Heidi L. Ballard

Public Participation in Scientific Research: a Framework for Deliberate Design

Members of the public participate in scientific research in many different contexts, stemming from traditions as varied as participatory action research and citizen science. Particularly in conservation and natural resource management contexts, where research often addresses complex social-ecological questions, the emphasis on and nature of this participation can significantly affect both the way that projects are designed and the outcomes that projects achieve. We review and integrate recent work in these and other fields, which has converged such that we propose the term public participation in scientific research (PPSR) to discuss initiatives from diverse fields and traditions. We describe three predominant models of PPSR and call upon case studies suggesting that—regardless of the research context—project outcomes are influenced by (1) the degree of public participation in the research process and (2) the quality of public participation as negotiated during project design. To illustrate relationships between the quality of participation and outcomes, we offer a framework that considers how scientific and public interests are negotiated for project design toward multiple, integrated goals. We suggest that this framework and models, used in tandem, can support deliberate design of PPSR efforts that will enhance their outcomes for scientific research, individual participants, and social-ecological systems.

Next Steps for Citizen Science

Strategic investments and coordination are needed for citizen science to reach its full potential. Around the globe, thousands of research projects are engaging millions of individuals—many of whom are not trained as scientists—in collecting, categorizing, transcribing, or analyzing scientific data. These projects, known as citizen science, cover a breadth of topics from microbiomes to native bees to water quality to galaxies. Most projects obtain or manage scientific information at scales or resolutions unattainable by individual researchers or research teams, whether enrolling thousands of individuals collecting data across several continents, enlisting small armies of participants in categorizing vast quantities of online data, or organizing small groups of volunteers to tackle local problems.

Adaptive Management and Social Learning in Collaborative and Community-Based Monitoring: a Study of Five Community-Based Forestry Organizations in the western USA

Collaborative and community-based monitoring are becoming more frequent, yet few studies have examined the process and outcomes of these monitoring approaches. We studied 18 collaborative or community-based ecological assessment or monitoring projects undertaken by five community-based forestry organizations (CBFs), to investigate the objectives, process, and outcomes of collaborative ecological monitoring by CBF organizations. We found that collaborative monitoring can lead to shared ecological understanding among diverse participants, build trust internally and credibility externally, foster social learning and community-building, and advance adaptive management. The CBFs experienced challenges in recruiting and sustaining community participation in monitoring, building needed technical capacity for monitoring, and communicating monitoring results back to the broader community. Our results suggest that involving diverse and sometimes adversarial interests at key points in the monitoring process can help resolve conflicts and advance social learning, while also strengthening the link between social and ecological systems by improving the information base for management and increasing collective awareness of the interdependence of human and natural forest communities.

Key issues and new approaches for evaluating citizen-science learning outcomes

Ecologically oriented citizen-science experiences engage the public in learning while facilitating the achievement of robust scientific program goals. Evaluation of learning outcomes has become increasingly prioritized, requiring citizen-science program managers to understand key issues in evaluation. We argue that citizen science can have other, more far-reaching community-level outcomes, which have received less attention but warrant consideration for continued programmatic improvement.

Integration of Local Ecological Knowledge and Conventional Science: a Study of Seven Community-Based Forestry Organizations in the USA

Natural resource management decisions can be based on incomplete knowledge when they lack scientific research, monitoring, and assessment and/or simultaneously fail to draw on local ecological knowledge. Many community-based forestry organizations in the United States attempt to address these knowledge gaps with an integrated ecological stewardship approach that balances ecological, social, and economic goals. This paper examines the use and integration of local knowledge and conventional science in ecological stewardship and monitoring by seven community-based forestry demonstration projects. Through document reviews and interviews with both participants and partners of all of these community- based organizations, we found that all the community-based forestry groups incorporated local ecological knowledge into many aspects of their management or monitoring activities, such as collaboratively designing monitoring programs with local ranchers, forest workers, and residents; involving local people in collecting data and interpreting results; and documenting the local ecological knowledge of private forest landowners, long-time residents, and harvesters of nontimber forest products. We found that all the groups also used conventional science to design or conduct ecological assessments, monitoring, or research. We also found evidence, in the form of changes in attitudes on the part of local people and conventional scientists and jointly produced reports, that the two types of knowledge were integrated by all groups. These findings imply that community-based forestry groups are redistributing the power of conventional science through the use of diverse knowledge sources. Still, several obstacles prevented some local, traditionally under- represented groups from being significantly involved in monitoring and management decisions, and their knowledge has not yet been consistently incorporated.

Participatory action research and environmental learning: implications for resilient forests and communities

How can a participatory approach to research promote environmental learning and enhance social–ecological systems resilience? Participatory action research (PAR) is an approach to research that its’ supporters claim can foster new knowledge, learning, and action to support positive social and environmental change through reorienting the standard process of knowledge production. PAR is posited as being particularly suitable for use with historically disadvantaged groups. As such it may be a useful tool for environmental learning which would enable a social–ecological system to better respond to change as theorized by resilience thinkers. In this paper, we examine a PAR project to determine how PAR fostered environmental learning and, in turn, how the learning influenced resilience. The project partnered an ecologist, federal and state forest managers, and harvesters of salal (Gaultheria shallon), a non‐timber forest product gathered and sold for use in the floral industry in the forests of the Olympic Peninsula, Washington, USA. Based on interviews with each group of partners during and after the PAR project, we found that the PAR approach did indeed generate environmental learning, defined here as ecological literacy, civic literacy, values awareness, and self‐efficacy, and contributed to resiliency through promoting greater diversity, memory, redundancy, and adaptive capacity. However, the political vulnerability of the salal harvesters, who were largely undocumented Latino workers, inhibited the extent to which adaptive measures could be taken to revise permitting procedures and additional collaborative research. We conclude that the PAR approach is a valuable tool for environmental learning but the extent to which learning can actually promote system change and greater resilience must also be understood within the underlying context, especially political realities.

Can citizen science enhance public understanding of science

Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage – Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants’ hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research.

Sciences, knowledges, and the practice of forestry

We address the question of how credible knowledge that will contribute to more effective forest policy and management can be produced. We argue that some forest-related knowledge-producing practices of professional scientists and of local people are similar, and given the differences in the knowledge they produce, we explore how they might be used productively together to create better understandings of forests with resulting better forestry practice and policy. Using a case study of participatory forest ecology research, we demonstrate that when professional (conventional) scientists do research in collaboration with local experts (civil scientists), the resulting knowledge can be more accurate and more policy relevant than they could produce doing research on their own or only with other conventional scientists.

Compatible Management of Understory Forest Resources and Timber

Many native mosses, lichens, ferns, herbs, shrubs, and fungi are harvested by humans from the understories of Pacific Northwest forests. These understory products are used personally and commercially for decorative, culinary, medicinal, cultural and educational purposes. Understory species harvested for any of these purposes are typically and awkwardly referred to as nontimber or special forest products (Vance et al. 2001, IFCAE 2002, Table 1). Hereafter, we refer to these species simply as understory forest resources and understory products. These species have important ecological roles in forest communities. They contribute to biological diversity and long-term ecosystem productivity (Alaback and Herman 1988, Halpern and Spies 1995), underpin mammalian and avian abundance (Morrison 1982, Carey 1995, Carey and Johnson 1995) and are important aesthetic components of forests.

Agencies, educators, communities and wildfire: partnerships to enhance environmental education for youth

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.