APPENDIX A - ORIGINAL SURVEY AND RAW DATA
Dear Fellow Wildlife Graduate Student,
For a class project I am conducting a survey concerning the
views of wildlife students on environmental education. If you
are interested and have a couple of minutes, please fill out
this short 15 question survey and send it back to me.
Every person's input is important, so as an incentive I am
offering to anyone who responds to this survey (i) a copy of
the results of this survey, and (ii) a copy of the program I
wrote to automatically extract the data from the responses.
This program (a series of MS Word macros) can be easily
modified to process responses from other surveys. The extracted
data is saved as an ASCII text file that can be easily imported
into any spreadsheet or stats package. If you anticipate doing
surveys as part of your research and may conduct them via
email, this could be a real time-saver. It comes with
instructions and an easy-to-use toolbar interface.
Thanks.
Andy Lyons
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ENVIRONMENTAL EDUCATION SURVEY
=========================================================
Please return this survey to alyons@nervm.nerdc.ufl.edu.
Instructions: Your response to this survey is going to be
processed by a computer. Please put all your answers inside
the square brackets [ ] provided. For multiple choice
questions, indicate your choice by putting an 'x' anywhere
inside the brackets like this [ x ]. For open ended questions,
feel free to add additional spaces or lines as needed, as long
as your answer remains enclosed by the brackets [ ].
[Start]
BACKGROUND
1. When you were in high school, did you take an
environmental science class distinct from biology? n=30
[ 3] yes
[27] no
2. Did you take an environmental education or environmental
communication class as an undergraduate? n=30
[ 8] yes
[22] no
3. What was your undergraduate major? n=29
Animal Science (1)
Anthropology (1)
Aquatic Biology (1)
Biological Sciences (2)
Biology (12)
Double major: Biology and Environmental Studies (1)
Ecology (1)
Environ. Biology (1)
forestry science (1)
Natural resource management, plant and Wildlife emphasis (1)
Natural Sciences- Ecology (1)
WEC (1)
Wildlife (1)
wildlife biology (2)
Zoology (2)
4a. Was there any single experience or influence in your
life that influenced your decision to pursue a
career in wildlife? n=30
[13] yes
[17] no
4b. If yes, what was it? n=14
** Had a wonderful ecology professor as an undergrad. He
really encouraged me to pursue ecology, gave me a lot of
confidence and got me really interested in the subject
material **
** volunteering at Patuxent River Park, MD and meeting
naturalist Greg Kearns **
** My father is a wildlife biologist, made a career of it,
and it was interaction with him via hikes, fishing, etc.,
that probably initiated my interest in the out-of-doors and
eventually influenced my decision to also pursue a career
in the ecological sciences. **
** going in the field with biologists who were sampling
birds and mammals **
** camping lot when i was a kid, and birdwatching **
** girls **
** I always traveled to natural areas, and had special
interest about animals **
** I had a very good environmental science teacher in high
school who showed me how exciting and important a career in
wildlife could be, who also gave me my first field work
experience. **
** I had several field courses. In most of them I had a lot
of questions but very few answers **
** a mentor **
** my undergraduate education and advisor **
** my father and I sharing outdoor activities **
** I worked as a field biologist for a conservation project
in the Brazilian Pantanal **
VIEWS ON ENVIRONMENTAL EDUCATION
5a. Do you think that a course on environmental education methods
or environmental communications should be a requirement
for wildlife graduate students? n=28
[11] yes
[17] no
5b. Why, or why not? n=27
** "There are lots of classes in other depts I feel I need
to take to ""complete"" my degree like an economics class.
I worked as an environmental educator for 3 yrs before
coming to grad school, so I feel pretty prepared about
educating the public, and I can always supplement that with
speaking-oriented classes. We don't take very many classes
as a master's student....Maybe one in the human dimensions
area, but to me that includes Con Bio, policy classes etc.
