News about our impacts on the environment abound ? from loss of biodiversity to energy crises to overpopulation to climate change ? and time is running out to course-correct. Information about, an understanding of, and even interventions that lead to attitudinal change about sustainability issues are insufficient to elicit behavioral changes. However, shifts in ecological identity have been tied to behavioral shifts. The coverage of ecological topics in biology courses provides a key context to shift students? ecological identities toward more sustainable actions. Many non-science majors take introductory biology, many science majors may be required to take biological science courses, and the biology laboratory provides the types of experiential learning that most impact student learning. This pilot project recruited 72 undergraduate, non-biology majors to take a pre-survey assessing their ecological identities and transformative experiences in ecology. Half of the students received a transformative experiences intervention. Participants then took the post survey. Data from this pilot study were used to assess the suitability of this survey instrument for future use and to uncover predictive relationships between ecological identity and transformative learning.
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