Evaluation of Curriculum-Based Education Programs in the Great Smoky Mountains National Park

Powell, Robert; Jodice, Laura; Stern, Marc; Skibins, Jeffrey

We investigated the impact of curriculum-based education programs provided or supported by the Great Smoky Mountains National Park (GRSM), which are designed to help teachers of local schools meet state education standards through place-based and hands-on, inquiry-based education in GRSM settings. The classes target learning outcomes pertaining to the environment, science skills, ecological processes, appreciation for biodiversity, knowledge of the National Park Service (NPS), and environmental stewardship, among others. The study investigated the immediate impacts of day (Parks As Classrooms programs provided by the North and South Districts and Appalachian Highlands Science Learning Center at Purchase Knob, and Parks In Classrooms program offered by the North District) and overnight (Great Smoky Mountains Institute at Tremont and Eugene Huskey Environmental Education Center) programs. We also investigated the longer term, integrated, GRSM curriculum-based program (multiple trips to GRSM throughout the term) at Pi Beta Phi School in Sevier County, Tennessee. The study focused on primarily middle school students (90% from grades 5-8) who were involved in a GRSM program during the Spring and Fall semesters of 2010 and Spring semester of 2011. Teachers involved in the GRSM programs (attending with students) responded to a post-visit survey that was focused on their perceptions of program impacts on their students, satisfaction with the GRSM program and intent to engage in teaching and stewardship behaviors. Students attending the day or overnight programs also completed a survey a few days prior (pre-visit) and a few days after (post-visit) their involvement in the GRSM program. Students in the Pi Beta Phi program in grades 5, 6, 7, and 8 completed the same survey at the beginning of the Fall 2010 semester and in December at the end of the Fall 2010 semester. The following student outcomes were measured: self-assessed learning, attitudes toward school, stewardship attitudes, interest in learning, perceptions of social acceptability (social norms) of stewardship, place attachment to GRSM, attitudes toward field trips, and behaviors associated with stewardship. Park staff report that self-assessed learning, attachment to GRSM, and stewardship associated with the Park best reflect the primary goals of their programs, with other goals (e.g., attitudes toward school and field trips and home stewardship behaviors) of secondary interest. Summary >According to students and teachers, all of the programs had a positive influence on learning outcomes pertaining to the environment, science skills, ecological processes, appreciation for biodiversity, knowledge of the NPS, and environmental stewardship, among others. >The GRSM programs appear to be of very high quality and produce very satisfied teachers.

Evaluation of Curriculum-Based Education Programs in the Great Smoky Mountains National Park

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