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Browsing by Author "Bruyere, Brett, advisor"

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    An evidence-based approach to evaluating the outcomes of conservation education
    (Colorado State University. Libraries, 2015) Thomas, Rebecca E. W., author; Teel, Tara, advisor; Bruyere, Brett, advisor; Gavin, Michael, committee member; Pejchar, Liba, committee member
    This dissertation responds to a need for theoretically-driven and applied approaches to conservation education that address modern-day conservation challenges. The two primary objectives of this dissertation are addressed in the form of two individual articles. First, Article 1 utilizes a systematic review approach to investigate evaluation of conservation education on a global scale in order to better understand 1) the temporal and spatial trends in conservation education program evaluations over the last 25 years (e.g., whether the frequency of program evaluations has changed both within and outside of the United States); 2) patterns that are evident in the types of conservation and/or social issues addressed through these programs; 3) metrics considered to indicate effectiveness of conservation education programs; and 4) which outcomes of these programs are evaluated (e.g., to what extent do evaluations focus on cognitive targets as well as behavioral, social or ecological outcomes) as well as the methods that have been used to draw conclusions about these outcomes. Findings indicated that evaluation of conservation education programs has increased over the last 25 years in countries around the world. Increasingly, conservation education programs are being developed in response to ecological and social issues, yet metrics to indicate effectiveness are rooted in cognition and behavior change. Three primary needs in the field of conservation education program evaluation emerged from this study and can inform the future direction of the field. First, there is a need to think more holistically about the outcomes of conservation education programs. Secondly, there is a need to consider the ways in which these outcomes are evaluated and reported. Finally, there is a need for longitudinal evaluation, particularly when attempting to capture ecological outcomes that may not be immediately apparent. Article 2 utilizes an applied, person-centered interview approach to address a need for more rigorous and culturally relevant evaluation of conservation education program outcomes that is focused on benefits beyond rote knowledge gain and considers community perspectives on metrics or indicators of program success in a rural community in Hawai'i. The study upon which this article is based sought to compare past and present learning about nature in terms of knowledge acquisition and the knowledge itself. Secondly, the study aimed to set the stage for the development of a culturally relevant and comprehensive quantitative evaluation instrument that could be used to document long-term outcomes of conservation education programs that seek to facilitate sharing of local environmental knowledge in Hawai'i.
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    Connecting children and families to nature: targeting wildlife agency education initiatives
    (Colorado State University. Libraries, 2011) Cohen, Christine E., author; Bruyere, Brett, advisor; Teel, Tara, committee member; Benson, Delwin, committee member
    The following thesis presents two manuscripts that explore how information on barriers to participation in nature-based programs and wildlife value orientations (WVOs) could be used to enhance the reach and effectiveness of wildlife agencies in connecting children to nature. Strengthened by proven physical, social and cognitive benefits as well as potential impacts upon the development of life-long environmental values and attitudes, wildlife agencies have an interest in addressing the human-nature disconnect in order to maintain and/or increase support for future conservation initiatives and secure future funding sources. The primary purpose of the first manuscript was to explore how information about WVOs, barriers to participation in nature-based programs and program topic preferences might be integrated to improve targeting of wildlife agency education initiatives for specific audiences. Data were collected via a mail survey administered to residents of Helena, Montana. Results indicated that there are significant differences in both barriers to participation and program topic preferences across WVOs. Although significantly different, limited barriers to participation were found for the relatively homogenous population surveyed indicating a need for further research to determine if findings can be applied to other populations and geographic locations. The second manuscript identified the specific program preferences and barriers for a group of teachers in Rapid City and Spearfish, South Dakota. A case study approach examined the barriers to both integrating EE into classrooms and incorporating programs taught by informal EE providers into curriculum. Focus group discussions provided valuable insight into how a local wildlife agency could most effectively target education efforts in order to overcome barriers and adapt programming for both students and teachers at a new education center in Rapid City, South Dakota. Results of focus group discussion provide recommendations for the design and marketing of school-based EE programs for Rapid City area teachers.
