{'fraction_non_alphanumeric': 0.01818181818181818, 'fraction_numerical': 0.0010695187165775401, 'mean_word_length': 5.545454545454546, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Impact of a University-Level Environmental Studies Class on Students' Values

This study evaluates the impact of an introductory university-level environmental studies class on the environmental values of students. Interviews and questionnaires were used to determine whether values changed or developed after taking the class. Three stage unstructured interviews were conducted throughout the academic year. Questionnaires were administered in a pretest, posttest fashion at the beginning and the end of the 8-month class. The students were found to deepen their environmental values after taking the class, becoming more ecocentric, and less homocentric. They showed greater sophistication in their answers to the final questionnaire and interview questions. The participants reported that the components of the class that had the greatest effect on their values were the ecological footprint exercise and the video "Who's Counting."