University of Vermont

  • environmental leaders

    "I wanted to learn as much as I could about how forest ecosystems work and find a job where I could be outside and do something meaningful."— Eric Donnelly

    Eric DonnellyForestry major, research project at UVM forest, forestry technician protecting society's forest-based natural resources long-term. More about Eric

  • environmental leaders

    "The hands-on learning approach allowed me to integrate classroom learning with real life experience." — Alex Marcucci

    Alex MarcucciEnvironmental sciences major, watershed steward & restoration intern, valued service-learning courses, environmental scientist with consulting firm. More about Alex

  • environmental leaders

    "I could get the environmental science and policy education I was looking for and be surrounded by individuals who shared the same passions."— Carson Casey

    Carson Casey Natural resources major, student government, research on clean energy for Vermont legislature, study abroad in Tanzania, job in renewable energy education. More about Carson

  • environmental leaders

    "Here is a cool new technology for me to jump into that combines geography, natural resources, and information technology!" — Maya Thomas

    Maya ThomasEnvironmental sciences major, GIS minor, research internships, GIS specialist with consulting firm. More about Maya

  • environmental leaders

    "I learned that science can provide you with the outdoor adventure of a lifetime." — Ryan Sleeper

    Ryan SleeperEnvironmental sciences major, graduate student in natural resources, field research in Alaska, job with environmental consulting company. More about Ryan

The Rubenstein School offers exciting, hands-on environmental programs that integrate natural sciences and social perspectives. Our small, close-knit community challenges students to discover knowledge, skills, and values to become innovative, environmentally-responsible leaders. More about our School...

Academic Programs

 Undergraduate Majors
 Undergraduate Minors
  • Environmental Studies
  • Forestry
  • Geospatial Technologies
  • Parks, Recreation and Tourism
  • Wildlife Biology
 Graduate Degrees, Concentrations & Certificates



Tuesday March 31, 2015
The Role of Motivation and Curriculum in Shaping Pro-Sustainable Attitudes and Behaviors in Students

By Kathleen Bamford

Seminar: 1:00 Aiken 311
Defense: 2:00 Aiken 311

Thomas Hudspeth, Professor, RSENR, Advisor
Thomas Macias, Assistant Professor, Sociology, Chair
Adrian Ivakhiv, Professor, RSENR
Leon Walls, Assistant Professor, Education

Determining patterns in pro-sustainable attitudes and behaviors, and revealing motivations behind these behaviors have important implications for the future of sustainability education. The primary objective of this study is to discover the relationships between educational experience and its impact on sustainability attitudes and behaviors in elementary school students. A secondary objective is to determine the motivation behind pro-sustainability behaviors and to establish the role this plays in educational programs. Ninety seven students (63 from a school with sustainability based curriculum, Barnes, and 34 from a general curriculum school, CP Smith) in grades 3-5 completed a 20 question survey which measured sustainability attitudes and behaviors. On every indicator, students who were involved in a sustainability education program scored higher. The highest and lowest indicators for attitude and behavior were the same for both schools. Barnes students produced notably more statistically significant correlations between attitude and behavior indicators than CP Smith students. Questionnaires were completed by the five teachers of the Barnes Sustainability Academy students who completed the survey. Regarding curriculum, the majority felt that cross curricular sustainability was important, with social justice being an important curricular focus as well as community, environmental preservation, and problem solving. Teachers also felt that providing the students sustainability knowledge led to attitude change, which in turn served as a motivator toward behavior change. Future sustainability education focus on social justice issues and experiential learning experienced with strong role models will be beneficial to developing future generations with strong sustainability attitudes, behaviors and motivation.
Gender and Cooperative Behavior
Stephanie Seguino
Department of Economics
University of Vermont

Aiken 102
Thursday April 2, 2015
Friday April 3, 2015
Gund Institute Conference Room (Johnson House - 617 Main St).

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RSENR on the Move

Faculty Searches

The Rubenstein School is searching for several faculty positions, with an overall goal to enhance research, teaching, and service with a focus on sustainability in the context of global and domestic environmental equity:

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