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    Connecting children to nature: integrating technology into nature programs and incorporating environmental education into an urban after-school program
    (Colorado State University. Libraries, 2011) Wesson, Mark, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Broadfoot, Kirsten, committee member
    This thesis consists of two documents that describe different aspects of a broader project with the ultimate goal of connecting children and their families to nature. The first paper addresses the integration of technology and knowledge about people's wildlife value orientations (WVO's) to influence participation in nature programs. While a domination orientation defines wildlife primarily as a resource to be used and managed for human benefit, a mutualism orientation perceives wildlife as capable of relationships of trust with humans and as life forms deserving of rights and caring. These different orientations have different implications for response to wildlife issues and for participation in wildlife-related recreation. The mixed-methods study included survey data acquired from a sample of residents (n = 282) from Wake County, North Carolina and a subset of that sample that subsequently participated in focus groups and a pilot program about box turtle tracking using radio telemetry. Results indicated that interest in nature and nature programs incorporating technology was positive among all WVO segments - though the motivation for that interest was different for the distanced WVO group - and that the use of technology in nature programs can facilitate positive, nature-focused experiences for families. This research represents a step in developing methods for integrating technology into optimal programs directed towards segments of society with specific WVO's. The second paper examines the incorporation of Environmental Education (EE) into an after-school program in the Bronx, New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into the curriculum. Interest level was high and a series of trainings in EE were conducted and evaluated. Findings reveal that some of the barriers to incorporating EE were only perceived barriers and successful integration is possible as long as interest and motivation is present. Staff showed significant confidence and ability to teach EE in there program after minimal training and were motivated to continue with the curriculum due to strong support from the students and parents. Methods from this study for effective incorporation of EE into an existing curriculum could be modeled in both the formal and non-formal classroom.
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    Engaging Latino audiences in informal science education
    (Colorado State University. Libraries, 2014) Bonfield, Susan B., author; Bruyere, Brett, advisor; Aragon, Antonette, committee member; Reid, Robin, committee member; Sagás, Ernesto, committee member
    To view the abstract, please see the full text of the document.
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    Engaging underserved audiences in informal science education through community-based partnerships
    (Colorado State University. Libraries, 2012) Bouzo, Suzanne, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Jennings, Louise, committee member
    This thesis explores the impact of the Science Education and Engagement of Denver (SEED) Partnership on three of its participant families. The partnership, consisting of large informal science organizations, as well as small community-based organizations, created its programming based on prior research identifying barriers to minority participation in informal science education programs. SEED aims to engage youth and families of emerging populations in science and nature. Three families were examined as a case study to have an in depth investigation about their involvement in the programs sponsored by the partnership. Findings suggest a positive impact on participant feelings and engagement in science and nature. Future recommendations are made for furthering programming as well as conducting a larger scale, more comprehensive program evaluation. This research addresses prior studies that have identified several barriers toward participation of underserved audiences in informal science education programs and how the SEED partnership has addressed specific identified barriers.
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    EnvironMentors: a mixed methods study of underrepresented youth pursuing environmentally focused STEM career paths
    (Colorado State University. Libraries, 2012) Nedland, Brock, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Banning, James, committee member
    This thesis presents two manuscripts and addresses ways in which the EnvironMentors national organization can improve in its mission to increase the numbers of underrepresented youth entering environmentally-focused science, technology, engineering, and mathematics (STEM) fields. This mixed methods study focused on specific aspects of the program including finding predictors to aid in recruiting efforts and discovering key aspects of participant's experiences that can assist in reaching the desired outcome of increasing the success of EnvironMentors' programming. Both manuscripts were guided by past research and theoretical framework. In the first paper, a regression analysis was conducted predicting/to predict student participants' interest in studying about the environment in college using three criteria: (1) enjoy nature (2) awareness of environmental issues, and (3) interest in studying science, technology, and engineering (STE) in college. Results from this research indicated that enjoy nature and interest in STE orientations can predict students' interest in studying about the environment in college. The second manuscript is a case study and comparison of two EnvironMentors chapters with similar programmatic activities and whose participants share similar demographics. Focus groups, and mid program evaluations were used and analyzed. A deductive analysis approach was utilized to look for the presence of pre-specified categories in the data. Results indicated that students from both chapters place emphasis on expectations, challenges and issues, interactions, and motivation that they experience in their mentor relationships.
