15-18 years old (~High school aged)

Uses narrative forms, such as thoughts or feelings to describe what is being evaluated. Can provide rich context for examining participants’ experiences and how a program operates. Allows for questions to be investigated in-depth.

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

“Engagement refers to the degree of attention, curiosity, interest, optimism, and passion that [learners] show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Great Schools Partnership, 2016). Engagement can be with students, with the teaching, with learning, in research, with educators, and/or with the community (Groccia & Hunter, 2012).

Believing that you can achieve a goal and taking action to meet those goals (Szczytko et al., 2019).

Climate is the average weather over a long period of time. Climate change is a result of both natural and human impacts and presents growing challenges to maintaining current states of quality of life, the economy, and the natural systems that support us (C2ES, 2019).

Referring to ability diversity and a variety of abilities and disabilities. These variations include differences in cognitive, social-emotional, and physical abilities. Differences in abilities may need more individualized approaches to instruction and evaluation (PennState Extension, 2017).

Efficacy can be divided into self efficacy and collective efficacy. In self efficacy the focus is on the indidivuals’ belief in their ability to succeed or accomplish a task, whereas in collective efficacy, the focus is on the groups’ belief that they can succeed and accomplish a task, or that the group has the capacity to succeed (Krasny, 2020).

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

Considering both youth assets (such as self-efficacy, pro-social norms, meaningful relationships, and social and moral competence, and the characteristics of settings that enable youth to develop those assets. Researchers have identified 5 C’s of positive youth development: competence, confidence, connection, character, and caring; and with these skills youth also are more likely to contribute to community and civil society, thus developing the sixth C which is contribution (Eccles & Gootman, 2002; Lerner et al., 2015).

"Integration of environmental health, social equity, and economic vitality in order to create thriving, diverse, and resilient communities for this generation and generations to come. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgment of complexity" (UCLA, 2021).

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

Uses narrative forms, such as thoughts or feelings to describe what is being evaluated. Can provide rich context for examining participants’ experiences and how a program operates. Allows for questions to be investigated in-depth.

A systematic process that critically examines a program's merit, worth or significance by collecting and analyzing information about a program’s activities, characteristics, and outcomes. The goal is to improve the program's effectiveness, and/or to inform programming decisions (Patton, 2001).

Knowledge and awareness about the environment and environmental problems, and how to solve those environmental problems. Environmental knowledge can take the form of systems knowledge: knowledge about ecosystem processes and environmental problems; action-related knowledge: actions someone can take to address environmental problems and effectiveness knowledge, knowing which behaviors and actions can best address an environmental issue (Krasny, 2020).

An environmentally literate person [is] someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participates in civic life (Hollweg et al., 2011).

Multilogical thinking about physical and ecological systems. In this framework, Earth is both a physical system and living environment (Szcytko et al., 2019).

Believing that you can achieve a goal and taking action to meet those goals (Szczytko et al., 2019).

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

How well students can comprehend and analyze environmental issues (Szczytko et al., 2018).

Identity includes all the labels one uses to represent themselves, particulalry referring to social groups, including but not limited to sex, gender, ethnicity, race, nationality, ability, religion, spirituality, age, socio-economic status, political affiliation (SAIC, 2020).

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).