AN INVESTIGATION OF THE ROLE OF A PRIVATE LIBERAL ARTS COLLEGE IN FOSTERING AN ENVIRONMENTAL CONSCIOUSNESS IN ITS STUDENTS Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY GEORGE WORTHINGTON HARRISON 1975 r Th I‘"’“» ABSTRACT AN INVESTIGATION OF THE ROLE OF A PRIVATE LIBERAL ARTS COLLEGE IN FOSTERING AN ENVIRONMENTAL CONSCIOUSNESS IN ITS STUDENTS BY George Worthington Harrison If it is agreed that numerous acute environmental problems presently confront man, and that a well—informed and properly motivated citizenry is essential to success- fully meet the challenge posed by these problems, it would then seem that institutions of higher education should be instruments making a significant contribution toward the de— velopment of these enlightened citizens. Is such in actual- ity occurring, or are these institutions, and particularly the private liberal arts colleges, graduating "environmentally illiterate" persons? This study has attempted to assess the effectiveness of the program of one private liberal arts college (Taylor University, Upland, Indiana) in fostering an environmental consciousness in its students. Three relevant segments of the institution--students, alumni, and faculty and administrators--were included in the study. An attempt was made to determine the "environmental" impact of the college experience upon both current students George Worthington Harrison and alumni, and the adequacy of environmental awareness in the faculty and administrator group, as well as their per- ceptions of the institution's obligation to provide an environmental emphasis in its program. The investigation was effected via the employment of appropriate questionnaires developed for the three groups. The responses were trans— ferred, where possible, to IBM punch cards, and a tally and percentage computer program was employed to provide printouts of appropriate compilations of the data. Data generated from the student group provided insight into environmental knowledge, opinions and attitudes, and the relative environmental influence of each of a number of factors, including the total college experience, as well as the most influential college experiences. Both the cross— sectional and the two-group designs were employed in analyzing the data. Particular consideration was given to a comparative study of freshmen and seniors, and biology majors versus other students, as well as the effectiveness of the Conservation course in the curriculum. Alumni input to the investigation provided insight into their perceptions of the degree of effectiveness of the Taylor University program in the recent past as it had re— lated to the development of an awareness of the natural environment and environmental issues. Data thus produced were utilized to gain an understanding of alumni attitudes as a group, and by various subgroups such as year graduated, George Worthington Harrison those who were biology majors, those who had taken the Con- servation course, and those who had earned additional college degrees. Influential factors, including their Taylor University experience, were examined. It is obvious that faculty members and administrators of an institution of higher education are in a position to be quite influential in sustaining an atmosphere of concern (or of apathy and indifference) toward the natural environment. Environmental attitudes of this group were examined, as well as their positions relative to an environmental emphasis in the college program. The latter issue was examined in re- spect to the group as a whole, as well as by faculty or administrator position and by curricular area among the faculty. Some major findings and conclusions from the study are: 1. There was little increase of environmental know- ledge in seniors, as a group, compared with freshmen 2. The environmental attitudes of seniors did not differ widely from those of freshmen 3. Both the Conservation course and the biology major exerted significant Uenvironmental" influence on cur— rent students 4. Alumni, as a group, seemed to possess an adequate cognizance of, and sensitivity to, environmental problems and issues, but, in their perception, the college experience had George Worthington Harrison been relatively much less important than had certain other factors in deve10ping their knowledge and shaping their attitudes on environmental issues 5. Both the more recent graduates and those who had taken the Conservation course perceived that their college experience had been more important, relative to other fac— tors, than did those who had graduated earlier and those who had not taken the Conservation course 6. Although in the perception of the alumni the total Taylor experience appeared to have been only moderately suc— cessful as an "environmental" influence, the strongest positive influence had been principally through course offer- ings (primarily Conservation) of the Biology Department 7. Faculty and administrators believed that the in— stitution had an obligation to make a conscious effort to inform and develop in its students proper attitudes toward the natural environment 8. Environmental studies were deemed to be of suffic— ient importance as an integral part of the total college program among faculty and administrators that adequate sup— port should be anticipated from this group for a continuation, and even an improvement, of the emphasis afforded this as- pect of the Taylor program 9. The college experience ideally should produce a greater ”environmental" impact on its product (the students) than it has to date a. l N l l, N George Worthington Harrison 10. The higher education experience, per se, is in— sufficient to produce the desired "environmental" results; rather, a purposeful emphasis on environmental studies is required AN INVESTIGATION OF THE ROLE OF A PRIVATE LIBERAL ARTS COLLEGE IN FOSTERING AN ENVIRONMENTAL CONSCIOUSNESS IN ITS STUDENTS By George Worthington Harrison A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Fisheries and Wildlife 1975 ACKNOWLEDGEMENTS I sincerely appreciate and gratefully acknowledge the support, encouragement, and personal interest of Dr. Gilbert W. Mouser, Chairman of my doctoral guidance committee. I wish to thank Dr. Henry D. Foth, Dr. Eugene W. Roelofs, and Dr. Milton H. Steinmueller for serving as members of the committee and for helpful suggestions in the writing of the dissertation. I am indebted to my colleague and friend, Dr. Harold Z. Snyder, Taylor University, who suggested the study that culminated in this dissertation. An investigation of this nature would not be possible without the cooperation of numerous individuals. I should like to thank students, alumni, and professional colleagues of Taylor University for their participation in the study. I am grateful for the encouragement of, and financial assistance made available by, the present and former academic deans of Taylor University, Dr. Robert D. Pitts and Dr. Gordon G. Zimmerman, respectively. Finally, I sincerely appreciate the interest and encouragement of my family, and especially that of my wife, Anna; her assistance in this project is gratefully acknowl- edged. ii TABLE OF CONTENTS LIST OF TABLES INTRODUCTION . Chapter I. FACTORS RELEVANT TO THE INVESTIGATION AND REVIEW OF RELATED STUDIES. Institutional Perspective. . Data Generation and Processing . Related Investigations Environmental Attitudes and Knowledge. II. STUDENT SURVEY . Investigative Methods. Influential Factors. Factual Knowledge. Freshmen versus seniors. Discussion of selected questionnaire items Seniors and the Conservation course. Biology majors versus others . Males versus females Opinions and Attitudes . Introduction . . Environmental problems--priority and solution . Discussion of selected questionnaire items The Conservation Course. Introduction . Influential factors. Factual knowledge. Opinions and attitudes iii Page mmqa a 20 25 32 32 42 45 49 51 51 52 76 76 77 79 82 Chapter III. ALUMNI SURVEY. Introduction Attitudes Toward Environmental Issues. Influential Factors. Significance of the Taylor University Experience in Developing an Environmental Consciousness. IV. FACULTY AND ADMINISTRATOR SURVEY . Introduction . . . . Opinions and Attitudes . The Taylor Program and Environmental Concerns . V. SUMMARY, CONCLUSIONS, AND DISCUSSION . APPENDIX A-—Student Questionnaire. APPENDIX B--A1umni Questionnaire . APPENDIX C--Faculty and Administrator Questionnaire. BIBLIOGRAPHY . iv Page 86 86 88 108 118 123 123 125 134 141 153 167 171 178 Table 10. 11. 12. 13. LIST OF TABLES Freshman class profiles 1968-73. Student rankings of knowledge-developing and attitude—shaping influences in regard to environmental issues——freshmen and seniors Student rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--seniors who had taken Conservation versus other seniors. Student rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--senior biology majors versus other seniors Environmental factual knowledge-—by class. Environmental factual knowledge--seniors who had taken Conservation versus other seniors. Environmental factual knowledge--biology majors versus others . Environmental factual knowledge-—by sex within class Student priority rankings of environmental problems . Student perception of man's ability to solve environmental problems Responses to selected opinion/attitude items Responses to selected items, indicating attitudes, life style, and consistency Environmental factual knowledge--Conservation course, pretest and post test. Page 26 29 30 33 43 47 50 53 57 61 68 81 Table Page 14. Comparison of pretest and post test responses to selected opinion/attitude items—- Conservation course. . . . . . . . . . . . . . 84 15. Alumni perceptions of the major present—day environmental problem. . . . . . . . . . . . . 89 16. Alumni attitudes toward environmental issues—- all respondents. . . . . . . . . . . . . . . . 92 17. Alumni attitudes toward environmental issues-- 1968 graduates . . . . . . . . . . . . . . . . 93 18. Alumni attitudes toward environmental issues-— 1969 graduates . . . . . . . . . . . . . . . . 93 19. Alumni attitudes toward environmental issues-- 1970 graduates . . . . . . . . . . . . . . . . 94 20. Alumni attitudes toward environmental issues-- 1971 graduates . . . . . . . . . . . . . . . . 94 21. Alumni attitudes toward environmental issues-- 1972 graduates . . . . . . . . . . . . . . . . 95 22. Alumni attitudes toward environmental issues-- 1973 graduates . . . . . . . . . . . . . . . . 95 23. Alumni attitudes toward environmental issues-- by sex . . . . . . . . . . . . . . . . . . . . 96 24. Alumni attitudes toward environmental issues-- comparing biology majors with others . . . . . 97 25. Alumni attitudes toward environmental issues-- comparing those who had taken Conservation with others. . . . . . . . . . . . . . . . . . 98 26. Alumni attitudes toward environmental issues-- comparing those who have earned additional degrees with others. . . . . . . . . . . . . . 99 27. Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--a11 respondents. . . . . 109 28. Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--by year of graduation. . 110 vi Table 29. 30. 31. 32. 33. 34. 35. Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--by sex . Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--comparing biology majors with others Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--comparing those who had taken Conservation with others Alumni perceptions of the degree of influence of the total Taylor experience toward developing an awareness of environmental issues Faculty and administrator responses to questionnaire items 2-53 Relationship of the Taylor University program to environmental concerns, as perceived by faculty and administrators. Relationship of the Taylor University program to environmental concerns, as perceived by faculty in each curricular area . vii Page 112 113 114 119 126 135 137 INTRODUCTION The burgeoning world population, along with advancing technology and industrialization, and the attendant problems of environmental stress--pollution, limited space, scarcity of resources--are well-documented at this point in the latter third of the twentieth century. Likewise, hardly debatable is the essentiality of a well-informed and properly motivated citizenry in bringing to bear sane, workable approaches to problems of ecology and conservation which become more critical with each passing day. The world's population, with a present growth rate of 2 per cent, can be expected to double in thirty-five years (Ehrlich and Ehrlich 1972). Furthermore, the developing nations (where the population growth rate is greater than that in the developed nations) have need for more adequate food supplies and are desiring a greater share of the avail- able natural resources, many of which are non-renewable. Such a situation should cause the thoughtful American to consider whether the United States, with 6 per cent of the world's population, can continue to consume an estimated 30 per cent (Ehrlich and Ehrlich) of the earth's raw materials. The momentous environmental problems presently 1 2 confronting man are not all solvable by the mere applica— tion of scientific and technological expertise; political considerations also loom large in a democratic nation such as the United States. Further, many environmental problems are of such nature that they are not likely to be solved by private action alone; government must step into the picture. Ideally, government is responsive (and responsible) to its citizens. It logically follows, then, than an enlightened citizenry is essential to successfully attack environmental problems. It may be assumed that the young person will, during the course of his study at one or more of our nation's colleges and universities, become acquainted with environ— mental ills and be motivated to think and act in such a manner that he shall contribute to the solutions so desper- ately needed. But is our assumption correct? Are these young citizens and future leaders enlightened, or are the institutions of higher education, and particularly the private liberal arts colleges, graduating "environmentally illiterate" persons? Does the higher education experience, which ideally should materially assist one to develop an enlarged perspec- tive, including a proper world view of man and the environ- ment, instill the desired knowledge and attitudes and stimu- late him to active concern? Does such awareness as a stu- dent may possess come about as a result of his college experience or in spite of it? Does he acquire his 3 perspectives earlier in life? Does the acquisition of ecological knowledge and attitudes affect the student's life style? Do students who pursue courses which deal wholly, or in part, with ecological and/or conservation considerations have a significantly greater awareness of environmental degradation and possible solutions than do those who are not exposed to such courses of study? Is the instilling of a substantial awareness of environmental issues and appropriate goal for the liberal arts college to pursue in regard to its students? If so, is this goal being adequately realized, and, if not, what action might be taken to further facilitate this facet of the educational process? To what extent are college facul- ties and administrators willing to commit funds and other support to such goals? This study has been an attempt to determine answers to such questions as they relate to the program of one private liberal arts college. CHAPTER 1 FACTORS RELEVANT TO THE INVESTIGATION AND REVIEW OF RELATED STUDIES Institutional Perspective Taylor University, situated in Upland, Indiana, is a coeducational liberal arts college with an actively Christian orientation, having a present enrollment of approximately 1,400 students. An independent, interdenominational institution, Taylor traces its origin to 1846 when the Fort Wayne Female College was founded in Fort Wayne, Indiana. Within a few years a branch of the school was established for male stu- dents. Three years later this branch was incorporated as a school for men, separate from the Fort Wayne Female College. However, after approximately two years the two schools merged,and the name Fort Wayne College was adopted. Eventually,the institution changed its name to Taylor University and expanded its program, including a merger with the Fort Wayne College of Medicine. The school moved to its present location, Upland, in 1893. Although graduate programs were formerly offered in numerous areas, today the institution is strictly an under— graduate college. To assist in providing an insight into Taylor, the 4 5 following is excepted from the current college catalog (Taylor University Profile, 1973-75): Academic Orientation Taylor University has these academic objectives: 1. To provide liberating learning experiences, fused with a vitally Christian interpretation of truth and life. The liberal arts program introduces students to the basic fields of learning and the development of general culture, citizenship in a democracy, Christian ideals and personal qualities. 2. To provide adequate pre-professional preparation in engineering, law, medicine, business, nursing, medical technology, and the ministry. 3. To prepare students for teaching in the elemen- tary and secondary public schools. 4. To help students develop strong bodies and practice proper health habits. 5. To enrich the cultural experiences of students and encourage wholesome social attitudes. 6. To insure maximum effectiveness of its entire program through constant study and improvement in curriculum, instruction, and personal services. Accreditation Taylor University is accredited by the North Central Association of Colleges and Secondary Schools, the State Department of Public Instruction of Indiana, and the National Council for Accreditation of Teacher Education. Memberships include the American Council on Education, Association of American Colleges, the National Commis— sion of Christian Higher Education of the Association of American Colleges, American Association of University Women. Taylor University is also a member of the Christian College Consortium and the Cincinnati Council on World Affairs. Taylor University is accredited by the State Depart- ment of Public Instruction for the training of persons who qualify under Public Laws 550, 634, 16, and 358. Many states and a few foreign countries are included in a listing of the home areas of Taylor students. The 1973 fall enrollment included one or more students from forty states. However, Indiana accounted for 33 per cent; Ohio, 6 Michigan, and Illinois together provided another 38 per cent; and Pennsylvania, New Jersey, New York, and Florida together furnished 16 per cent. The student body of Taylor University does not pur- port to be a representative cross section of all college—age young people. The philosophical stance of the institution is undoubtedly a strong factor in influencing prospective students, eliminating many who are not in sympathy with institutional goals. Secondly, the cost factor is almost certainly of considerable importance. Taylor, being a pri— vate institution of higher education, and having a limited endowment, depends very heavily upon student fees for its operating expenses; thus the annual student cost is rela- tively high. A third selective factor is the fact that the institution, being a relatively small, basically liberal 'arts college, does not and, of course, could not offer the variety of majors and specialties possible at the large pub- lic and private universities. Thus some students who might possibly otherwise choose Taylor University will enroll elsewhere. The institution is fairly selective in its acceptance standards from the standpoint of scholarship and ability as indicated by high school class rank and Scholastic Aptitude Test scores. Table 1 contains relevant data for the pre- ceding six—year period. 7 TABLE l.--Freshman class profiles 1968-73 High School class rank SAT mean scores Year Top 20% 2nd 20% 3rd 20% 4th 20% Verbal Math 1968 43% 32% 16% 5% 477 507 1969 51% 30% 15% 4% 488 522 1970 52% 29% 13% 3% 482 517 1971 48% 31% 15% 4% 481 518 1972 43% 30% 17% 6% 464 508 1973 45% 25% 17% 5% 469 509 SOURCE: Taylor University Records Office. It will be noted that at least 70 per cent of each year's freshman class ranked in the upper two-fifths of their high school class. Very few students ranking in the bottom 20 per cent of their high school class are accepted. It should be noted, however, that a rather high percentage of total freshman applications are accepted. Data Generation and Processing Among a college's constituency there are at least four groups who reflect, and even develop and maintain, its philosophical stance. These include the board of trustees, students, faculty and administrators, and alumni. To facilitate this study, pertinent data were generated from the latter three relevant segments of the institution under consideration. 8 Such a study, of necessity, requires the collection of information from individuals within each of the three groups. One possible method, the personal interview, pre- sents problems, not the least of which is the almost prohib— itive "cost" in time consumption when relatively large num- bers of individuals are involved. A second method frequently used is the employment of suitable questionnaires. The latter method was utilized in this study. Pertinent evaluation instruments were developed for the three groups--students, faculty and administrators, and alumni. The questionnaires were designed to elicit respon- ses appropriate to each group. A built-in hazard existent in gathering information via anonymous responses centers in the degree of conscien- tiousness and sense of responsibility of the respondents. An attempt was made to minimize such possible adverse influ- ences, and it is believed valid data were produced. Data generated via the completion of these question- naires provide insights into environmental knowledge, aware— ness, and attitudes possessed by individuals within the three groups. In addition, further relevant information is provided pertaining to the degree of effectiveness of the Taylor University experience toward developing an environ— mental consciousness in students. Further discussion of the composition of these instruments is included in the appropriate chapters.* The responses to the questionnaire items were trans- ferred, where possible, to IBM punch cards, and a tally and percentage program was employed in conjunction with the Tay- lor University Computing Center's GA 18/30 computer to pro- vide printouts of appropriate compilations of the data. In each instance in this report where data are presented in percentage form, the figures are rounded off to the nearest whole per cent. Related Investigations The writer is not aware of other studies comparable to the present one, i.e., attempting to evaluate an overall college program in respect to its effectiveness in develop- ing an environmental consciousness in students. However, one angle of approach to such evaluation involves an assess— ment of environmental knowledge and attitudes, and numerous studies have been conducted pertaining to the evaluation of environmental knowledge and attitudes, or of attitudes alone. Among these are the works of Whiteman (1965), Brown (1969), George (1966), Mortensen (1972), and Hollings- worth and Cohen (1972). Whiteman's study was centered at Spring Arbor College, Spring Arbor, Michigan, and involved an investiga- tion of attitude change in an experimental group consisting *A copy of each of the three questionnaires, with its accompanying cover letter, is included in the appendices. These have undergone minor editing, and type size has been reduced to more nearly conform to margin requirements. 10 of a freshman-level general biology class at Spring Arbor College. Two general biology classes, one at Spring Arbor College and another at Northwestern College, Orange City, Iowa, served as control groups. The experimental group was exposed to a five-week unit on conservation, while the courses taught the control groups were devoid of conservation content. The conservation unit involved the factual presentation of conservation information, including "an introduction to the population crisis and its effect upon the natural resources base." No predetermined desirable attitudes were established as unit objectives, because the study was an attempt "to determine if the teaching of the fundamentals of conservation per se had any effect upon attitude changes." Whiteman utilized, with only minor alteration, the Likert-type scale which had been developed earlier by Dr. George M. Laug of New York State University, College of Buffalo, as his instrument for measuring attitude change. He concluded that a statistically significant change in attitudes did occur in the experiemental group, and thus this "group, in general, did profit by the experience as it was established." No statistically significant change was detected in either control group. Whiteman's investigation also included possible attitude change in relation to sex, place of residence, 4—H training, scouting, having had a high school geography course, and having had summer camp experience. 11 Brown carried out a study modeled after that of Whiteman. His investigation was conducted in a different geographical area and included subjects of more mature age. The study was conducted at Miami-Dade Junior College South Campus, Miami, Florida. Those students enrolled in a course titled The Natural History of South Florida served as the experimental group, and those taking the traditional biology course for general education comprised the control group. The natural history course was taught primarily by visiting lecturers, and they were instructed to weave "the conservation theme" into their lectures "whenever feasible." No "deliberate attempt" was made to present conservation information to the control group. Brown, like Whiteman, made use of Laug's instrument for the measurement of attitude change. He concluded that a positive shift in attitudes occurred in the experimental group, while no statistically significant change was ob- served in the control group. Brown also investigated possible attitude change in relation to sex, place of residence, high school geography course, summer camp experience, scouting, and age. Most of these factors were also studied by Whiteman. Brown's find- ings in respect to most of these differed from those of Whiteman, which is perhaps not surprising, considering the two apparently quite different populations involved. George conducted a rather wide-ranging investigation of conservation attitudes involving more than 1,600 subjects 12 including high school students, college students, and adults in Michigan. These groups were compared for differences in attitudes, factors related to conservation attitudes (extra- curricular activities, personal characteristics, 4-H conser- vation projects) were considered, and a study was made of "attitude change resulting from a 'special' conservation educational experience designed specifically for each of the three groups." After extensive efforts directed toward developing a suitable testing instrument, George finally adopted White- man's (and therefore Laug's) scale, revising it to more acceptably fit his situation, and subsequently administering the revision to trial groups for a determination of its adaptability. He found that the three groups evaluated exhibited ”very significant differences in attitudes," the improvement in attitudes corresponding with increasing age levels. Per- sonal characteristics considered in relation to conservation attitudes were age, sex, education, and residence background. Within the college—age group the most significant of these were age and sex. He also concluded that there were changes in conservation attitudes associated with the special con- servation educational experiences. Mortensen investigated environmental attitudes of sophomore-level high school students. His study included nearly 600 individuals from three public high schools in southeastern Wisconsin. 13 A three—part instrument was developed consisting of (1) an environmental attitude inventory using pictures representing a wide diversity of environmental conditions accompanied by scaled responses, (2) semantic differential measures in which the student rated a metropolis and a wilderness setting via sets of bipolar adjectives and a scale, and (3) pictures of two diverse environmental set— tings, to each of which the student reacted in his own prose, describing what the "pictorial representations" meant to him. The employment of "visual representations" of environ— mental situations (both desirable and otherwise) in parts (1) and (3) above is a unique feature of Mortensen's instru- ment compared with the instruments utilized in the other investigations reviewed. His rationale for this approach was that "it permitted subjects to respond directly to real- istic environmental conditions through pictorial representa- tions rather than to the investigators' spoken or written statements, thus reducing the problem of philosophical and semantic biases and misunderstandings." This study also concerned itself with these four independent variables: type of residential community, socio-economic status, aptitude, and sex. Hollingsworth and Cohen (also see Cohen 1973) believe that "in order to plan a relevant curriculum for students [En the environmeni], it is necessary to understand their attitudes and information." Further, it is naive "to assume 14 that we already know the attitudes of the students." Accordingly, a questionnaire (containing both environmental information and attitude items) was developed and then administered to 454 high school students distributed among seven high schools: one rural, two small town, one suburban, and three urban. Students of the top 20 per cent and bottom 25 per cent were identified on the baSis of their scores on a sub- test comprised of seventeen items in the information section of the questionnaire. These two groups were compared in respect to their responses to items in both portions of the questionnaire. This study indicates a relationship between the amount of environmental information possessed and attitudes professed. Also, those students with more environmental in- formation appear more willing to express opinions or atti- tudes. Cohen (1973) says, "It is possible that the willing— ness to express an attitude is the more important difference between the two groups. It may be related to their attitude formation." The individual desiring to evaluate college students for their environmental knowledge and attitudes may also wish to consult the work of Riblet (1971). He developed an "Environmental Awareness Scale" and an "Environmental Opinion Scale" for use in college-level environmental science courses. His particular target in developing these instruments 15 seems to have been college of education professors concerned with teacher education and involved in teaching courses having environmental content. He suggests the instructor will find these scales useful in diagnosing student know— ledge and opinion, so that he may structure his course in a manner more relevant to student needs. A few of the items on these instruments are regional in thrust (i.e., Florida). Environmental Attitudes and Knowledge Probably few would disagree with Remmers (as quoted by Whiteman 1965) when he says, "'The realization is rapidly growing that attitudes, the way individuals and groups feel about various aspects of their world, are probably more determinative of behavior than mere cognitive understanding of this world.'" A similar sentiment is expressed by Knapp (1972) when he states that "the student ultimately be- haves according to how he perceives the world through the screen of his own attitudes and values." Hendee (1972b), on the other hand, takes issue with this view. He says, "A discrepancy between attitudes and behavior is well documented in many areas (e.g., civil rights) and this challenges the logic of using attitude scores to evaluate environmental education success."