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    EnvironMentors: addressing the need for STEM education
    (Colorado State University. Libraries, 2014) Ceballos, John, author; Bruyere, Brett, advisor; Teel, Tara, committee member; Jennings, Louise, committee member
    This study is an evaluation of the EnvironMentors program. A nationwide program, EnvironMentors seeks to boost participation in environmentally-related STEM fields through academic mentorship. Chapter one provides an overview of the issue and need for this research. In chapter two, survey data is analyzed in order to determine the importance of student demographics. In chapter three, an interpretive review of the mentor experience is explored. The final chapter provides synthesis and recommendations for EnvironMentors administrators.
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    Experiential course's impact on students' beliefs and behaviors of nature as a well-being strategy
    (Colorado State University. Libraries, 2023) Warners, Micah, author; Bruyere, Brett, advisor; Walker, Sarah, committee member; Zaretsky, Jill, committee member
    The purpose of this thesis was to assess if an experiential field course influenced behaviors about nature immersion as a well-being strategy, investigate what behavior changes were affected by the course, and explore if components of behavior change theory emerged from the course. Additionally, this thesis explored the components of the experiential course that participants perceive as impactful on their beliefs and behaviors about nature as a well-being strategy. A mixed methods approach, including both nature-log surveys and interviews, was used to assess participant perceptions of their nature experiences, as well as impactful components of the experiential course, before and after the course. Participants underscored changes in behavior, including use of nature as a stress management strategy and finding new opportunities to experience nature close to home, work, and school. While frequency of nature experience did not increase for course participants throughout the following four months (from summer to early winter), it also did not decrease as it did for the control group during the same period. From participant self-assessments, components of behavior change that emerged include changes in beliefs and attitudes about the benefits and importance of nature experiences. Components of the experiential course that participants perceive as impactful include pairing of course content with experiential learning, learning alongside classmates with whom they could process, and the lack of technology and internet access. Implications include how education can promote beliefs and behaviors around nature as a well-being strategy, the importance of nature around people's homes, schools, and work, and designing experiential courses with the components that students perceived as impactful. We recommend future research that explores how to further promote behavior change, including by emphasizing the COM-B system's essential conditions of opportunity and motivation.
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    Formal education and traditional ecological knowledge transmission in Samburu, Kenya: research and revitalization
    (Colorado State University. Libraries, 2016) Trimarco, Jon S., author; Bruyere, Brett, advisor; Laituri, Melinda, committee member; Sundaresan, Siva, committee member
    There is increasing concern that the traditional ecological knowledge (TEK) of indigenous communities is eroding due to globalization. Such erosion is seen as a threat to both the cultural continuity of indigenous societies and their ability to sustainably manage their natural resources. As in other parts of the world, the indigenous pastoralists of the Waso Ward of Samburu County, Kenya are increasingly concerned that the formal education system is negatively impacting TEK transmission. To investigate these concerns a participatory, community-based study was launched in the Waso Ward to characterize the threat of TEK erosion by comparing the ethnobotanical knowledge of students with their moran (non-student) counterparts. Through statistical analysis we determined that moran have more ethnobotanical knowledge than students and that this difference is possibly due to the fact that moran herd more frequently and thus have more opportunities for contextualized learning. Therefore, we recommend schools in Samburu collaborate with local knowledge specialists to develop opportunities for place-based instruction with an emphasis on TEK. The following thesis contains a review of the literature surrounding these concepts, a manuscript of the above-mentioned research, my personal reflection on my role as an outsider in TEK research and a summary of our team’s efforts to improve TEK transmission in the Waso Ward.
