Ph.D., Antioch University, 2023, Antioch New England: Environmental Studies

Previous research has demonstrated that practicing forest bathing has significant positive effects on well-being. However, few studies have investigated whether forest bathing increases adolescent well-being despite the growing adolescent mental health crisis in the United States. Similarly, few studies have explored forest bathing's impacts on connectedness to nature. Considering the ongoing environmental crisis, determining if forest bathing increases connectedness to nature is a critical expansion of forest bathing research, as connectedness to nature is linked to environmental care and concern. This study investigated the possibility that forest bathing, a nature-based mindfulness practice, could increase adolescent mental well-being and connectedness to nature and sought to determine participants' experiences of practicing forest bathing. This study used a convergent parallel mixed-methods design that was partially co-created with 24 participants aged 16-18 as part of a youth participatory action research (YPAR) project where participants practiced forest bathing three times over three weeks. After practicing forest bathing, participants' mental well-being increased significantly, as measured by the Warwick Edinburgh Mental Well Being Scale. Connectedness to nature also increased significantly as measured by the Connectedness to Nature Scale. Participants described reduced stress and increased feelings of relaxation, peace, and happiness as well as increased connection to nature, gratitude for nature, concern for nature, and desire to care for nature. Although this is one of the first studies to examine forest bathing impacts on participants' connectedness to nature, these findings correlate with other studies showing that spending time outside in nature increases connectedness to nature and care and concern for the environment. People working with adolescents could consider forest bathing as a practice that increases connectedness to nature while also incr (open full item for complete abstract)

Committee: Jean Kayira PhD (Committee Chair); Jason Rhoades PhD (Committee Member); Louise Chawla PhD (Committee Member) Subjects: Climate Change; Developmental Psychology; Education; Education Policy; Educational Psychology; Environmental Education; Environmental Health; Environmental Justice; Environmental Studies; Forestry; Instructional Design; Pedagogy; Personal Relationships; Public Health; Science Education; Secondary Education; Spirituality; Sustainability; Teaching; Urban Forestry; Urban Planning

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

Early experiences with nature lead to an array of developmental benefits and learning across multiple domains. Such learning fosters an early connection to nature and the seedlings for environmental stewardship. This retrospective designed study investigates the relationship between nature-based early learning (NBEL) experiences and a developing sustainable mindset during preadolescence; a time when children form their identity, develop 21st century skills, make meaningful connections to place and community, and construct environmental literacy. Measurable outcomes include preadolescents' connection to nature and proenvironmental behavioral intentions. These two outcomes reflect developing sustainable mindsets appropriate for this age group. A combination of surveys with preadolescents and their parents were used to collect data to demonstrate the complexities of NBEL experiences, parental influence, and these factors' relationship with preadolescents' developing sustainable mindsets. Results found that across the nuanced NBEL experience groups, both parents and preadolescents reported high values of nature and concerns for the environments. Additionally, regardless of NBEL group membership, family responses indicated participants came from similar demographic backgrounds in terms of income and parental education level. Discussion of these findings suggest the importance of access to nature and SES when considering NBEL experiences and how these factors may be assessed in the future.

Committee: Victoria Carr Ed.D. (Committee Chair); Linda Plevyak Ph.D. (Committee Member); Benjamin Kelcey Ph.D. (Committee Member); Rhonda Brown Ph.D. (Committee Member) Subjects: Early Childhood Education

Ph.D., Antioch University, 2022, Antioch New England: Environmental Studies

There is limited research examining the efficacy of online delivery for experiential, field-based, interdisciplinary coursework in environmental education geared towards undergraduate students, and how connection to nature can be understood through the theory of emerging adulthood. This research employed a convergent mixed methods approach to explore the experiences of 11 undergraduate students enrolled in an online, introductory ecology course, and how their experience of connection to nature was influenced through the course, technology-mediated nature embedded within the course, and how their identities as emerging adults were impacted by their connection to nature. Quantitative methods employed included pre/post surveys, while qualitative methods employed semi-structured interviews and reflective journal assignments. Based on this study, there are specific cognitive components of nature connection that may be delivered effectively in online education, while student attention is drawn to the affective components of nature connection that technology may not deliver. This study suggests that the ability of information technology to provide novel insights about ecological connections can be leveraged to increase conceptual understanding of environmental functioning and issues. Findings from this study illustrate the importance of connection to nature in shaping the identities of emerging adults, and the results can be applied broadly to programmatic development in college-level environmental education, as well as online environmental education for various audiences.