Not just environmental education" **
** Dependent on field of study and interests **
** not everyone plans to go into a teaching situation, and
there may be much more relevant classes **
** I think a communications class could be required because
it would be useful no matter what the graduate did. **
** It is very important that people in our field be able to
teach other about it, however, many of us spend most of our
time with wildlife and need only educate people regarding
our work in a brief and social manner. A student could
learn to do this effectively in a short workshop. **
** "I think a course in communications would be useful for
anyone in the environmental sciences field, and it should
be focused on communicating scientific ideas and research
results with the media and the ""general public"". I'm not
sure that an course in environmental education methods
should be required for those of us who do not plan to
pursue a career in teaching and environmental education." **
** is a needed skill in our line of work **
** I would like to take one but don't think it should be
required **
** Because it would be a important tool for working with
people. People is an important component on any wildlife
management or conservation program **
** Not a requirement, but should be a course offered in
Wildlife. I think environmental education should not be
just a requirement in Wildlife, but an independent career
pursued by people that knows more than us about education **
** It should be an available option but not a requirement **
** if we all consider ourselves conservation biologists
then part of our responsibilities is to educate and
interact with the public to inform of our messages and help
them to understand how the world works and the impact of
their effects on ecology **
** it is very important to communicate with the public
about environmental issues **
** everyone needs to be able to communicate effectively.
Current environmental problems/issues will not be resolved
if we can not explain their importance to people who do not
share our passions. I think graduate students should have
to have had an environmental communication class- but not
necessarily have to take it at UF **
** There is always a human dimension in wildlife
conservation, and at some point, researchers will have to
deal with it **
** I think courses should exist and be strongly recommended
yet, I have a problem with requiring graduate students to
take a particular course, your graduate program has to be
tailored to your interests and needs. **
** Doesn't fit into what all students plan to do in
wildlife **
** We will need many of these tools in order to make our
work more successful, specially if we work with local
communities in wildlife issues **
** Too many wildlifers, especially old school old men, don't
have the foggiest ideas on how to communicate with fellow
biologists, and especially the public. The public is more
important to wildlife conservation than fellow scientists.
Public Education is the key **
** not enough time; should be required by grad committee if
appropriate **
** While these courses may be beneficial to most people,
many may never be in an education position. A
communications course may be good as few will be immune
from this role, no matter what their final career. As far
as a being a requirement, it depends on which other
courses, and how many the department chooses for core
requirements. Too many required courses leaves less
opportunity for electives, especially for masters students,
without investing more time and money. **
** Because I took one and it didn't prepare me to do
environmental education any better than i think i already
could **
** Grad students take pretty specific classes, so keep the
requirements low. **
** Communication of ecological information and concepts is
something that any biologist, whether they are an educator
or not, will have to do repeatedly during their career. **
** I don't really believe in requirements at the graduate
level - people should be able to design their own program
to cater to their goals and decide for themselves whether
that includes a course on environmental education methods
or environmental communications **
** While communication with the public is a vital aspect of
conservation, I don't think researchers should be *forced*
to take a education methods course (however it is phrased).
Optional? Sure, absolutely. **
** Depends upon what the student plans to do. Its tough
enough in grad school getting all the courses you want in.
**
6. Do you think that in ELEMENTARY schools: n=30
(Some people selected more than one choice)
[11] environmental education should be taught as a
separate subject
[21] environmental issues should be integrated into
other courses such as social studies, English,
fine arts, etc.