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    Holding on to the good life: Samburu women's resilience and response to climate change
    (Colorado State University. Libraries, 2021) Walker, Sarah Elizabeth, author; Bruyere, Brett, advisor; Solomon, Jennifer, committee member; Skyelander, Kim, committee member; Zarestky, Jill, committee member
    This dissertation seeks to explore climate change resilience from the perspective of pastoral women in Samburu, Kenya. It investigates the resilience-related concepts of adaptive capacity, response strategies, and well-being. In Northern Kenya, the increasing frequency of drought is forcing pastoralists to respond to a changing climate while a variety of socioeconomic changes simultaneously both constrain and enhance their ability to respond. Pastoral women sit at the very nexus of these shifting dynamics; women continue to face significant barriers that limit their adaptive capacity, are often responsible for the increased workload associated with a changing climate, and experience unique and gendered impacts of engaging in climate change response strategies. The first manuscript in this dissertation applies a dimensional framework of well-being to the experiences and perspectives of Samburu women. We use semi-structured interviews and a novel participatory activity entitled "Build Your Best Life" to explore what it means for Samburu women to "have a good life." A well-being framework created by the ESRC Research Group on Well-Being in Developing Countries guides our presentation of twelve themes organized into three unique dimensions. Further, we argue for the importance of taking into account how different components of well-being influence each other and the implications of these interactions for climate resilience interventions. The second manuscript uses a participatory adaptation scenario and mapping activity to explore how formal education -- a common foundation of adaptive capacity -- influences Samburu women's livestock-related decision-making processes as they respond to drought. This manuscript builds on Cinner et al.'s (2018) framework of adaptive capacity and suggests that in order to leverage the potential of formal education to positively impact adaptive capacity, education must influence both the learning and agency components of adaptive capacity. Finally, the third manuscript investigates the influence of various response strategies on women's well-being and household livestock loss. We differentiate between coping and adaptation strategies and use the well-being framework from the first manuscript to look at how coping and adaptation uniquely impact women's sense of being able to provide for their children and their hope for the future. We use the gendered divisions of labour associated with drought adaptation and coping strategies to explain our results. As a whole, this dissertation attempts to understand how Samburu women are experiencing drought, the barriers they face in responding to drought, the response strategies they engage in, and how those responses may impact their well-being. Our results underscore the importance of using a gendered lens to understand climate resilience and creating culturally relevant frameworks for resilience-related concepts. We subsequently discuss implications for theory and practice.
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    I see what you mean: visual and participatory climate change communication
    (Colorado State University. Libraries, 2013) Mullen, Karina C., author; Bruyere, Brett, advisor; Thompson, Jessica, committee member; Newman, Gregory, committee member; Champ, Joseph, committee member
    Empowering people to think critically and engage with climate change is a challenging goal: forcing science and facts on people is not enough to change values that support more sustainable behaviors (Kubeck, 2011; Maibach, Roser-Renouf, & Leiserowitz, 2009). This thesis approaches understanding how non-expert audiences are interested in learning about climate change with a new perspective: by listening to these audiences researchers can develop climate change outreach strategies that resonate with the constructs that each audience identifies with (Fosnot, 1996; Kubeck, 2011). Science communication methods that explore alternative avenues of creative engagement such as art may improve effectiveness (Leiserowitz, 2003; Nicholson-Cole, 2005). Connecting with people personally through simple yet clear images is one method that shows promise in the field of climate change communication (Roam, 2009). Translating complex climate science to digestible chunks of words and illustrations showing relationships between ideas (i.e. graphic recording), is one method to engage in climate change. Another method that incorporates art and experiential learning includes participatory approaches such as citizen science. By exploring in nature, citizen scientists build efficacy and connections to a given place. For example, using artistic repeat photography as data to compare historic vistas with those seen today can engage audiences in helping and track changes. National parks and wildlife refuges are places that people across the United States revere and view as trusted places to learn and explore. These places can provide powerful experiences through hands-on programs that incorporate artistic means of communicating complex science. By facilitating opportunities for visitors to explore and help collect scientific data through repeat photography, their observations and connections with these remarkable places may lead to a more open and accepting conversation about climate change.
