Abstract
This study focuses on Florida Gulf Coast University’s (FGCU) service learning requirement and how this impacts students’ environmental perspectives. To measure students’ environmental perspectives, undergraduate students at FGCU were given a 46 question survey with demographic questions and three main components to measure locus of control, attitude (NEP), and behavior. The survey generated both quantitative and qualitative data. A total of 278 students were surveyed with a range of service learning hours from 0-1,000 and an average NEP score of 3.66. The data suggest that service learning increases student’s environmental behaviors, and that environmentally focused service learning increases both environmental attitude and behavior. There were no significant differences found between genders or among academic classes. Environmental Studies students scored higher on both attitude and behavior, as did people who express an affinity for nature. This work illuminates the need for additional longitudinal studies to better explore the impact of different approaches to service learning and variations in curriculum and delivery on the development of students’ environmental perspectives.