* .*Perhaps Knapp and Hendee are less divergent in their Views than one may at first suppose. Knapp uses the term "values" as well as "attitudes"; he defines the former as "a guiding force that_getermines the choices people make in living their life L§i§]," and the latter "as a person's favorable or unfavorable expression toward a class of ob- jects or events." Thus, it seems that "value" is a more forceful term than is "attitude" and may, therefore, be likely to have greater influence upon one's behavior. 16 Mortensen (1972, p. 23) argues for an understanding of student attitudes: As young people or adults, we change our environment not on intellectual knowledge alone, but with our affec- tive disposition as well. Thus, with a fuller under— standing of student attitudes, educators will be in a better position to design curricula intelligently which not only provide knowledge, but will build or nurture attitudes which are in accordance with a rational and common desire for a more sanitive environment. Knapp (1972) agrees that the instructor needs to have an understanding of student attitudes in order to properly plan his teaching strategy: Planning a quality curriculum without first pre- assessing some of the attitudes and values of students is difficult and inefficient. Nevertheless, many teachers plan educational programs without knowing the attitudes their students currently hold about the envi- ronment. Before the curriculum is planned, teachers need to know more about the different types of attitudes represented in the class. Once attitudes are identified, instruction can be planned accordingly, considering each type. Although Knapp urges greater understanding of student attitudes and goes so far as to say that "attitudes and values in environmental education hold the keys to the future of mankind and the quality of life on this planet," he declares that "research on attitudes about environmental issues has been limited and inconclusive." Hendee (1972a) in a similar vein asserts that "although several attempts have been made to devise tests to measure environmental attitudes, their validity and feasi- bility for evaluating the effects of an educational program are questionable." Elsewhere (1972b), he comments that attitude measurement, even in the hands of experts, is not easily applied to before-and-after studies as an 17 evaluative device. Even the best designed study is likely to reveal that everyone feels conservation, ecology, and the environment are good and pollution and misuse of natural resources are bad. Thus, there is less than universal agreement concern— ing the effectiveness and value of measuring attitudes toward environmental issues. However, a relationship seems to exist between environmental knowledge and environmental attitudes. This fact was indicated in the work of Cohen (1973), Whiteman (1965), and others. Whiteman reported success in detecting attitude change as a result of exposing students to "the fundamentals of conservation." George's (1966) hypothesis, in part, for his investigation was that "'attitudes are a reflection of the acceptance of knowledge and understanding.'" If so much difficulty exists in evaluating environ- mental attitudes, and if there is a direct relationship be- tween knowledge and attitudes, one may be tempted to concen- trate on knowledge evaluation. Such is the position assumed by Hendee (1972a), although not altogether for the above reason. He says, "It is far easier to measure retention of knowledge that has been taught than to measure attitudes." Further, "testing to measure content retention is something at which educators are skilled." Hendee makes a strong plea for ”environmental educa- tors . . .[EeasinEJtheir preoccupation with attitudes as a criterion to evaluate their efforts and concentrate on providing knowledge." He believes in keeping efforts toward 18 developing positive environmental attitudes subordinate to providing factual knowledge about the subject. In a democratic society, freedom of choice to believe as one sees fit is a necessary ideal and coercing belief through publicly financed or sanctioned educational efforts is anathema. Personal freedom of opinion is of utmost importance and if environmental education places emphasis upon cultivating attitudes at the expense of full information about the alternative environmental consequences of alternative societal actions, then it too can become a repressive influence. Hendee believes "attitudes respectful of nature are needed but must accrue as a result of relevant and complete information." As indicated earlier, he does not place too much faith in the validity of environmental attitude mea- surement, and he says, "If it is accepted that the foremost product of environmental education should be knowledge, not attitudes, then educators are . . . relieved from frustrat- ing problems of evaluating their efforts through attitude measurement." \Perhaps most environmental educators will place greater emphasis upon attitude formation than does Hendee, and, as Cohen (1973) and George (1966, pp. 31-32, discuss- ing Wievel's testing instrument) indicate, attitudes are not always clearly distinguished from knowledge or informa- tion. Mortensen (1972, p. 111) enunciates, in this writer's opinion, a sound philosophy for the environmental educator's approach to the problem of teaching for attitude develop- ment: As educators we do not advocate that we or others should be authoritarian and absolute in influencing attitudes. We should not present a predetermined, 19 inherently best or right environmental attitude to students in a doctrinaire or authoritative fashion. Nothing could be further from the truth, for we are concerned with opening minds rather than closing them. Yet, we cannot rigidly close off all approaches which may nurture attitudes of feeling and concern. Although views may differ on the degree of emphasis attitude development should receive in an environmental education program, and also on our ability to measure atti- tudes, there is general agreement that attitudes are impor- tant. Could it be that the kind of environmental attitudes (and the extent of environmental knowledge) possessed by various segments of a college's constituency is in some measure a reflection of the influence of the whole college experience toward developing an environmental consciousness in its students? CHAPTER II STUDENT SURVEY Investigative'Methods In this facet of the study an attempt has been made toward a determination of the effectiveness of the college experience in developing in current students proper environ- mental attitudes and impartation of knowledge relative to ecology and conservation. One approach to assessing the level of effectiveness of the college experience is that of comparing the "raw material" (the incoming freshmen) with the "finished product" (the graduating seniors). Two methods suggest themselves for effecting such a comparison. One of these is a longitu- dinal study in which the college freshmen are tested and then retested later as seniors. A second method is a cross- sectional study. In this instance present freshmen are com— pared with present seniors. Each method presents advantages and disadvantages. The longitudinal method may seem to be the more appropriate; however, in such a method greater difficulty may be encoun- tered in ascertaining the relative influence of the college experience versus other factors in developing environmental awareness. Rapid societal changes have been occurring in 20 21 recent years. The sheer volume of popular, as well as tech- nical, information related to the environment has increased tremendously. The term "ecology" has moved out of the pages of the textbooks to become a household word. Individuals have been blitzed with environmental information by the various segments of the news media. Obviously, people in general have not acquired a great amount of technical exper- tise in environmental matters, but it seems safe to state that they are considerably more conscious of the issues than in former years. Therefore, in attempting a longitudinal study it may be difficult to assess the relative significance of these outside influences as compared to the influence of the college experience. This problem is certainly not elimi- nated by utilizing the cross-sectional method, but it does have the advantage of comparing groups at one point in time, thereby, hopefully, minimizing the problem of determining the relative influence of the college experience versus other factors. All members of each group may be assumed to have been exposed to similar external influences within the immediately preceding three-to-four-year period--the length of time the seniors have spent in college. Thus, differences found to exist between the two groups may be attributed, at least theoretically, to the influence of the college experience. Admittedly, the fresh- men are younger and have not had as extensive experiences as have their older peers, and they, being younger, may have 22 reacted differently to similar influences. Data should be interpreted, of course, in this light. Notwithstanding, considering the general purpose of this investigation, the cross—sectional approach appears to be a reasonable option. An obvious advantage, on a purely pragmatic basis, is the fact that the researcher is enabled to accumulate relevant data in a shorter time span than is possible utilizing the longitudinal method. In addition to the purely cross-sectional study in which one is dealing with populations differing in age, a two-group design may be employed to provide additional input pertinent to the overall investigation. In this instance two relatively uniform populations of similar age, but with one distinct variable, are compared. For example, one may compare environmental knowledge possessed by senior biology majors with that possessed by all other seniors, and thus derive some indication of the degree of effectiveness of the program of that particular major. Both of the above-named methods have been employed in analyzing data generated via the student questionnaire. Input was obtained primarily from freshmen and seniors of the 1973-74 school year. A sizable sample of sophomores and juniors was included which should assist in determining whether any particular trends are evident as one proceeds from the freshman to the senior year of college. The questionnaire developed for the student group was designed to reflect environmental factual knowledge, 23 attitudes, awareness, consistency of thinking and, basically, to provide an indication of the influence of the college ex- perience on the student. The first section (items 1—53) deals principally with factual knowledge of conservation, ecology, and environmen- tal problems. Items 54 to 98 are designed to elicit the extent of agreement or disagreement on a variety of issues, a number of which are controversial. Items 99 to 125 are similar to the preceding section; however, it was felt these were such that, for the most part, there would be a lesser range of agreement or disagreement. The next section (items 126-50) poses a series of questions addressed directly to the student, each of which elicits a direct yes or no re- sponse (or undecided or no opinion). Items 151 to 172 are designed to reveal the order of importance of various environmental problems as perceived by the student, and his degree of optimism regarding man's ability to solve each problem. In the next section (items 173—80) the student is asked to rank, in order of importance, various influences which may have played a part in develop- ing his knowledge and shaping his attitudes in respect to environmental issues. The last two items ask the student to describe (1) the most important event or experience in his life that has influenced his attitude toward the natural environment and (2) the college experience which he feels has exerted the greatest influence in developing in him an awareness of the 24 natural environment and problems related to environmental quality. The study includes responses from 244 freshmen, 150 sophomores, 90 juniors, and 191 seniors; thus nearly 50 per cent of the students participated in the study. More spe- cifically, since considerable emphasis is being given to a comparative study of freshmen and seniors, 49 per cent of the freshmen enrolled in September 1973 and 68 per cent of the seniors enrolled in January 1974 are included. Freshman responses were solicited within the first few days of the fall term so that the college experience would have had minimal influence on the knowledge, attitudes, and opinions of the great majority; a small percentage may have had some prior college experience. The seniors were asked to provide their responses approximately midway through their senior year.* The college experience should have had its major impact by this point in the student's undergraduate career. Further, Taylor Univer- sity requires its seniors to enroll in a Senior Capstone course during the January Interterm; thus, a convenient time was provided for reaching a sizable percentage of these students. In a relatively few instances students returned in— complete questionnaires due to such causes as expiration of *Some of the seniors probably completed their pro- grams at that midyear point, while others likely required longer than one more term for completion. 25 time. The computer program utilized to compile the data takes note of these unanswered items and includes them in the statistics showing the number and percentage of indivi— duals responding to all possible options on each item. Thus the percentage actually responding to particular options would be at least somewhat greater if these unanswered items were ignored. However, this situation should not materially affect general conclusions reached as a result of an exami- nation of the data. Influential Factors Each student was asked to indicate the relative im— portance of each of a number of factors as they had been in- fluential in developing his knowledge and shaping his atti- tudes in regard to environmental issues (student question- naire items 173—80). Table 2 provides a comparison of freshman and senior responses. Perhaps not surprisingly, the strongest influence indicated by each group of students (as determined by the percentage in the group designating a particular factor as having been most important) is the category "radio and tele— vision," 28 per cent of the freshmen and 35 per cent of the seniors so indicating. News and "specials" figure promi- nently as types of programs exerting an influence among in- dividuals of each group. A similar pattern is noted with the sophomores and juniors in that, again, the single influ- ence receiving the number one ranking by a greater 26 TABLE 2.--Student rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--freshmen and seniors Rankings* Factor 1 2 3 4 5 6 7 8 Elementary school freshmen 5 3 5 5 7 13 28 31 seniors 3 2 l 3 4 7 18 61 Secondary school freshmen 22 13 12 10 16 13 11 0 seniors 3 4 6 8 13 14 47 4 College freshmen 3 4 7 7 10 14 21 30 seniors 28 11 14 15 11 15 4 1 Radio and television freshmen 28 18 17 17 7 4 3 1 seniors 35 17 15 13 8 9 2 1 Periodicals freshmen 8 18 16 15 11 13 8 8 seniors 5 16 22 14 19 13 6 4 Newspapers freshmen 7 20 23 16 13 13 2 3 seniors 5 23 22 18 16 8 3 3 Another person(s) freshmen 10 13 10 16 18 10 13 6 seniors 8 15 9 19 17 17 8 4 Other freshmen 15 10 7 11 14 15 9 15 seniors 13 13 12 8 11 16 9 15 NOTE: Data expressed in percentages. *Number 1 most important; number 8 least important. 27 percentage over the other categories is "radio and tele— vision." Another 22 per cent of the freshmen indicate that secondary school was of greatest importance while 28 per cent of the seniors say their college experience ranked first in importance.* The remaining items are deemed to have been of lesser significance in influencing their envi— ronmental knowledge and attitudes. The Biology Department of Taylor University conducts annually in the Fall Term a Conservation course which in re- cent years has been taken by approximately one-third of the students enrolled by the college. Thus the potential exists for exerting a positive influence on a significant number of individuals. This is the only course in the curriculum reaching such a large percentage of the student body which deals so exclusively with environmental issues. The course is also offered (for a lesser amount of credit) at the Tay- lor Field Station in the summer, and a somewhat similar course has been offered, on oCcasion, during the January Interterm. The course content exceeds that of traditional conser- vation concepts. An attempt is made to develop an environ- mental consciousness in the students enrolled. One *In each instance in this paper where these influen- tial factors are discussed, college and secondary school may actually have been somewhat more important than indicated, because some individuals list secondary teachers or college teachers in a separate category (item 179) as having been influential. 28 important aspect of this entire investigation has been an assessment of the effectiveness of this portion of the Tay- lor curriculum. Ninety of the 191 seniors involved in the study took the Conservation course at one of the three times indicated, the majority undoubtedly during the Fall Term. Table 3 re- veals that these individuals perceive their college exper- ience to have been relatively much more significant in de- veloping their knowledge and shaping their attitudes than it was with those students who did not take this course. Al- though such a direct correlation is not absolute proof of a cause-and-effect relationship, it does indicate that this facet of the curriculum has exerted a positive influence. It will be further noted that among the seniors who took Conservation, college ranks far ahead of radio and television as the prime influential factor, while the re- verse is true in respect to those who did not take the course. Among all seniors (Table 2) the radio and televi— sion category ranks somewhat ahead of college as the most important influence. Do those seniors who are completing majors in the Biology Department perceive their college experience to have been relatively more significant in respect to the en- vironmental question than do the remaining seniors? Table 4, somewhat abbreviated to include only the more im- portant influences, presents relevant data. 29 TABLE 3.—-Student rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues-~seniors who had taken Conservation versus other seniors Rankings* Factor 1 .2 3 _ 4 , 5 I 6 V 7 8 Elementary school (a)** 3 2 1 3 4 2 20 60 (b) 2 2 0 2 3 12 17 62 Secondary school (a) 0 2 6 11 9 11 50 8 (b) 5 5 7 5 17 16 45 1 College (a) 40 14 14 11 6 9 2 0 (b) 18 8 13 19 15 20 6 2 Radio and television (a) 23 13 16 17 10 13 3 1 (b) 45 20 14 9 7 5 1 0 Periodicals (a) 1 12 18 17 19 18 6 7 (b) 8 20 26 11 20 8 6 2 Newspapers (a) 4 16 21 16 24 11 3 1 (b) 5 30 22 21 9 5 3 5 Another person(s) , (a) -. 12 19 10 17 14 14 8 2 (b) 4 12 9 22 20 19 9 6 Other (a) 13 21 11 4 11 17 4 12 (b) 13 6 12 11 11 15 13 18 NOTE: Data expressed in percentages. *Number 1 most important; number 8 least important. **(a) Had taken the Conservation course at Taylor University. (b) Had not taken the Conservation course. 30 TABLE 4.--Student rankings of knowledge-developing and attitude—shaping influences in regard to environmental issues--senior biology majors versus other seniors Rankings* Factor 1 2 3 4 5 6 7 8 College (a)** 37 16 5 26 0 5 5 0 (b) 27 11 15 14 12 16 4 1 Radio and television (a) 26 21 16 11 5 l6 0 0 (b) 36 16 15 13 9 8 2 1 Periodicals (a) 16 5 26 11 16 16 5 O (b) 4 17 22 14 20 12 6 5 Newspapers (a) 0 21 32 21 16 0 0 0 (b) 5 23 20 18 16 9 4 4 Another person(s) (a) 0 16 5 16 26 16 11 5 (b) 9 15 10 20 16 17 8 4 Other (a) 11 16 0 5 21 21 0 21 (b) 13 13 13 8 10 15 10 15 NOTE: Data expressed in percentages. *Number 1 most important; number 8 least important. **(a) Senior biology, zoology, or botany majors. (b) Other seniors. 31 Students in the Biology Department may major in biology, zoology, or botany. Diverse interests within the broad category of biology are represented among the majors. A significant proportion are pursuing the pre—medical pro- gram; thus,not all are strongly interested in environmental studies. The number of senior biology majors represented in Table 4 is relatively small--a total of nineteen; therefore, firm conclusions representative of senior biologists in gen- eral cannot be drawn. However, these as a group perceive college to have been relatively more important in developing knowledge and shaping attitudes in regard to environmental issues than is true of other seniors as a group. Also,the radio and television category ranks below college among the biologists, and also ranks relatively less significant than it does in the perception of the other seniors. Senior males and females do not differ greatly in their perceptions of the relative significance of the vari— ous influential factors. Females rank college and radio and television of just about equal importance; approximately one-third of the total give college top ranking and another third do likewise for radio and television. Twenty-five per cent of the males rank college as the most important single influence and another 36 per cent place radio and television in this position. Females rate another person, or persons of relatively greater influence than do males, while the re- verse is true of the catchall category designated "other." 32 In each case cited above in which a particular fac- tor is indicated to be the dominant influence in a group of students, the number so designating is below 50 per cent (and in many cases well below 50 per cent) of the total; thus, no one factor is perceived to be the most important one by a majority in any group. Also, it has been noted that the category radio and television has played an impor— tant role as an influential factor; although the students were not specifically requested to distinguish between the two components of this category, one can be quite confident the major influence has been television. Factual Knowledge Freshmen versus seniors How do the freshmen and seniors compare in their store of factual knowledge pertaining to environmental con— cerns? A great majority of the first fifty-three items in the student questionnaire are factual in nature; thus they should serve to provide an indication of the extent of the knowledge possessed by the individuals participating in the study. Table 5 compares responses to most of these items among the classes of students. In thirty-six of the total of forty-two items consid- ered, a greater percentage of the seniors choose the correct response than do the freshmen; in some cases, however, the percentage difference is insignificant. In each of six items at least 20 per cent more seniors than freshmen 33 TABLE 5.-—Environmental factual knowledge-—by class Item Correct Percentage responding correctly number response Fresh. Soph. Jr. Sr. 1. 2 36 29 23 29 2. 3 54 59 53 58 3. 4 18 21 18 27 4. 4 23 31 37 27 5. 3 43 45 52 51 6. 2 58 53 61 59 7. 3 41 43 40 44 8. 3 36 35 32 43 9. 3 33 37 38 56 10. 1 37 36 46 50 11. 4 30 32 41 49 12. 2 81 81 77 74 13. 1 97 99 97 98 14. 2 41 40 40 48 15. 2 47 46 56 63 16. 4 41 42 39 64 17. 2 66 70 64 72 18. 2 62 65 68 79 19. 2 89 87 91 92 20. 1 36 36 51 56 21. 1 62 65 62 79 22. 1 29 44 39 52 23. 3 40 45 38 43 24. 3 45 56 49 62 26. 1 36 39 21 41 27. 3 40 34 38 39 28. l 16 11 14 15 29. 2 55 64 49 56 30. 3 71 75 67 65 31. 2 57 55 54 66 32. 3 74 76 76 77 33. 2 66 71 77 86 34. 4 73 73 73 72 35. 2 42 48 39 50 36. 4 45 56 67 68 37. 1 5 7 8 6 38. 4 74 79 78 85 39. 3 16 17 74 11 50. 3 86 87 84 89 51. 1 81 77 86 93 52. 1 50 53 62 58 53. 2 74 69 81 88 34 respond correctly. Freshmen demonstrate greater knowledge than seniors in six items; however, in some cases the per- centage difference is negligible, and in no case is there as much as a 20 per cent spread. Utilizing a minimum correct response differential of 10 per cent, the seniors qualify in respect to fifteen items, while in none of the items can the freshmen claim a 10 per cent advantage. Narrowing the differential still further, at least 5 per cent more seniors than freshmen respond correctly to somewhat more than half of the items, while in only three items do freshmen hold an advantage of at least 5 per cent. Thus, in one-third of the items there is a correct response percentage differential between the two groups of less than 5 per cent. Another method of comparing the various classes for environmental knowledge is effected through calculating the mean of the correct response percentages within each class. These calculations were made, with the results as follows: Freshmen Sophomores Juniors Seniors 52 per cent 54 per cent 54 per cent 60 per cent These means indicate that, based on a number of factual items in the questionnaire, the knowledge level of the seniors is only slightly greater than that of the mem- bers of the other classes. Evidence presented in a later section of this chapter supports the View that this slight advantage on the part of the seniors can be attributed, in part at least, to the fact that nearly 50 per cent of them 35 took the Conservation course. Contrary to what might be expected, both intuitively and from the above means, the sophomores and juniors do not consistently fall between the freshmen and seniors in their percentages of correct responses to individual items. Also, as indicated earlier, in a number of items the percentage differential between freshman and senior responses is slight. Further, in general, the percentage of individuals responding correctly on any one item is reasonably corre- lated among the classes; i.e., there are not wide fluctua— tions from class to class in the percentage of correct responses to a particular item. Not having an independent standard whereby to judge the adequacy of the environmental knowledge possessed by each class of students-~and remembering that the particular questions posed have a bearing on the responses--one can only justifiably conclude that the seniors fare better than do the other groups. Further, an indication of their rela- tive knowledge levels at this point in time is provided. It might be expected that there would be a progression exhib- ited from freshmen to seniors; such is apparently true in only a general sense, as indicated by the above means. Assuming that freshmen and seniors have been exposed to similar influences with the exception of the college experience, and further assuming that the difference between the two groups represents the effect of the college experi- ence on the seniors, one may conclude that such experience 36 has not been as effective as it might have been. Evidence presented in a later section of this chapter indicates even less distinction between freshmen and those seniors who did not take the Conservation course. Perhaps the freshmen exhibit a knowledge level ade— quate to their age level and more limited experience back- ground, and, of course, assumptions such as stated above are not entirely reliable; however, it is the opinion of this writer that the college program should ideally produce more knowledgeable students, environmentally speaking, than the evidence suggests is being accomplished. Discussion of selected questionnaire items As may be noted by an examination of the factual items in the student questionnaire identified in Table 5, some are more significant than are others for retention in one's store of knowledge. However, consideration shall be given first to those few items in which freshmen and/or seniors show a decided lack of knowledge, such lack being arbitrarily established on the basis of fewer than 30 per cent responding correctly. Seniors, perhaps somewhat surprisingly, exhibit an inadequate conception of the length of time the present-day ”environmental revolution" has been in progress (item 1), fewer than one—third correctly believing it to be approxi- mately four years old (at the time of the completion of the questionnaire). More than one-half indicate it to be 37 approximately ten years old. Somewhat more than one—third of the freshmen respond correctly to item 1. It does not seem reasonable that events of the very late sixties and Earth Day in April 1970 would have had more impact on the minds of the freshmen than the seniors--remembering the then age of each group, of course. Sophomores and juniors also exhibit less knowledge than do the freshmen in respect to this item. Both freshmen and seniors exhibit a decided lack of knowledge in respect to items 3 and 4, item 3 having to do with the number of animal species on the United States en- dangered list and the latter pertaining to the number of acres of forest lands burned in the United States in a re— cent year. However, neither group is to be particularly faulted in these instances, as one may be reasonably know— ledgeable about conservation and ecological concerns and yet not retain such statistics in his memory. Fewer than 30 per cent of the freshmen correctly identify Gifford Pinchot as the first Chief Forester of the U. S. Forest Service, compared to 52 per cent of the seniors (item 22). Since nearly half of the seniors took the Con- servation course, their response is not too surprising. It is puzzling, however, that nearly as great a percentage of sophomores also choose the correct response, and very few in that group have taken Conservation. Since the juniors also compare relatively well, one wonders whether the fact that the correct response to the item was listed first among the 38 choices may have had a bearing on the outcome. Each group of students exhibits a decided lack of understanding of meterological factors in smog formation (item 28), relatively few individuals in any group respond- ing correctly. The responses to item 37 indicate a great lack of knowledge of aquatic ecology, or perhaps of the in- ability to distinguish between protozoans and phytoplankton. Consideration shall now be given to a number of fac- tual items in which the correct response rate is above the 30 per cent level. It would be expected that freshmen would not be too knowledgeable concerning the identity of the first adminis- trator of the Environmental Protection Agency (item 11), and only 30 per cent respond correctly. One may question, though, whether only 49 per cent of the seniors should be able to identify him from a list of possiblities. It will be noted, however, that there is a general upward trend exhibited in knowledge level from freshmen through sophomores and juniors to seniors in respect to this item. Although only approximately four out of ten freshmen correctly identify Rachel Carson as the author of Silent Spring, as opposed to more than six out of ten seniors (item 16), each group, by sizable majorities, is aware of the contents of the volume (item 17). It is interesting to note, however, that approximately one-fourth of each class think the book deals with noise pollution. A considerably greater percentage of seniors than 39 freshmen seem to have an understanding of the relationship of the major plant nutrients to plant growth (item 20). Twenty-nine per cent of the freshmen and 18 per cent of the seniors express the erroneous belief that nuclear power plants are constructed near bodies of water because water is needed as a place to dispose of radioactive wastes (item 21). It should be noted, however, that a majority of freshmen and a still larger majority of seniors correctly identify the necessity of water to serve as a coolant. Item 23 tests the students' familiarity