they include advice and guidance from experts within the education field. Qualitative analyses of these interviews were conducted using NVivo 10 software. Recommendations to AWF were developed based on the information reviewed throughout this process. The research shows that an emphasis on teacher capacity, community involvement, local context of curriculum, long-term project goals, and local relevance must be given significant consideration during curriculum development and implementation in order to maximize the probability of success.Item Open Access Mapping the Gaps: Using GIS to Target Environmental Education Efforts(2014-04-23) Sunu, Sarah G.Evaluating the effect of environmental education is critical for measuring changes in community attitudes and behaviors, but to date little attention has been paid to the spatial distribution of environmental education programs. Mapping communities that are participating in environmental education programming can inform the decision-making process for program development and expansion, and help organizations identify un-served and underserved communities. Incorporating census data allows organizations to also identify communities meeting certain demographic criteria, such as environmental justice communities, for potential programming. The New England Ocean Science Education Collaborative (NEOSEC) is a network of fifty-four environmental education organizations with the common goal of improving ocean literacy. To facilitate that goal and identify gaps in programming reach, the spatial impacts of 18 NEOSEC member organizations were mapped into a geodatabase and paired with a model to identify target audiences. The completed geodatabase and model provide proof-of-concept tools for mapping the spatial reach of environmental education organizations. NEOSEC members and other environmental education organizations should consider mapping spatial impacts as a key component of program management and development.Item Open Access The Role of Gender and Race/Ethnicity in Environmental Identity Development through Duke Undergraduate Students’ Narrative(2019-05-06) Miao, RuolinRecent work in environmental psychology and environmental education emphasizes environmental identity as important in predicting a broad array of environmental behaviors. However, there are gaps in our understanding of how other identities interact with environmental identity. We addressed this gap by conducting semi-structured interviews with 30 undergraduate students from diverse backgrounds at Duke University. Our interviews supported the hypothesis that gender and race/ethnicity affect the development of Duke undergraduate students’ environmental identity by differentially influencing (1) significant life experiences (SLE) with nature and (2) social influences on environmental identity. In particular, we found that ethnicity shaped travel experiences to different environments, gender and race impacted relationships with mentors, gender stereotypes limited potential SLE in nature, and female-identification resulted in physical constraints to environmental activity. Other themes that emerged included the effects of socio-economic status on SLE in nature and nature as a source of empowerment for gender and racial minorities. Our work suggests more research is needed on the interplay among different identities and environmental identity, and that more work is needed to make the environmental field inclusive for all.Item Open Access The Synergy of the Commons: Learning and Collective Action in One Case Study Community(2007-12-13) Clark, CharlotteFormation of voluntary collective action provides a synergy whereby communities can accomplish environmental management improvement. To study this formative process, I asked four research questions:. How does group learning happen and how is it distributed among individuals in a collective?. How does voluntary collective action form, particularly around environmental issues?. What is the relationship between these first two questions?. What themes emerge that might inform communities or environmental managers who wish to promote voluntary collective action in communities?To answer these questions, I conducted a five-year case study of one community during which I observed the teaching and learning process and the formation of voluntary collective action arrangements. Data include over 5000 emails, minutes from 135 community meetings, observations of meetings and community gatherings, documents (bylaws, policies, guidelines, covenants), and 46 personal interviews with community members. I describe the community learning process through four characteristics: a setting in everyday life; a shared and constructed perspective among learners; a context where process is more important than product; and roles that are non-hierarchal and flexible. I propose the term co-facilitated community learning for this learning process, and provide evidence that it played a critical role in the development of voluntary collective agreements. I describe the typical chronology whereby voluntary collective action arrangements were formed in the case study community, and list the major environmental collective action arrangements developed. Many arrangements negotiated and approved by the case study community address significant environmental problems that have proven intransigent to other forms of management such as regulation and financial markets.I name collective action competence as the link between collective awareness and collective behavior change, and define it as the readiness of a group of people to behave towards a common goal based on a collective awareness, and a collective set of skills and experiences.Four themes emerge that might inform those who wish to promote voluntary collective action in communities to improve environmental management: (1) use of consensus-type governance, (2) reducing costs of cooperation, (3) use of normative pressures, and (4) good information communication and reinforcement.Item Open Access Virtual Reality and Its Application in Environmental Education(2022-04-22) Zhou, ZiyaThis paper introduces the basis of virtual reality (VR), describes the benefits of applying virtual reality technology in environmental education, and presents a 360° VR product that focused on whales in Antarctica. According to the results of previous studies in this field, virtual reality can assist environmental education in many ways, including providing an affordable substitute for field trips. However, currently, there are a few challenges that need to be resolved. The product of this study was produced by multiple computer software systems, containing nine scenes of 360° videos or panoramas with interactive features. This VR product can serve as a tool for entry-level learners of marine science to acquire information about Antarctica, Antarctic minke whales, and climate change, in a compelling and fun way. In conclusion, it is practical and beneficial to apply virtual reality as a tool in environmental education.