NAAEE

Participatory Action Research (PAR), a process by which people collaborate to find solutions for problems, is a research method that is also used in some university-level environmental courses. PAR supports hands-on learning and developing solutions for real-world environmental issues. While significant research exists on PAR projects led by teachers, more information is needed about the effectiveness of student-led action research projects. Benefits of action research projects include giving students the tools and empowerment to address environmental problems. The authors of this study examined the effectiveness of a student-implemented PAR project on energy consumption. In particular, the study explores the implications of empowering students to understand their energy-consumption patterns and associated environmental impact.

This study took place at the University of Birmingham in the United Kingdom. The 24 participants in the study were third-year undergraduate students enrolled in a course called “Geographies of Energy and Capitalism” across six academic years (2008 to 2013). The course was an optional part of the curriculum at the university’s School of Geography, Earth, and Environmental Sciences. Course content consisted of seminars, lectures, and research projects focused on energy consumption and demand. As part of a research project during the second half of the course, students partnered with local community members and examined energy consumption patterns in nearby homes and businesses. The students also assessed the potential for reducing energy demand in the buildings where they conducted their research.

The researchers collected data via surveys, interviews, and assessments of the students’ projects. Surveys took the form of an anonymous questionnaire assessing students’ experiences conducting the projects. All students in the course were invited to take the survey at the end of each year, and 24 students completed the survey. Researchers also conducted interviews with students in the course, other third-year geography students, and professors in the geography department. Overall, 23 individuals were interviewed. Finally, the authors assessed the projects by examining students’ written reports. The authors analyzed the reports to identify common themes.

Results showed that the student-implemented PAR projects improved the respondent students’ knowledge and attitudes (or openness) toward learning about energy consumption. These students also reported improvements in their communication, problem-solving, and data-gathering skills. The participating students reported that the course challenged them more than their other academic courses. The students were learned to use new techniques in order to meet their teachers’ and community partners’ expectations. For example, students had to use both hardware and software to measure energy use, and many students had no prior experience with such technology. In addition, the PAR projects changed the interactions between students and teachers: the projects increased the frequency of contact and the students had to ask for more guidance than they would in a traditional course.

This study is limited by the fact that all the data on changes in attitudes, knowledge, and skills were self-reported. In other words, the researchers did not measure the actual improvements in students’ skill sets after completing the projects, so there is no way to confirm that the improvements occurred. In addition, relatively few students completed the survey, which is likely not representative of all participants in the course. Furthermore, given the small number of participants and specific context of the study, the results may not be generalizable to other settings.

Because of the success of the student-led PAR projects, the authors recommend that university educators use PAR to engage students throughout the learning process. College courses in environmental education should use active learning and provide students with the opportunities to implement and lead their own projects. The study encourages educators to take learning opportunities outside of the boundaries of the classroom for increased learning when possible. Partnering with local organizations and community members can provide students with new skillsets that make them more employable. Finally, assessing students’ performance on PAR projects often falls outside the realm of traditional grades. When students implement hands-on research projects, they gain skills in communication, project management, and problem solving, which cannot be assessed by grades alone.