Forest
Resources Institutes for Teachers (FRIT)
The
need for better public awareness and understanding about
Pennsylvania's forest resources (wildlife and forests)
has never been greater. FRIT assists teachers in
addressing this need. It is designed to give 3rd-12th
grade teachers the information and educational tools they
need to teach a balanced environment and ecology curriculum
related to Pennsylvania's forests, water, and wildlife.
FRIT was pilot tested in 1999 in Dauphin County, and has
been offered in several locations since. The long term
objective of FRIT is to provide students with the skills
and knowledge to recognize, analyze, and make decisions
relating to Pennsylvania's forest resources.
Watershed
Education Curriculum Evaluation
This research evaluated the Watershed Education (WE)
curriculum, developed for Pennsylvania teachers (grades
6-12) by Pennsylvania's Department of Conservation of
Natural Resources, Bureau of State Parks (DCNR/BSP).
It had two primary objectives: 1) to measure the impact
the WE program has had on teachers' knowledge, behavior,
confidence, and self-efficacy in teaching about watersheds,
and 2) to inform DCNR/BSP of ways to enhance program
participation. The results indicated that teachers who
participated in the WE training, and who use the curriculum
in their classrooms, exhibit a significantly higher
degree of pro-watershed behavior inside and outside
the classroom than do non-participants. Participants
also exhibit significantly greater confidence and self-efficacy
than teachers who have not participated in the WE training.
Suggestions for increasing the program's effectiveness
and future research were also provided to DCNR/BSP.
Adult
Volunteerism in Conservation and Environmental Education
in Pennsylvania.
This study focused on adult volunteerism in conservation
and environmental education (EE) for youth. While it
is a common phenomenon, there are few empirical studies
and evaluations on this form of volunteerism. The literature
on volunteerism in general has much to teach us about
this field, and the many factors which motivate adults
to volunteer. Conservation and EE volunteer activity
for youth is generally carried out through non-formal
education groups such as 4-H, scouting, parks, museums,
or environmental/nature centers. This study sought to
determine the common factors that these volunteers share
and the willingness of other groups of individuals to
volunteer.
Wildlife Exhibit Evaluation
Research with youth, ages 9-12 years old, evaluated
the effectiveness of a free-standing, table-top exhibit
entitled "Threats to Pennsylvania's Wildlife".
A short written survey assessed the use of the exhibit
in conveying the three major threats to wildlife in
Pennsylvania, specifically: habitat loss and destruction,
pollution, and the spread of invasive species. Survey
analysis compared student demographics, place of residence,
and survey setting with knowledge gained. Results demonstrate
that table top exhibits are useful in conveying information
and facilitating learning; however the effectiveness
of exhibits as teaching tools in these two settings
is influenced by many factors.
Enhancing
Extension Agent Skills in the Delivery of Conservation Education.
Extension
Agents working with youth often have a background in traditional
agriculture or home economics. Because of this, and a lack of
past encouragement, they are sometimes reluctant to incorporate
conservation education and natural resources programs into their
Plans of Work. Regular in-service offerings on Natural Resources
and Youth Education topics are helping to expand youth involvement
across the state. This is an area with tremendous potential for
program expansion.
Smith
S.S. and B.R. Deeter. 2006. Ecosystems. Penn
State Cooperative Extension. The Pennsylvania State
University. 4 p.
Smith
S.S. and B.R. Deeter. 2006. Renewable and Nonrenewable
Resources. Penn State Cooperative Extension. The
Pennsylvania State University. 4 p.
Smith,
S.S., W.F. Elmendorf, and H.D. Gerhold. 2005. Community
Forests. Penn State Cooperative Extension. The Pennsylvania
State University. 4 p.
Hansen,
R.S.., J.C.. Finley, and S.S. Smith. 2005. Trees+Me=Forestry,
2nd Edition. Penn State Cooperative Extension. The Pennsylvania
State University. 55 p.
Smith,
S.S. 2004. “Nuts” about Nuts. Pennsyvania
Forests. 2004: 95(4).9-11.
S.S.
Smith and T. Coulter. 2004. American Chestnut.
Penn State Cooperative Extension. The Pennsylvania State
University. 4 p.
S.S.
Smith and. J.C. Finley 2004. Ten Important Hardwoods.
Penn State Cooperative Extension. The Pennsylvania State
University. 4 p.
Smith,
S.S. and J.C. Finley. 2004 Targeted recruitment of 4-H
volunteers involves understanding who currently volunteers
and why. J Extension. August. 42 (4) http://www.joe.org/joe/2004august/a6.shtml
Ingram
P.D.., M.H. Dorsey and S.S. Smith. 2004 Tips for designing
publications for underrepresented audiences. J Extension.
August. 42 (4) http://www.joe.org/joe/2004august/tt2.shtml
Drohan,
J.R., W.E. Sharp, and S.S. Smith. 2004.Water Quality
Matters: 4-H Water Project Unit 3. Penn State Cooperative
Extension. The Pennsylvania State University. 31 p.
Smith,
S.S. 2003. Penn State Offers Sustainable Forestry Web
Site to Teachers. J Forestry. April/May: p. 5.
Williams
L.M., M.C. Brittingham and S.S. Smith. 2003. The
Wildlife Manager. 4-H Wildlife Project, Intermediate
Unit. Penn State Cooperative Extension. The Pennsylvania
State University. 48 p.
S.S.
Smith and L. R. Stover. 2002. Incredible Wood.
Penn State Cooperative Extension. The Pennsylvania State
University. 4 p.
Sanford
S. Smith