John Harraway

Exploring the Use of the Revised New Ecological Paradigm Scale (NEP) to Monitor the Development of Students’ Ecological Worldviews

Higher education institutions are interested in the impact that they and concurrent life experiences may have on students’ sustainability attitudes, but they lack formal processes to monitor changes. We used the NEP to monitor changes in students’ ecological worldviews. We were interested in what variation there would be in a multidisciplinary group, if the NEP could detect changes in students’ ecological worldviews over a limited time period, and to learn more about the NEP and its use. We conclude that the NEP is a valuable research instrument for this study and that monitoring students’ attitudes is a worthwhile precursor to debating the issues institutionally.

Longitudinal Analysis of the Environmental Attitudes of University Students.

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.

Multinomial-Regression Modeling of the Environmental Attitudes of Higher Education Students Based on the Revised New Ecological Paradigm Scale.

Higher education is increasingly interested in its impact on the sustainability attributes of its students, so we wanted to explore how our students’ environmental concern changed during their higher education experiences. We used the Revised New Ecological Paradigm Scale (NEP) with 505 students and developed and tested a multinomial regression model to help us to understand what can be measured and how to interpret changes. Our results demonstrate that even small differences, not apparent when only mean NEP scores are reported for cohorts of students, can be modeled to reveal statistically significant trends. We advise further exploration of this instrument and its applicability to higher educations quest for sustainability-credibility.

Comparing different measures of affective attributes relating to sustainability

A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.

Is the environmental literacy of university students measurable

We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute.

Seeking Learning Outcomes Appropriate for "Education for Sustainable Development" and for Higher Education.

This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable development’ is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that ‘education for sustainable development’ objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not ‘education for sustainable development’ objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that ‘education for sustainable development’ objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement.

Warning labels on alcohol containers as a source of information on alcohol consumption in pregnancy among New Zealand women.

BACKGROUND The addition of a warning label on alcohol containers is a policy measure yet to be adopted in New Zealand. The current study aims to report the rating of a national sample of 16-40-year-old non-pregnant New Zealand women on a warning label on alcohol containers as a source of information on risks associated with alcohol consumption in pregnancy. METHODS A nationwide, cross-sectional survey was conducted in 2005 on a random sample of 1129 non-pregnant women aged 16-40 years. Data were collected via an interviewer-administered questionnaire using a Web-assisted telephone interviewing system. RESULTS Overall, the survey achieved a response rate of 65%. Just over half of the women surveyed (53%; 95% CI 50.2-56.0) gave a high rating for a warning label as a source of information on alcohol consumption in pregnancy. Women below 30 years of age and who were of non-European ethnicity were more likely to give a high rating compared with older women and European women, respectively (p<0.05). CONCLUSIONS Introduction of a warning label on alcohol containers in New Zealand may be effective in increasing awareness of the risks associated with alcohol consumption in pregnancy among at-risk drinkers, namely, younger women and New Zealand women of Maori and Pacific ethnicities. However, to accentuate behavioural change, other prevention approaches within a health promotion framework may be needed to complement this approach.

Inference and the introductory statistics course

This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its hypothetical probabilistic reasoning process is examined in some depth. We argue that the revolution in the teaching of inference must begin. We also discuss some perplexing issues, problematic areas and some new insights into language conundrums associated with introducing the logic of inference through randomization methods.

A First Course in Biostatistics for Health Sciences Students

The content of a course on introductory biostatistics for health science students is described. The course, first taught in 1998, embodies, among other topics, most of the desirable features discussed by Sahai and Ojeda. The syllabus and associated project work are presented with emphasis placed on ways in which study design and critical evaluation of research are developed in parallel with the statistical methodology. The advantages and disadvantages of such a course are discussed. This includes an analysis of the performance of students with diff erent statistical and mathematical backgrounds.

Greening the Curriculum to Foster Environmental Literacy in Tertiary Students Studying Human Nutrition

ABSTRACT Though sustainability is increasingly being incorporated into dietetic internships, there is a lack of literature documenting the teaching of environmental literacy in undergraduate nutrition. We report on how the implementation of a 2-week food sustainability module as part of an undergraduate second-year course in human nutrition affected students’ environmental literacy. We modified a previously published environmental literacy evaluation instrument to be nutrition specific, and this was adminstered to students before and after the module. Our research showed that, in a module as little as 2 weeks’ duration, it was possible to improve knowledge about food sustainability and shift attitudes in a “greener” direction.