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    Is citizen science worth it? Economic decision making of natural resource managers
    (Colorado State University. Libraries, 2016) Fauver, Brian M., author; Bruyere, Brett, advisor; Newman, Gregory, committee member; Bright, Alan, committee member
    Citizen science, or public participation in scientific research, is often used by natural resource management agencies for monitoring. Citizen science has been studied for its effects on volunteer education, community engagement, data rigor, and cost savings. This thesis researches the cost savings of citizen science projects by comparing three citizen science projects to equivalent professional projects, and by analyzing the methodology of implementation of three citizen science case studies. It found that the citizen science projects studied are not notably cheaper than their professional counterparts but are lauded for their benefits of education, community engagement, and stewardship. For the case studies, supervised data collection and on-the-job training were found to have higher variable costs, while unsupervised data collection and training prior to data collection was found to have higher fixed costs. The findings of this thesis might aid resource managers in deciding if citizen science is an appropriate monitoring tool for their resource.
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    Measuring an emotional connection to nature among children
    (Colorado State University. Libraries, 2013) Silvas, Daniel Villalobos, author; Bruyere, Brett, advisor; Vaske, Jerry, committee member; Teel, Tara, committee member; Banning, James, committee member
    There is a growing concern from scientists and others that children today are losing their connection with nature. The degree of connectedness to nature (CN) has been hypothesized to influence a person's willingness to protect it. Unfortunately, tools used to measure CN are in their infancy and have mostly been developed for adult populations instead of children where most environmental education efforts are targeted. The purpose of this dissertation was to create a reliable and valid measure of a child's emotional connection with nature and study its influence on pro-environmental behaviors. This dissertation includes three studies presented as journal articles (chapters 2-4) and begins with presentation of the theory and frameworks used as the basis for the rest of the manuscript (chapter 1). Chapter two presents the development of a reliable and valid measure of an emotional connection to nature for children. Chapter three validates the structure of the emotional connection to nature scale (ECNS) and demonstrates its predictive potential on attitudes to protect nature (ATPN) and willingness to protect nature (WTPN). Chapter four presents findings from analyses of focus groups among children describing their connection to nature. Chapter five connects these studies by discussing the significance of this work, how this work can be applied and concludes with recommendations for future research.
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    The role of human dimensions of natural resources and risk communication in mitigation efforts during flood recovery: a Lyons, Colorado case study
    (Colorado State University. Libraries, 2017) Foulis, Jessica, author; Bruyere, Brett, advisor; Champ, Joseph, committee member; Skyelander, Kimberly, committee member
    In December 2015 during the 21st conference of the Parties to the United Nations Framework Convention on Climate Change, virtually all the nations agreed on the existence of anthropogenic climate change, the need for a decrease in carbon emissions, and a responsibility to help mitigate its effects (Watt, 2015). It is widely accepted that climate change is a global phenomenon caused by humans that impacts people and will continue to do so (Vitousek, 1997). Until recently, research efforts have focused primarily on identifying human causes of climate change and affecting behaviors that aid in prevention of this phenomenon. There is a need for research into the impacts of climate change, a systemic problem caused by people, affecting people, and which must be solved by people. Due to the interdisciplinary nature of the problem and the connection to natural systems, climate change stands to be the largest challenge for human dimensions of natural resources (HDNR) professionals to date. The purpose of this paper is to examine the flood recovery efforts in Lyons, Colorado, considering the implications of climate change and the increase of extreme weather events like the floods in 2013. In the face of uncertainty, HDNR is well positioned to address the social aspect of climate change and inform strategies for both mitigation and response.