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We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education's Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

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Participation in wildland recreation is associated with a range of individual-level outcomes. Although these outcomes have been extensively studied, few studies have systematically examined and summarized this empirical evidence. Therefore, the goals of this study include identifying (1) the breadth of individual-level outcomes associated with wildland recreation, (2) the setting and programmatic attributes that research suggests are driving these outcomes, and (3) the gaps in the peer-reviewed literature regarding the outcomes associated with wildland recreation. We systematically examined 235 articles published between 2000 and 2016 that evaluated the psychological, social, and educational outcomes associated with participation in wildland recreation. We identified 11 broad categories, the most common related to personal development (59%), pro-social behaviors (52%), mental restoration (42%), and environmental stewardship (36%). Results highlight gaps in our knowledge regarding outcomes and their potential causes. We conclude by discussing trends and implications for managers and future research.

Zoos in the 21st century are striving to make effective contributions to conservation. Although zoos are extremely popular and host over 600 million visitors worldwide, one challenge zoos face is how to effectively engage visitors and raise awareness and action for conservation. To this end, zoos commonly rely on charismatic megafauna, which have been shown to elicit a connection with zoo visitors. However, little is known about how to measure a connection to a species or how this connection may influence conservation behaviors. This study had two sequential objectives. The first was to develop a scale to measure visitors' connection to a species (Conservation Caring). The second was to investigate the relationship of Conservation Caring to pro-conservation behaviors, following a zoo experience. Pre- (n = 411) and post-visit (n = 452) responses were collected from three sites in order to assess the reliability and validity of a scale to measure Conservation Caring. Structural equation modeling was used to explore the relationship between Conservation Caring and pro-conservation behaviors. Conservation Caring was deemed a valid and reliable scale and was a strong predictor of species oriented behaviors (β = 0.62), for example, "adopting" an animal, but a weak predictor for biodiversity oriented behaviors (β = 0.07), for example, supporting sustainability policies. Results support the role zoos can play in fostering a connection to wildlife and stimulating pro-conservation behaviors. Additionally, visitors connected to a wide array of animals. On the basis of these results, zoos may recruit a wider assemblage of species as potential flagships.

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