[ 0] environmental education should not be part of the
formal school curriculum
[ 0] don't know
Comments: n=15
** Think there should be days/weeks whatever devoted to it-
field trips, hands-on learning experiences focusing on the
natural world and conservation - for example: tropical
rainforests, being part of a stream cleanup team. In the
Seattle area there is this cool program where school kids
help raise salmon and then release them. It was developed
to help out the overcrowded under-funded hatcheries, but it
obviously serves other purposes as well. **
** The subject should be integrated, since it is a concept
within most other issues **
** Being environmentally conscientious should be a theme
running through all aspects of a child's education, just
like being polite, and sharing with others. I do not know
if this requires a separate subject. **
** I checked the first one if you mean environmental
SCIENCE, not EDUCATION, should be taught as a separate
subject. I also think it is appropriate to integrate
environmental issues into other courses, since that
integration exists outside the classroom already in the
students' lives, and might make this connection and
integration more apparent to the general public if it were
emphasized in early education. **
** most have special units **
** environmental issues and ecological principles shoud be
taught as part of the standard 3R curriculum from
Kindergarten. **
** "as a modern day biologist, i have noticed that the ""
old timer"" biologists wiped out many organisms to put into
museums and study. it seems that present day biologists are
trying to correct some of their mistakes through
conservation, and studying organisms in their natural
environment. by teaching ""our"" children (who may take our
place as biologists), they can understand the modern
conservation message and relay it back to their parents and
family" **
** I am not sure exactly how elementary schools function in
the US, but EE approach should be integrated **
** I think wherever env ed can be integrated, the better.
Much knowledge is needed by the public to better
understand env issues, here is a good place to add to
this. **
** environmental education should be required from primary
school in order to sensibilize people in this subject from
childhood **
** "Start them as young as possible with separate enviro
ed. If integrated, three problems may arise, 1) does not
lead to specific environmental awareness, a trait necessary
for modern citizens, 2) issues get hidden within other
subjects, 3) more likely that certain elements will get ""
lost in the shuffel""" **
** "most of our behaviors affect the environ. so why
separate out env. educ.? It's probably the separateness of
our concern for the environ that leads us to believe living
""environmentally conscious"" is an OPTION, not a requisite
" **
** This subject can be confusing to kids when the practices
taught are different from practices at home. **
** Early experiences help form life-long beliefs. **
** If it is integrated into all courses it will reach more
children and become a normal part of the thought process **
7. Do you think that in MIDDLE and HIGH schools: n=30
(Some people selected more than one choice)
[20] environmental education should be taught as a
separate subject
[16] environmental issues should be integrated into
other courses such as social studies, English,
fine arts, etc.
[ 1] environmental education should not be part of the
formal school curriculum
[ 0] don't know
Comments: n=12
** Can I vote for 2?? If not, I guess put me down as a
separate subject, But I definitely think that these are
issues that should be integrated into everything else as
well **
** integration should be a must, a separate course should
be an option **
** see response to 6 **
** see 6 above **
** same as above **
** Same as above **
** i think it should be taught separately and integrated
into other courses **
** "assuming you mean an ""env. science"" class, not ""env.
educ""" **
** continue process begun above **
** I'd really go for both separate subject and integrated
but I don't want to mess up your survey **
** As an elective. But other classes should incorporate the
ideas. we can't get away from the math and english etc USA
is so bad at. **
** Both of the first two **
8. If and when you finish your degree and start working, do
you expect that educating people on environmental issues will:
n=30
[12] be a significant part of my job
[14] be a small part of my job
[ 0] not be required for my field
[ 4] don't know
Comments: n=11
** "I think it is small part of my ""job"" as a grad
student now as well" **
** I make educating people about environmental issues a
part of my life, so in that respect it is a significant
part of my job. But the only civilians I generally come
into contact with are land owns. I educate them as much as
I can. **
** I would like to be involved in a position that requires
about 75-80% of my time conducting research and 20-25% in
college-level education **
** was, is, and will continue to be **
** see 5b above **
** I plan to teach at the university level and take on
issues relating to conservation **
** "It may not be in my job description as a ""researcher""
(which is what I want to do), but I know if I want my
results to be used for decision making/policy I will have
to put them in terms that people not in my field will
understand" **
** I would like to educate people, whether it be through my
job, or on my own time. however, I don't expect it to be
the main thrust of my career. **
** I specifically conducted research with educating the
public about wildlife (Florida Panthers), not only to help my
science, but to help my job prospects **
** I too did graduate work in environmental education **
** I don't plan to teach but everyone will have to
communicate the wildlife ideas to lay public, politicians
etc. who didn't take our classes. **
9. In general, how well do you think the Department of Wildlife
does in preparing its graduate students to educate people
on environmental issues (i.e. identify audience, assess needs,
deliver message effectively, evaluate, etc.)? n=29
[ 0] excellent
[ 2] good
[10] fair
[12] poor
[ 5] don't know
Comments: n=17
** I don't think this needs to be addressed by an
environmental ed class- I think more discussion-oriented
seminars and public speaking-type requirements-such as
presenting a seminar- may be more beneficial in meeting
this goal **
** If you really want to learn you can but no special
efforts are made **
** Totally depends on the student and what opportunities he/
she chooses to take advantage of. **
** This is not emphasized unless you take a course, and with
time so limited, unless one plans to be involved in
environmental education, it is not a priority. **
** I have always thought that it should be a REQUIREMENT
for every grad student in our department to do one thing to
interact with the public EACH semester. One talk at a
school, one Audubon group meeting, lead one nature tour or
bird walk, etc. not a big deal for one day a semester and
would get us off our soapboxes and interacting with the
real world ignorant public. **
** i feel we should have groups of us going to local grade
schools and talking to them about what we do. this may also
help make up their minds of what they may want to do later
in life **
** I say fair because it is so variable among students- I
think there are some excellent opportunities for students
to learn about communication, but I think there are many
students who choose not to take advantage of them. I don't
think the department as a whole does a good job. **
** In terms of the department, I am not sure that there is
a policy toward education on environmental issues. Dr.
