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dc.contributor.authorWalters, Cedar Celestine
dc.description.abstractEnvironmental Education (EE) seeks to create an informed citizenry capable of taking action on environmental issues. Recent calls for more consistent evaluation of EE point to a need for more long-term evaluations as well as more qualitative evaluations if we are to understand if EE is actually meeting its stated goals. The current study evaluated long-term impacts of the Prairie Science Class (PSC), a formal EE partnership between the U.S. Fish and Wildlife Service and an independent school district. This study analyzed both quantitative and qualitative data to investigate outcome durability of the PSC, as well as the impact of the PSC on the connection to nature, a construct thought to be a predictor of future environmental behavior.en_US
dc.publisherNorth Dakota State Universityen_US
dc.rightsNDSU Policy 190.6.2
dc.titleThe Prairie Science Classroom: Original Outcome Durability and Impact on the Connection to Natureen_US
dc.typeThesisen_US
dc.date.accessioned2018-05-01T18:10:22Z
dc.date.available2018-05-01T18:10:22Z
dc.date.issued2017en_US
dc.identifier.urihttps://hdl.handle.net/10365/28073
dc.rights.urihttps://www.ndsu.edu/fileadmin/policy/190.pdf
ndsu.degreeMaster of Science (MS)en_US
ndsu.collegeScience and Mathematicsen_US
ndsu.departmentBiological Sciencesen_US
ndsu.programBiological Sciencesen_US
ndsu.advisorMontplaisir, Lisa


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