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Environmental learning occurs through an interconnected web of opportunities. Some arise via organizations with sustainability- or environmental learning-focused missions, while others are facilita...

Hawai‘i Island’s shorelines provide intangible and tangible benefits for the island’s residents and visitors. This paper examines residents’ access to, values associated with, and uses of Hawai‘i I...

We examined The University of Vermont’s new sustainability requirement for undergraduates through the lens of just sustainability. We found that sustainability courses are proposed in diver...

Decades of research emphasize that information alone rarely influences environmental behavior. We addressed the question of, “what, then, does influence environmental behavior?” by asking more spec...

The environmental sector is often characterized by ‘wicked' problems: problems that are ever-changing and difficult to define, have multiple causes and affected parties, and lack a clear solution. To explore scholars' suggestion that wicked problems necessitate leadership that is collaborative and transformational, this study analyses how community-based environmental leaders—those who emerge from community need and are propelled to address pressing environmental issues—discuss their leadership styles. Drawing on data gathered through narrative interviews with 12 leaders from diverse sectors in the San Francisco Bay Area (California, USA), we use a leadership typology to consider the role of collaborative, participatory, and transformational leadership styles. We found that the majority of leaders describe their work as collaborative and transformational, but that almost all respondents also discussed an equally transformational, but less than fully collaborative/participatory, style. Interviewees...

Themes of place, situatedness, and locale are increasingly prominent in environmental education literature and practice. Sense-of-place research, which considers how people connect with places and the influence of those connections on engagement with the environment, may have important implications for environmental education. Prior place studies have proposed that people’s place connections have various dimensions. This paper explores four place dimensions, analyzing data from a survey (n = 712) conducted in three ecoregional sites in which we investigated residents’ sense of place. We examine how our data fit a proposed typology of place dimensions – a four-dimension (biophysical, psychological, sociocultural, and political-economic) categorization based on previous conceptions of the dimensions of place. We use structural equation modeling to question whether a 4-factor conceptualization of the dimensions of sense of place is superior to plausible alternatives. In comparing the four-dimension model wit...