I developed a new global curriculum, Schoobio, in which middle and high school students become citizen scientists and change agents as they engage in transdisciplinary activities culminating in their advocacy for biocultural diversity on their school grounds. The foundation for this place-based learning curriculum is pragmatic constructivism, a biocultural diversity knowledge system, and authentic, experiential, hands-on learning. Universal Design for Learning principles are throughout the curriculum to ensure that it is accessible by all students. My project explored the follow questions: (1) How curriculum can affect ecological change on school grounds; and (2) What impact learning about biodiversity and culture has on students' attitudes about representing these concepts on their school grounds. In addition to providing a framework for increasing biocultural diversity on school grounds, Schoobio provides a model for engaging youth as change agents in other community-building endeavors. Teachers will have an opportunity to utilize different teaching methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]