Title,Recipient,Competition,"Fiscal Year","Award Number","Federal Funding","Principal Investigator",State,City,County,District,Lat/Long,"Grant Dates",Abstract,Partners "Applying Social Research to Build Environmental Literacy and Public Engagement in Protecting Ocean Resources","Ocean Foundation / The Ocean Project","2010: NOAA Broad Agency Announcement for FY 2010—2011",2010,NA10SEC0080029,"$1,117,002","William Mott","District of Columbia",Washington,"District of Columbia",DC00,"38.90543, -77.04676","2010-10-01T00:00:00 - 2013-09-30T00:00:00","This project will expand and enhance an initiative that offers zoos, aquariums, and science museums the market research they need to engage and motivate the public on issues related to the ocean and climate change. The three-year project will measure changes in public awareness and action on ocean and climate-related issues. It will integrate these research findings into recommendations offered to staff working at zoos, aquariums, and science museums as well as to the ocean conservation community and provide professional development for staff members at these institutions in order to support and shape public outreach efforts that connect climate change, the ocean and individual actions, especially among our nation's youth.","Aquarium of the Pacific, North Carolina Aquarium Society / North Carolina Aquarium at Fort Fisher, California Academy of Sciences, Exploratorium, Monterey Bay Aquarium, National Aquarium / National Aquarium In Baltimore (NAIB), New England Aquarium Corporation / New England Aquarium (NEAq), Science Museum of Minnesota, Sea Research Foundation / Mystic Aquarium, Seattle Aquarium, John G. Shedd Aquarium / Shedd Aquarium, Tennessee Aquarium, Florida Aquarium, Pacific Science Center, Association of Zoos and Aquariums, Detroit Zoological Society, Fresno Chaffee Zoo, Gladys Porter Zoo, Texas State Aquarium, Aquarium of the Bay, Lincoln Park Zoo, Oregon Coast Aquarium, Virginia Aquarium, Utah's Hogle Zoo, Philadelphia Zoo, Woodland Park Zoo, Arizona-Sonora Desert Museum, Georgia Aquarium, New York Aquarium, Cabrillo Marine Aquarium, Disney’s Animal Kingdom, San Antonio Zoological Society, YouthMuse, Wildlife Conservation Society (WCS), Brevard Zoo, Mote Marine Laboratory & Aquarium, Chicago Botanic Garden" "Secondary Analyses of the National Environmental Literacy Assessment: Phase I & II Students, Teachers, Programs and School Survey","North American Association for Environmental Education (NAAEE)","2010: NOAA Broad Agency Announcement for FY 2010—2011",2012,NA12SEC0080018,"$151,699","William McBeth Ph.D","District of Columbia",Washington,"District of Columbia",DC00,"38.9094, -77.0452","2012-05-01T00:00:00 - 2014-04-30T00:00:00","Phase Three of the National Environmental Literacy Assessment (NELA) will analyze the relationship between middle school students' scores on the MSELS and other measured variables that may have critically impacted the development of environmental literacy in these students. Phases One and Two of the National Environmental Literacy Assessment (NELA) relied on four data collection instruments: The Middle School Environmental Literacy Survey (MSELS), the School Information Form, the Program Information Form, and the Teacher Information Form. The primary outcomes of these phases were to identify general levels of environmental literacy (measured by the MSELS) and to compare these levels both within and across the studies. Through the comparison of these data sets, we could identify schools in which grade level cohorts of students displayed markedly higher levels of environmental literacy variables than their peer cohorts at other schools. However, questions remain concerning the magnitude and influence of variables that were reported on those survey forms, as well as the relationships among variables measured by the MSELS scales. The major research questions that will guide this Phase are: 1) To what extent do the variables measured by these Forms during Phase One and Two appear to have contributed to or influenced students' environmental literacy scores; 2) How do these variables appear to interact with each other; and 3) What are the relative contributions of knowledge, affect, and skill variables to actual commitment or behavior. The resulting analyses of this study will be shared both through peer-reviewed publications as well as appropriate professional conferences.","University of Wisconsin–Platteville"