Committee: Elizabeth McCann PhD (Committee Chair); Meaghan Guckian PhD (Committee Member); Verna Delauer PhD (Committee Member) Subjects: Education; Environmental Education; Environmental Studies; Higher Education; Technology

Ph.D., Antioch University, 2016, Antioch New England: Environmental Studies

Interpretive nature walks are an important tool for conservation organizations, which use them to educate, and to connect visitors with their sites. Interpretive studies often focus on program outcomes. However, less research exists on how the experience itself is perceived by visitors. Is it primarily a learning process? What role does the guide play, and how does the process of interpretation affect the visitor experience? What implications might this have for interpretive techniques, and for organizations seeking to build supportive stewardship communities? The purpose of this study was to explore how the process of interpretation affects a short-term nature experience by examining it through the lens of both visitor and guide. I accompanied nature walks on Cape Cod, Massachusetts, USA, and subsequently conducted semi-structured interviews with guides and visitors. This provided a trifold perspective on each trip, enabling an examination of the trip as observed by the researcher, and as perceived by both visitor and guide. Learning was an important part of the experience, as expected. However, interviews revealed that a major aspect of a trip is social. A large proportion of respondent narrative was devoted to social observations: about group dynamics; the sharing of knowledge, experience, and personal history; social norms; and the guide's social aptitude. Information transfer did not always originate with the guide, but resulted from visitor-to-visitor interaction. Visitors learned from each other by comparing past experiences, speculating about observations, and generating questions for the guide. Thus, in addition to receiving knowledge delivered by the guide, visitors were engaged in active, constructive social learning and building and reinforcing common interests. At the same time, they were reinforcing a common identity as members of a particular social “tribe.” Guided nature walks are thus revealed as a social forum for constructive learning. Visi (open full item for complete abstract)

Committee: Joy Ackerman PhD (Committee Chair); Carol Saunders PhD (Committee Member); Will LaPage PhD (Committee Member) Subjects: Environmental Education; Environmental Studies

Master of Science, The Ohio State University, 2016, Environment and Natural Resources

The human-nature relationship is a topic of increasing interest among the fields of psychology, environment and natural resources, landscape architecture, conservation biology, and parks and recreation studies. These fields, each with their preferred conceptions of the topic and methods of inquiry and investigation have produced a body of literature as diverse as the fields themselves. As a result, there remains confusion over exactly what the human-nature relationship entails, how to quantify it, and the best method for measuring it. Other research has found many of these scales to be highly correlated, an indicator that they are likely measuring the same concept, but the characterization of connection to nature given with each of these scales can differ significantly. Scales can be characterized as cognitive, affective, or experiential, or some combination of the three. Of current interest is developing both a better definition of connection to nature as well as appropriate and valid measurement tools. The studies presented here make comparisons between three measures of connection to nature, the Implicit Association with Nature Test, the Inclusion of Nature in Self, and the Connectedness to Nature Scale. In examining both the demographic variables that impact connection to nature as well as the explanatory power of these measures, this work attempts to situate these measures within the larger fields of research concerned with interactions between humans and nature. This work brings together measures of connection to nature, environmental concern, environmental behaviors, and outdoor recreational experiences to better understand the relationships between each of them. These studies made use of survey data which was collected online from 199 undergraduate university students. Chapter 2 analyzes the data via multiple comparisons between groups based on college major, gender, childhood community, and political ideology. The comparisons are made in reference to thre (open full item for complete abstract)

Committee: Kristi Lekies (Advisor) Subjects: Environmental Education; Environmental Studies

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine nature experiences; how these experiences in nature impact place-making and in turn are impacted by place; why someone would choose to engage in an intense nature experience (in connection with significant life experiences); how people connect to nature and what their construction of nature is; and how knowledge is generated during an informal nature experience. A naturalistic inquiry methodology was selected to explore how Appalachian Trail thru-hikers experience and connect to nature, what prior nature experiences and formative influences led them to undertake a long-term outdoor experience, and the relationships between space, place, identity, and power. To address this purpose, I collected data from 18 Appalachian Trail thru-hikers via in-depth semi-structured interviews, observation field notes, and an autoethnographic research journal. The results of this research included a number of emergent findings. The emergent themes fell into the following categories: awareness of nature, identifying as a participant or observer in nature, power over nature, power of nature, social experiences, nature experiences, learning, significant life experiences, formative influences, reasoning, relationships with nature, bounding/bordering nature, conceptions of nature, place-making, and evolving identities. The results are presented in this dissertation in support of an argument for environmental education scholars and practitioners to attend to varying constructions of nature as a space, as well as how identity shapes experience and place-making.

Committee: Lisa Borgerding PHD (Committee Co-Chair); Sara Raven PHD (Committee Co-Chair); Tricia Niesz PHD (Committee Member) Subjects: Environmental Education; Science Education

MARCH, University of Cincinnati, 2004, Design, Art, Architecture, and Planning: Architecture (Master of)

A disturbing trend in recent Western building practices demonstrates an architectural philosophy of an opposition towards nature in order to control it. Strip malls, vast parking lots, and unsympathetic warehouses and office complexes are devouring the American landscape. A new philosophy must be enacted if we are to change the way we build in relation to the environment. A return to embracing nature as an architectural driver is imperative in order to bring back a coherent understanding and a spiritual compatibility between both man and his surroundings that cannot be realized with each as opposing elements. The solution can be established by working with and not against the existing qualities of a site, by using the patterns of nature to create form and space, and by responding to the unique material and geographic character that makes a region special.