with termin- ology relative to ecological conditions existing in lakes. One interpretation of the responses is that approximately 40 per cent of each class of students understand the condi— tions comprising a eutrophic situation. On the other hand, since a considerable number of respondents choose other op— tions available in this item, the responses may be indica- tive of considerable guessing. Such is a possibility with numerous items of this nature, of course. Seniors surpass freshmen in their understanding of the relative importance of predator control, bag limits, and habitat development in increasing the numbers of wild ducks and geese (item 24). Sixty—two per cent of the seniors and 45 per cent of the freshmen believe developing more habitat would be most helpful. The same percentage of freshmen believe reducing the bag limits to be most impor- tant, while only 26 per cent of the seniors think similarly. Item 26, dealing with world population, produced 40 surprising results. Students were asked to choose among 3; billion, 4% billion, and 7 billion as the approximate world population in 1970. Only 41 per cent of the seniors and 36 per cent of the freshmen correctly indicate 3% bil- lion. Even more surprising is the fact that more than one- third of the individuals in each group profess to believe that the population stood at 7 billion. With all the present-day awareness of the human popu— lation, one would expect senior-level college students, par— ticularly, to have a better grasp of population figures. However, both seniors and freshmen appear to have adequate knowledge of projected population increases relative to today's level (item 32). Approximately 75 per cent of each group believe the human population in the year 2,000 shall be about double that of today. Both groups give evidence of proper knowledge of the sources of air and water pollution (items 29, 50). More than half of each group are able to accurately identify in order of importance the sources of air contamination in metropolitan areas. More than 85 per cent of each group correctly single out industrial wastes as the principal contributor to water pollution in the United States. Both freshmen and seniors seem to understand that pesticides may not be specific to just the target species, but may also tend to kill some insects and other animals not harmful to plants (item 34). Nearly seven out of ten seniors, but fewer than five 41 out of ten freshmen, evidence a proper understanding of the fact that living systems are ultimately dependent upon energy from the sun trapped in carbohydrates produced by green plants (item 36). A reasonable degree of understanding of the relation- ship between vegetation diversity and animal species diver— sity in a given habitat is evidenced by the seniors, while the freshmen exhibit somewhat less understanding (item 35). However, item 39, which concerns the subsequent fate of agricultural land which has been removed from production, also pertains, in part, to the relationship between vegeta- tion and animal life; the great majority of both freshmen and seniors choose the correct response in this case, al- though the phraseology used in some of the possible choices may have been influential in steering them to the correct one . Theoretically, one should be able to attain a 50 per cent correct response record on true—false statements simply by random selection of his answers. With this fact in mind, and allowing for some guessing on the part of the respon- dents, the response record of item 53 may merit some atten- tion. One-fourth of the freshmen believe that since the 1950s the use of nuclear energy has, in industrialized countries, largely replaced all other energy resources. Granted, nearly three-fourths think otherwise. Perhaps a reasonable degree of knowledge on the part of freshman- level young people is thus indicated. However, although 42 88 per cent of the seniors do not believe nuclear energy has largely replaced other energy resources, approximately one out of ten does seem to think so. Should even that proportion of seniors have such an erroneous impression of the prevalence of nuclear energy, especially considering the fact that these individuals provided their responses at a time when the public was acutely conscious of petroleum shortages, and soon after the oil embargo of fall 1973 had gone into effect? Seniors and the Conservation course As was stated earlier, one important facet of this overall investigation is an evaluation of the effectiveness of the Biology Department's Conservation course. A compari- son of the environmental knowledge possessed by seniors who took this course with the knowledge of those who did not take the course should provide one indication of the degree of effectiveness attained. Nearly half of the 191 seniors had taken the Conser- vation course. Table 6 compares the correct responses to factual items in the questionnaire of those seniors who had taken the course with those who had not done so. ‘\Questionnaire items were not consciously limited to test only for factual knowledge to which the Conservation students had been exposed in the course, nor was the inves- tigator concerned with knowledge retention over time, per se; i.e., the students who had taken the course were not 43 TABLE 6.--Environmental factual knowledge-—seniors who had taken Conservation versus other seniors Percentage Percentage Item responding correctly Item responding correctly number (1)* (2)** number (1) (2) l. 23 35 24. 71 54 2. 58 57 —— -- —- 3. 28 26 26. 47 37 4. 24 29 27. 29 48 5. 54 48 28. 21 10 6. 63 54 29. 61 51 7. 44 44 30. 61 68 8. 42 44 31. 69 63 9. 67 46 32. 84 70 10. 48 53 33. 96 78 11. 50 48 34. 70 73 12. 73 75 35. 51 50 13. 100 97 36. 72 63 14. 57 4O 37. 8 5 15. 70 56 38. 91 80 16. 71 57 39. 84 77 17. 74 70 I I 18. 78 80 19. 96 88 50. 89 88 20. 60 53 51. 94 91 21. 78 80 52. 67 51 22. 76 32 53. 87 89 23. 46 42 *Had taken the Conservation course at Taylor University. **Had not taken the Conservation course. 44 studied in relation to elapsed time since having had the course. In thirty of the total of forty-two items, a greater percentage of those who took the course choose the correct response than do the others. In a few cases, however, the percentage differential is insignificant. In only two items do at least 20 per cent more conservation students than others respond correctly. However, using a 10 per cent spread as a minimum, the former qualify in respect to thirteen items, while the latter can claim a minimum 10 per cent advantage in only two items. In nearly half of the items at least 5 per cent more students who took the course respond correctly than do the other seniors who did not take the course, while in only five items do the latter hold an advantage of at least 5 per cent. On the other hand, there is a correct response per- centage differential between the two groups of less than 5 per cent in more than one-third of the items. The mean of the correct response percentages was calculated for each group with results as follows: seniors who had taken the Conservation course, 63 per cent; seniors who had not taken the course, 57 per cent. The relatively favorable position of the former helps to explain the reasonably good standing of the seniors as a group, as discussed in a previous section of this chapter. However, while it can be concluded that the seniors who took Conservation, as a group, do exhibit greater 45 knowledge than does the other group, the magnitude of the advantage they hold is less than might have been hypothe- sized. Nevertheless, the difference exhibited can be attri- buted, with a reasonable degree of confidence, to the effect of the course in question. While other possible influential factors have not been considered, it is believed the two groups are at least fairly homogeneous and constitute a reasonable cross section of senior students. Biology majors versus others Biological science is a discipline that, in some aspects, is closely allied to environmental concerns. Does the freshman biology major bring to college a broader know- ledge of the environment and environmentally related con- cerns than does his fellow freshman whose interest lies in another academic realm? How does the extent of the senior biology major's knowledge compare with that of his freshman counterpart,* and of his fellow senior majoring in another discipline? The numbers of both freshman and senior majors in biology and biologically related areas included in this study are relatively small (30 out of a total of 244 fresh- men, and 19 out of a total of 191 seniors). Data should therefore be interpreted in that light. *Freshman biology majors and senior biology majors are not entirely comparable groups, because in this investi- gation the freshman group includes some students (such as pre-nursing) who do not continue into their senior year at Taylor University. 46 Table 7 exhibits the data on which the following analysis is based. In twenty—nine of the forty-two items considered, a greater percentage of freshman biology (and biologically related) majors choose the correct response than do the other freshmen. In some instances, the percent— age differential is small. In only one item do at least 20 per cent more biology majors than others respond correct- ly. However, using a 10 per cent spread as a minimum, the former qualify in respect to thirteen items, while the latter exhibit a minimum 10 per cent advantage in only two items. In slightly more than half of the items at least 5 per cent more biology freshmen respond correctly than do the other freshmen, while in seven items the latter hold a correct response advantage of at least 5 per cent. Thus, there is a percentage differential between the two groups of less than 5 per cent in slightly fewer than one-third of the items. A greater percentage of senior biology majors than freshman majors respond correctly to thirty-one of the forty-two items, fourteen of these by at least a 20 per cent margin, twenty-six by at least a 10 per cent margin, and thirty by at least a 5 per cent margin. A greater percent- age of freshmen than seniors respond correctly to eleven items, two by at least a 10 per cent margin, and six by at least a 5 per cent margin. In thirty-three of the forty-two items a greater 47 TABLE 7.—-Environmental factual knowledge--biology majors versus others Percentage Percentage Item responding correctly Item responding correctly number number Fresh. Sr. Fresh. Sr. (1)* (2)** (3)+ (4)# (1) (2) (3) (4) 1. 43 35 26 30 24. 47 44 68 62 2. 60 53 58 58 -- -- -— -- -- 3. 20 18 16 28 26. 47 34 42 41 4. 10 24 26 27 27. 47 39 32 40 5. 33 44 47 51 28. 17 16 32 13 6. 67 57 58 59 29. 67 53 74 54 7. 40 41 47 44 30. 70 71 68 65 8. 43 35 68 40 31. 57 57 74 65 9. 40 32 63 55 32. 87 72 84 76 10. 30 38 74 48 33. 60 66 100 85 11. 43 28 63 47 34. 77 72 90 70 12. 77 81 74 74 35. 60 39 53 5O 13. 93 97 100 98 36. 6O 43 84 66 14. 37 42 63 46 37. 7 5 21 5 15. 50 46 68 62 38. 87 72 100 84 16. 50 40 84 62 39. 80 75 74 81 17. 80 64 95 70 I I I l 18. 73 61 95 77 | 19. 93 89 100 91 50. 80 86 84 89 20. 53 34 63 55 51. 83 80 100 92 21. 70 61 100 77 52. 43 51 90 55 22. 37 28 63 51 53. 83 73 100 87 23. 37 40 63 41 *Majors in biology, zoology, pre-nursing, etc. **Other than above majors. +Majors in biology or a subdivision thereof. #Other than biology majors. 48 percentage of senior biology majors choose the correct re- sponse than do the other seniors, nine of the items by at least a 20 per cent margin, nineteen by at least a 10 per cent margin, and twenty-seven by at least a 5 per cent mar- gin. A greater percentage of seniors in majors other than biology respond correctly to seven items, one by at least a 10 per cent margin, and four by at least a 5 per cent margin. The mean of the correct response percentages was cal- culated for each group with the following results: Freshmen Seniors Biology majors Others Biology majors Others 56 per cent 51 per cent 69 per cent 59 per cent Keeping in mind the fact that the freshman and senior biology majors included in these statistics are each rela— tively few in number, some tentative conclusions can be reached. Freshman biology majors possess more environmental knowledge than do their peers not majoring in biology. An explanation for this observation has not been explored in this study. Possibly there is a relationship among their natural interests, emphasis in their high school curriculum, and their environmental knowledge. Senior biology majors exhibit a significant increase of knowledge over freshmen. It is reasonable to assume that the college biology curriculum has played a major role in effecting the comparatively good standing of this group. Such a conclusion is further supported by the fact that the knowledge level of the senior biology majors is also signif- icantly greater than that of the other seniors. Also, it is 49 likely that a sizable percentage of the former took the Con— servation course (as a part of their biology program), which may help account for their favorable standing. Males versus females Of the 244 freshmen included in the investigation, 92 are males and 152 are females; of the 191 seniors, 97 are males and 94 are females. Thus, the samples are sufficiently large to provide meaningful data. An examination of Table 8 reveals that a greater per- centage of freshman males than females respond correctly to slightly more than two-thirds of the forty—two items. The percentage differential is at least 10 per cent in somewhat fewer than one-half of these and at least 5 per cent in the great majority of cases. Freshman females exceed males in their correct response percentages in respect to twelve items. The means of the correct response percentages for these two freshman groups are as follows: males, 54 per cent; females, 50 per cent. A greater percentage of senior males than females respond correctly to almost two—thirds of the items. The percentage differential is at least 10 per cent in some- what fewer than one-half of the items and at least 5 per cent in slightly more than one-half of the items. Females exceed males in their correct response percentages in approximately one-third of the items. The means of the correct response percentages for 50 TABLE 8.--Environmental factual knowledge--by sex within class Percentage Percentage Item responding correctly Item responding correctly number number .Fresh.. , Sr. ,, Fresh. Sr. M F M F M F M F 1. 45 30 38 20 24. 49 42 68 56 2. 65 47 62 53 -- -- —— —- -- 3. 11 22 21 33 26. 42 32 45 37 4. 25 21 34 19 27. 40 40 44 33 5. 48 40 57 45 28. 13 18 9 21 6. 61 56 60 57' 29. 65 49 58 53 7. 45 38 43 45 30. 72 70 63 67 8. 28 41 43 43 31. 50 61 66 66 9. 39 29 57 54 32. 77 72 79 75 10. 48 30 52 49 33. 71 63 84 89 11. 36 26 59 38 34. 75 71 70 73 12. 79 82 75 73 35. 34 47 58 43 13. 98 96 99 98 36. 46 44 63 72 14. 45 40 47 48 37. 4 5 8 4 15. 54 42 59 67 38. 73 74 87 84 16. 35 45 58 70 39. 79 74 84 78 17. 69 65 69 76 | 18. 72 57 80 78 19. 87 91 90 94 50. 82 88 89 88 20. 40 34 65 47 51. 85 78 93 93 21. 75 54 90 68 52. 53 48 63 ' 53 22. 36 24 51 54 53. 84 68 94 82 23. 38 41 45 42 51 these senior groups are as follows: males, 61 per cent; females, 58 per cent. It may thus be concluded that males exhibit only slightly more knowledge of environmental facts than do females in each class, the differential between the sexes probably being insufficient to warrant any particular con- sideration in program planning. Senior males and females about equally surpass the knowledge levels of their freshman counterparts. (Opinions and Attitudes Introduction Perhaps too often in formal education the principal effort has been directed toward the teaching of, and testing for, factual information, while insufficient attention has been devoted to attitude change and development. On the other hand, this writer agrees with Hendee (1972a) that attempts to develop particular attitudes may be fraught with danger in a democratic society where "freedom of choice to believe as one sees fit is a necessary ideal and coercing belief through publicly financed or sanctioned educational efforts is anathema.” Nevertheless, it seems that the concern in environ- mental education should be not only that the student acquires the factual information he needs, but also that he builds upon this foundation in developing a sound philosophy and favorable attitudes toward environmental issues. 52 Granted, opinions may differ regarding the extent to which educators should influence such attitude development. Fur— ther, probably few would disagree that attitudes are impor- tant as motivators of behavior. Therefore, an examination of student opinions and attitudes should be helpful in the process of comparing freshmen and seniors, and thus in assessing the effective- ness of the Taylor experience. Numerous items in the ques— tionnaire are designed to elicit responses that reflect opinions and attitudes on a wide range of environmental, and environmentally related, subjects. Environmental problems-- priority and solution Each student participant was asked to rank a list of eleven environmental problems in the order in which he per- ceived their present importance to man. These occur in the questionnaire as items 151-61. Table 9 presents a tabula- tion of freshman and senior responses. Freshmen rank water pollution, overpopulation, air pollution, and food shortages relatively high in importance, while the other environmental problems listed are deemed to be of a less critical nature. The same trend is noted among seniors, with the exception that to their listing of the more critical issues is added scarcity of mineral and petro- leum resources. In no case is there majority agreement in ranking any one item. The greatest unanimity of opinion is realized in 53 whouzoo :oHudHSQom 9 6H om mH «H HH 6 m m m m ADV Ham: mamas Hagspm: m 6H 6H mH 9H 0H m w m m H Awe Ho aoHposHHmma H m H H m 6 mH wH om 6H 9H ABC 0 o o m m m w NH mm Hm em Hay :oHpsHHog HH< 5 HH 6H NH mH 6H s m m w v an mmpmaa cHHom 6 0H m mH oH mH HH HH s m m Hav Ho coHpaHsesooa v m m m m 5 NH m 0H mH mm an m m m o m m s mH mH w mm Adv coHHaHsmoapm>o we om HH 6 m m m o H H 0 ABC mamas aoHHamHomH we 6H HH w w v v m o H H Hay oHHnsa Ho omzmHz o H H o m w HH wH mm mm s an o o o H H w m mH mm mm mH Adv quHsHHoa 96963 mmondommh m m H m m m 6H 0H mH NH um ADV esmHonpmg was m s 0H 6 HH HH 6H OH w m s **H6v HaumcHe Ho sHHonom HH 0H m w s m m 9 m m H *mwsfixzwm mEoHQOHQ anacoE:OHH>:o Mo mwcfixcwh huHHoHHQ pamUSHmll.m mqmee 54 .mHoHcmm an .amsnmmna Hmv** .HonpHHo ammoH HH Hones: ”HmoHpHHo “mos H Honesz* .mowmpsmonmm :H commmnmxm was mmsz> ”meoz NV" 6363 LON 0H mH ON mH vH wH ®H ®H HH mH mH mH mH NH OH vH wH mounds H an m>HHoaoHean m m W M N Adv mo HmmoamHU ommm wH HH an MH MN MW vH OH Adv mowmpnonm Boom m H H an mocHoHHmmm H0 m m 0 Adv mwoommm omno>e¢ b m m Anv muons mmoshmvHHB HH m w Adv mo aoHposnpon 55 ranking the "misuse of public recreation areas" as the least critical problem in the listing, 44 per cent of each class agreeing. Overpopulation is perceived to be the most criti- cal problem by both more freshmen and more seniors than any other one problem, 28 per cent and 29 per cent, respectively, so indicating. Air pollution ranks as the number one problem by an- other 24 per cent of the freshmen, but by only 14 per cent of the seniors. However, 27 per cent of the seniors feel scarcity of mineral and petroleum resources to be the most critical problem, while only 7 per cent of the freshmen are of this opinion. These latter data may be indicative of the influence of the energy shortage of fall and winter 1973-74 on student thinking. As was indicated earlier, the freshmen supplied their information in September 1973,but the seniors not until January and February 1974. Water pollution ranks relatively high in order of im- portance among the freshmen, a combined total of 48 per cent feeling it merits either a first or second place ranking, while 30 per cent of the seniors feel likewise. A combined total of 44 per cent of the freshmen rank air pollution as either the first or second most critical problem in the list, compared with 33 per cent of the seniors. Seniors show considerable concern for human over- population as evidenced by the fact that a combined total of 44 per cent rank that problem either first or second in im- portance among the several problems listed, the freshman 56 combined total being 36 per cent. Likewise, a combined to— tal of 39 per cent of the seniors rate scarcity of mineral and petroleum resources as either first or second in impor- tance, while only 12 per cent of the freshmen so respond. On the basis of an overall assessment, in spite of some differences noted, the two groups of students hold reasonably similar views concerning the relative critical- ness of our more prevalent environmental problems, and are generally cognizant of the more conspicuous ones. The data strongly hint, however, that both groups, in the opinion of this writer, need to become more aware of the dangers inher- ent in pesticide use and radioactive waste disposal. The respondents were then requested to indicate their degree of optimism regarding man's ability to solve each problem listed (questionnaire items 162-72). A response scale was provided, ranging from very optimistic to very pessimistic. In no case is there overwhelming optimism or pessi- mism indicated on the part of either group. However, when the two degrees of optimism (optimistic, very optimistic) are considered together, and likewise the two degrees of pessimism (pessimistic, very pessimistic), some meaningful observations may be made. These data are tabulated in Table 10. In a-number of cases a significant minority choose not to express an opinion, the freshmen being more prone to such than are the seniors. 57 TABLE 10.——Student perception of man's ability to solve envi— ronmental problems Optimistic Pessimistic Fresh. Sr. Fresh. Sr. Scarcity of mineral and petroleum resources. . . 52 65 24 26 Water pollution. . . . . . 62 76 28 20 Misuse of public recre- ation areas. . . . . . . 66 58 19 30 Overpopulation . . . . . . 53 43 30 46 Accumulation of solid wastes . . . . . . . . . 55 58 30 30 Air pollution. . . . . . . 50 62 35 33 Destruction of natural areas near population centers. . . . . . . . . 54 39 28 48 Destruction of wilderness areas. . . . . . . . . . 66 54 25 36 Adverse effects of pesticides . . . . . . . 63 69 15 15 Food shortages . . . . . . 60 60 25 30 Safe disposal of radio- active wastes. . . . . . 55 70 18 13 NOTE: Values are expressed in percentages. 58 It is interesting to note that while the seniors give the scarcity of mineral and petroleum resources a higher priority than do the freshmen insofar as the critical nature of the problem is concerned, they also express a greater degree of optimism regarding man's ability to solve the problem. Seniors assign a lower priority to air and water pollution (in respect to other environmental problems con- sidered) than do the freshmen; the former also profess a greater degree of optimism that man shall be able to solve these two problems. Seniors are more pessimistic than freshmen concerning man's ability to satisfactorily resolve the human population problem. Six out of ten students in each class express optimism that man will be able to solve the problem of food shortages. One perhaps inexplicable observation is the fact that a significantly lower percentage of freshmen than seniors express optimism concerning a solution to the prob- lem of safe disposal of radioactive wastes. Even so, more than 50 per cent indicate an optimistic attitude. One might suspect, however, that senior students, possessing somewhat more mature minds and perhaps being more aware of the very real concern expressed by a number of knowledge— able scientists, would be less optimistic than their younger counterparts, the freshmen. Questionnaire item 150 asks the respondent, "Are you reasonably convinced that we shall be able to solve our 59 environmental problems?" Neither freshmen nor seniors are overly optimistic, only 44 per cent of the former and 51 per cent of the latter responding definitely in the affirmative. These responses do not seem to be entirely consistent with those to items 162-72 discussed above, especially on the part of the freshmen. Item 46 asks the respondent to indicate which one of the following he consideres to be the major problem of con- servation today: pollution, food shortage, energy shortage, or overpopulation. The greatest concern among the freshmen is pollution (50 per cent so indicating), with overpopulation rating the next highest number of responses as the most important prob- lem. Such responses appear to be consistent with those to items 151—61. The greatest number of seniors (42 per cent) select energy shortage as the major problem, with fewer indicating overpopulation to be of greatest concern. Admittedly, in items 151-61 the human population problem ranks approximate- ly equivalent to energy shortage in the estimation of the seniors. Further, item 46 states "energy shortage" while item 151 states "scarcity of mineral and petroleum resourcesfl' which are only roughly equivalent terms. Nevertheless, the responses to these similar items seem to be reasonably con- sistent, considering the fact that items 151-61 provide a greater number of options than does item 46. 60 Discussion of selected questionnaire items Questionnaire items 54-125 are designed to elicit re- sponses that will reveal attitudes or opinions on a variety of environmental or environmentally related issues. An exam— ination of the responses to selected items with a view to- ward comparing freshmen and seniors follows. Sucha compara- tive approach shall provide insight into the relative posi- tions of the two groups. Table 11 presents the responses to these selected items. Item 56 elicits the extent of agreement or disagree- ment on the restriction of the use of private automobiles in major population centers. The responses to such a state- ment may indicate something of the respondents' personal de— sires as well as their perception of the relationship between automobile exhausts and hazardous air pollution. Admittedly, the responses do not distinguish the relative influence of each of the two factors. However, seniors agree somewhat more stongly with the idea of the restriction than do the freshmen. Both groups seem to View realistically the problem of increasing human population as evidenced by their responses to item 59, the seniors being somewhat more inclined to dis- agree with the statement than are the freshmen. Item 70, having to do with technological expertise producing solutions to environmental problems (as is also true, in part, of item 59) elicits a greater than 50 per cent disagreement from each group. 61 TABLE 11.-—Responses to selected opinion/attitude items Freshmen Seniors 0 o o o H H o no 9 w o m o a H m H m an H 5.0 -H m a 'U a a e o o % -H a) >. >. -H o >. H a 9 H4 .H a o H w -H H 50 w H H w c m a no a a o o. w c o o o :6 o o w o a o It em 3 to o :2 f; f; to o .2 :3 number as ¢ 2 Q CO d) 1< z I: m 56. 9 43 14 30 4 15 47 15 18 5 59. 2 10 12 48 29 2 7 5 57 30 70. 0 21 27 41 11 1 23 19 48 8 71. 1 8 5 59 27 1 5 6 61 26 72. 2 16 12 53 16 4 14 7 59 16 73. 1 12 8 50 30 l 4 1 54 40 77. 0 17 11 52 19 1 14 12 58 16 78. 1 4 3 55 37 1 3 5 59 32 80. 1 6 14 54 25 1 8 13 59 19 82. 0 8 13 58 21 1 6 ll 59 23 84. 6 52 14 23 3 25 69 2 3 1 87. 4 27 16 38 14 2 19 10 60 8 95. 6 34 22 34 3 9 47 16 25 3 97. 7 50 22 19 2 9 60 14 16 1 c a o o -H o H o G o a o -H H H H 9 Q m m o. w o o a o o a H m H m 50 O -H 50 o -H <: Z G <1 Z ~ Q 100. 26 21 53 29 15 55 102. 80 9 9 69 15 16 105. 80 12 8 79 11 10 109. 48 20 32 53 15 32 110. 84 10 6 91 5 4 111. 34 17 49 30 11 60 113. 39 11 50 38 10 52 116. 82 10 8 84 8 8 118. 19 35 46 20 23 56 120. 59 21 18 77 12 11 NOTE: Values are expressed in percentages. 62 Both freshmen and seniors seem to View the current concern for environmental quality as being genuine and last- ing (item 71), nearly nine—tenths of each group disagreeing with the item as stated. Both groups overwhelmingly dis- agree that the so-called "environmentalists" are a segment of the population that is overly concerned about environmen- tal quality (item 72). Item 73, it will be noted, concerns itself with one's attitude toward the use of streams as recipients of munici- pal and industrial wastes. A reasonably significant vari- ance of attitude between freshmen and seniors is apparent. While a relatively small percentage of freshmen are in agreement that much of the current concern for cleaner streams is unwarranted, a yet smaller percentage of seniors express these sentiments. Whereas 79 per cent of the fresh- men disagree, or strongly disagree that the concern is unwarranted, 94 per cent of the seniors indicate such dis- agreement. It will also be noted that a much smaller per- centage of seniors than freshmen express no opinion on this issue. Although the seniors seem to be somewhat more sensi- tive to the problem than do the freshmen, it is gratifying that the great majority in each group exhibit concern. Items 77 and 78 concern themselves with the loss of animals--individually (77) or as species (78). The two student groups do not significantly vary in their responses to either of these items. Both disagree by either substan- tial or large majorities with the items as stated, such 63 disagreement indicating they do have a concern in respect to this problem. Both groups disagree, again by large majorities, that it was a mistake to ban the use of DDT in the United States (item 80). Neither group exhibits much faith that government would provide solutions to environmental problems if private pressure groups would refrain from involvement (item 82). Interestingly, freshman and senior responses to this item are very similar. A significant difference in the thinking of the two groups is apparent in relation to item 84, which concerns people's willingness to utilize both less air conditioning in the summer and fuel for heating in the winter in order to conserve energy resources. Although a majority of each group agree, or strongly agree, there should be such willingness, a much larger percentage of seniors than freshmen are in agreement. A much lower percentage of seniors than freshmen express no opinion on this issue. The apparently greater concern for energy conserva- tion exhibited by the seniors may be accounted for, in part at least, by the earlier stated fact that they registered their views soon after the oil embargo of fall 1973 had gone into effect, whereas the freshmen did so prior to this event; therefore, the seniors were probably more acutely aware of the energy problem. This theory is reinforced by the fact that sophomores and juniors, who provided their responses at 64 the same time as the freshmen, reacted in a very similar manner as did the freshmen. Curiously, the freshmen appear to possess a more realistic understanding of the limitations on the ability of the oceans to provide us with food and other resources in the future (item 95). Forty-one per cent of the freshmen, but 56 per cent of the seniors express the belief that the oceans represent an almost limitless source of food and resources for the future. A majority of freshmen and a larger majority of seniors are in agreement that American beliefs and values have been a basic cause of our present pollution problems (item 97). Such beliefs and values are not explicated in the questionnaire item; thus, the implications of the statement may vary with individuals, depending on prior experiences which have been influential in developing their own beliefs and values. The two groups are in close agreement in respect to their views on the question of the so-called "energy crisis" being primarily a scare tactic to enable producers to raise prices (item 100). A slight majority in each group disagree that such is the case. If a country preserves its wilderness areas, is it also likely to manage its other resources wisely (item 102)? Both groups of students express strong agreement that this is so, a higher percentage of freshmen than seniors agreeing. Apparently neither group has given up on the cities. 