@article{hartley_stevenson_peterson_busch_carrier_demattia_jambeck_lawson_strnad_2021, title={Intergenerational learning: A recommendation for engaging youth to address marine debris challenges}, volume={170}, ISSN={["1879-3363"]}, DOI={10.1016/j.marpolbul.2021.112648}, abstractNote={Youth can impact environmental attitudes and behaviors among adults. Indeed, research on intergenerational learning has demonstrated the influence of young people on adults in their lives for myriad environmental topics. Intergenerational learning (IGL) refers to the bidirectional transfer of knowledge, attitudes, or behaviors from children to their parents or other adults and vice versa. We suggest an educational framework wherein K-12 marine debris education designed to maximize IGL may be a strategy to accelerate interdisciplinary, community-level solutions to marine debris. Although technical strategies continue to be developed to address the marine debris crisis, even the most strictly technical of these benefit from social support. Here, we present 10 Best Practices grounded in educational, IGL, and youth civic engagement literature to promote marine debris solutions. We describe how integrating IGL and civic engagement into K-12-based marine debris curricula may start a virtuous circle benefiting teachers, students, families, communities, and the ocean.}, journal={MARINE POLLUTION BULLETIN}, author={Hartley, Jenna M. and Stevenson, Kathryn T. and Peterson, M. Nils and Busch, K. C. and Carrier, Sarah J. and DeMattia, Elizabeth A. and Jambeck, Jenna R. and Lawson, Danielle F. and Strnad, Renee L.}, year={2021}, month={Sep} }
 @article{lawson_stevenson_peterson_carrier_l. strnad_seekamp_2019, title={Children can foster climate change concern among their parents}, volume={9}, ISSN={1758-678X 1758-6798}, url={http://dx.doi.org/10.1038/s41558-019-0463-3}, DOI={10.1038/s41558-019-0463-3}, number={6}, journal={Nature Climate Change}, publisher={Springer Science and Business Media LLC}, author={Lawson, Danielle F. and Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and L. Strnad, Renee and Seekamp, Erin}, year={2019}, month={May}, pages={458–462} }
 @article{stevenson_peterson_carrier_strnad_bondell_kirby-hathaway_moore_2014, title={Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students}, volume={45}, ISSN={0095-8964 1940-1892}, url={http://dx.doi.org/10.1080/00958964.2014.901935}, DOI={10.1080/00958964.2014.901935}, abstractNote={Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.}, number={3}, journal={The Journal of Environmental Education}, publisher={Informa UK Limited}, author={Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and Strnad, Renee L. and Bondell, Howard D. and Kirby-Hathaway, Terri and Moore, Susan E.}, year={2014}, month={May}, pages={163–177} }