15-18 years old (~High school aged)
This set of tools intend to help programs/organizations understand how participants experience their program(s). Because of the qualitative nature of the tools, this approach lifts up participants’ voice in their own words, as opposed to a closed-ended survey tool. These tools help capture the nuance and story of participant experience and can be useful for both internal understanding and external reports to funders, boards, members, and other key stakeholders.
DEVISE: Interest in Science and Nature (Adults)
Measuring interest in science and nature is one way to gauge participant . Developing a high interest in science and nature is key to sustained learning for adults. This tool measures interest, which is defined by how much someone assigns personal relevance to a subject.
Climate Change Hope Scale (CCHS)
This survey can be used to assess the degree of present in high school students with respect to . It captures an individual’s to move from despair or helplessness to optimism and , and how much they believe that they and society can solve problems caused by climate change.
Positive Youth Development (PYD) Retrospective Scale
This is a very brief measure of (PYD) as conceptualized by the Lerner and Lerner Five Cs model of PYD (Lerner et al., 2015). The Five Cs model emphasizes that thriving youth are characterized by five Cs (competence, confidence, connection, character and caring). Youth who exhibit the five Cs are more likely to contribute to their families, schools, and communities, thus developing the “sixth C”, which is contribution.
Lerner, R. M., Lerner, J. V., Bowers, E. P., & Geldhof, G. J. (2015). Positive and relational developmental systems. In W. F. Overton & P. C. Molenaar (Eds.), Theory and method. Volume 1 of the Handbook of child psychology and developmental science (7th ed., pp. 607–651). Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
Life Effectiveness Questionnaire
The Life Effectiveness Questionnaire (LEQ-H) is a survey used to measure personal development in several areas related to life effectiveness, or “a person’s demonstrated capacity to adapt, survive, and thrive” (Neill, 2008). The LEQ-H measures 8 domains, including time management, social competence, achievement motivation, intellectual flexibility, task leadership, emotional control, active initiative, and self confidence. The tool has been used to assess how outdoor education programs, including a variety of Outward Bound programs, influence a person’s self-perception of their skills in these areas.
Environmental Action Scale
Environmental action measured by this survey is defined as intentional civic behaviors focused on systemic environmental issues and collective efforts. Examples include attending environmental events or organizing a protest.
This tool, the Draw-an-Ecosystem task, takes a approach to . Participants draw and label an ecosystem before and after a program to measure their change in .
Environmental Literacy Instrument for Adolescents
This tool measures four components of : , , , and .
AWE Reflection Question
This tool is a reflection question that can help participants consider what they felt during a program. It can be formatted as a journal prompt or exit slip. Have participants say or write down their responses to the following question to assess attachment to place:
When I spend time in waterways and trails near my home, I feel…
Environmental Identity Scale
The Environmental (EID) can be used to measure a person’s environmental identity, or their sense of connection to the natural world. It can be helpful to assess a person’s environmental identity because this identity can have a broad and lasting influence on their . The scale measures different aspects of a person’s environmental identity, including 1) self-identification (based on the extent and importance of an individual’s interaction with nature), 2) ideology (based on support for environmentally friendly lifestyle choices), and 3) positive emotions toward the environment (based on enjoyment obtained in nature).