65 Freshmen and seniors, by large, almost identical majorities, agree that by proper planning, cities can become places of charm and appeal to the human spirit (item 105). Approximately 50 per cent of each group agree that the problem of local human overpopulation is not new, but that of world overpopulation is a new phenomenon (item 109). Approximately one-third of each group express disagreement. One can not ascertain from these responses whether the respondents are agreeing, or disagreeing, with the first, or the latter, phrase of the statement (or both). However, the responses at least indicate that a significant minority of these students are insufficiently aware of the apparent seriousness of the problem of increasing human population. Items 110, 111, and 120 concern themselves, in part at least, with the amount of influence the individual can bring to bear on environmental problems. A majority of freshmen and a still larger majority of seniors believe they can affect the environmental decisions made in the cities in which they reside (item 120). Moreover, both groups, by very great majorities, believe the individual citizen can have a much greater impact on the environment in his locale than he can on a national level (item 110). Approximately one-third of each group express the belief that there is little one can do on a national level (item 111). How- ever, significantly, nearly five out of ten freshmen and six out of ten seniors disagree, which indicates that many of these students feel they can have an impact on 66 environmental problems and policies at the natiOnal level. Slightly more than one—third of each group agree that the United States faces an almost impossible situation in attempting to clean up polluted rivers and lakes (item 113), while just half of the freshmen and slightly more than half of the seniors express disagreement. Though a substantial degree of pessimism is thus indicated in respect to water pollution, a majority in each group (including a signifi— cantly greater proportion of seniors than freshmen) feel this country can afford the expense of cleaning up its en- vironment (item 87). Further, it is gratifying to note that a large majority of each group agree that they, as indivi- duals, bear some personal responsibility for our present state of pollution (item 116). /Should the use of pesticides be eliminated to ensure the health and safety of man, domestic animals, and wild- life, even though this will result in poorer crops (item 118)? A relatively small percentage of each group agree that such should be done, while approximately half of each group express disagreement. However, somewhat more than one—third of the freshmen and approximately one-fourth of the seniors express no opinion, which indicates less cer- tainty on this issue than on some others in the question- naire. /Superficially at least, these responses may seem to contradict those to item 80, in which very few respondents agreed it had been a mistake to ban the use of DDT. 67 Admittedly, item 118 is much more encompassing than is the statement of item 80, but whether the respondents, as a group, were particularly aware of that is uncertain. In fact, one cannot even be sure they understood the term "pesticide.” Few of the questionnaire items 54—125 are directed personally, specifically to the respondent. However, items 126-50 are addressed directly to the student. An examina- tion of responses to selected items in this portion of the questionnaire should provide further insight into student attitudes. Many of the items in this portion of the question- naire are closely related to others elsewhere (items 54-125). Responses to such associated items shall be considered to- gether; the data thus examined should indicate whether there is consistency between professed attitudes expressed as re— sponses to statements of a more impersonal nature and reac- tions when the issue is stated on a personal level. Table 12 presents the data on which the following discussion is based. Item 129 pertains to knowledge rather than attitudes. More than half of each group of students (freshmen and se- niors) indicate that they have not heard about a trans- Canada oil pipeline which could be constructed in lieu of a trans-Alaska line. A sizable minority in each group profess to have so heard, including a somewhat larger percentage of freshmen than seniors. However, the relatively large 68 .mownpcm0Hom :H OmmmmHon 0H6 mosHm> ”meoz OH HS OH HN OS w .OvH m H Om N H Om .wvH ON ow ON ON OO ON .SvH ow OH Ow SO OH Ow .OvH OH O OS OH NH OO .va O HH ow OH OH OS .mvH O O OO OH OH OS .NOH OH OH OO ON ON vO .HvH O O OO N NH Ow .ONH ON SO O OO HO O .OvH N O NO N O NO .VHH m SO ON vH OS NH .mmH NH OS S O H OH NO NH O O .OO O S mm OH OH HS .ONH O N O NO, NO O H H vO mv .HO OH NO Hm NN SO HN .SOH N O S OO NN O O OH vO SH .OO O NO w HH HO O .ONH ON OO O O H HN NO O O O .OO NH Om OO OH Om NO .OOH H OH O OO vH N ON OH HO O .OO H OO Ow N NO OO .OOH NH Hv SH SN O OH Om SN ON O .OO S m ww ON ON OO .NmH O vm ON mm N S om OH Sv H .SO N H Sm O m mm .HNH N OH OH OO OH H OH ON Ow OH .OO NH O OS SN OH SO .ONH N OH S HO ON m ON OH NO O .OO O NO NO O SO Om .ONH w ON O «O S S Om OH OO O .OO Om OO GO ON SN Ow .ONH OS ON H O N HO SH 0 O N .HO NH NN OO ON HN OO .SNH S Ow OH ON O O OO SN SH N .OO ON Sw ON SH SN OO .ONH mm mm HH OH O OO mm S NH N .OO mm m H mm m a H mm m w a... m mm m w a"... m u D. s D. s He s.a s 1 x 3.4 s 1 I a one one m ago 6 o a 0 Rio 9 o e o m Ado d.o sflu 3 d e u Biu 3 .d a H II 11 u 13 1 I 3 18 i I 3 u up up m GT. 9 u T. ST. 8 u I m .19 Te 9A a I. A 95 e I. A onv cap a. o o q u u a u e u 6 e o o J 8 3 J J J J I a e a e mHoHnmm smsnmmHm mHoHnmm :mEnmmHm SosmpmHmzoo new .mHSHm OHHH .mmUSHprm mchonusH .mEowH OmpomHmm 0p mmmsommwmnl.NH mqm<9 69 number in each group who express ignorance of the subject is indicative of a lack of awareness of current issues, at least in some areas. Items 88, 114, 131, 139, and 141 pertain,directly or indirectly, to the relationship of education and environmen— tal issues and problems. Both freshmen and seniors over- whelmingly profess to believe that educating people to envi- ronmental issues and needs is essential to solving environ- mental problems (item 131). They are also agreed, by large majorities, that giving attention to environmental issues is appropriate for the liberal arts college in general and Tay— lor University in particular (items 88, 114). Only 12 per cent of the freshmen and 24 per cent of the seniors believe they presently possess adequate know- ledge and have developed a sound philosophy in regard to en- vironmental issues (item 139). On the other hand, seniors seem to be somewhat more interested, if given the opportun- ity, in enrolling in a college course which would deal spe- cifically with the environmental crisis (item 141), although a majority of each group profess such interest. Item 132 asks whether one would voluntarily agree to travel less in order to conserve energy resources. While a majority of freshmen respond affirmatively, a much larger majority of seniors do so. A much smaller percentage of seniors than freshmen respond negatively. Also, a much greater percentage of freshmen express a third option of undecided or no opinion. Seniors appear to be responding on 70 a more mature level than freshmen; however, one wonders whether the fuel shortage of fall and winter 1973-74 did not significantly affect the thinking of the former. Moreover, whether behavior would correspond with professed attitudes on the part of either group is another matter. A majority in each group feel it would be worthwhile to write a personal letter to their congressman or senator stating their position on an environmental issue (item 135). Such a position is consistent with that on item 111, which, it may be recalled, gives the student the opportunity to ex- press whether he feels he can have much influence in envi- ronmental matters on a national level. Very few individuals in either group agree that the Judeo-Christian ethic has been largely responsible for the disrespect for, and improper treatment of, the environment (item 140), a position asserted by White (1967) in his essay "The Historical Roots of Our Ecologic Crisis." A large minority of freshmen and a significant majority of seniors disagree. However, more than half of the freshmen and more than a fourth of the seniors are undecided or have no opin- ion. Hopefully, the seniors' responses reflect intellec- tual growth and increased discernment which should have de- veloped during the intervening three and one-half years since they were at the age level of the freshmen. The great majority in each group say they feel they have an obligation to become actively involved in helping solve local environmental problems in their home 71 communities (item 144). Will this professed obligation translate into active involvement in the future? Nearly half of each group believe western sheep ranchers should be prosecuted for illegally killing bald eagles, some of which may be killing young lambs (item 146). At the same time, more than one-third of each group indi- cate they are undecided or have no opinion on this issue. Item 147 asks, ”Do you believe government should have the right to restrict what you may do with your privately owned land?" Somewhat surprisingly, half of the freshmen and two-fifths of the seniors respond in the negative. Only one-fourth of the freshmen and one-third of the seniors pro- vide affirmative responses. Such reaction indicates, in the opinion of the writer, that clearer orientation is needed in the student mind regarding the relative roles of individual rights and the individual's obligations to the larger soci- ety of which he is a part. Perhaps a more realistic per— spective shall develop as these individuals further mature. Items 60 and 126 are concerned with generation of electricity via nuclear power plants. Some inconsistency seems apparent on the part of the seniors, in that while a majority express concern about the safety of the process, a considerably smaller number say they would oppose a deci- sion to construct a nuclear power plant near their home. Items 67 and 128 pertain to the payment of higher taxes to finance environmental quality improvement. A siz- able minority in each group are agreed that higher taxes in 72 the future shall be necessary, freshmen being somewhat more inclined to agree than are seniors. Both are consistent in that about the same number in each group express a willing- ness to pay substantially higher taxes. Items 63 and 130 address themselves to the question of living standards. A greater percentage of seniors than freshmen are agreed that people in the United States shall have to be satisfied with a lower standard of living in the not too distant future. However, significantly, a consider- ably greater number in each group indicate the willingness to maintain a lower standard than that presently enjoyed by many Americans, at least for the purpose stated--to con- serve scarce natural resources. A majority in each group express such willingness, including nearly 80 per cent of the seniors. Admittedly, item 130 as stated may be subject to varying interpretation; however, it appears that these stu- dents, especially the seniors, are less materialistically inclined than are many Americans. A majority of freshmen and a larger majority of seniors agree, or strongly agree, that one should be willing to curtail his travel by private automobile in order to con— serve energy resources (item 83); however, seniors express somewhat less willingness when a similar issue is presented in personal terms (item 127). On the other hand, a much larger percentage of se- niors than freshmen agree that the government should impose 73 lower speed limits on autos and trucks in order to conserve gasoline (item 64). Also, a somewhat larger proportion of seniors than freshmen are agreed that the federal government should regulate the size of automobiles and engines in order to conserve resources such as petroleum products and various metals (item 65). Much of the difference that does exist between the two groups in item 65 appears to be due to the fact that a greater percentage of freshmen than seniors do not have an opinion. Both groups provide substantial affirmative responses when asked if they would support a proposed law to substan- tially reduce automobile speed limits and restrict engine size in order to reduce the consumption of scarce petroleum products and to alleviate unnecessary air pollution (item 138). Nearly all individuals in each group are agreed that anti-littering laws should be consistently and strongly en— forced (item 91). At the same time, a majority of freshmen and a large minority of seniors admit to being guilty of littering (item 134). The two groups of students hold quite similar views on the question of abortion being a morally acceptable means of limiting human population growth (item 55). Nearly eight out of ten freshmen and more than seven out of ten seniors reject the idea, a greater proportion of freshmen than seniors strongly disagreeing with its acceptability. The two groups react in harmony with this expressed 74 position when more than 80 per cent of each respond in the negative to the personal question, "Would you agree to an abortion in your family solely because you believed you al- ready had enough children?" (item 136). Again, both freshmen and seniors demonstrate similar- ity of views in that approximately half of each group express disagreement with the idea of industrial pollution control costs being considered legitimate business expenses, and therefore properly passed on to the consumer in the form of higher prices (item 69). Only 25 per cent of the freshmen and 30 per cent of the seniors profess agreement. They are both consistent in that they respond in a similar manner to a very similar item directed more specifically to the re- spondent (item 137). Thus, only a minority in each group seem to view this issue realistically, although it should be noted that a significant number, particularly of freshmen, are undecided rather than either accepting or rejecting the idea. A large majority in each group agree that they have a responsiblity to make other people aware of environmental problems (item 125), and the same percentage of seniors and nearly as large a percentage of freshmen express their willingness to present an environmental program to a group of elementary school children (item 142). Thus, each group is consistent in expressing its willingness to act, along with its professed sense of responsibility. Most of the individuals in each group exhibit concern 75 about the expanding human population (item 86), and a sub— stantial majority in each group agree they have (or shall have in the future) an obligation to restrict their family size in light of the world population problem (item 143), a somewhat greater percentage of seniors than freshmen professing to have such obligation. Each group, by a 98 per cent majority, disagrees (actually, most individuals strongly disagree) that a commu— nity should be permitted to dump raw sewage into a nearby stream if the majority of its citizens feel the community can not afford to build a treatment plant (item 61). The students respond to item 148 in a manner consistent with that of item 61, in that both freshmen and seniors, by 96 per cent and 95 per cent majorities, respectively, believe that a government agency should have the right to order their own community to cease dumping raw sewage into a nearby stream. Items 96 and 149 pertain to the possible overexaggera- tion or overplaying of environmental concerns. Relatively few individuals in either group believe such has been the case. Their responses to these two items indicate that a rather significant majority in each group believe the en- vironmental crisis is genuine. Furthermore, freshmen seem to be just about as acutely aware of the situation as are the seniors. In summary, generally speaking, the attitudes held by these students are encouraging. Though certain differences 76 have been noted, the two groups generally hold similar views on a variety of issues. Since the views of the two do not differ widely, one wonders whether such attitudes were not largely established earlier in life prior to the college experience. The Conservation Course Introduction As has been stated, during each Fall Term the Taylor University Biology Department offers a course titled Conser— vation. This is a four-credit-hour course and includes lab- oratory experience. Beginning with the 1973-74 school year, the laboratory portion of the course has been handled via a new format. The students travel from the college campus to the Taylor University Field Station located in Kalkaska County, Michigan, spending a three-day concentrated period engaged in a variety of experiences which assist them in becoming acquainted with, and more cognizant of, the natural environment. The lecture portion of the course provides conserva- tion and environmental information and attempts to induce a greater awareness of the environment and environmental prob— lems. The student also researches an environmental problem of his home area. Other aspects of this overall investigation indicate that the Conservation course has had a significant influence on the student. What impact did the course make on the stu— dents who were enrolled during the 1973 Fall Term? The 77 student questionnaire was administered to these students at the beginning of the term and again at the end.* A presen- tation and analysis of some of the results of the pretest and post test follow. Influential factors How do these students perceive the relative impor- tance of various factors as they have been influential in developing their knowledge and shaping their attitudes in regard to environmental issues? The pretest reveals that prior to that time the greatest single influence had been the category "radio and television," 30 per cent of the respondents so indicating.- All other categories of influen— tial factors are deemed to have been of much less signifi- cance (based on the number of individuals perceiving a par- ticular influence to have been most important in their lives). Another 16 per cent of the students rate radio and television as the second most important influential factor; thus a combined total of 46 per cent rate this factor as either first or second in importance. College is ranked as the most important influence by only 12 per cent of the students on the pretest, while an additional 15 per cent rate it as second in importance. *With the exception of the two questions on p. 13 of the questionnaire, only those individuals (a total of 129) who filled in a questionnaire at both the beginning and the end of the course are included in the tallies. References to questions appearing on p. 13 include all end-of—course participants. 78 However, a dramatic shift occurs on the post test. After having taken the Conservation course, 54 per cent of the students rank college as having been the most influential factor, and another 16 per cent give it second—place rank- ing. Radio and television becomes relatively less impor- tant on the post test, 14 per cent indicating that category to have been most important, slightly behind the catchall category of "other." However, 28 per cent say radio and television has been the second most important influence; thus the combined total (42 per cent) is not far below that of the pretest. ‘xObviously, at the time of administering the post test the students should still have been quite cognizant of the Conservation course. It seems to be a fair assumption that their perception of the increased college influence was due principally, if not entirely, to the effect of the course in question, although a more realistic assessment of its influ- ence might be made by the students at a later time when they shall be further removed from the course and may then be able to assume a more objective attitude. Nevertheless, it is gratifying to observe the very significant increase in the percentage of students who feel, after having had the course, that college has been the most important influence in developing environmental knowledge and shaping attitudes. However, although more than half of the students per- ceive that college has been the most important influence 79 according to their responses on the post test, when asked in the same questionnaire (p. 13) to describe the greatest single event or experience in their lives that has influenced their attitude (either in a positive or negative way) toward the natural environment, only approximately 30 per cent re— port the Conservation course or, in particular, the labora- tory field trip experience in the course, to be this greatest event. Such response does not seem to adquately correspond with the expressed importance of the college experience. Perhaps the majority interpreted "event or experience" in more narrowly defined terms than that of a college course extending over a relatively long period of time. Another questionnaire item (p. 13) requests the stu- dent to describe the college experience which he feels has exerted the greatest influence in developing in him an awareness of the natural environment and problems related to environmental quality. In response, on the post test ap- proximately 68 per cent of the students cite either the Con— servation course or the field trip portion of the course. Factual knowledge In the attempt to determine whether the course had been instrumental in increasing the students' store of en- vironmental information, a comparison of the pretest and post test results was effected on the same forty-two factual items considered in an earlier section of this chapter. The pretest and post test comparisons were made for the group-- 80 not for individual students. Table 13 provides the data relevant to the following discussion. The group scores higher* on the post test than on the pretest in thirty-three of the forty-two items. In each of six items at least 20 per cent more students respond cor- rectly on the post test than on the pretest. In sixteen items at least 10 per cent more respond correctly on the post test, and in twenty-eight items at least 5 per cent more respond correctly. There is a pretest advantage of at least 5 per cent over that of the post test in four items, while there is a percentage differential between the two tests of less than 5 per cent in nearly one-fourth of the items. The mean of the correct response percentages was cal- culated for each test with results as follows: pretest, 54 per cent; post test, 64 per cent. The difference is less than might have been expected; however, it may be noted that the test was not consciously designed to evaluate the stu— dents only for factual information to which they had been exposed in the course. The mean for seniors who had previously taken the Conservation course is practically the same as the 64 per cent mean for students just completing the course, thus in- dicating that knowlege is being retained over time. *"Scores higher" is interpreted to mean a greater percentage of individuals respond correctly. 81 TABLE 13.--Environmental factual knowledge--Conservation course, pretest and post test Percentage Percentage Item responding correctly Item responding correctly number Pretest Post test number Pretest Post test 1. 24 23 24. 51 71 2. 54 81 —- -- -- 3. 16 25 26. 28 41 4. 33 41 27. 34 25 5. 43 46 28. 13 20 6. 62 56 29. 53 74 7. 41 52 30. 67 74 8. 35 39 31. 57 66 9. 43 44 32. 74 79 10. 40 58 33. 77 98 11. 35 33 34 70 86 12. 78 70 35 40 49 13. 98 97 36. 64 74 14. 40 49 37. 8 3 15. 51 67 38. 83 92 16. 40 88 39. 85 88 17. 68 87 I I 18. 68 69 19. 89 97 50. 85 85 20. 44 40 51. 81 95 21. 66 83 52. 61 69 22. 40 100 53. 71 78 23. 46 57 82 Opinions and attitudes At the time of the pretest the single environmental problem perceived to be most important by more students than any other one listed is overpopulation (items 151-61). Nearly as many rank air pollution as the major problem. Together, these two account for nearly 60 per cent of the students included in this aspect of the investigation. Either food shortages or water pollution is perceived to be the number one problem by an additional 28 per cent of the respondents. Very few individuals rank any of the other problems of prime importance, although a combined total of 53 per cent place air and water pollution second in importance. When combined first and second place rankings are considered for each problem, the students perceive the more important ones to be as follows: air pollution (48 per cent), water pollution (44 per cent), overpopulation (40 per cent), food shortages (28 per cent). By the end of the course, however, the students' per- ceptions have shifted dramatically. Overpopulation is still perceived as the number one problem, but by a much larger percentage of individuals (55 per cent as compared with 31 per cent on the pretest). Whereas at the beginning of the course only 2 per cent rank scarcity of mineral and petroleum resources of first importance, 23 per cent do so 83 on the post test.* Air pollution is ranked first by another 12 per cent. Considering the combined number of students ranking a particular problem either first or second in im- portance, they perceive the more important ones to be as follows: overpopulation, 67 per cent; scarcity of mineral and petroleum resources, 39 per cent; and food shortages, air pollution, and water pollution each nearly 30 per cent. The remaining problems receive much lower priority ratings on the post test. The group generally express a greater degree of pessi- mism on the post test than on the pretest that man shall be able to solve the problems enumerated. The explanation for this fact is uncertain; perhaps they were apprised of such problems via the course and thus were now more knowledgeable, and, as a result, were somewhat overwhelmed with the magni- tude of some of them. Table 14 provides a comparison of student attitudes at the beginning of the course with those at the end of the course as represented by responses to selected questionnaire items. There is a greater tendency to express an opinion on the post test than on the pretest, fewer individuals choos— ing the "no opinion" option on the post test. In nearly every case there is a shift of responses in a favorable direction between the pretest and the post test. *The developing energy crisis during the fall of 1973 was probably of more influence on student thinking in re- spect to this issue than was the Conservation course itself. 84 TABLE 14.--Comparison of pretest and post test responses to selected opinion/attitude items--Conservation course Pretest Post test a n .2 a) 3 (D a m a m -H f... -H H w 9 w a: a 9 Item 8 0 g a o g number ugI g E: ,< 2 Q 73.* 6 6 87 5 2 94 78.* 4 8 88 2 5 93 84.* 52 14 33 95 2 4 86.* 11 7 82 6 5 89 109. 47 19 33 56 11 33 113. 48 11 41 54 9 37 116. 85 9 6 92 5 3 120. 57 28 15 74 14 12 125. 88 10 2 94 5 2 :3 z; a a 'U o 130 GJH qu 13G 13a 0H H 'r-I .H 0:1 0:1 010 a>o m 'U 8 0 E30 :33 2 S 8 H z z: a 127. 50 33 17 72 17 11 128. 43 29 28 47 26 27 130. 58 17 24 87 10 3 138. 67 14 19 84 9 6 139. 14 76 10 36 52 12 144. 70 14 16 82 9 9 149. 13 71 16 9 84 8 NOTE: Values are expressed in percentages. *"Agree" and "strongly agree" response categories in questionnaire are combined in the table; likewise for "disagree" and "strongly agree." 85 In two cases (items 84 and 130) the shift is dramatic and in some others (items 120, 127, 138, 144, 149) though less dra— matic, is nevertheless quite definite. These particular questionnaire items were chosen to represent student atti- tudes because of their content, and not because of their favorable responses (which responses were in fact not known before the items were selected). It may thus be concluded that the Conservation course, based on the results of the evaluation of this particular term, does exert a definite influence in a positive direc— tion. After having taken the course, the participants, as a group, perceive college to have been a much stronger "envi- ronmental" influence than it was prior to taking the course. They poSsess somewhat more environmental information and have shifted their attitudes in the desired direction on a number of issues. However, after having taken the course, they exhibit a more pessimistic attitude regarding the ulti— mate solution of environmental problems. CHAPTER III ALUMNI SURVEY Introduction It may well be argued that the caliber of its alumni reflects the adequacy of a college's academic program more accurately than do its present students. Furthermore, com- pared with the present student, the alumnus may have arrived at a clearer perspective concerning the effect of the col— lege experience upon his life and thinking. A period of time has elapsed since his college days, and he has probably further matured intellectually and emotionally. It is logical, therefore, to include alumni in this investigation. The questionnaire developed for this group is succinct and brief, the latter factor probably encourag- ing a greater return than might otherwise have been the case. This instrument was distributed to a more or less random sampling of graduates of the years 1968 to 1973. These individuals were chosen from an alphabetical listing within each graduating class, and no attempt was made to skew the selections in favor of particular majors. Approximately one-fourth of the graduates of each of the six years were requested to complete the questionnaire—— a total of 312 individuals. One hundred twenty-seven 86 87 returned the instrument, thus providing a 41 per cent re- sponse. The respondents are almost equally divided between men (sixty-seven) and women (sixty). The numbers responding by year of graduation are as follows: l968--twenty—one, 1969--fifteen, 1970--twenty, 1971-—twenty-nine, 1972—-twenty, 1973—-twenty-two. Thirteen of the total of 127 majored in biology or zoology at Taylor University, forty-nine of the total had taken the Conservation course at Taylor, and thirty—one had earned one or more additional degrees since their Taylor graduation. The response percentage is lower than might have been expected, and it would be desirable to have a greater pro- portion of the graduates of these six years participating in the study. The analysis of the data is, of necessity, made largely on the assumption that the respondents constitute a fairly representative sample of Taylor University alumni of this time period. The questionnaire may be logically divided into three categories as follows: attitudes toward environmental is— sues (items 1-20), knowledge-developing and attitude-shaping influences in relation to environmental issues (items 21-28), and the role of the Taylor University experience in develop— ing the alumnus' knowledge and awareness of environmental issues (items 29-31). A critical examination of the data generated from each of these questionnaire categories follows, the ultimate aim being to assess the influence of the Taylor experience 88 in the lives of these individuals regarding their knowledge and, particularly, their conception and aWareness of envi— ronmental issues and concerns. Attitudes Toward Environmental Issues Questionnaire items 1-20 solicit the respondent's attitudes on a variety of environmental issues, including the human population, water pollution, reality of environ- mental problems, taxation to pay for environmental quality improvement, role of education in solving environmental prob- lems, and relative optimism portrayed toward the solution of these problems. Responses to these items provide insight into alumni attitudes and opinions held at the time the questionnaire was completed—-approximately May-June 1974. It will be noted that item 1 asks the respondent to designate which of four environmental problems (pollution, food shortage, energy shortage, overpopulation) he considers to be the major one today. The item does not specify whether the reference is to the major United States problem or the major world problem; thus, some respondents may inter- pret it in light of the former and others of the latter. Table 15 tabulates the responses to this item in relation to several alumni categories. Even in this day of energy-shortage consciousness, relatively few alumni indi- cate energy shortage to be the major present-day environ- mental problem among the four choices. Somewhat more than one—third of the respondents identify overpopulation as the problem of prime importance, while another third believe 89 TABLE 15.