SeniorEcoLit_BengerEcoLit_Survey_Benger.docSmith seniors and Ecological Literacy: Education for a Green Future Erin Benger EVS 300 Final Project Smith College May 10th, 20072 Abstract: Ecological literacy, or otherwise environmental awareness, knowledge and understanding of ecology and natural systems, and environmentally friendly actions, is important for students to have a grasp of because there are so may environmental problems that the planet is currently facing. In order to address those problems and find solutions now, as well as to protect the planet for the future, people need to know how to consider the environment in their everyday actions. The purpose of this study was to examine the ecological literacy of seniors at Smith College. Short surveys were distributed to 560 traditional-aged seniors by student mailboxes and 65 were returned. Many students who come to Smith are aware of and concerned about the environment before they get here. Whether this is intentional or not, it appears that Smith is attracting environmentally aware students. Overall Smith seniors were ecological literate. The majority of survey respondents have their computer set to the sleep mode, and the majority of respondents always turn off the water when they brush their teeth. However, despite that the majority of respondents agreed the living in America, we consume a disproportionate amount of natural resources, more than half of respondents always, frequently, or sometimes have leftover food on their plate. Environmental education at Smith could be improved by having an ESP major, a pre-orientation focused on environmental education, a two-credit EVS course that any student could take, and the development of a Center for the environment. Introduction: The time has come once again. Seniors in the United States are about to graduate, continuing the yearly cycle of American education. “What are your plans for after graduation?” is a question that evokes excitement, but also fear- fear of the real world and fear of reality. In the real world, seniors will soon be facing independence, paying bills, getting a job, etc. However, graduating seniors are not alone in their fear, for "if one listens carefully, it may even be possible to hear the Creation groan every year in late May when another batch of smart, degree-holding, but ecologically illiterate, Homo sapiens who are eager to succeed are launched into the biosphere" (Orr, 2004). The real world reality that seniors are entering has many very real problems concerning the treatment of our natural environment, our high consumption rates, climate change and our apparent lack of foresight on issues like sustainability. This reality is in existence not only because of widespread ignorance among the human race, but also from the work of educated3 with people with undergraduate degrees and beyond (Orr, 2004) because their work does not consider environmental consequences. What good then are undergraduate degrees if they are not matched with someone who has the desire to use that education to prevent further deterioration of our planet? What good is education at all if it does not educate people about our natural environment, how it works, or about how to protect it by consuming less and practicing sustainability? In order to prevent environmental crises in the future and repair the damage done thus far, our current education system must be transformed, for "it is not education, but education of a certain kind, that will save us" (Orr, 2004). Although there is a problem with the fact that many people are not ecologically literate, the bigger problem is that education about ecological literacy does not, at large, exist. Education needs to include environmental education so that students are educated holistically (Orr, 2004). Holistic education in this context means that students can relate one field of study to another, and then to the environment, or in other words, see the whole picture. Orr also states that “the goal of education is not mastery of subject matter but mastery of one's person”. Holistic education and education without a focus on mastering subject matter are important because in order for students to consider the implications of their actions on the environment, they must be taught how to see the big picture and how to step away from their area of focus. Despite the broadness of the concept, ecological literacy can be explained, but a definition in the dictionary does not exist. Many people have defined this term according to their personal beliefs. David Orr, in his book Earth In Mind, lists a variety of topics he thinks any person should have some grasp of, including thermodynamics, ecology, carrying capacity, energetics, least-cost/end-use analysis, limits of technology, appropriate scale, sustainable4 agriculture and forestry, steady-state economics, environmental ethics, the art of living well in a place, growing food, building shelter, using solar energy, and a knowledge of local soils, flora, fauna, and the watershed. Tackling all this in any educational institution seems daunting. All of this can be interpreted to mean that ecological literacy is a concept that places value on having knowledge and understanding of ecology and natural systems, and being able to apply this knowledge and understanding to everyday life. If indeed ecological literacy among graduates is essential for affecting our planet’s health, how close do Smith seniors come to meeting the challenge? Are we prepared, as many of us would like to think, to make a difference? The world’s environmental problems have been escalating, yet not enough action has been taken. Instead, there is a seeming hope of procrastination until a choice for action does not remain. The time though, is now. Putting off action is only riskier. The problem is that in order to take action, people need to have the right skills, knowledge, and desire to make a difference. However, the skills, knowledge and desire to make a difference in our environment are not taught to young people. Education does not include classes about ecology or environmental ethics. At colleges and universities, liberal arts institutions particularly, environmental education is not as integrated in curriculum as it could be. Education today is not creating environmentally aware graduates; instead, education occurs within the limits of