Undergraduate students vary in their perception of the environment. The purpose of this study is to build upon prior research examining how student perceptions are influenced by exposure to topics relating to climate change, ozone depletion, and sustainability during a undergraduate classroom setting. Prior to the second week of classes, students are given a short survey to assess their confidence in understanding the three topic areas. Students participate in an intervention in the form of developing a lesson plan for grade 9 students, after which they participate in an oral interview. The student interviews are scored to determine confidence in understanding based on declared confidence. During the last week of classes students re-take the initial survey to determine if perceptions are retained.
Results/Conclusions
There were 20 students in the 2016 study. When asked about climate change, students reported that they were 60% confident in their understanding (mode =50%). Student confidence in their understanding of ozone depletion was the lowest at 62% (mode = 70). Students were asked how often family and friends influenced their understanding of environmental issues. Interestingly, 50% of respondents indicated that there was no influence of friends/family, and 50% said there was an influence of friends/family. Anecdotally, it appears as though experience with friends/family involved in resource extraction may shape the perceptions of the respondents. When asked about their influence from the new media and television, 55% of students indicated that television or news sources shaped their view on environmental issues. Less than half of the students claimed to be influenced by social media. Considering the fact that millennials are regularly on social media this is a low level of influence. A comparison of pre- and post-survey data indicate that student confidence increases following the intervention (p <0.05). In conclusion, student perceptions of climate change, ozone depletion, and sustainability can be addressed using an intervention, but the instructor must reinforce these concepts throughout the course for maximum understanding by students. This study is a continuation of work developed for the ASM Biology Scholars Research Residency program. WVWC IRB Approval # WVWC 2017-005.