—-Alumni perceptions of the major present—day environmental problem o w a o a o 50 H -H a H H H o O c H .2 H o o m s H a a t: w is 8. Alumni category H U H H H o m o o o a > CL FA [-11 0 All respondents. 33 11 16 37 1968 graduates . 33 10 14 43 1969 graduates . 47 7 0 40 1970 graduates . 35 10 25 30 1971 graduates . 38 14 10 35 1972 graduates . 30 10 35 25 1973 graduates 18 14 9 50 Males. 33 15 9 39 Females. 33 7 23 35 Biology or zoology major at T. U.. 39 8 0 46 All except above major . 32 11 18 36 Had Conservation course at T. U. 25 14 20 39 Did not have Conservation course . 39 9 13 36 Earned additional degree(s). 45 10 10 32 No additional degree(s). 29 11 18 39 NOTE: Values are expressed in percentages. 90 pollution to be the major problem. It will be noted that equal proportions of males and females identify pollution as the major problem. However, a significant difference is noted between the sexes in their perception of the relative seriousness of food and energy shortages. Fifteen per cent of the men indicate food short- age to be the major present-day environmental problem as compared with 7 per cent for the women. Perhaps somewhat surprisingly, 9 per cent of the men, but 23 per cent of the women, believe energy shortage to be of first importance. A greater percentage of those alumni who majored in biology or zoology at Taylor University believe pollution or overpopulation to be the problem of greatest concern as compared with majors in the other disciplines, while the concern for energy shortage is much less among the biology majors than it is with the others. It is recognized that the total number of biology majors (twelve) responding to this item are too few to provide data on which to draw con- clusions on more than a tentative basis. Those alumni who took the Conservation course at Taylor seem to place the pollution problem lower on their priority list than do those who did not take the course; the former appear to exhibit somewhat more concern for food and energy shortages than do the latter. A considerably larger percentage of those who have earned additional degrees since their graduation from Taylor rate pollution as the number one environmental problem than do those who have not earned 91 additional degrees, and the latter express more concern about the energy shortage problem than do the former. However, these two groups are not as distinct as one might assume, because a number of those who have not earned additional degrees have nevertheless taken further college- level work since their Taylor graduation. Tables 16 to 26 summarize the responses to the remaining environmental attitude items (2—20) in the questionnaire. A considerable degree of pessimism prevails among the alumni in reference to their perception of our ability to solve our environmental problems (item 20), in that only 43 per cent are reasonably convinced that we shall be able to do so; 37 per cent respond negatively, while another 20 per cent indicate they are undecided or have no opinion. \ Thirteen individuals who majored in biology or zoology respond to this item. They are much more pessimis- tic than are the other respondents, as indicated by the fact that only 15 per cent answer in the affirmative as compared with 47 per cent for the others. Nearly one-third of the biology alumni, however, are undecided or have not formu— lated an opinion in this regard, as compared to somewhat fewer than one-fifth of the other respondents. On the other hand, 54 per cent of the biology alumni say they are not reasonably convinced we shall be able to solve these prob- lems, while 35 per cent of the others respond in like manner. Perhaps a more realistic understanding of the 92 TABLE 16.—-Alumni attitudes toward environmental issues-—all respondents H o a n o 130 >: -:-I Q) >a 0) -:-4 H a O H was m -H H w V‘H acu m o. m c:O osm om 620 Item I3 fan :40 o :3 H :40 Item U1 '0 number m :6 < z O OH number :3 2 g 2 2. 0 13 4 54 28 12. 52 18 30 3. 1 0 0 17 83 13. 79 7 13 4. 13 47 9 24 6 14. 98 1 1 5. 13 61 7 18 1 15. 47 41 12 6. 2 13 8 57 20 16. 9 62 28 7. 2 1 1 32 64 17. 81 3 16 8. 1 3 2 36 58 18. 94 4 2 9. 9 41 32 15 2 19. 13 72 16 10. 43 50 4 2 2 20. 43 37 20 11. 1 8 7 59 25 NOTE: Values are expressed in percentages 93 TABLE 17.—-Alumni attitudes toward environmental issues-- 1968 graduates H o s a o '6 o S HI m >5m mqq H c: (D H a) 'U :3 ho -H H 50 H -H H ::m m :1 w new as; o m m c> a (DO o 0 Item 4‘3 SI) {:0 o 94 :33 Item 8 o g 0 number to <9 <: z O (O ’6 number I» z '.:> c: 2. 0 5 5 48 43 12. 62 10 29 3. O 0 0 14 86 13. 91 0 10 4. 19 43 14 14 5 14. 100 0 0 5. 14 67 5 10 5 15. 38 52 10 6. 0 10 5 57 29 16. 19 52 29 7. O 0 0 19 81 17. 71 5 24 8. 0 0 0 38 62 18. 100 0 0 9. 19 33 38 5 0 19. 5 76 19 10. 33 62 0 0 5 20. 38 48 14 11. 5 5 10 43 38 NOTE: Values are expressed in percentages. TABLE 18.—-Alumni attitudes toward environmental issues-- 1969 graduates H o a a o 130 h -H m >.m oqq H a m .H m 'U G 60 -r-I 3-4 b0 $4 ~r-I -v-1 :0) m a an arm c>q 22 2 ° 3 29 m 3° Item 4.: no to o H +a H Item 0 s: 0 number to a: <: z C: O '5 number >« z D a 2. 0 20 0 47 33 12. 73 20 7 3. 0 0 0 20 80 13. 93 7 0 4. 13 67 7 0 13 14. 100 0 0 5. 20 67 0 13 0 15. 33 60 7 6. 7 7 13 47 27 16. 27 40 27 7. 0 0 7 20 73 17. 87 7 7 8. 0 7 0 33 60 18. 87 7 7 9. 7 6O 33 0 0 19. 7 87 7 10. 60 33 7 0 0 20. 47 40 13 11. 0 7 0 67 27 NOTE Values are expressed in percentages. 94 TABLE 19.-—Alumni attitudes toward environmental issues-- 1970 graduates H o a a o 130 >> -H a) >z (D 0) H H c: a) r-I (D 'U :3 DD °H $4 DD ‘4 .,.I H a m o a. w CIO 0:1 od 010 Item :3 E0 {:0 o .9, f3 .53 Item 8 o g 0 number O :6 4 z D a 2. 0 20 10 50 15 12. 45 15 40 3. 0 0 0 20 80 13. 65 20 15 4. 10 45 5 35 5 14. 100 0 O 5. 10 55 5 3O 0 15. 40 40 20 6. O 15 10 65 10 16. 10 65 25 7. 0 0 0 50 45 17. 75 5 20 8. 0 5 5 30 60 18. 90 5 5 9. 5 35 30 25 5 19. 25 45 30 10. 40 45 10 5 0 20. 55 35 10 ll. 0 15 15 55 15 _& NOTE Values are expressed in percentages. TABLE 20.—-Alumni attitudes toward environmental issues-— 1971 graduates T .. o a a o 130 S H m >.® apH H z m HIm 1:: OD °H ‘4 b0 $4 ~r-I 'r-‘I : m 0) a. w szbo 0;; O (D (D 0 Cd 0 :6 Q) 0 Item :3 I370 SB 0 H) I3 53 Item 8 o '2 0 number (I) :8 <: 2 Q m '6 number >1 z :3 c: 2. 0 14 0 59 28 12. 52 17 31 3. 3 0 0 10 86 13. 86 0 10 4. 10 52 7 31 0 14. 100 0 0 5. 14 62 7 17 0 15. 59 35 7 6. 3 17 10 48 21 16. 3 66 31 7. 3 O 0 31 66 17. 86 3 10 8. 3 3 3 31 59 18. 97 0 3 9. 10 45 31 14 0 19. 14 72 14 10. 59 41 0 0 0 20. 52 31 17 11. 0 10 10 48 31 NOTE: Values are expressed in percentages. 95 TABLE 21.--Alumni attitudes toward environmental issues—— 1972 graduates H a C): o 130 H H o >.o mqq HI , q o ~19 tin b0 °H $4 b0 Fl w-I H a m 6) :1 an arm 0‘; Item :3 SI) (,9 o .H +3 H Item 8 o '2 0 number ”3 “I “I 2. Q m '5 number >4 z :3 c: 2. 0 5 O 70 25 12. 60 10 30 3. 0 0 0 25 75 13. 80 0 20 4. 10 50 15 15 5 14. 90 5 5 5. 10 65 10 15 0 15. 55 35 10 6. 0 25 0 60 15 16. 0 70 30 7. 5 5 O 30 60 17. 85 0 15 8. O 5 O 40 55 18. 90 10 0 9. 5 40 40 15 0 19. 15 70 15 10. 45 50 O 0 5 20. 30 35 35 11. 0 5 0 80 15 NOTE. Values are expressed in percentages. TABLE 22.--Alumni attitudes toward environmental issues-- 1973 graduates H C): 5 130 H H o bum qu H a m H40 13: w H H hoH rifi : m m 9. m czw 0:; 02: 2 0 a 29 m «'3’ ° Item I3 an 50 o .H +2 H Item a: o s: 0 number ”3 ‘3 4‘ z 9 VJ ’5 number H z :3 c. 2. 0 18 9 50 23 12. 27 36 36 3. 0 0 0 14 86 13. 59 18 23 4. 14 32 5 41 9 14. 100 0 0 5. 9 55 14 23 0 15. 50 32 18 6. 5 5 9 64 18 16. 5 73 23 7. 0 0 0 41 59 17. 82 0 18 8. 0 0 0 45 55 18. 95 5 0 9. 9 36 23 27 5 19. 9 82 9 10. 18 64 9 5 5 20. 36 36 27 11. 0 5 5 68 23 NOTE Values are expressed in percentages. 96 TABLE 23.--Alumni attitudes toward environment issues--by sex H o n a o 130 H H m Ha) awH H :1 (D H a) "O c: DD '14 54 OD H W4 «4 co Item :3 SI) :1, o .23 f3 :04 Item (an) o '2 0 number m a: <: z a O '6 number H z :2 c: 2.(a)* 0 13 8 48 31 12.(a) 51 25 24 (b) O 13 O 62 23 (b) 53 10 37 3.(a) 2 0 O 19 79 13.(a) 82 8 9 (b) O O O 13 87 (b) 75 7 18 4.(a) 13 61 3 15 8 14.(a) 97 2 (b) 12 32 15 35 3 (b) 100 O 5.(a) 15 57 6 21 2 15.(a) 52 33 (b) 10 67 8 15 0 (b) 42 50 6.(a) 3 13 10 6O 13 16.(a) 12 66 (b) 2 13 5 53 27 (b) 7 58 7.(a) 2 0 2 37 60 17.(a) 78 3 (b) 2 2 O 27 68 (b) 85 3 8.(a) 2 3 3 37 55 18.(a) 93 3 (b) O 3 O 35 62 (b) 95 5 9.(a) 12 46 28 12 2 19.(a) 15 73 (b) 7 35 37 18 2 (b) 10 70 10.(a) 46 48 3 3 O 20.(a) 39 43 (b) 38 52 5 O 5 (b) 48 3O 11.(a) O 12 8 57 24 (b) 2 3 7 62 27 NOTE: Values are expressed in percentages. *(a) Males (b) Females 97 TABLE 24.——Alumni attitudes toward environmental issues—— comparing biology majors with others : H 0:: g H o H. -H o >.o m.4 H a o Haw ‘U a an -H H bDH vIH czm 0 Q O ::O 0:2 0 m m o a c>m m 0 Item H H H g H 53 Item 8 o '2 0 number a 2,” 2? 2 g 3 H number >4 :3 s: 2.(a)* 0 0 8 31 62 12.(a) 77 8 15 (b) 0 15 4 57 24 (b) 49 19 32 3.(a) 0 0 0 0 100 13.(a) 85 8 0 (b) 1 O 0 18 81 (b) 78 7 15 4 (a) 23 62 0 0 15 14.(a) 100 0 0 (b) 11 46 10 27 4 N (b) 98 1 1 5 (a) 23 62 0 8 8 15.(a) 62 23 15 (b) 11 61 8 19 0 (b) 46 43 11 6.(a) 8 15 8 54 15 16.(a) 8 69 23 (b) 2 13 8 57 20 (b) 10 61 28 7.(a) 0 O 0 8 92 17.(a) 77 0 23 (b) 2 1 1 35 61 (b) 82 4 15 8.(a) 0 0 O 31 69 18.(a) 85 0 15 (b) 1 4 2 37 57 (b) 95 4 1 9.(a) 23 62 8 8 0 19.(a) 15 85 0 (b) 8 39 35 16 2 (b) 12 70 18 10.(a) 54 39 0 8 0 20.(a) 15 54 31 (b) 41 51 4 1 3 (b) 47 35 18 11.(a) 0 8 0 46 46 (b) l 8 8 61 23 IL NOTE: Values are expressed in percentages. *(a) Undergraduate major biology or zoology. (b) Undergraduate major other than biology or zoology. 98 TABLE 25.--Alumni attitudes toward environmental issues-- comparing those who had taken Conservation with others u <3: 8 o o z w o cam ova .4 a o Flo 1:: no «4 {-4 no :4 HH are m cm an :tm 0:1 od a>o Item a H a a) s. :0 Item m o '3 0 number a 3.9 23” g S 335' number >4 z :2 c: 2.(a)* O 16 4 55 25 12.(a) 45 25 31 (b) 0 12 4 54 30 (b) 56 14 30 3.(a) O O 0 14 86 13.(a) 74 4 20 (b) 1 0 O 18 81 (b) 82 9 9 4.(a) 14 43 6 29 6 14.(a) 96 2 (b) 12 5O 10 22 5 (b) 100 O 5.(a) 12 55 6 27 O 15.(a) 53 33 (b) 13 65 8 13 1 (b) 44 46 6.(a) 2 18 6 57 16 16.(a) 4 65 (b) 3 10 9 56 22 (b) 13 6O 7.(a) 2 2 O 25 71 17.(a) 88 2 (b) 1 0 1 37 59 (b) 77 4 8.(a) O 2 0 33 65 18.(a) 92 6 (b) l 4 3 39 54 (b) 95 3 9.(a) 12 45 25 16 2 19.(a) 12 76 (b) 8 39 37 14 1 (b) 13 69 10.(a) 51 41 2 2 4 20.(a) 37 39 (b) 37 55 5 1 1 (b) 47 36 11.(a) O 6 4 59 31 (b) 1 9 9 59 22 NOTE: Values are expressed in percentages. *(a) Had taken the Conservation course at Taylor University. (b) Had not taken the Conservation course. 99 TABLE 26.-—Alumni attitudes toward environmental issues-- comparing those who have earned additional degrees with others 3] a o s a o 130 h -H a) >.o @44 H c o ram 13: m 44 h bDH wiH : m a) a an qtm 0:; o m a) 0 cc c>w a>o Item fl {:0 g}, o .2 f3 .53 Item 8 o g 0 number m :6 <: 2 Q m '6 number >4 z :3 c: 2.(a)* O 16 3 42 39 12.(a) 61 13 26 (b) 0 13 4 58 24 (b) 49 20 31 3.(a) O O O 16 84 13.(a) 87 3 10 (b) 1 O O 17 82 (b) 76 8 15 4.(a) 16 48 10 16 6 14.(a) 97 O 3 (b) 11 47 8 27 5 (b) 99 1 0 5.(a) 19 61 6 10 3 15.(a) 48 36 16 (b) 10 61 7 21 0 (b) 47 43 10 6.(a) O 16 13 48 23 16.(a) 23 58 19 (b) 3 13 6 59 19 (b) 5 64 30 7.(a) O O 3 32 65 17.(a) 84 0 16 (b) 2 1 O 32 64 (b) 80 4 16 8.(a) 0 3 3 45 48 18.(a) 94 3 3 (b) 1 3 1 33 61 (b) 94 4 2 9.(a) 10 36 39 10 3 19.(a) 10 77 13 (b) 9 43 30 17 1 (b) 14 7O 17 10.(a) 45 45 6 O 3 20.(a) 39 45 16 (b) 42 51 3 2 2 (b) 45 34 21 11.(a) 3 3 10 55 29 (b) 0 9 6 60 24 NOTE: Values are expressed in percentage. *(a) Have earned additional degrees since graduating from Taylor University. (b) Have not earned additional degrees. 100 magnitude of the problems on the part of the biology majors is reflected in these data. Males exhibit somewhat less optimism in regard to this item than do females. Approximately four out of ten males respond affirmatively, while nearly five out of ten females do so. Likewise, those alumni who took the Conser— vation course at Taylor appear somewhat less optimistic than those who did not take the course. The data also indicate a moderate positive correlation between pessimism and the earning of additional degrees. A somewhat curious trend appears when the responses to the item under consideration are examined by year of graduation. Broken down in such a manner, the number of individuals per class is perhaps too small to be signifi- cant; however, the percentage of individuals who indicate they are reasonably convinced that we shall be able to solve our environmental problems steadily rises from 1968 to 1970, with only a slight drop in 1971. In 1972, however, there is a very noticeable drop, with some improvement noted in 1973. The explanation for this phenomenon is not readily apparent. The alumni are quite thoroughly convinced (as revealed by the responses of all respondents as a group, and nearly all of the various alumni categories) that there is a human population problem, and they apparently are not optimistic that man shall successfully cope with it (item 2). They also disagree by sizable majorities that the so-called 101 ”environmentalists" are a segment of the population that is overly concerned about environmental quality (item 6). Interestingly enough, however, a greater percentage of the biology graduates agree with the statement than do the others, and the same phenomenon is noted in respect to those who took the Conservation course compared with those who did not do so. Only relatively small percentages of alumni agree that most of the concerns about environmental problems have been overexaggerated, and that the "environmental crisis" situation has been greatly overplayed (items 11, 19). Similar responses are noted in nearly all of the alumni categories, although some moderate variations between groups are apparent. For example, a greater percentage of males than females think there has been an excessive empha- sis and exaggeration. The alumni overwhelmingly disagree that much of the current concern for cleaner streams is unwarranted (item 7). Furthermore, there is nearly unanimous agreement that a community should be prohibited from dumping raw sewage into a nearby stream even though a majority of its citizens feel the community can not afford to build a sewage treatment plant (item 3). Item 18 is similar in its thrust except that it tends to make the issue more personal by referring to the respondent's community. A rather high degree of consistency is demonstrated in a comparison of responses to these latter two items. 102 Most of the alumni believe a government agency should have the right to order their community to cease dumping raw sewage into a nearby stream (item 18), although it should be noted that the number who believe so is somewhat smaller than those who say they disagree that a community should be permitted to dump raw sewage into a nearby stream (item 3). A very gratifying degree of concern for endangered animal species is expressed by the alumni (item 8), very few agreeing with the item as stated. One would hope that similar concern would be widespread among our citizenry, given the present critical situation with respect to a num- ber of species. Some insight into the character of the alumni is gained by reflecting upon the responses to items 4 and 13, especially the latter. Sixty per cent are agreed that peo-//’ ple in the United States shall have to be satisfied with a lower standard of living in the not too distant future. Viewed by sex, however, this 60 per cent translates into 74 per cent of the men, but only 44 per cent of the women. More importantly, 79 per cent of the alumni indicate they shall be willing to maintain a lower standard of liv— ing than that presently enjoyed by many Americans in order to conserve scarce natural resources. Graduates of the years 1970 and 1973 express less willingness—-65 per cent and 59 per cent, respectively, responding affirmatively. Males express somewhat greater willingness in this regard (82 per cent) than do females (75 per cent). 103 However, the difference seems to be due principally to the fact that more females are undecided rather than being definitely unwilling. Interestingly, while only 44 per cent of the female alumni profess to believe in the necessity for a lower living standard, 75 per cent express the willingness to maintain this lower standard, at least for the purpose stated, i.e., to conserve scarce natural resources. A smaller percentage of those who took the Conserva- tion course at Taylor express the willingness to maintain a lower living standard than do those who did not take this course. However, here again the explanation seems to be primarily the fact that a sizable percentage of the former are undecided, few in either group expressing a definite unwillingness. Those who have earned additional degrees appear more willing than those who have not. The explana- tion for this fact is not readily apparent. Admittedly, item 13 does not delineate a precise standard, and thus may be subject to various interpretations. However, the affirmative response given by the great major- ity of alumni would seem to indicate a less materialistic approach to life than one would expect to find among the greater majority of individuals of similar, as well as of more mature, age levels. It may be recalled that in Chapter II a similar conclusion was reached in respect to present students. How do the alumni feel about paying for improved environmental quality? Two items (5 and 12) speak to this 104 issue. Item 5 is a general statement concerning the ex- pectation of United States citizens paying considerably more in the future to meet the costs involved in control- ling pollution. Item 12 personalizes the issue by asking the respondent whether he shall be willing to pay substan- tially higher taxes in the future to help cover the costs of improving the quality of the environment. While it is true these two items do not speak to precisely the same issue (the former referring to costs, and such costs may assume various forms in the mind of the respondents, and the latter specifying the payment of sub- stantially higher taxes), it seems logical to conclude that if a person agrees with one he would also respond affirma- tively toward the other. Such is not quite the case, however. While 74 per cent of the alumni are in agreement that citizens of the United States should expect to incur higher costs in the future, only 52 per cent state a definite willingness to pay substantially higher taxes. Here again, however, the fact that 30 per cent of the group are undecided or have no opinion on the latter issue seems to account for the varia- tion observed in the responses to the two items. The most recent graduates (1973) express, by far,/’ the greatest resistance to the increased taxation. This group, along with the 1970 graduates, causes the affirma- tive response percentage in item 12 to be lower for the en- tire group than it would otherwise be. 105 Interestingly, while approximately 50 per cent of each sex in the entire group indicate a willingness to pay substantially higher taxes in the future to help cover the costs of improving the quality of the environment, 25 per cent of the men, but only 10 per cent of the women, voice definite objection. Perhaps a greater number of the men are the principal wage earners, and consequently are more acutely aware of the "tax bite." /The responses indicate that a higher percentage of biology majors than other alumni perceive the necessity of increased costs, and also express a greater willingness to pay substantially higher taxes. A similar correlation is exhibited in the responses of those who have earned addi- tional degrees compared with those who have not, a greater percentage of the former agreeing that future higher costs shall be a necessity, and also indicating a greater willing- ness to pay substantially increased taxes in the future. It would be hoped that those alumni who took the Conservation course would exhibit a greater sensitivity to the need for monetary outlays to pay for environmental quality improvement than would those who did not have the advantage of a course in the curriculum which concerned it- self with environmental issues and problems. Such does not seem to be true, however. A smaller percentage of the for— mer agree that increased costs are a necessity, and, as would then be expected, they exhibit a greater resistance to the increased taxation. 106 Do the alumni feel they have an obligation to become actively involved in helping solve local environmental prob— lems in their home communities (item 17)? The great major- ity agree that they do and only a very small minority say they do not feel they have such an obligation. This posi- tive attitude holds generally true for the graduates of all the years 1968 to 1973. LWhether they are acting upon this felt obligation and are actually involved in the solution of community environmental problems is a matter not specifi- cally dealt with in this questionnaire, How do the alumni respond to the charge that the Judeo-Christian ethic has been largely responsible for the disrespect for, and improper treatment of, the environment (item 16)? Only 9 per cent agree; 62 per cent disagree, while 28 per cent are undecided or have no opinion. Given the philosophical stance expected in these individuals, one would anticipate that few would agree with the accusation. However, it will be noted from Tables 17 and 18 that nearly one-fifth of the 1968 graduates and slightly more than one-fourth of the 1969 graduates do express agreement. There is not an apparent explanationzfixr this observation, although it should be remembered that a relatively small number of individuals are involved in each case. Thus, just a few respondents will produce a signifi- cant impact on the statistics. Another interesting, but likewise not readily explained, observation is the fact that 23 per cent of those who have earned additional 107 degrees agree with the accusation as compared with only 5 per cent of those who have not earned more degrees. As a group, fewer than one-half of the alumni be- lieve they presently possess adequate knowledge and have developed a sound philosophy in regard to environmental issues (item 15). However, the more recent graduates (1971, 1972, 1973) express more confidence in this regard than do those of earlier years (1968, 1969, 1970). Could this re— flect a more positive effect of the college experience on the recent graduates, or may it indicate a more mature, realistic response on the part of the older alumni? Nearly 100 per cent of the alumni respondents agree that educating people to environmental issues and needs is essential to solving environmental problems (item 14). Thus it appears they would support the idea of the under- graduate college being concerned with this area of the student's education, as indeed the responses to item 10 indicate, there being very little disagreement concerning the appropriateness of a liberal arts college attempting to instill a strong awareness of environmental issues in its students. Presumably the alumni would place their alma mater within the context of item 10. On the basis of the available data it may be con- cluded that the alumni of the period 1968-73 generally possess an adequate awareness of, and sensitivity to, en- vironmental problems and issues. They profess a sense of personal responsibility toward solutions, but at the same 108 time are not overly optimistic that the problems will be solved. The discussion in this section has concentrated on alumni attitudes toward environmental issues. Numerous in- fluential factors may operate in an individual to develop his philosophy and dictate his stance on these and other types of issues. One can not accurately determine such factors from the data presented thus far. The next two sec— tions of this chapter concern themselves more specifically with these influences. Influential Factors The alumni were requested to indicate the relative importance of each of a number of factors as they had been influential in developing their knowledge and shaping their attitudes in regard to environmental issues (questionnaire items 21-28). Tables 27 to 31 exhibit responses to this portion of the questionnaire. The single factor perceived by more alumni than any other to have been the most important influence in their lives is a catchall category designated as "other," as Table 27 reveals. Approximately one-third of the respon- dents so indicate. A similar pattern is noted in most of the various alumni groupings. Approximately three-fourths of the respondents pro- vide amplifying information or designate among suggested experiences to further explain this factor. The specific 109 TABLE 27.—-Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--all respondents Rankings* Factor 1 2 3 4 5 6 7 8 Elementary school. 5 O 3 4 6 9 16 57 Secondary school 1 2 3 8 12 18 45 10 College. 12 11 12 13 21 21 6 4 Radio and television . 25 24 10 15 13 7 2 1 Periodicals. 9 19 26 15 9 9 6 5 Newspapers 2 12 24 13 14 17 9 8 Another person(s). 14 17 9 17 15 ll 10 5 Other. 33 15 10 13 8 8 3 8 NOTE: *Number 1 most important; number 8 least important Values are expressed in percentages. 110 TABLE 28.—-Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues--by year of graduation Year of Rankings* Factor Graduation 1 2 3 4 5 6 7 8 Elementary school 1968 0 0 5 14 5 0 14 62 1969 O 0 7 0 0 3 13 60 1970 5 0 5 0 5 5 10 70 1971 3 0 3 3 7 14 17 52 1972 10 0 0 0 5 5 20 55 1973 9 O 0 5 9 14 18 45 Secondary school 1968 O 0 0 0 14 24 57 5 1969 0 7 0 7 7 20 4O 13 1970 0 5 0 15 5 20 50 5 1971 3 0 3 10 10 21 45 7 1972 0 0 5 5 15 20 45 5 1973 0 0 9 9 18 5 32 27 College 1968 5 O 14 5 29 33 10 5 1969 7 0 13 7 33 27 7 0 1970 10 10 15 5 20 30 0 10 1971 3 21 7 14 24 21 7 3 1972 25 20 10 15 10 10 5 O 1973 23 9 14 27 9 5 9 5 Radio and television 1968 19 38 10 19 10 5 0 0 1969 27 20 0 20 27 O 0 0 1970 30 15 5 25 10 15 . O O 1971 28 21 21 3 14 7 7 0 1972 25 20 10 15 15 10 O O 1973 23 32 9 14 9 5 5 5 Periodicals 1968 19 14 19 19 14 5 5 5 1969 7 20 33 20 0 7 7 0 1970 15 15 30 10 10 0 15 5 1971 3 17 21 21 7 21 0 10 1972 5 15 35 15 10 10 5 0 1973 5 32 23 5 14 9 9 5 111 TABLE 28.--Continued. Year of Rankings* Factor Graduation 1 2 3 4 5 6 7 Newspapers 1968 5 10 38 14 10 10 5 10 1969 0 20 20 20 7 13 7 7 1970 O 25 30 15 15 5 5 5 1971 0 7 24 17 17 7 14 14 1972 0 15 15 10 15 25 10 5 1973 9 0 18 0 18 41 9 5 Another person(s) 1968 10 29 10 14 19 10 10 O 1969 20 0 7 13 13 13 20 7 1970 15 15 0 20 25 5 15 5 1971 24 24 10 14 14 10 3 0 1972 5 10 15 25 10 5 5 20 1973 9 18 14 14 9 23 14 0 Other 1968 43 10 5 14 5 14 0 10 1969 33 27 13 7 7 0 0 7 1970 25 15 15 10 10 20 5 0 1971 45 14 7 14 3 3 7 7 1972 25 15 5 10 15 10 5 10 1973 23 14 18 23 9 O 0 14 NOTE: *Number 1 most important; Values are expressed in percentages. number 8 least important. 112 TABLE 29.—-Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues by sex Rankings* Factor 1 2 3 4 5 6 7 8 Elementary school male. . . . . . 8 O 2 5 6 6 9 66 female. . . . . 2 0 5 3 5 12 23 47 Secondary school male. . . . . . 2 3 6 9 9 19 48 5 female. . . . . O O O 7 15 17 42 17 College male. . . . . . 12 13 15 13 24 16 3 3 female. . . . . 12 8 8 12 17 25 10 5 Radio and television male. . . . . . 24 24 10 12 16 10 2 2 female. . . . . 27 25 10 18 10 3 3 0 Periodicals male. . . . . . 9 22 27 12 8 12 8 3 female. . . . . 8 15 25 18 12 7 5 7 Newspapers male. . . . . . 2 12 22 18 13 10 13 9 female. . . . . 3 12 27 7 15 23 3 7 Another person(s) male. . . . . . 9 16 9 18 15 16 13 3 female. . . . . 20 18 10 15 15 5 7 7 Other male. . . . . . 36 13 10 12 8 10 2 9 female. . . . . 30 17 10 15 8 5 5 7 NOTE: Values are expressed in percentages. *Number 1 most important; number 8 least important. 113 TABLE 30.—-Alumni rankings of knowledge-developing and attitude—shaping influences in regard to environmental issues--comparing biology majors with others Rankings* Factor 1 2 3 4 5 6 7 8 Elementary school (a)** . . . . . O 0 0 0 8 15 15 62 (b) . . . . . . 5 O 4 4 5 8 16 56 Secondary school (a) . . . . . . 0 O 8 8 8 23 54 O (b) . . . . . . 1 2 3 8 12 18 44 11 College (a) . . . . . . 15 15 23 15 15 8 O 8 (b) . . . . . . 11 11 11 12 21 22 7 4 Radio and television (a) . . . . . . 23 8 8 8 31 15 8 O (b) . . . . . . 25 26 11 16 11 6 2 1 Periodicals (a) . . . . . . 8 31 23 8 15 8 O 8 (b) . . . . . . 9 18 26 16 9 10 7 4 Newspapers (a) . . . . . . O 0 8 31 23 8 23 8 (b) . . . . . . 3 13 26 11 13 18 7 8 Another person(s) (a) . . . . . . 8 31 8 15 8 23 O 8 (b) . . . . . . 15 16 10 17 16 10 11 4 Other (a) . . . . . . 46 15 23 15 O O 0 0 (b) . . . . . . 32 15 9 13 9 9 4 9 NOTE: Values are expressed in percentages. *Number 1 most important; number 8 least important. **(a) Undergraduate major biology or zoology. (b) Undergraduate major other than biology or zoology. 114 TABLE 31.--Alumni rankings of knowledge-developing and attitude-shaping influences in regard to environmental issues-—comparing those who had taken Conservation with others Rankings* Factor 1 2 3 4 5 6 7 8 Elementary school (a)** . . . . . 8 O 2 4 6 8 18 53 (b) . . . . . . 3 O 4 4 5 9 14 59 Secondary school (a) . . . . . . 0 0 4 8 18 16 41 12 (b) . . . . . . l 3 3 8 8 19 47 9 College (a) . . . . . . 18 20 16 14 12 12 4 2 (b) . . . . . . 8 5 9 12 26 26 8 5 Radio and television (a) . . . . . . 20 27 14 18 12 6 2 0 (b) . . . . . . 28 23 8 13 14 8 3 1 Periodicals (a) . . . . . . 8 18 25 10 10 16 8 4 (b) . . . . . . 9 19 27 18 9 5 5 5 Newspapers (a) . . . . . . 2 8 16 12 20 25 10 6 (b) . . . . . . 3 14 30 13 10 12 8 9 Another person(s) (a) . . . . . . 10 18 10 12 14 14 12 8 (b) . . . . . . 17 17 9 19 15 9 9 3 Other (a) . . . . . . 39 12 12 16 2 4 2 12 (b) . . . . . . 30 17 9 12 12 10 4 5 NOTE: Values are expressed in percentages. *Number 1 most important; number 8 least important. **(a) Had taken the Conservation course at Taylor University. (b) Had not taken the Conservation course. 115 experiences so indicated range from outdoor recreational activities (especially camping), to books, to occupations. Another 25 per cent of the alumni believe the most influential factor in their lives has been the category "radio and television." Undoubtedly such influence has been principally via television. Whether the alumni per- ceive this factor to be of greater or lesser significance, news and specials rate prominently as types of programs exerting an influence. It will be noted that just about one—half of all respondents designate the "other" factor as either first or second in importance. On this same basis, the radio and television category is perceived to be of just about equal significance. The other factors listed are deemed to have been of lesser significance in developing knowledge and shaping attitudes. The college experience does not fare too well as an influential factor relative to the others. As noted earlier, a sizable percentage of these alumni have had additional college experience beyond their undergraduate days, and this fact may be reflected in the rating of the college experience, perhaps causing it to show an increase (or decrease) in its overall effectiveness relative to other influences. Questionnaire item 23 (college) does not attempt to distinguish between the Taylor experience and other higher education to which the alumni may have been exposed. 