Nicole M. Ardoin
Associate Professor of Education and Senior Fellow at the Woods Institute for the Environment
Graduate School of Education
Bio
Nicole Ardoin is an associate professor with a joint appointment in the Graduate School of Education and the Woods Institute for the Environment at Stanford University. Professor Ardoin´s research focuses on environmental behavior as influenced by environmental learning and motivated by place-based connections. In particular, she is interested in considerations of geographic scale, which is an understudied yet crucial aspect of people-place relationships in a rapidly globalizing, urbanizing world. Professor Ardoin has current studies on the use of education, communications, and other social strategies in informal and community-based settings, including nature-based tourism programs, to engage individuals and communities in deliberate dialogue, environmental decision-making, and informed conservation behavior.
Professor Ardoin also researches the effectiveness of a range of environmental education and social science endeavors in achieving measurable and meaningful conservation results. To this end, she conducts evaluations with informal organizations including museums, zoos/aquariums, parks, and residential environmental education programs, with an emphasis on using innovative, non-traditional metrics and adaptive management approaches. She is also interested in philanthropic support of environmental education and emergent trends in the field of environmental education research.
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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Center Fellow, Stanford Woods Institute for the Environment
Administrative Appointments
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Faculty Director (Acting), Emmett Interdisciplinary Program in Environment and Resources, Stanford University (2018 - Present)
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Exhibition Coordinator and Education Specialist, World Wildlife Fund (DC) (1998 - 2001)
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Museum Educator, Discovery Creek Children's Museum of Washington (DC) (1995 - 1996)
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Interpretive Ranger, Student Conservation Association & Grand Canyon National Park (AZ) (1994 - Present)
Honors & Awards
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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
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 faculty director (acting) of the Emmett Interdisciplinary Program in Environment and Resources (EIPER) in the School of Earth, Energy, and Environment (SE3). A unifying theme across Professor Ardoin’s work is an interest in education as an opportunity to engage communities in productive, critical dialogue about sustainability to build resiliency and adaptability in light of changing environmental conditions.
Dr. Ardoin’s current research includes studies on motivations for and barriers to environmental and stewardship behavior among a range of audiences and in varying settings; program evaluation and adaptive management in informal settings such as parks and museums; the use of social strategies by non-governmental organizations to engage individuals and communities in decision-making 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)
Program Practices Influencing Environmental Literacy: Key Considerations as Suggested in the Research Literature (2016–2018; funded by the Pisces Foundation)
Girls Learning Environment and Energy (GLEE): Dissemination and Sustainability (2016–2018; funded by the Environmental Ventures Project fund of the Woods Institute for the Environment; in collaboration with Dr. Tom Robinson, Stanford University School of Medicine)
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 (2017–2019; funded by Realizing Environmental Innovations Projects, Stanford Woods Institute for the Environment. Co-PI: Deborah Gordon, Biology, Stanford)
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)
RESEARCH INTERESTS:
Community Involvement
Community/Youth Development and Organizations
Diversity
Environmental Education
Ethnography
Evaluation
Organizations
Qualitative Research Methods
2018-19 Courses
- Capstone Project Seminar in Environment and Resources
ENVRES 290 (Aut, Win) - 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) -
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
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)
2015-16 Courses
- 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)
Staci Lewis, Julia Mason -
Postdoctoral Faculty Sponsor
Diane Matar -
Doctoral Dissertation Advisor (AC)
Indira Phukan -
Master's Program Advisor
Ruth Adu-Daako, Thomas Campbell, Bingqing Chen, Michael Levin, Dramane Meite, Monica Molina, Ha-Min Park, Rushil Prakash, Martin Rudigier, Megan Welch -
Doctoral Dissertation Co-Advisor (AC)
Jenna Forsyth, Anna Lee, Jose Urteaga Augier, Lynne Zummo -
Doctoral (Program)
Kristen Green, Indira Phukan, Francisca Santana, Shannon Switzer, Jose Urteaga Augier, Lynne Zummo
All Publications
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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
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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 DOI 10.1371/journal.pone.0207087
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
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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
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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
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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