Digital Commons Network^™

Postitive Youth Development, Tania Schusler, Jacqueline Davis-Manigaulte, Amy Cutter-Mackenzie

School of Environmental Sustainability: Faculty Publications and Other Works

• Positive youth development is an assets-based approach for cultivating competencies essential to personal well-being.

• When environmental education enables children and youths to contribute to improving urban environments, it can not only increase cities' sustainability and resilience but also foster young people's personal growth.

• Participatory action research, peer education, and youth civic engagement are three educational approaches that can lead to positive change for both urban environments and youths living within them.

Ecological Restoration, Elizabeth P. Mccann, Tania Schusler

School of Environmental Sustainability: Faculty Publications and Other Works

Ecological restoration involves revitalizing neglected, degraded, damaged, or destroyed habitats.

• Restoration-based education involves learners in ecological restoration with an intentional educational purpose.

• Urban restoration-based education can enhance personal and community well-being while improving ecosystem services in degraded environments.

• Restoration-based education can benefit from consciously forming partner ships, integrating local values alongside socioeconomic and ecological considerations, and being sensitive to issues of power and diverse cultures.

Environmental Attitudes And Knowledge: An International Comparison Among Business Students, Raymond Benton Jr., G. Ray Funkhouser

School of Business: Faculty Publications and Other Works

This article investigates international differences in environmental knowledge and attitudes among business administration students. The Environmental Knowledge and Attitude Scale, developed by Maloney, Ward, and Braucht (1975) and used by Synodinos (1990), was administered to 85 upperdivision business administration students at Loyola University Chicago and 111 upperdivision business students at the National University of Singapore. No significant differences were found between the two samples on the Knowledge, Concern, or Willingness to Act subscales. The United States students' higher mean score on the Actual Behavior subscale was significant but may only reflect relative possibilities for participation in environmental activities. Overall, the …