Marianne E. Krasny

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.

Sense of place in environmental education

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.

Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education

We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course.

Stewardship, learning, and memory in disaster resilience

In this contribution, we propose and explore the following hypothesis: civic ecology practices, including urban community forestry, community gardening, and other self‐organized forms of stewardship of green spaces in cities, are manifestations of how memories of the role of greening in healing can be instrumentalized through social learning to foster social–ecological system (SES) resilience following crisis and disaster. Further, we propose that civic ecology communities of practice within and across cities help to leverage these memories into effective practices, and that these communities of practice serve as urban iterations of the collaborative and adaptive management practices that play a role in SES resilience in more rural settings. We present two urban examples to build support for this hypothesis: the Living Memorials Project in post‐9/11 New York City, and community forestry in New Orleans following Hurricane Katrina. These cases demonstrate what we refer to as a memorialization mechanism that leads to feedbacks critical to SES resilience. The process begins immediately after a crisis, when a spontaneous and collective memorialization of lost ones through gardening and tree planting ensues, following which a community of practice emerges to act upon and apply these memories to social learning about greening practices. This in turn may lead to new kinds of learning, including about collective efficacy and ecosystem services production, through a kind of feedback between remembering, learning, and enhancing individual, social, and environmental well‐being. This process, in the case of greening in cities, may confer SES resilience, through contributing to both psychological–social resistance and resilience and ecosystem benefits.

Civic ecology: a pathway for Earth Stewardship in cities

In an increasingly urban society, city residents are finding innovative ways of stewarding nature that integrate environmental, community, and individual outcomes. These urban civic ecology practices – including community gardening, shellfish reintroductions, tree planting and care, and “friends of parks” initiatives to remove invasive and restore native species – generally begin as small, self-organized efforts after a prolonged period of economic and environmental decline or more sudden major disruptions, such as earthquakes, hurricanes, and conflict. Those practices that are sustained expand to encompass partnerships with non-profit organizations; local-, state-, and federal-level government agencies; and universities. Civic ecology practices reflect local cultures and environments as well as the practical knowledge of city residents, and thus vary widely across different cities. When viewed as local assets in some of the most densely populated urban neighborhoods, civic ecology practices offer opportu...

Developing citizens and communities through youth environmental action

Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts.

Applying a Resilience Systems Framework to Urban Environmental Education.

A growing body of literature on community gardening, watershed restoration, and similar ‘civic ecology’ practices suggests avenues for integrating social and ecological outcomes in urban natural resources management. In this paper, we argue that an environmental education programme in which learning is situated in civic ecology practices also has the potential to address both community and environmental goals. Further, we suggest that civic ecology practices and related environmental education programmes may foster resilience in urban social‐ecological systems, through enhancing biological diversity and ecosystem services, and through incorporating diverse forms of knowledge and participatory processes in resource management. By proposing interrelationships among natural resources management, environmental education, and social‐ecological systems, we hope to open up discussion of a research agenda focusing on the role of environmental education in systems processes and resilience.

Education and Resilience: Social and Situated Learning among University and Secondary Students

Similar to research on social learning among adult participants in natural resources management, current research in the field of education claims that learning is situated in real-world practice, and occurs through recursive interactions between individual learners and their social and biophysical environment. In this article, we present an overview of the social and situated learning literatures from the fields of natural resources and education, and suggest ways in which educational programs for secondary and university students might be embedded in and contribute to efforts to enhance resilience of social- ecological systems at the local scale. We also describe three initiatives in which learning is situated in adaptive co-management and civic ecology practices: a university graduate experiential learning course in Sweden, a pre-college environmental education program in the USA, and a university undergraduate service-learning class in the USA. Through integrating the social learning and adaptive management literature with the literature focusing on youth learning situated in authentic practice, we hope to: (1) suggest commonalities among systems views of learning and social-ecological systems perspectives on resilience, and (2) expand our thinking about educational practice from being a means to convey content matter to becoming a critical component of social-ecological systems and resilience.

Radial Growth Trends of Sugar Maple (Acer saccharum) in an Allegheny Northern Hardwood Forest Affected by Beech Bark Disease

greater than that of canopy trees and subcanopy trees in non-gap areas. During the period of beech bark diseaseinduced canopy decline, non-gap subcanopy trees exhibited an annual radial growth 30% higher and a radial growth rate (mm/yr/yr) four times greater than during the years prior to the disturbance. In contrast, canopy trees not adjacent to gaps showed no change in radial growth coincident with the disturbance. These results suggest that in forests with significant canopy deterioration, differences in tree growth between gap and nongap environments can be expected; however, positive growth responses among sub-canopy trees may not be limited to the area directly in gaps and instead may occur throughout the forest.

Participatory Action Research: A Theoretical and Practical Framework for EE

Abstract Four student-led investigations conducted as part of the NSF-funded Explorations from an Aerial Perspective program demonstrate how participatory action research can provide a framework for realizing environmental education goals. Students conducted the investigations–which focused on community land-use issues–in cooperation with teachers, nonformal educators, and community members. On the basis of the results of their research, the students organized activities that engendered positive changes in their local environments.