116 Either of the two categories, radio and television and ”other," ranks far ahead of college as the most impor- tant influence (as measured by the number of individuals who perceive a particular factor to have been the most important influence in their lives); and the "another per- son,or persons" category is considered to have been the number one influence by a slightly greater percentage of alumni than has been the college experience. However, some overlap in these latter two categories is evident because certain respondents include college professors in the "persons" category. One should not necessarily conclude from the data in Table 27 alone that the college experience was of little significance in developing environmental knowledge and attitudes. Such may very well have been the case, but one can only properly conclude that it was less significant than have been certain other factors. There is no denying the fact that such accouterments of modern civilization as radio and television can have profound influence on the mind of impressionable youth and perhaps adults. Other individuals and various life experi- ences may also significantly influence one's thinking, and thus his actions. The last section of this chapter shall provide further insight into the degree of influence ascribed specifically to the Taylor experience. Graduates of the years 1972 and 1973 perceive their college experience to have been of greater significance, 117 relative to the other factors, than do those who graduated earlier. This may be due in part to the fact that they are younger and have not as yet had some of the other experi- ences that have been influential in the lives of older alumni. Also, being closer to their college experience, it may loom larger in their minds as an influential factor. Contrariwise, as stated above, a number of the older alumni have had additional college exposure since their Taylor graduation; thus, they are not so far removed from some type of college experience as their Taylor graduation date would indicate. It is of more than passing interest to observe that those alumni who took the Conservation course at Taylor indi— cate that their college experience had a significantly greater impact on their environmental consciousness than it did in the case of those who did not take the course. One must be cautious, however, in drawing conclusions from the data presented in Table 31. It does not automati- cally follow that there is a direct cause-and-effect rela- tionship between the particular course in question and per- ception of the degree of influence exerted by the college experience. Several other possible influential factors are not taken into consideration. However, the data do provide an indication that this facet of the academic experience has had a positive effect. There may be a direct correlation represented in the perceived greater significance of the college experience on 118 the part of both the recent graduates and those who took the Conservation course. It is likely that a greater proportion of the recent graduates took Conservation as compared to earlier graduates. The enrollment in this course has in- creased at a greater rate than has the total college enroll- ment. Significance of the Taylor University Experience in Developing an Environmental Consciousness The last three items in the alumni questionnaire con- cern themselves more specifically with this group's percep- tions of the role of Taylor University as it had been influ— ential in deve10ping in them environmental knowledge, aware— ness, and attitudes. Item 31 asks the alumnus to rate the degree of influence the total Taylor experience had in developing in him an awareness of environmental issues. Obviously, this type of question is highly subjective and the results should be interpreted in that light. Table 32 presents responses to this item. Assuming the responses represent an accurate reflec- tion of the influence of Taylor University in the life of the alumni during their student days, the college experience was not too impressive as an influential factor in develop- ing environmental awareness, as is revealed by the "all respondents" category in the table. The results are more encouraging when viewed by year of graduation. Although the number of individuals responding in each year is small, the data at least give indication that the graduates of more 119 TABLE 32.-—Alumni perceptions of the degree of influence of the total Taylor experience toward developing an awareness of environmental issues o w c o a m o m o o 3402 a $40 0 a>o 0:) 0 +2 :2: r: «P c: c: Q. m o boo d. 'H a) m E H o 5 $44 H a o r4 5 a o 1:: c: an H S-c on :3 W4 $4 c: -H H c w o. w a o a. b0 0:; E o o o m o s o o d a 0’0 m n H m n o n m o m 'o +3 +1 b!) O OH +4 +4 bl) O «4 ‘ +9 Q) 0 f: O H in «< z c: a) #4 <: 2 Q Ft >« z E»: 2. 21 52 6 15 5 28. 27 15 58 38. 16 61 23 3. 0 l6 8 50 24 29. 26 11 63 39. 65 26 10 4. 6 47 21 23 3 30. 58 15 27- 40. 47 29 24 5. 0 0 O 13 87 31. 65 11 24i 41. 77 11 11 6. 3 23 2 52 21 32. 24 2 74 42. 98 0 2 7. 5 52 15 26 3 33. 84 6 10- 43. 81 13 6 8. 13 42 16 26 3 34. 19 24 56 44. 69 21 8 9. 2 23 15 53 8 35. 39 23 37 45. 32 58 10 10. 5 44 8 36 8 36. 66 15 16- 46. 6 76 18 11. 10 36 11 32 11 37. 97 3 0. 47. 89 8 3 12. 8 53 6 27 5 48. 87 10 3 13. 3 42 10 37 5 49. 55 18 27 14. 0 11 2 58 29 50. 56 26 18 15. O 19 10 56 15' 51. 97 2 2 16. 0 0 0 50 50 52. 15 73 13 17. 31 58 2 5 2 53. 77 13 10 18. 5 24 10 47 15 19. 0 5 5 58 32 20. 0 11 13 55 21 21. 0 2 . 3 69 26 22. 8 45 36 8 2 23. 34 63 0 3 O 24. 55 44 0 0 2 25. O 11 8 60 21 26. 5 66 5 24 0 27. 16 27 21 26 10 NOTE: Values are expressed in percentages. 127 local human overpopulation is not new, but that of world overpopulation is a new phenomenon). Only 65 per cent of the respondents agree with this statement, the others expressing either disagreement or no opinion. The great majority exhibit a satisfactory awareness of, and concern for, environmental pollution problems. There is strong agreement that the use of private automobiles should be considerably restricted in major population centers (item 2)-—perhaps an easy assessment to make by those living in a rural, small town, small city locale. However, 65 per cent indicate they would be willing to substantially forego the use of private automobiles in favor of public transporta- tion in order to reduce air pollution and to conserve petro- leum (item 39). Everyone disagrees that a community should be permit- ted to dump untreated sewage into a nearby stream if the majority of its citizens feel the community can not afford to build a sewage treatment plant (item 5). In a similar vein, 97 per cent believe a government agency should have the right to order their communities to cease such dumping (item 51). There is 100 per cent agreement among the respondents that the current concern for cleaner streams is warranted (item 16). Ninety-eight per cent of the faculty and administra- tors responding agree, or strongly agree, that the United States should earnestly seek understanding and agreements with other countries on environmental problems (such as air 128 and water pollution)because such problems do not stop at national borders (item 24). There is less unanimity of opinion, however, on the method of handling the costs of combating pollution. The respondents are almost equally divided in their thinking as to whether individuals should expect to pay considerably more in taxes in the future to meet the costs involved in controlling pollution (item 10). Similar views are expressed in the responses to item 40, which makes the payment of addi- tional taxes a more personal matter. Forty-seven per cent state a personal willingness to pay substantially higher taxes in the future for environmental quality improvement (which, of course, can encompass more than just pollution abatement), while 29 per cent respond in the negative and 24 per cent express no opinion. Sixty—one per cent are in agreement that pollution control costs incurred by industries should be considered legitimate business expenses and, therefore, properly passed on to the consumer in the form of higher prices (item 12). Such thinking is opposed by 32 per cent of this group. Perhaps a case of some inconsistency in reasoning is illustrated by a comparison of the data from item 12 with that from item 44. This latter item again makes the issue of industries passing on to the consumer the costs of pollu- tion control a more personal matter. Whereas in item 12, as stated above, 61 per cent (thirty—eight individuals) think these costs are legitimate business expenses to be passed on 129 to the consumer, 69 per cent (forty-three individuals) in item 44 express the belief that industries have this right. Twenty individuals (32 per cent) oppose the idea of passing on the costs in item 12, but only thirteen (21 per cent) express this belief in item 44. Some degree of pessimism (or perhaps realism) is expressed by the responses to item 13. The respondents are almost equally divided in their thinking concerning the ability of our technological expertise to produce solutions to our environmental problems. Forty-five per cent believe technology will produce solutions while 42 per cent are in disagreement. The great majority disagree that the current concern for environmental quality is primarily a fad that shall soon pass away (item 14). Approximately seven out of ten respon- dents disagree that the so-called "environmentalists" are a segment of the population which is overly concerned about environmental quality (item 15). Most agree that some pollution problems are of such nature that government must intervene, i.e., private citizen action cannot effectively cope with such problems (item 17). Considerable optimism prevails in respect to our ability to clean up polluted rivers and lakes (item 32). Nearly three out of four disagree that the United States faces an almost impossible situation in this respect. A great majority agree that they bear some personal responsi— bility for our present state of pollution; however, 10 per 130 cent disagree-—a rather questionable conclusion (item 33). Interestingly, more than half believe there are not at pres- ent enough anti-pollution laws to control pollution problems; 19 per cent express the belief that a sufficient number of such laws do exist (item 34). A rather strong sense of moral responsibility toward the solution of environmental problems is indicated by the responses to items 37 and 47. Ninety-seven per cent agree that they have a responsibility to make other people aware of environmental problems, while 89 per cent say they feel they have an obligation to become actively involved in help- ing to solve local environmental problems in their home A communities. The question of whether this expressed respon- sibility translates into action lies somewhat beyond the scope of this investigation. However, they do indicate by a 95 per cent majority that they do not believe government would satisfactorily solve most environmental problems if private pressure groups would refrain from getting involved (item 21). Granted, although there is broad general agreement among Americans on the fact that environmental quality has deteriorated, a number of environmental concerns are contro— versial. The safety of electrical power generation via nuclear reactors is one of these. Slightly more than half of the faculty and administrator respondents express the belief that the technology has been perfected to the point where we need have little fear of its safety, while about 131 one-fourth are in disagreement (item 4). On the more per— sonal issue of opposing a decision to construct a nuclear power plant near one's home (within 10 miles), 16 per cent would oppose such a decision, 61 per cent would not, and 23 per cent are undecided or have no opinion (item 38). These responses indicate a measure of inconsistency within this group. For example, sixteen individuals express concern for the safety of nuclear power generation, but only ten would oppose the nearby construction of a nuclear power plant. More than half of the respondents agree that people in the United States shall have to be satisfied with a lower standard of living in the not too distant future (item 7). Surprisingly, 77 per cent say they, personally, shall be willing to maintain a lower standard of living than that presently enjoyed by many Americans in order to conserve scarce natural resources (item 41). As stated in the pre- ‘this item does not delineate a precise stan— vious chapter, dard, and thus may be subject to various interpretations, but the affirmative results may say something about the quality of the faculty and administrative staff of this institution. A strong majority believe the environmental crisis situation is genuine and not principally an overplayed or overexaggerated phenomenon, as revealed in the responses to items 25 and 52. Concern for endangered animal species is expressed 132 by 90 per cent of the respondents (item 19). In light of this fact the response to item 18 is somewhat inexplicable. Nearly three out of ten agree that well-meaning but mis- guided people often become entirely too concerned about the loss of a few alligators or birds. Seventy-one per cent agree that American beliefs and values have been a basic cause of our present pollution problems (item 26). The item does not attempt to define these "beliefs and values." The respondents disagree, how- ever, that the Judeo-Christian ethic has been largely respon— sible for the disrespect for, and improper treatment of, the environment (item 46). Seventy-six per cent oppose this idea, while 18 per cent are undecided or have no opinion; thus only 6 per cent are in agreement. A sizable minority (26 per cent) agree that the so— called "energy crisis" is primarily a scare tactic to enable producers to raise prices, while a majority of 63 per cent are undecided or have no opinion on this issue (item 29). Whether or not the members of this group agree on the reality of the energy crisis, they do understand that environmental problems exist; at the same time, however, considerable opti- mism prevails in relation to our ability to solve these prob- lems. Seventy-seven per cent are reasonably convinced that we shall be able to do so (item 53). Considerable frankness seems apparent in the responses to the query,"Do you believe you presently possess adequate knowledge and have developed a sound philosophy in 133 regard to environmental issues?” (item 45). A majority respond in the negative. However, nearly all of the respon— dents agree that educating people to environmental issues and needs is essential to solving environmental problems (item 42). Furthermore, almost the same number agree, or strongly agree, that instilling a strong awareness of envi— ronmental issues is an appropriate goal for the liberal arts college to pursue in regard to its students (item 23). In summary, as is to be expected from a group in which diverse interests and backgrounds are represented, there are few issues on which there is overwhelming unanim- ity of opinion, and on some issues (e.g., higher taxation to finance environmental quality improvement) considerable division of opinion is apparent. The faculty and adminis— trators as a group, however, perceive that genuine environ- mental problems exist which call for solutions. Many of them sense a lack of knowledge and a sound philosophy in regard to environmental issues (on the basis of the data from item 45). At the same time they seem to place much faith in the desirability and essentiality of the educa- tional process in preparing people to grapple with environ- mental concerns. They profess a sense of responsibility in dealing with issues, and exhibit optimism that we shall be able to solve our environmental problems. 134 The Taylor Program and Environmental Concernsr How do these reponsible persons see the Taylor Uni— versity program Operating in relation to environmental con— cerns? As has been stated above, they certainly agree on the appropriateness of the liberal arts college instilling an environmental consciousness in its students. But do they agree that the Taylor experience, specifically, should include a concern for environmental issues? What is their perception of the success of this aspect of the program? How committed are they to this facet of the Taylor program? An understanding of faculty and administrator views on such matters is obviously of considerable importance in assessing the overall quality of the institution's stance on the issue of the environment. Items 54 to 57 in the questionnaire speak directly to the relationship of the Taylor program to environmental con- cerns. Table 34 presents the responses to these items, minus any amplifying comments the respondents were invited to provide. It will be noted that not only do faculty and admin— istrators very strongly support the idea that making stu— dents aware of environmental issues is an appropriate goal for Taylor to pursue, but also that the institution has an obligation to make a conscious effort in this direction. However, perhaps of greater concern is the fact that only a very small percentage believe such a goal is being adequately realized. Nearly half of the respondents TABLE 34.--Relationship of the Taylor University program to environmental concerns, as perceived by faculty and 135 administrators r a 80.3 n+4 'ocap wrifi 'UGE °HHO osz (DOS m 'o o Item £3 2 58: 54. Is the instilling of a strong 95 3 2 (1)* awareness of environmental 100 O 0 (2) issues an appropriate goal for 92 8 0 (3) Taylor University to pursue in 96 2 2 (4) regard to its students? 55. Assuming your response to the 11 44 45 (1) above question to be a positive 0 5O 50 (2) one, is it your opinion that 8 58 33 (3) this goal is being adequately 13 39 48 (4) realized at Taylor? 56. Do you believe Taylor University 95 3 2 (1) has an obligation to make a 75 25 0 (2) conscious effort to inform and 92 8 O (3) develop in its students proper 98 0 2 (4) attitudes toward the natural environment? 57. Assuming limited institutional 50 21 29 (1) resources, and assuming this 25 0 75 (2) study should demonstrate that 58 17 25 (3) Taylor is not adequately meet- 50 24 26 (4) ing its obligations in this area, would you favor, if necessary, a reallocation of institutional funds and other resources to more adequately realize this goal? NOTE: Values are expressed in percentages. *(1) All respondents. (2) Administrators--vice-presidential level or above. (3) Administrators--below vice-presidential level. (4) Faculty. 136 believe it is not, and a somewhat smaller number seem to be uncertain. Only 50 per cent indicate a favorable attitude toward the reallocation of institutional funds and other resources to more adequately realize this goal. However, note that only 21 per cent express definite opposition to such a move.* Obviously, institutional monetary resources, as well as other resources, are limited. Shifts cannot be effected without, of necessity, reducing available resources for other areas—-unless, of course, additional sources of funds or other essential resources are generated. A few respon- dents do, however, express the opinion that efforts can be made toward more adequately realizing the environmental goal with limited or no reallocation of financial resources. The academic program of the college is administered through departments representing four curricular areas: humanities, social science, education-physical education, and natural science. Faculty members in each curricular area strongly support the appropriateness and obligatory nature of the responsibility incumbent upon the institution to provide adequate environmental education for its stu- dents. An examination of Table 35 will support this assertion. *Note that item 57, which is concerned with this issue, is phrased in such a manner that the respondent is to express his attitude toward the reallocation of limited institutional resources on the assumption that this study demonstrates that Taylor is not adequately meeting its obligation in this area. 137 TABLE 35.-—Relationship of the Taylor University program to environmental concerns, curricular area as perceived by faculty in each a $.01: o .m n+3 130+: QJH-H 'UGE w-l'v-lO L>Q (DOE m 'o o Item 0) 0 now >4 z Sauna 54. Is the instilling of a strong 96 4 0 (1)* awareness of environmental 88 0 13 (2) issues an appropriate goal for 100 0 0 (3) Taylor University to pursue in 100 O 0 (4) regard to its students? 55. Assuming your response to the 13 35 52 (1) above question to be a positive 13 50 38 (2) one, is it your opinion that 25 75 O (3) this goal is being adequately 9 27 64 (4) realized at Taylor? 56. Do you believe Taylor University 100 O 0 (1) has an obligation to make a con- 88 0 13 (2) scious effort to inform and 100 O 0 (3) develop in its students proper 100 O 0 (4) attitudes toward the natural environment? 57. Assuming limited institutional 39 30 3O (1) resources, and assuming this 38 38 25 (2) study should demonstrate that 100 0 O (3) Taylor is not adequately meet- 64 9 27 (4) ing its obligations in this area, would you favor, if necessary, a reallocation of institutional funds and other resources to more adequately realize this goal? NOTE: Values are expressed in percentages. *(1) Humanities. (2) Social Science. (3) Education—Physical Education. (4) Natural Science. 138 Very few in any curricular area believe the goal in this regard is being adequately realized. Perhaps somewhat surprisingly, the smallest percentage of faculty in any curricular area expressing the belief that this goal is got being realized occurs in the natural sciences; just 27 per cent feel it is not. One must not conclude, however, that the majority in this curricular area believe the level of attainment is adequate, because,as may be noted in the table, approximately two—thirds of the members express uncertainty or no opinion. Somewhat more than one—third of the faculty in each of two curricular areas, the humanities and the social sciences, favor a reallocation of institutional funds and other resources to more adequately meet the environmental obligation to students. The education-physical education faculty are consistent with their expressed View that the environmental goal is not being realized (75 per cent, or three individuals, agreeing) by 100 per cent (four individ- uals) favoring a reallocation of institutional resources. Sixty-four per cent of the natural science faculty favor such reallocation, while only 9 per cent (one individual) definitely oppose such a move. An interesting final note may be appended to the discussion of possible reallocation of institutional funds and other resources. The female respondents among the faculty and administration, though consisting of only ten individuals, appear as a group to be more favorably 139 disposed toward reallocation than do their male colleagues, numbering fifty-two individuals. Seventy per cent of the women, but only 46 per cent of the men respond in the affirmative on this issue. The final item in the faculty and administrator questionnaire asks the respondent to indicate where on a scale of institutional objectives or goals ranging from one to twenty (twenty representing the objective of highest priority) he would place environmental studies. Additional institutional objectives are not provided for sequential ranking. The purpose of the item was to obtain an indica- tion of the views of faculty members and administrators concerning the importance of the position environmental education should occupy in the Taylor program. The highest number chosen on the scale is seventeen (one individual). Twenty-eight individuals, or 45 per cent, would place this emphasis quite high at fifteen. Fifteen individuals, or 24 per cent, would place it at the midpoint (ten). The remaining choices are scattered, with number three on the scale being the lowest chosen (one individual). Also, one individual failed to provide a rating. These results, along with those of other portions of the questionnaire, lead to the conclusion that the faculty and administrators generally view environmental studies in a realistic light. They do not place this aspect of the program at the top of the list, but neither do they rele- gate it to the periphery. 140 A few individuals among both the faculty and admin- istrators apparently do not place too great a premium on this aspect of the program. This is to be expected in a community of individuals representing varied interests and backgrounds. However, a sufficient number indicate concern for its importance that adequate support should be antici- pated for reasonable efforts to continue, and even improve, the emphasis given this portion of the overall Taylor program. CHAPTER V SUMMARY, CONCLUSIONS, AND DISCUSSION Significant information—imparting and attitude- molding forces have been in evidence in recent years per- taining to environmental concerns. The impact of the news media--radio, television, and the press——has doubtlessly been of great importance. Ardent environmentalists continu- ally bring the problems to the public consciousness. The fuel shortage, so evident in the fall and winter of 1973-74, has significantly helped to focus the public's attention on at least one facet of the total environmental issue. Although Earth Day, April 22, 1970, "awakened thou- sands of students and ordinary citizens to the critical nature of the environmental crisis" (Smith et al. 1974), it would be erroneous to assume that no attention was focused on the natural environment prior to this date. "Despite the publicity given that event, ecological deterioration had been a matter of increasingly pessimistic concern to a growing public composed of environmental scientists and ecologists, some public officials, conservation groups of varying outlook and purpose, and ecologically sensitive political activists" (Smith et a1. 1974). Steward L. Udall (1963), then U.S. Secretary of the 141 142 Interior, addressing the Eighth Biennial Wilderness Confer— ence, discussing possible consequences of overpopulation in the United States, said, "Is it not time to give serious consideration to the 'ecology of man'--the relation of human population to its environment?" The committee on Natural Resources, National Academy of Sciences, at least as early as 1963 stated that Perhaps the most critical and most often ignored resource is man's total environment. Increasing aware- ness of the importance of understanding the balance of nature is reflected in the gradual development of interest in ecological studies. Later in the 1960s Munzer (1967) gives evidence of the cognizance of the human relationship to the natural environment: With the ever-increasing pressure of people against the limited resources of our planet, we are finally becoming aware that problems of conservation are indeed urgent ones for us. These problems are no longer confined to the four renewable resources so valiantly defended by the early conservationists. Most of us today live city-bound, and our concerns include the quality of the air we breathe as well as the water we drink; the traffic that ties up our time and loosens our tempers; the adequacy and decency of our living and working quarters; the availability of bits of open space to add accents of freshness and beauty to the urban scene; in other words, all the factors that make up our habitat—-our total environment. The Santa Barabara oil spill, which ocurred in the spring of 1969, "raised the visibility of the environmental issue" (Smith et a1. 1974); Earth Day provided further impetus, and much attention has since been focused on this subject. Thus, the environmental issue has been much in evidence during the college tenure of many of the students 143 and alumni who participated in this investigation. The investigation has attempted to determine the effectiveness of the Taylor University experience as it re- lates to the development of an environmental consciousness in its students. Three relevant segments of the institution-— present students, alumni, and faculty and administrators—- were studied. Data generated from the student group provided insight into environmental knowledge, opinions and attitudes, and the relative "environmental" influence of each of a num— ber of factors, including the total college experience, as well as the most influential college experiences. Both the cross-sectional and the two-group designs were employed in analyzing the data. Particular consideration was given to a comparative study of freshmen and seniors, and biology majors versus other students, as well as the effectiveness of the Conservation course in the curriculum. Alumni input to the investigation provided insight into their perceptions of the degree of effectiveness of the Taylor University program in the recent past. This segment of the investigation centered on environmental attitudes and the relative influence of various factors, including the college experience, in addition to the effec— tiveness of the Taylor experience as it related to the de— velopment of an awareness of the natural environment and environmental issues. Data thus produced were utilized to gain insight into 144 alumni attitudes as a group, and by various subgroups such as year graduated, those who were biology majors, those who had taken the Conservation course, and those who had earned additional college degrees. Influential factors, including their Taylor University experience, were examined. It is obvious that faculty members and administrators of an institution of higher education are in a position to be quite influential in sustaining an atmosphere of concern (or of apathy and indifference) toward the natural environ- ment. Environmental attitudes of this group were examined, as well as their positions relative to an environmental emphasis in the college program. The latter issue was exam— ined in respect to the group as a whole, as well as by faculty or administrator position and by curricular area among the faculty. The study provides an indication of where student and alumni participants stand in regard to their environ- mental knowledge and/or attitudes at a point in time. Caution must be exercised, however, in assessing the rela- tive importance of the college experience in this regard as opposed to other influential factors such as those discussed at the beginning of this chapter. Furthermore, one must rely, in part at least, on the participants' perceptions of the importance of the college experience. Nevertheless, based on the evidence produced by this investigation, it may be reasonably concluded that the college experience has had only a moderate influence on 145 current students, as a group. However, a greater impact was made on those who had taken the Conservation course and on those who were biology majors. Seniors in these latter groups perceived that the college experience had been the most important single "environmental" influence in their lives, whereas "radio and television" ranked similarly among the remaining seniors in each case. Parenthetically, among all students, freshmen, sophomores, juniors, and seniors, each as a group indicated that "radio and television" had been the most important single influence. \ On the basis of the results of the environmental knowledge section of the student questionnaire, it may be assumed that freshmen begin their college experience in possession of a reasonable degree of environmental know- ledge, but the level of such knowledge increases very little during the individuals' undergraduate college career except in the case of those students who have taken Conservation or are biology majors.