An evaluation of volunteerism in Project Learning Tree and Project Wild in Texas

Abstract

Many environmental education programs have been developed by state and private natural resource organizations partly in response to a lack of knowledge by the public. Project Learning Tree (PLT) and Project WILD (WILD) are two supplementary environmental education programs that were adopted in Texas in 1986. These programs use volunteers in their training and implementation processes. Volunteer use must be evaluated to determine how to recruit and maintain a high level of volunteerism. In contrast, Idaho Project WILD facilitators must go through an application and interview process before becoming a facilitator and are paid for each training workshop. This study examined the utilization of PLT and WILD in Texas, the use of volunteers in Texas, and compared Idaho and Texas Project WILD facilitators. Active volunteers had high achievement and altruistic values, identified with program goals, and had a high interest in the environment. Commitment, achievement, career advancement, and environmental action contributed the most to the intensity of volunteerism for facilitators. Motivations to attend the training workshop (i.e., to receive additional materials, career advancement, and a recommendation from a colleague) contributed the most to explaining the intensity of volunteerism for educators. Idaho WILD facilitators receive extensive communication and interaction between themselves and between themselves and the Idaho Fish and Game Department personnel. All stated that they would still conduct workshops without the monetary compensation. Although monetary compensation, or at least payment of expenses, can be an added incentive to stay involved with a program, it is not always available. When volunteers must be used, environmental education programs can still be successful if extensive communication and support are given to the volunteers and if people with appropriate characteristics are recruited.