The author measured endorsement of the New Ecological Paradigm (NEP) in college students following their involvement in a 2- to 3-week environmental problem module focused on global environmental problems and energy issues. The module included readings, discussion, and a writing exercise, and was presented during 3 sequential semesters within a course on research design. Students from the 3 groups were all tested subsequently in spring 2001. When compared with control data, data from students receiving the educational module showed significant increases in NEP endorsement that declined somewhat with time but remained significantly greater after 3 semesters. In contrast, retention of knowledge from the module showed a predictable decrease over time. (Contains 2 tables and 2 figures.)