Committee: David Niland (Advisor) Subjects: Architecture

Master of Science, The Ohio State University, 2013, Agricultural and Extension Education

Frequent experiences outdoors during childhood are a significant factor in forming a connection to nature that carries into adulthood. In recent years environmental educators and researchers have been concerned that children are spending less time outdoors engaged in the types of activities that help form a connection to nature. If these concerns are founded, we may be faced with present and future generations that have low connections to nature and little understanding of how their actions contribute to the health or demise of our environment and planet. This study sought to investigate whether or not there are differences in frequency of participation in childhood nature experiences and in adult feelings of connection to nature among three age cohorts of college students. In addition, this study sought to explore possible relationships between types of childhood nature experiences and feelings of connection to nature. The participants consisted of students at the Ohio State University (N=1135) ranging in age from 18 to 57 years old. Participants completed an online survey. Approximately 63% of respondents were female. A large proportion of the respondents, 82%, were age 24 or younger. The majority were Caucasian (87%). Students completed the measures on childhood nature experiences, connection to nature and demographics. Results indicate frequent participation in a variety of free play and recreation activities and adults from all age cohorts report a moderately high feeling of connection to nature. Results of this study also indicated that frequency of participation in free play activities in natural areas has been decreasing over time as reported frequencies were lowest for Adults age 18-24. In addition, the mean Connection to Nature score was lowest for Adults age 18-24 indicating that feelings of Connection to Nature have been decreasing over the years. Relationships were found between frequency of childhood participation in most free play and re (open full item for complete abstract)

Committee: Kristi Lekies Dr. (Advisor); Scott Scheer Dr. (Committee Member) Subjects: Environmental Education

Master of Arts (MA), Ohio University, 2024, English (Arts and Sciences)

My thesis titled, The Spaces in Between, is a series of essays and multidisciplinary works that center around connection through the process of writing from the body and explore places of liminality in the human experience, particularly of a female identifying human. The works within this collection highlight personal reflections and stories of connection to other people, identities, place, nature, body, time, and space through nonlinear journeys of discovery.

Committee: Eric LeMay (Committee Chair); Courtney Kessel (Committee Member); Apoorva Bradshaw-Mittal (Committee Member) Subjects: Gender Studies; Language Arts; Literature

Psy. D., Antioch University, 2023, Antioch New England: Clinical Psychology

The connection between nature and well-being has been recognized across cultures for centuries. One way in which people have facilitated this connection over the years has been through their interactions with plants and the practice of horticulture. Research over the years has further substantiated a connection between horticultural practices and overall well-being. However, a significantly disproportionate amount of this research has been conducted within the field of clinical psychology, despite the notable clinical implications. The current dissertation aims to address this gap in the current literature by exploring this connection from the lens of clinical psychology. More specifically, the current work outlines an extensive review of current, relevant literature, introduces the concept of therapeutic horticulture, and then conceptualizes therapeutic horticulture through various psychotherapeutic theoretical perspectives. Moreover, the current work aims to grow beyond the scope of the current dissertation to inform a subsequent book to define core competencies, standards, and guidelines for the use of therapeutic horticulture within the field of clinical psychology. Given this, the current dissertation is formatted as a formal book proposal and three sample chapters, which will then be submitted for publication.

Committee: Theodore Ellenhorn PhD (Committee Chair); Barbara Belcher-Timme PsyD (Committee Member); Katherine Evarts PsyD (Committee Member) Subjects: Clinical Psychology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2023, Biological Sciences

Environmental degradation has led to a number of environmental issues including, but not limited to, habitat loss, plastic pollution, harmful algal blooms, and climate change. While many of those environmental issues are driven by human actions, there are also numerous environmentally positive, or pro-environmental, behaviors that individuals can adopt to help mitigate negative impacts on the environment. Several theories have aimed to uncover what encourages individuals to change their environmental behavior, such as connection to nature and Theory of Planned Behavior, however, the exact influence and interaction of these theoretical factors, as they encourage pro-environmental behavior adoption specifically, is still unclear. Yet, understanding the factors that influence pro-environmental behavior adoption is critical for environmental educators communicating environmental issues and solutions with the intention of raising awareness and changing behaviors. In this research, I explore the factors that influence pro-environmental behavior adoption in the Lake Erie region through examining the environmental identity of the author through autoethnography, the pro-environmental behaviors of individuals that attend environmental education events, and the influence of social circles on environmental mindedness. Using a mixed method approach, I have uncovered how individuals may be influenced by experiences, education, family, and friends. This information can be used to improve environmentally based communication and encourage more individuals to adopt pro-environmental behaviors.

Committee: Karen Sirum Ph.D. (Committee Chair); Pascal Bizarro Ph.D. (Other); Nathan Hensley Ph.D. (Committee Member); Maria Bidart Ph.D. (Committee Member); Matthew Cross Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Biology; Climate Change; Conservation; Ecology; Education; Environmental Education; Environmental Science; Environmental Studies; Social Research; Sociology; Sustainability; Wildlife Conservation