Role of an environmental studies course on the formation of environmental worldviews: a case study of a core curriculum requirement using the NEP Scale

Many universities require coursework in environmental studies or science, with the goal of developing environmental literacy among their graduates. Does enrollment in an environmental issues course have an effect on an undergraduate’s environmental worldview? We assess the role of a required, core curriculum environmental issues course on the environmental worldview formation of undergraduates not majoring in environmental studies or science, using data collected at the University of New England (UNE), Maine, USA. Using a pre- and postcourse design, we administered the New Ecological Paradigm (NEP) survey to all enrolled students over an eight-semester interval from 2006 to 2010 (N = 976 paired surveys). Precourse surveys demonstrated that UNE students began the course with a belief system that endorsed an ecological worldview, on average, and that was structured into five domains. Comparison of pre- and postcourse data revealed: (1) students’ level of environmental concern increased significantly in each of five worldview dimensions after taking the course, although effect size varied among the five areas; (2) endorsement of the NEP increased more among students with an initially low level of environmental concern than those with a high level; and (3) students who began the course unsure of their beliefs moved away from uncertainty, indicating worldview clarification through the course. Our results demonstrate that a required, introductory environmental studies course for nonmajors can effectively achieve affective learning goals and develop ecological awareness in a student body characterized by diverse professional objectives and belief systems.