* In these instances the increase in knowledge of the seniors over that of freshmen was reason- ably significant. Freshmen and seniors did not differ greatly in their views concerning the relative criticalness of the more prevalent environmental problems, and both were generally *It should be noted that only in the case of the biologists were students examined by major for environmental knowledge. The writer doubts, however, that senior majors in other disciplines would have shown a significant increase in knowledge over that of their freshman counterparts. 146 cognizant of the more conspicuous ones. In addition, gener— ally speaking, the environmental attitudes held by the two groups of students were encouraging, and, though certain differences were noted, they generally held similar views on a variety of issues. Since the environmental attitudes of seniors did not differ widely from those held by freshmen, the college experience does not seem to have significantly influenced attitudes of students as a group. One important aspect of this entire investigation was an evaluation of the effectiveness of the Conservation course in the curriculum. In addition to an examination of data generated from students who had earlier taken that course, students in the 1973 Fall Term class were adminis- tered the student questionnaire at the beginning of the term as a pretest and again at the end of the term as a post test. Based on that evaluation, it may be concluded that the course did exert a definite influence in a positive direction. After having had the course, the participants, as a group, perceived college to have been a much stronger "environmental" influence than it had been prior to taking the course. They possessed somewhat more environmental in- formation and had shifted their attitudes in the desired direction on a number of issues. However, after having had the course, they exhibited a more pessimistic attitude regarding the ultimate solution of environmental problems. The alumni, as a group, seemed to possess an 147 adequate cognizance of, and sensitivity to, environmental problems and issues. They professed a sense of personal responsibility toward solutions, but at the same time were not overly optimistic that the problems would be solved. They perceived, however, that their college experi— ence had been relatively much less important than certain other factors in developing their knowledge and shaping their attitudes on environmental issues. More recent grad- uates generally perceived that their college experience had been relatively more important than did those who graduated earlier; this phenomenon might be accounted for in part by the fact that they were younger and thus had not as yet been exposed to certain other influences to the same extent as had the older alumni. Also, it is probable that a greater proportion of the more recent graduates had taken the Conservation course. Further, it should be remembered that the environmental issue was not so prevalent during the college tenure of the earlier graduates. Those alumni who had taken the Conservation course at Taylor felt their college experience had been signifi- cantly more important, relative to other factors, than it had been with those who had not taken the course. Although a direct cause—and-effect relationship between that course and the perceived importance of the college experience should not be automatically assumed, the implication is very apparent. Although in the perception of the alumni the Taylor 148 experience appeared to have been only moderately successful as an influence toward developing environmental awareness, knowledge, and attitudes, the strongest positive influence exerted by the college experience had been, not suprisingly, principally through course offerings of the Biology Depart— ment. The most important one of these was, of course, Conservation. Faculty and administrators, as a group, exhibited an awareness of, and concern for, environmental issues, even though, as is to be expected from a group in which diverse interests and backgrounds are represented, there were few issues on which there was overwhelming unanimity of opinion. They perceived that genuine environmental problems exist which call for solutions; furthermore, they professed a sense of responsibility in dealing with issues, and exhibited optimism toward the solution of environmental problems. They professed belief in the desirability and essenti- ality of the educational process as an effective means for preparing people to deal with environmental concerns. They specifically believed that not only was the instilling of a strong awareness of environmental issues an appropriate goal for Taylor University to pursue in regard to its stu- dents, but also that the institution had an obligation to make a conscious effort to inform and develop in its students proper attitudes toward the natural environment. Only a very small percentage, however, believed such a goal was being adequately realized. 149 Fifty percent of each group, faculty and administra- tors, favored, if necessary, a reallocation of institutional funds and other resources to more adequately realize this goal. Faculty in the education—physical education and natural science curricular areas were more favorably dis- posed toward such reallocation than were those in the human— ities and the social sciences. Among faculty and administrators, environmental studies were afforded a reasonable status on a scale of institutional objectives or goals; they did not assign this aspect of the program top priority ranking, but neither did they relegate it to the status of relatively unimportant institutional objectives. This fact, along with other find- ings, leads to the conclusion that adequate support should be anticipated for a continuation, and even an improvement, of the emphasis afforded this portion of the Taylor program. \ A final conclusion which seems to be justified from the evidence produced by this study is the fact that the college experience ideally should produce a greater "envi— ronmental" impact on its product (the students) than has- been the case to date. Perhaps one method of accomplishing this goal would be to incorporate substantial environmental studies content into more courses. It will be recalled that the one course in the college curriculum dealing exclusively with environmental and conservation subject matter seems to have had considerable success in its intended purpose. Further, the evidence indicates that the 150 higher education experience, per se, is insufficient to pro- duce the desired "environmental” results; rather, a purpose- ful emphasis on environmental studies is required. It is quite obvious that mankind can not return to the days of the vast primeval wilderness with its low popu— lation densities and abundant natural resources, or to the preindustrial and pretechnological era--and it is doubtful that many would desire to do so. However, if the natural and man-made environments are to be restored to, and main- tained at, an appropriate quality level, individual and corporate concern for existing and potential problems and their possible solutions shall need to be continually in evidence, perhaps even more so than has been true to date. It would seem that institutions of higher education should, and with a proper emphasis could, significantly assist in developing an environmental consciousness in the student and public mind. Munzer (1967) says that Paul F. Brandwein has characterized conservation as "the art of making enlightened choices in reagrd to our environment and its resources." To make enlightened choices, it is necessary to call on the knowledge obtained from many disciplines. Assuming this to be true, zit would seem that an institution of higher education having an emphasis on the liberal arts would be in a position to provide at least the basic tools of knowledge for its students whereby they may be reason- ably well equipped to participate in the "enlightened choice" process. However, it may be wishful thinking for a college to 151 simply assume its existing program adequately provides for this aspect of the learning process. The institution, if it believes such to be an essential goal in respect to its students, should examine its program and attempt to deter- mine whether in fact it is meeting this need. William B. Stapp (1967) is evidently making reference to precollege-age youth; however, his remarks are applicable to the college situation: If we are to assist youth to be more effective in helping to solve environmental resource problems, we must provide them with the proper "tools." It is imperative that these tools be identified and that instructional programs be provided to help our youth acquire them as they proceed through our school systems. . . . Some of the tools . . . Stapp con- sider§jto be minimum prerequisites for in ormed citizen action are: Strong general education Understandingiof our natural resources Ecological awareness Economic awareness Political awareness Problem solving . Understanding that man is a part of the human ecosystem . 4030155me It is not likely that these goals can be realized via the college program alone; thus it is not sufficient to pro— vide relevant instructional programs on the college level only, but such exposure should be provided during the years prior to this time in the development of our young people, many of whom, of course, shall not proceed with formal education beyond the high school experience. William D. Ruckelshaus (1972), then Administrator of the U.S. Environmental Protection Agency, in an address to 152 the Comstock Club, Sacramento, California, stated that The shift to an environmental civilization will not be easy, fast or cheap. But there is growing national consensus that it must happen. People . . . are embracing a new consciousness, a new vision of reality, a new sense of their place in nature. They are ready to practice a new stewardship of the earth. This writer is not quite so optimistic today as Ruckelshaus seemed to be three years earlier; however, we can hope that the following recent statement by the U.S. Environmental Protection Agency (1973) is essentially accurate: Hearteningly, the decade of the 70's is showing that a new environmental ethic does exist in the hearts and minds of the American people. And it is the matchless opportunity of this generation to begin the restoration of environmental quality and the protection of health so essential to mankind's finest attainments. APPENDIX A STUDENT QUESTIONNAIRE [E Taylor University 1973-74 Academic Year ““'a- "uku- 46B, Dear Student: You may be quite aware that we are living in a period of time in which concern for the quality of the environment is being voiced on every hand. You may also be aware that problems do exist which call for solutions, and that positive steps are being taken in many areas of concern. You have been selected to participate in a study which, among other considerations, shall attempt to determine the effectiveness of the Taylor experience in assisting the student in developing a proper world view of man and the environment. It is anticipated that your responsibility in this study shall consist solely of filling out this questionnaire and, in some cases, additional testing at a later date. You shall not be personally interviewed, nor shall you be identified by name. It is important that your student number be listed in the space provided, but it will not be used to disclose your identity. A questionnaire of this nature shall yield valid results only insofar as those completing it are conscientious in answering the questions; your willing cooperation and attention to accuracy are, therefore, desired and shall be very much appreciated. Your answers should reflect the present state of your knowledge and attitudes relative to the subject matter. Thank you for your participation in this study. G. W. Harrison Assoc. Prof. of Biology GWH/lmh 153 PLEASE 154 SUPPLY THE FOLLOWING BACKGROUND INFORMATION. (Answer with the code numbers where possible.) Date Student Number Sex (1 I male; 2 - female) Age Class (1 I Fresh; 2 - Soph; 3 - Jr; A I Sr; 5 - Other) Major Degree: 7 AB; BS in Ed; BS in Major/Systems Colleges attended other than’Taylor University (and‘humber of years at each). Your permanent residence is (1) rural, (2) suburban. (3) city Population of home town: 1 rural (2) small town - under 2,500 (3) small city - under 50,000 (A) medium city - 50,000 - 250,000 (5) large city - over 250,000 State (or country) in which home town is located Enrollment of your high school (1) under 300 (2) 300 - 600 (3) 600 - 1,000 (A) 1,000 - 2,000 (5) over 2,000 High school located in (1) rural, (2) suburban. (3) city Your family annual income level under $5,000 $5,000 ‘ $10,000 $10,000 - $15,000 $15,000 - $25,000 $25,000 - auo,ooo over $h0,000 AAA/‘Ar‘ C“fi£fl»hJH Vvvvvv indicate all science courses you have had in high school (grades 9-12). General Science Biology (first year) Biology (second year) Chemistry Physics _ General Physical Science Other (please list) indicate all science courses you have had at Taylor University. Check Courses Taken List Additional Science Courses Taken General Biology Conservation Ecology Ornithology General Botany General Zoology General Physics General Chemistry list all science courses taken at other colleges. What level of formal education do you plan to attain? (l) Bachelor's Degree (2) Master's Degree (3) Doctoral Degree 155 Most of this first group of questions are designed to test your present knowledge in the subject area. Please circle the number corresponding to your choice (only one choice per question). 10. 11. 12. The "environmental revolution" is approximately 1. two 2. four years old 3. ten u. twenty-five Which is the greatest contributor to air pollution in the United States? l. city incinerators 2. trash burning 3. automotive vehicles A. power plants and industry The number of species of animals presently on the U.S. endangered species list is approximately l. ten 2. twenty-five 3. fifty A. one hundred 5. several hundred The acreage of forest lands burned in the United States in 1972 was approximately 1. 5,000 acres 2. 100,000 " 3. 1,000,000 " u. 3,000,000 " 5. 10,000,000 " Strip mining despoils approximately how much land annually in the United States? 1. 1,000 acres 2. 50,000 " 3. 200,000 " A. 5,000,000 " The average amount of garbage generated per person per year in the United States is approximately 1. 1/4 ton 2. 1 ton 3. 10 tons How many people ride automobiles to work daily in the United States? l/2 million 30 l! 60 I! 90 H EWMH The efficiency of U.S. agriculture is indicated by the fact that, on the average, one farmer produces sufficient food for himself and u l. 3' 3% others A. 100 Which one of the following is not a private conservation organization? 1. Isaac Walton League 2. National Wildlife Federation 3. Indiana Department of Natural Resources A. National Audubon Society 5. Sierra Club Which one of the following is considered a non-renewable natural resource? 1. petroleum 2. forests 3. wildlife A. soil 5. more than one of the above The recently created U.S. Environmental Protection Agency had as its first administrator l. L. Patrick Gray 2. John Dean 3. John Connally u. William D. Ruckelshaus 5. Elliot Richardson According to a Gallup Poll 1. A strong majority of urbanites prefer city life. 2. Only about 20% of urbanites prefer city life. 13. lb. 16. 17. 18. 19. 20. 21. 22. 23. 2h. 25. 26. 156 The process by which soil is blown or washed away is known as 1. erosion 2. flooding 3. deposition A. siltation Farm feedlots are as yet an insignificant source of water pollution. 1. True 9. False Most of the eastern United States was originally covered by l. coniferous forest 2. deciduous forest 3. grasslands u. tundra Who wrote the book Silent S rin ? Garrett Hardin Gaylord Nelson Theodore Roosevelt Rachel Carson 4‘:me This book deals with 1. the discovery of polio vaccine 2. poisonous chemicals in the environment 3. noise pollution U. government scandals The combination of the plants and animals of an area and the non-living physical environmental factors comprise what is called an ecosystem; the science which studies ecosystems, determining their status and functioning, is called 1. conservation 2. ecology 3. dendrology U. physics 5. biology Soil texture and structure have %' giggle .E35 to do with its fertility and productivity 3. don't know Which one of the following combinations of elements would you expect to be depleted in greatest amounts from the soil: 1. nitrogen, phosphorus, potassium 2. nitrogen, calcium, iron 3. phosphorus, potassium, calcium 4. nitrogen, phosphorus, calcium Nuclear power plants are constructed near bodies of water because water is needed as l. A coolant 2. An added safety factor in case of fire 3. A place to dispose of radioactive wastes N. A buffer between people and the plant The U.S. Forest Service was established under President Theodore Roosevelt with 1. Gifford Pinchot 2. John Muir as the first 3. Aldo Leopold Chief Forester n. F. F. Darling Fertile lakes which produce the greatest biomass are known as l. oligotrophic 2. dystrophic 3. eutrophic Which one of the following would be most helpful in increasing the numbers of wild ducks and geese? 1. control predators 2. reduce bag limits (numbers the hunter is allowed) 3. develop more habitat If population continues to increase in the developed countries our greater problem will be in 1. food availability 2. environmental quality World population in 1970 stood at approximately 1. 3 1/2 billion 2. N 1/2 billion 3. 7 billion '27. *28. *29. ‘30. 31. 32. '33- 3M. ‘35- *36. 157 Since 1936, the federal government has spent 7 billion dollars on flood control dams, levees, and other protective works. Still, in the United States the average annual flood loss figure is more than a billion dollars. This is basically because: 1. Flood control dams and levees are not built high enough or strong enough and fail during bad floods. 2. We are experiencing higher and higher flood waters. 3. The building of homes and facilities in flood plain areas is exceeding our capacity to protect them with flood prevention structures. u. Erosion of the watersheds up-stream has silted the river channels and raised water levels, causing more frequent flooding than heretofore. The main meteorological factor in smog formation is a thermal inversion. This occurs when: 1. Cool air moves under a layer of warm air. 2 Warm air moves under a layer of cool air. 3. Pollutants completely saturate a layer of warm air. A Pollutants completely saturate a layer of clouds. In metropolitan areas, atmospheric contamination can be traced to: (1) industrial plants, (2) automobiles, (3) homes, (A) municipal installations. Which of the following lists these factors in descending importance? 1-2-3—u L'LAJMl-J V-‘UJM I WHl-L I erw I M11": Strange as it may seem, health departments require higher water standards for lake and beach swimming than for natural raw drinking water supplies. This is because: 1. Many diseases are contracted in bathing areas. 2. The population explosion demands more clean water for swimming. 3. Water departments can purify almost any kind of water in their processing, but natural swimming waters are difficult to treat and control. A Most of our water use is for flushing toilets, washing clothes and cars, etc., and really need not be absolutely clean. The Asian continent holds nearly 1. 1/3 2. 2/3 of the world's population 3 3/4 According to United Nations'figures, the world population is projected in the year 2000 to be 1. approximately the same as today 2. slightly greater than today 3. approximately double that of today A. nearly four times the present population The water-holding capacity of soil is dependent upon: 1 The season. 2 Size of soil particles and humus present in soil. 3. Minerals present. A Rate of erosion. Pesticides tend to kill 1. only insects harmful to plants some insects not harmful to plants . only insects and other animals harmful to plants some insects and other animals not harmful to plants only animals harmful to plants WEWN The number of different species of birds, insects, and mammals occupying a given habitat Depends upon the competition between species. Is primarily dependent upon the diversity of vegetation in the area. Decreases with an increase in populations of predators such as hawks, owls, foxes, etc. Is usually greatest where vegetation has reached climax. 1‘: WMH Living systems are ultimately dependent upon: 1. Superior mental development of "higher" organisms such as man. 2. Heat energy produced by metabolic processes. 3. Simple, one—celled organisms. u Energy from the sun trapped in carbohydrates produced by green plants. *37. *38. U2. U3. an. U5. U6. U7. 158 In aquatic habitats l. Insects often function as important intermediate consumers. 2. Food chains are ultimately dependent upon tiny protozoans to provide food for larger organisms. 3. Green "scum" is actually rotting vegetation. U. "Stagnation" will occur unless fresh water is continually added by streams and/or springs. The "edge" of the forest 1. Is inhabited by birds only. 2. Provides habitat for essentially the same organisms as are found within the forest itself. 3. Is of little ecological importance. U. Provides a habitat different from the woodland and the field. When agricultural land is taken out of production . It will produce only weeds, mice, and insects. 2. Seeds of nearby trees will first cause the field to be covered with tree seedlings. 3. Weeds, grasses, vines, shrubs, and trees invade and soon provide food and shelter for many organisms not present before. U. The numbers of different organisms present will decline over the years. A recreation area was supplied with tables, fireplaces, trash cans, and other needed facilities. Soon after the area went into use it was found that there was a litter of paper, garbage, and tin cans scattered around. Which of the following probably contributed most to this condition? 1. Not enough trash cans to take care of litter. 2. Not enough attendants to keep the place clean. 3. Not enough thoughtfulness on the part of the visitors. U. Not enough space for all the visitors. The "litterbug" drive is considered to be part of conservation because it: Is an important health measure. . Contributes to the beauty of our surroundings. Emphasizes the importance of cooperation among citizens. Prevents an unnecessary waste of paper. 1:me Major differences exist between developed and undeveloped countries in population, food supply, education and technology. Which one of the following provides, in your opinion, the greatest contrast? 1. United States - Mexico 2. North Korea — South Korea 3. Japan - India U. Japan - China Below are listed two possible hazards associated with the use of nuclear energy for peaceful purposes (such as generating of electricity); which one causes greater personal concern to you? 1. excess heat released to the environment 2. stray radiation 3. no opinion In view of the present apparent human population crisis, what is the maximum number of children you believe you should have? 1. none 2. one 3. two U. three 5. four or more Public officials are most often influenced by: 1. business and industrial groups 2. conservation and environmentalist groups 3. low income groups U. consumer advocates (example: Ralph Nader) Which one of the following do you consider to be the major problem of conservation today? pollution food shortage energy shortage . overpopulation EWMH Laws to control pollution are passed only 1. when serious need for protection of the environment is realized 2 when the politicians are affected 3. when business sees such legislation as a must U. when needed 5. when technology cannot cope with the problem 159 U8. The primary reason for the rise of phosphate pollution in our streams is l. detergents 2. industrial wastes 3. sewage dumping U. farming techniques U9. Most of the DDT in our bodies enters via 1. the air we breathe 2. the water we drink 3. the food we eat 50. The principal contributor to water pollution in our country is l. municipal wastes 2. agricultural wastes 3. industrial wastes U. recreational wastes 51. About 90% of the energy utilized in the United States comes from fossil fuels (coal, oil, gas). 1. True 2. False 52. In the management of most wild game populations the habitat is more important than are laws governing the hunting of these species. 1. True 2. False 53. Since the 1950's the use of nuclear energy has, in industrialized countries, largely replaced all other energy resources. 1. True 2. False The next two portions of the questionnaire seek to elicit your opinions on numerous subjects of a controversial nature. Please circle one number for each statement to indicate the extent of your agreement or disagreement. 0 CI.) p m w m m L m 60 «H < c o 0 >3 H cu :3». H s: a) H to H :4 b0 c m a w c o o o m o L p m p u w o H p m < 2 o m (1) (2) (3) (U) (5) 5U. The United States should proceed with the building of the trans-Alaska oil and gas pipeline. 1 2 3 U 5 55. Abortion is a morally acceptable means of limiting human population growth. 1 2 3 U S 56. The use of private automobiles should be considerably restricted in major population centers. 1 2 3 U 5 57. Recreational vehicles such as snowmobiles and dune buggies should be outlawed except for emergency use because they cause destruction to the landscape, burn up petroleum products, and produce unnecessary noise pollution. l 2 3 U 5 58. The U.S. Congress should authorize the Army Corps of Engineers to build more river dams than it is now doing so that more communities will be assured of an adequate water supply for household, industrial, and recreational uses. 1 2 3 U 5 59. Many people are too concerned about the increasing human population on the earth; they should realize that man will be able to cope with this problem through his technological expertise. l 2 3 U 5 60. 61. 63. 6U. 65. 66. 68. 69. 70. 71. 72. 73. 7U. 75. 160 Electrical power generation via nuclear reactors has been perfected to the point where we need have little fear of its safety. A community should be permitted to dump raw (untreated) sewage into a nearby stream if the majority of its citizens feels the community cannot afford to build a sewage treatment plant. There is little hope of changing the habits and attitudes of the adult members of our society; therefore, most of our efforts to impart knowledge and awareness of environ- mental problems should be directed to the younger children. People in the United States shall have to be satisfied with a lower standard of living in the not too distant future. The government should impose lower speed limits on autos and trucks in order to conserve gasoline. The size of automobiles and engines should be regulated by the Federal Government in order to conserve resources such as petroleum products and various metals. Peoples in developing countries of the world shall have to be satisfied with a lower standard of living than that presently enjoyed by people in the United States because there are insufficient natural resources to accommodate them. United States citizens should expect to pay considerably more in taxes in the future in order to meet the costs involved in controlling pollution. In the interest of population control a couple should have not more than two children even though they may be in a financial position to support a larger number. The costs incurred by industries in controlling various forms of environmental pollution should be considered legitimate business expenses and, therefore, properly passed on to the consumer in the form of higher prices. Our technological expertise will, if we will simply be patient, produce solutions to the numerous environmental problems which presently confront us. The current concern for environmental quality is primarily a fad that, like other fads, will soon pass away, and people shall turn to other interests. The so called "environmentalists" are a segment of the population that is overly concerned about environmental quality. Rivers have for generations been effective recipients of municipal and industrial wastes; thus much of the current concern for cleaner streams is unwarranted. The Big Cypress swamp in Southern Florida should be purchased by the Federal Government because of its value in the total ecological picture of the Florida Everglades region. Some pollution problems are of such nature that government must intervene, i.e., private citizen action cannot effectively cope with such problems. H Strongly Agree f‘ V A p-J N Agree v m No Opinion LA) v ‘A’ w A Disagree 1? v Strongly Disagree r\ U] v 76. 77. 78. 79. 80. 81. 82. 83. 8U. 85. 86. 87. 88. 89. 90. 91. 92. 93- 9U. 161 Construction should have been allowed to proceed on the cross-Florida barge canal for national security reasons even if such construction would have disrupted the ecological balance of the region. Well-meaning but misguided people often become entirely too concerned about the loss of a few alligators or birds. Many animals are presently in danger of extinction; however, this is nothing to be concerned about because animal species have been disappearing throughout the history of the earth. The G.N.P. (Gross National Product) is a good measure of a country's well-being. It was a mistake to ban the use of DDT in this country inasmuch as it was such an effective insect killer. The U.S. Environmental Protection Agency has gradually sold out to the interests of the powerful industrialists in the United States. Government would satisfactorily solve most environmental problems if private pressure groups would refrain from getting involved. One should be willing to curtail his travel by private automobile in order to conserve energy resources. People should be willing to adjust to less air conditioning in the summer and lower room temperatures in the winter in order to conserve energy resources. The concept of "limiting factors" is being overlooked by many economists who do not seem to realize that economic growth and expansion cannot continue indefinitely. We need not become so concerned about the expanding human population, because sources of food and methods of production shall be developed that will ensure sufficient food for all. Environmental pollution has progressed to such a magnitude that our country cannot now afford the expense of cleaning up its environment. Instilling a strong awareness of environmental issues is an appropriate goal for the liberal arts college to pursue in regard to its students. Federal funds spent on manned moon landings and the sky lab project should rather have been expended in correcting environmental 1118 on earth. The United States should earnestly seek understanding and agreements with other countries on environmental problems (such as air and water pollution), because such problems do not stop at national borders. Anti-littering laws should be consistently and strongly enforced. Technology can and should be used to preserve our world heritage - not destroy it. What happens in the future depends very much on educated people like you. Only the family should make decisions regarding its size. In order to have a free society, the rights of the individual must take precedence over social responsibilities. 0 (I) h no < C O z: 23 NH ...s 000“ 34% n 9 0-H ”<29 (1) (2) (3) (U) uuStrongly Disagree A 95. 96. 97. 98. 162 d) m n m <1: a H to c o a u m (1 The oceans represent an almost limitless source of food and resources for the future. 1 Most of the concerns about environmental problems have been overexaggerated. 1 American beliefs and values have been a basic cause of our present pollution problems. 1 The Federal and State Tax Systems should be redesignated to encourage small families rather than large ones. 1 Please indicate whether you agree or disagree with the following statements (or have no opinion). 102. 