Jacobson courses are good, several undergraduate students
are taking them, but not many graduate students. **
** I'm not entirely sure yet, although I don't see many
outlets for this to take place. **
** Depends on the individual student's program **
** I did no take any course addressing this subject yet **
** Long live Susan Jacobson **
** Hard to say since none of us take the same courses. I
think the emphasis should be on DOING it. That is,
encourage (require, coerce) students to get out and do
public/school teaching. **
** Most of what I have picked up has been from my own
personal observations, or from private conversations with
my major professor, Peter Frederick. **
** I don't think that many departments in the school
actually deal directly with these issues **
** The technique is taught available. I think the
Department will improve in this respect when the Human
Dimensions requirement is instituted **
** For those who want/need it and seek it out **
10. In general, what is your personal outlook on the
environmental challenges facing our planet in the
21st century? n=28
[11] hopeful
[15] pessimistic
[ 2] I don't like to think about it
[ 0] no opinion
Comments: n=13
** Generally pretty hopeful. I think that environmental ed
is going to play a significant role in bringing about a
necessary change of attitude and encouraging conservation **
** a positive attitude goes a long ways to solve problems **
** Can I add 'no idea'? Well, you have the point, it
depends on how well it's performed environmental education
on elementary, middle and high schools. But that is if
current decision makers leave environment for them **
** we are all part of the problem too and need to continue
to remember that and adjust our lives accordingly. **
** i am always hopeful about everything i face, but it
seems many or all issues are political, and we have NO
control over the ultimate decisions made **
** "I think things are going to get worse before they get
better on the whole- this does not mean that we shouldn't
try to make things better. Progress in educating people
about the environment will be made one person at a time
which means the ""success"" rate for each individual's
influence is very small overall- however- many single
grains of sand make up the beach" **
** I am an optimistic person, and I think we already
started to change in some areas, but we still have to face
major changes in our conception of the world, and way of
life. That will be very difficult. **
** I am hopeful, yet I know how much work there is to be
done. **
** I think a positive attitude is the first step in
searching for solutions to current environmental problems **
** I think humans must make a complete and total change in
our mind set as well as our actions. This begins with
education. **
** politics and $$ interests will continue to overpower the
facts **
** YIKES!!! **
** I go back and forth on this opinion. **
DEMOGRAPHIC INFORMATION
11a.What is your status at the University of Florida? n=30
[27] Wildlife graduate student
[ 0] Wildlife faculty
[ 3] Other,
please specify: n=3
** recent Ph. D. **
** finished Ph.D before Spring 1997 semester started,
currently Research Coordinator for a project in Small
Animal Clinical Sciences, College of Vet Med. (have been
for 2.5 yr). **
** MFRC, wildlife 1993 **
11b.What type of degree are you pursuing? n=30
[10] Ph.D.
[19] Masters
[ 0] Bachelors
[ 1] other or not pursuing a degree
12. Indicate your gender: n=30
[17] female
[13] male
13. Did you find completing this survey over email to be: n=30
[29] easy
[ 1] somewhat confusing
[ 0] difficult
Comments: n=3
** Every time we type the answer the space between brackets
increases. Is it OK? Should we try to keep always the
same space? **
** Nice job, Andy **
** Filling it out was easy, getting the %#$@&(! email to
send the finished copy was not. **
14. Would you like a copy of the results of this survey? n=29
[24] yes
[ 5] no
15. Would you like a copy of the program (a user-friendly
series of MS Word macros) that is being used to process
the responses from this survey as described in the
introduction? n=30
[19] yes
[11] no
[End]
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Thanks for your participation!