103. lOU. 105. 106. 107. 108. 109. 110. 111. 112. A nation can successfully exist only by economic growth and expansion. The so-called ”energy crisis” is primarily a scare tactic to enable producers to raise prices. As more oil and gas are needed by the United States, exploration will discover more deposits, and we should have adequate supplies well into the future. A country that preserves its wilderness areas is likely to manage its other resources wisely. Many people in the United States are deprived of the environmental qualities that enrich life, because of high population density. International conflicts will likely increase as long as populations increase and natural resources decline. By proper planning, cities can become places of charm and appeal to the human spirit. Our greatest need for recreation areas today is near the cities. The possibility of solving the problem of human population increase by voluntary birth control is unlikely. Famine is not likely to result from population expansion in industrialized nations, but rather a decrease in the quality of living. The problem of local human overpopulation is not new, but that of world overpopulation is a new phenomenon. The individual citizen can have a much greater impact on the environment in his locale than he can on a national level. There is little one can do as an individual on a national level. All citizens of the country should be strongly encouraged to seek recreation in the national parks. gree gree Strongly Disagree 3 A g No Opinion 3 Disa U1 V N W No Opinion gree Agree L» Disa A H A M V A V M 21653 c O H a; c m H h m a w m o w p m m o H ¢ 2 a (1) (2) (3) 113. The United States faces an almost impossible situation in attempting to clean up polluted rivers and lakes. 1 2 3 llU. Taylor University should make a conscious effort to inform and develop proper environmental attitudes in its students. 1 2 3 115. Adopting a child is a good policy for families who want more than two children. 1 2 3 116. I bear some personal responsibility for our present state of pollution. 1 2 3 117. Plants and animals should be primarily for man's use and enjoyment. 1 2 3 118. We should eliminate the use of pesticides to ensure the health and safety of man, domestic animals and wildlife, even though this will result in poorer crops. 1 2 3 119. There are enough anti-pollution laws to control pollution problems. 1 2 3 120. I can affect the environmental decisions made in my city. 1 2 3 121. Foreign aid should be withheld from those countries who make little effort to control population. 1 2 3 122. One Justification for continuing space research is the knowledge obtained that aids us in solving environmental problems. 1 2 3 123. Mankind is the only form of life possessing rights. 1 2 3 12U. Technology's positive contribution to our lives far outweighs the negative. 1 2 3 125. I have a responsibility to make other people aware of environmental problems. 1 2 3 Please answer each of the following questions by placing the number 1, 2, or 3 in the blank space . 126. 127. 128. 129. 129A. 131. 132. 133. 13U. 135. (l - Yes; 2 I No; 3 - Undecided or No Opinion) from your home? conserve petroleum? Would you Oppose a decision to construct a nuclear power plant ten miles Would you be willing to substantially forgo the use of private automobiles in favor of public transportation in order to reduce air pollution and to Will you be willing to pay substantially higher taxes in the future to help cover the costs of improving the quality of the environment? Have you heard about a trans-Canada oil pipeline which could be constructed in lieu of a trans-Alaska line? Do you favor such a project over that of the route across Alaska? Will you be willing to maintain a lower standard of living than that presently enjoyed by many Americans in order to conserve scarce natural resources? Do you agree that educating people to environmental issues and needs is essential to solving environmental problems? Would you voluntarily agree to travel less in order to conserve energy resources? If you were building a house today, would you include air conditioning? Are you ever guilty of littering, such as discarding paper out the window of a moving automobile? Do you feel it would ever be worthwhile for you to write a personal letter to your Congressman or Senator stating your position on an environmental issue? 136. 137. 138. 139. 1UU. lUl. lU2. 1U3. 1UU. lUS. 1U6. 1U7. lU8. lU9. 150. 164 Would you agree to an abortion in your family solely because you believed you already had enough children? Do you believe industries have the right to pass on to you, the consumer, the costs of pollution control in the form of higher prices? Would you support a proposed law to substantially reduce automobile speed limits and restrict engine size in order to reduce the consumption of scarce petroleum products and to alleviate unnecessary air pollution? Do you believe you presently possess adequate knowledge and have developed a sound philosophy in regard to environmental issues? The charge has been made that the Judeo-Christian ethic has been largely responsible for the disrespect for and improper treatment of the environment. Do you agree with this accusation? If given the opportunity, would you be interested in enrolling in a college course which dealt specifically with the environmental crisis? Assuming you possessed adequate knowledge, would you be willing to present an environmental program to a group of elementary school children if the opportunity should arise? Do you believe you have (or shall have in the future) an obligation to restrict the size of your family in the light of the world population problem? Do you feel you have an obligation to become actively involved in helping solve local environmental problems in your home community? Do you read and carefully follow the directions on the label of pesticide containers which you may have occasion to use? Do you believe western sheep ranchers should be prosecuted for illegally killing bald eagles, some of which may be killing young lambs? Do you believe government should have the right to restrict what you may do with your privately owned land? Do you believe a government agency should have the right to order your community to cease dumping raw sewage into a nearby stream? Do you believe the "environmental crisis” situation has been greatly overplayed? Are you reasonably convinced that we shall be able to solve our environmental problems? 165 In the column of blank spaces on the left below please number each environmental problem in the order in which you perceive its present importance to man -- number 1 being the most critical problem and number llleast critical. #4 o o 0 g 55 .p w-IH g, +3.0 0 :so a r4& 5 :2 151. scarcity of mineral and petroleum resources 162. 152. water pollution 163. 153. misuse of public recreation areas 16U. 15U. overpopulation 165. 155. accumulation of solid wastes (glass, junk autos, 166. garbage, etc.) 156. air pollution 167. 157. destruction of natural areas near population centers 168. 158. destruction of wilderness areas 169. 159. adverse effects of pesticides 170. 160. food shortages 171. 161. safe disposal of radioactive wastes 172. In the column of blank spaces on the riggt above please indicate your degree of optimism as regards man's ability to solve each problem listed by using the numbered scale below: . very optimistic . optimistic 1 2 3. no opinion U. pessimistic 5 very pessimistic Please indicate in order of importance (number 1 most important; number 8 least important) each item in the following list as it has been influential in developing your knowledge and shaping your attitudes in regard to environmental issues. 173. elementary school 17U. secondary school 175. college 176. radio and television (please indicatet types of programs) 177. periodicals (please indicate kinds) 178. newspapers 179. another person, or persons (friend, teacher, etc. - please indicate) 180. other (camping experiences, books, hunting interests, occupation, etc. - (please indicate) /-Tf high school (or earlier schooling) has been particularly _significant in this regard, please briefl describe how those experiences proved to be so influential__ 166 Please describe the greatest single event or experience in your life that has influenced your attitude (either in a positive or negative way) toward the natural environment. Please include a consideration of the relative importance of acquired factual knowledge vs. experiential knowledge in this regard. (FRESHMEN IN THE SEPTEMBER TESTING EXPERIENCE, OMIT THE FOLLOWING; OTHER STUDENTS PLEASE ANSWER.) Please describe the college experience which you feel has exerted the greatest influence in developing in you an awareness of the natural environment and problems related to environmental quality. If your answer includes a college course (or courses) please indicate the most significant aspect of the course that influenced you in this area. Please discuss the relative significance of your college experiences and prior experiences in developing environmental knowledge and attitudes. If your college experience has had no particular influence in this regard, please so indicate. *"What do you know about conservation?". The Science Teacher, April 1967, pU5-U8 Reproduced by permission. Your careful attention to answering the items in this questionnaire is very much appreciated. It is anticipated that after the conclusion of this study, statistical data generated may be made available to those who should be interested. APPENDIX B ALUMNI QUESTIONNAIRE fl I'D Taylor University Uflmu. mam“ 4EM9 April 30, 1974 Dear Alumnus of Taylor University: You are quite aware that we are living in a period of time in which concern for the quality of the environment is being voiced on every hand. You are also aware that problems do exist which call for solutions, and that positive steps are being taken in many areas of concern. Opinions differ, however, as to the degree of urgency and the magnitude of these problems. Does Taylor University logically have a responsibility to- .ward the alleviation of such problems through its influence on the student mind and conscience? I am engaged in a study which, among other considerations, shall attempt to determine the ef- fectiveness of the Taylor experience in assisting the student in developing a proper world view of man and the environment. In order to accomplish my objectives I am desirous of in- put from alumni, in addition to that from students, faculty members and administrators. As an alumnus, would you be willing to participate in this study by filling in the enclosed anony- mous questionnaire, giving your frank opinions? I would appreci— ate having it returned as soon as possible. Permit me to thank you in advance for this favor; it is greatly appreciated. Sincerely, . George W. Harrison Assoc. Prof. of Biology GWH/ lmh 167 168 Date Please supply the following background information. (Please answer with the code numbers where possible.) Year of graduation from Taylor University (3) 1971 (4) 1970 (5) 1969 (6) 1968 Academic Major Degree conferred by Taylor University (1) A.B. (2) B.S. in Education If you have earned additional degree(s) since graduation from Taylor, please list these. Please indicate all science courses you had at Taylor University. Check Courses Taken List Other Science Courses Taken at Taylor General Biology Conservation Ecology Ornithology General Botany General Zoology General Physics General Chemistry Please list science courses taken at other colleges. Sex (1) Male (2) Female 669 Please answer the following question by circling the number of your choice. 1-1-46. Ihich one of the following do you consider to be the major environmental problem today? 1. pollution 2. food shortage 3. energy shortage 4. overpopulation Please circle one number for each statement to indicate the extent of your agreement or disagreement. 2-3-59. 3-5-61. 4-7-63. 5-10-67. 6-15-72. 7-16-73. 8-19-78. 9-22-85. 10-23-88. 11-25-96. 0 o a 8 3 In d! ho a < c a o > v4 0 b. H ‘3 w H u - t. m s: o £9 to o o o d o n u m u +a u o ~4 u m < z: c: m (1)(2)(3)(4)(5) Many people are too concerned about the increasing human population on the earth; they should realize that man will be able to cope with this problem through his technological expertise. l 2 3 '4 5 A community should be permitted to dump raw (untreated) sewage into a nearby stream if the majority of its citizens feels the community cannot afford to build a sewage treatment plant. 1 2 3 ‘4 5 People in the United States shall have to be satisfied with a lower standard of living in the not too distant future. 1 2 3 ‘4 5 United States citizens should expect to pay considerably more in the future in order to meet the costs involved in controlling pollution. l 2 3 44 5 The so-callod "environmentalists" are a segment of the population that is overly concerned about environmental quality. 1 2 3 4 5 Rivers have for generations been effective recipients of municipal and industrial wastes; thus much of the current concern for cleaner streams is unwarranted. 1 2 3 4 5 Iany animals are presently in danger of extinction; however, this is nothing to be concerned about because animal species have been dis— appearing throughout the history of the earth. 1 2 3 ‘4 5 The concept of "limiting factors" is being overlooked by many economists who do not seem to realize that economic Growth and expansion cannot continue indefinitely. 1 2 3 «4 5 Instilling a strong awareness of environmental issues is an appropriate goal for the liberal arts college to pursue in regard to its students. 1 2 3 4 5 lost of the concerns about environmental problems have been over- exaggerated. l 2 3 4 5 Please answer each of the following questions by placing the number 1. 2, or 3 in the blank space. (1 - Yes; 12-40-128. 13-41-130. 14-42-131. 15-45-139. 16-46-140. 17-47-144. 18-51-148. 19-52-149. 20-53-150. 2 ' No; 3 - Undecided or No Opinion) [111 you be willing to pay substantially higher taxes in the future to help cover the costs of improving the quality of the environment? Will you be willing to maintain a lower standard of living than that presently enjoyed by many Americans in order to conserve scarce natural resources? Do you agree that educating people to environmental issues and needs is essential to solving environmental problems? Do you believe you presently possess adequate knowledge and have developed a sound philosophy in regard to environmental issues? The charge has been made that the Judeo-Christian ethic has been largely responsible for the disrespect for and improper treatment of the environment. Do you agree with this accusation? Do you feel you have an obligation to become actively involved in helping solve local environmental problems in your home community? Do you believe a government agency should have the right to order your community to cease dumping raw sewage into a nearby stream? Do you believe the ”environmental crisis" situation has been greatly overplayed? Are you reasonably convinced that we shall be able to solve our environmental problems? 170 Please indicate in order of importance (number 1 most important; number 8 least important) each item in the following list as it has been influential in developing your knowledge and shaping yOur attitudes in regard to environmental issues. 21-173. elementary school 22-174. secondary school 23-175. college 24-176. radio and television (please indicate types of programs) 25-177. periodicals (please indicate kinds) 26—178. newspapers 27-179. another person, or persons (friend, teacher, etc. - please indicate) 28-180. other (camping experiences, books, hunting interests, occupation, etc.) — (please indicate) 29. Please discuss in general the relative significance of your college experiences at Taylor University as compared to prior and subsequent experiences in developing your environmental knowledge and attitudes. Please include a consideration of the relative importance of acquired factual knowledge vs. experiential knowledge in this regard. 30. Please describe the college experience during your stay at Taylor which you feel exerted the greatest influence in developing in you an awareness of the natural environment and problems related to environmental quality. If your answer includes a college course (or courses) please indicate the most significant aspect of the course that influenced you in this regard. If your college experience had no particular influence, please so indicate. 31. How would you rate the degree of influence the total Taylor experience had in developing in you an awareness of environmental issues: (1) very strong influence (2) strong influence (3) moderate influence (4) little or no influence APPENDIX C FACULTY AND ADMINISTRATOR QUESTIONNAIRE 11'} Taylor University Uflmfl. March 27, 1974 Indiana 4EM9 Dear Colleague: You are quite aware that we are living in a period of time in which concern for the quality of the environment is being voiced on every hand. You are also aware that problems do exist which call for solutions, and that positive steps are being taken in many areas of concern. Opinions differ, however, as to the degree of urgency and the magnitude of these problems. Does Taylor University logically have a responsibility toward the alleviation of these problems through its influence on the student mind and conscience? For my doctoral disser- tation I am engaged in an institutional study which, among other considerations, shall attempt to determine the effective— ness of the Taylor experience in assisting the student in developing a proper world view of man and the environment. In order to accomplish my objectives I need input from administrators and faculty members as well as from students. I would very much appreciate your being able to find time in your busy schedule to fill in the enclosed anonymous question— naire, giving you frank opinions. You may return it to me via campus mail. I would appreciate receiving it as soon as possible. Permit me to thank you in advance for this favor; it is greatly appreciated. Sincerely, W WW George Harrison Associate Professor of Biology GH/lmh 171 1372 Date Please supply the following background information. (Please answer with the code number.) Position at Taylor University (1) Administrator (Vice-Presidential level or above; i.e., direct responsibility for a major functional area of the University as identified in Manual 2; Operation, p. 7) (2) Administrator (responsibilities primarily or wholly administrative; responsible to an individual in no. (1) category) (3) Faculty (responsibilities primarily classroom faculty) Curricular area (if faculty) (1) Humanities (2) Social Science (3) Education - Physical Education (4) Natural Science Total teaching and/or administrative experience (1) less than ten years (2) ten years or more Length of service at Taylor University (1) less than three years (2) three years or more Highest degree earned (l) Bachelors (2) Masters (3) Doctorate Sex (1) Male (2) Female Please answer the following question by circling the number of your choice. l-46. Which one of the following do you consider to be the major environmental problem today? 1. pollution 2. food shortage 3. energy shortage 4. overpopulation 173 Please circle one number for each statement to indicate the extent of your agreement or disagreement. 7-6} 8-6S. 9-66. 10-67. 11 - 68. 12-69. 13- 70. l4~ 71. The use of private automobiles should be considerably restricted in major population centers. Many people are too concerned about the increasing human population on the earth; they should realize that man will be able to cope with this problem through his technological expertise. Electrical power generation via nuclear reactors has been perfected to the point where we need have little‘ fear of its safety. A community should be permitted to dump raw (untreated) sewage into a nearby stream if the majority of its citizens feels the community cannot afford to build a sewage treatment plant. There is little hope of changing the habits and attitudes of the adult members of our society; therefore, most of our efforts to impart knowledge and awareness of environ- mental problems should be directed to the younger children. People in the United States shall have to be satisfied with a lower standard of living in the not too distant future. The size of automobiles and engines should be regulated by the Federal Government in order to conserve resources such as petroleum products and various metals. Puppies in developing countries of the world shall have to be satisfied with a lower standard of living than that presently enjoyed by people in the United States because there are insufficient natural resources to accommodate them. United States citizens Should expect to pay considerably more in taxes in the future in order to meet the costs involved in controlling pollution. In the interest of population control a couple should have not more than two children even though they may be in a financial position to support a larger number. The costs incurred by industries in controlling various forms of environmental pollution should he considered legitimate business expenses and, therefore, properly passed on to the consumer in the form of higher prices. Our technological expertise will, if we will simply be patient, produce solutions to the numerous environmental problems which presently confront us. Tne current concern for environmental quality is primarily a fad that, like other fads, will soon pass away, and people snail turn to other interests. 0 (it t. M ’0 0| as ‘0 v, '0 cu ‘1 C Q 0 >5 H ll: :5 H C 4: H H) .4 z. to C 0' O. '0 C O O) 0 fl, 0 h I. V! In 0 m 0 «H u U) C '2: D (I) (1) (2) (3) (‘0) (5i 15- 72. 16- 73. 17- 75. 18-77. 19-78. 20-79. 21-82. 22-85. 23-88. 210-90. 25- 96. 26- 97. 27- 98. 174 The so called "environmentalists” are a segment of the population that Is overly concerned about environmental quality. Rivers have for generations been effective recipients of municipal and industrial wastes; thus much of the current concern for cleaner streams is unwarrented. Some pollution problems are of such nature that government must intervene, i.e., private citizen action cannot effectively cape with such problems. well-meaning but misguided people often become entirely too concerned about the loss of a few alligators or birds. Many animals are presently in danger of extinction; however, this is nothing to be concerned about because animal species have been disappearing throughout the history of the earth. The G.N.P. (Gross National Product) is a good measure of a country's well-being. Government would satisfactorily solve most environmental problems if private pressure groups would refrain from getting involved. The concept of "limiting factors" is being overlooked by many economists who do not seem to realize that economic growth and expansion cannot continue indefinitely. Instillinn a strong awareness of environmental issues is an appropriate goal for the liberal arts college to pursue in regard to its students. The United States should earnestly seek understanding and agreements with other countries on environmental problems (such as air and water pollution), because such problems do not stop at national borders. Most of the concerns about environmental problems ness been overexaggerated. American beliefs and values have been a basic cause of our present pollution problems. The Federal and State Tax Systems should be redesignated to encourage small families rather than large ones. 0 0 In N ¢ >0 H M C 0 O 0 .‘3 s VI ‘ (l) (2) i 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 3 so Opinion : Disagree A v I: Strongly Disagree v Please indicate whether you agree 175 or disagree with the following statements (or have no opinion). r. o H 0 c m a t. O m n o .4 z a (2) (3) 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 0 0 t. ¢ (1) 28-99. A nation can successfully exist only by economic growth and 1 expansion. 29'100. The so-called "energy crisis" is primarily a scare tactic to 1 enable producers to raise prices. 30-402. A country that preserves its wilderness areas is likely to manage 1 its other resources wisely. 31-109. The problem of local human overpopulation is not new, but that of 1 world overpopulation is a new phenomenon. 32-113. The United States faces an almost impossible situation in 1 attempting to clean up polluted rivers and lakes. 33-ll6. I bear some personal responsibility for our present state of 1 pollution. 34-— 119. There are enough anti-pollution laws to control pollution problems. 1 35- 121. Foreign aid should be withheld from those countries who make little - 1 effort to control population. 36‘- 12“. 'Technology's positive contribution to our lives far outweighs l the negative. 37..125. I have a responsibility to make other people aware of environmental 1 problems. Please answer each of the following questions~by placing the number 1, 2, or 3 in the blank space. (1 - Yes; 2 - No; 3 I Undecided or No Opinion) 33.. 126. would you oppose a decision to construct a nuclear power plant ten miles from your home? 39- 127. Would you be willing to substantially forgo the use of private automobiles in favor of public transportation in order to reduce air pollution and to conserve petroleum? 40- 128. Will you be willing to pay substantially higher taxes in the future to help cover the costs of improving the quality of the environment? 41.. 130. Will you be willing to maintain a lower standard of living than that presently enjoyed by many Americans in order to conserve scarce natural resources? 42“ 131- _____ Do you agree that educating people to environmental issues and needs is essential to solving environmental problems? 176 63- 135. Do you feel it would ever be worthwhile for you to write a personal letter to your Congressman or Senator stating your position on an environmental issue? 44 ..l37. Do you believe industries have the right to pass on to you, the consumer, the costs of pollution control in the form of higher prices? 45 -139. Do you believe you presently possess adequate knowledge and have deveIOped a sound philosophy in regard to environmental issues? 46 —lho. The charge has been made that the Judeo-Christian ethic has been largely responsible for the disrespect for and improper treatment of the environment. Do you agree with this accusation? 47.-lhu. Do you feel you have an obligation to become actively involved in helping solve local environmental problems in your home community? 48-—lu5. Do you read and carefully follow the directions on the label of pesticide containers which you may have occasion to use? 49'-lh6. Do you believe western sheep ranchers should be prosecuted for illegally killing bald eagles, some of which may be killing young lambs? 50-—1u7. Do you believe government should have the right to restrict wnat yea may do with your privately owned land? 51.-1&8. Do you believe a government agency should have the right to order your community to cease dumping raw sewage into a nearby stream? 52-1h9. Do you believe the "environmental crisis" situation has been greatly overplayed? 53-150. Are you reasonably convinced that‘we shall be able to solve our environmental problems? Please answer questions no. 54 through 57 by placing the number 1, 2, or 3 in the blank space (1 - yes; 2 - no; 3 - undecided or no opinion). Additional personal comments to amplify your responses shall be appreciated. 54. Is the instilling of a strong awareness of environmental issues an appropriate goal for Taylor University to pursue in regard to its students? Comments: 55. S6. 57. Please answer 58. 177 Assuming your response to the above question to be a positive one, is it your opinion that this goal is being adequately realized at Taylor? Comments: Do you believe Taylor University has an obligation to make a conscious effort to inform and develop in its students proper attitudes toward the natural environment? Comments: Assuming limited institutional resources, and assuming this study should demonstrate that Taylor is ng£_adequately meeting its obligations in this area, would you favor, if necessary, a reallocation of institutional funds and other resources to more adequately realize this goal? Comments: the following question with a number between 1 and 20. On a scale of institutional objectives or goals ranging from 1 to 20 (20 representing the objective of highest priority) where would you place environmental studies? B IBL IOGRAPHY BIBLIOGRAPHY A. Text References Brown, R. E. 1969. Analyses of attitude changes in adults after participation in a conservation-oriented biol- ogy course. Ph.D. dissertation. Michigan State University. Cohen, M. R. 1973. Environmental information versus envi- ronmental attitudes. Journal of Environmental Educa- tion. 5(Winter 1973):5-8. Committee on National Resources, National Academy of Sciences. 1963. Cause for concern. Saturday Review. 46(2 February 1963):53. Ehrlich, P. R., and Ehrlich, A. H. 1972. Population, resources, environment. 2nd ed. San Francisco: W. H. Freeman and Company. George, R. W. 1966. A comparative analysis of conservation attitudes in situations where conservation education is a part of the educational experience. Ph.D. dis— sertation. Michigan State University. Hendee, J. C. 1972a. Challenging the folklore of environ- mental education. Journal of Environmental Education. 3(Spring 1972):19—23. 1972b. No, to attitudes to evaluate environmental education. Journal of Environmental Education. 3(Spring 1972):[§§] Hollingsworth, D. K., and Cohen, M. R. 1972. High school students and their concepts of the environment: two mutually exclusive sets. Paper presented at the National Symposium on Methods of Learning Environ— mental Science, Chicago, Illinois. 4 November 1972. Knapp, C. E. 1972. Attitudes and values in environmental education. Journal of Environmental Education. 3(Summer 1972):26-29. 178 [W ”7. .. - 179 Mortensen, C. O. 1972. Factors involved in determining attitudes toward the environment and its manipulation. Ph.D. dissertation. University of Wisconsin. Munzer, M. E. 1967. Conservation tools for the teacher. The Science Teacher. 34(April 1967):36—38. Riblet, D. C. 1971. Environmental knowledge and opinion scales--need, design and use: a factor analytic study in test construction. Ed.D. dissertation. University of Florida. Ringenberg, W. C. 1973. Taylor University, the first 125 years. Grand Rapids, Michigan: William B. Eerdmans Publishing Company. Ruckelshaus, W. D. 1972. A prototype of environmental civilization. Address to the Comstock Club, Sacramento, California. 17 October 1972. Smith, G. J. C.; Steck, H. J.; and Surette, G. 1974. Our ecological crisis. New York: Macmillan Publishing Company, Inc. Stapp, W. B. 1967. Inservice teacher training in environ- mental education. The Science Teacher. 34(April l967):33-35. Taylor University Profile. 1973-75. [Egllege catalog]. Upland, Indiana: Taylor Univer81 y. Udall, S. L. 1963. Obsolete assumptions. Recreation. 56(October 1963):359—61. U.S. Environmental Protection Agency. 1973. Health effects of environmental pollution. Washington: U.S. Government Printing Office. White, L. Jr. 1967. The historical roots of our ecologic crisis. Science. 155:1203—7. Whiteman, E. E. 1965. A comparative study of the effect of a traditional and a specially designed college course in biology upon conservation attitudes. Ph.D. dis— sertation. Michigan State University. B. Utilized in Questionnaire Construction Hollingsworth, D. K., and Cohen, M. R. n.d. Environmental concepts and issues. [§_questionnair§]. Indiana University-Purdue University at Indianapolis. 180 James, R. L.; Felton, P.; Green, K.; Kranzer, H. C. 1967. Test yourself—-what do you know about conservation? The Science Teacher. 34(April 1967):45-48. National Wildlife Federation. 1973 E Q Index. Washington: National Wildlife Federation. Snyder, H. Z. n.d. [genservation course examination]. Upland, Indiana: Taylor University.