Service-learning: a tool to create social capital for collaborative natural resource management

Coleman, Kim; Danks, Cecilia

doi:10.1007/s13412-015-0239-7

Cited by 14 publications

(6 citation statements)

References 26 publications

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“…Thus, it is strongly suggested that collaboration is an important means to handle conflicts between stakeholders [59,60]. Here, it is useful to take advantage of existing social networks to build trust and to promote social relationships [28,[60][61][62][63]. This will affect how management decisions are received and socially accepted by communities as well as authorities [54,62].…”

Section: Components Of Collaboration In Multifunctional Landscapesmentioning

confidence: 99%

“…Also, other studies, see, e.g., Cole [95] and Prager [28], have shown the value of such platforms in conflicts over land-use and CPRs. In the study area, organizing collaborative arenas for discussion and dialogue, such as the Fjällforum workshops, also proved to be valuable for creating social networks between stakeholders, and such efforts are important tools for handling conflicts over resources, e.g., Arnold and Fernandez-Gimenez, Coleman and Danks [61,62]. One of the most important contributions this research makes to the existing literature on multiple land-use interests is its new approach on the recreational trail as a facilitator for communication.…”

Section: Collaborative Arenas and Trails As Facilitator For Communicamentioning

confidence: 99%

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Negotiating Improved Multifunctional Landscape Use: Trails as Facilitators for Collaboration Among Stakeholders

2019

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Trails are significant features in landscapes, and many ancient pathways have developed into routes of great importance for recreation and tourism in contemporary societies. Nevertheless, international research on recreational trails has hitherto mainly focused on managerial and environmental aspects of trails and less on trails from a social science perspective, such as conflict management. This study explores the role of recreational trails as a potential tool for managing conflicts in a multifunctional landscape. The findings originate from a case study of the southern Jämtland mountain region in Sweden, an area where land-use conflicts exist and where tourism is a major concern. The study examines the recreational trail as an applied example where actors in the mountain landscape “negotiate” and collaborate. Through the recreational trail, dialogue and discussions are made possible among stakeholders. Findings show that trails can function as facilitators for communication and can thus enhance the possibilities of building trust and promoting collaboration between actors. This research contributes to the existing literature on handling multiple land-use interests and adds to previous knowledge by taking on a rather new approach, where the recreational trail becomes a facilitator for communication.

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Section: Components Of Collaboration In Multifunctional Landscapesmentioning

confidence: 99%

Section: Collaborative Arenas and Trails As Facilitator For Communicamentioning

confidence: 99%

Negotiating Improved Multifunctional Landscape Use: Trails as Facilitators for Collaboration Among Stakeholders

2019

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“…Institutions of higher education are responding to these calls (Jacobs, 2015) and, as faculty and institutions experiment with ways to foster interdisciplinarity in undergraduate education, pedagogical case studies have proliferated (e.g. Klaassen, 2018;Coleman et al, 2017;Coleman and Danks, 2016). While such cases studies are critical for advancing the field, for creating a foundation for future meta-analysis, and for providing examples of pedagogical approaches, they often present information from single classrooms or institutions.…”

Section: Introductionmentioning

confidence: 99%

Common Problems Project

Liszka

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Clark

et al. 2022

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The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47 collaborative projects. CP2 is based on a simple but innovative approach in which instructors from different disciplines identify a real-world problem they have in common. They pair their relevant existing classes so that students can work in interdisciplinary teams to propose solutions to the problem. This paper describes CP2 and its theoretical underpinnings, provides the results of a three-pronged approach to assessment, and outlines recommendations for faculty and institutions who may be interested in replicating CP2 on their campuses. CP2 model holds promise for a future of collaborative problem solving as a pedagogical approach, and, as such, this article will be of interest to a wide range of scholars, practitioners, educators, and administrators.

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“…There is a growing sense that we need to take learning Bbeyond the classroom^and that we should teach students to conduct research with a real-world connection, engaging community partners in doing so (Campus Compact 2016). Fortunately, environmental studies and sciences programs offer a compelling opportunity to involve students in learning about local issues and organizations in various ways (e.g., Coleman and Danks 2016). Yet, to fully embrace these goals, we must rethink our pedagogy and be willing to try out innovative teaching structures (e.g., Bolger et al 2018, Rose 2018.…”

Section: Introductionmentioning

confidence: 99%

Acknowledging the challenges of pedagogical innovation: the case of integrating research, teaching, and the practice of environmental leadership

2019

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Providing opportunities for community engagement and research is part of many environmental sciences and studies programs. Because of the constraints of the typical classroom environment, we need to develop innovative pedagogical tools to allow students to do this kind of work thoughtfully. A partnership between Duke University, a major private research university in Durham, NC, and Paul Quinn College, a small HBCU in Dallas, TX, allowed students to collaborate on community-based participatory research projects and a cross-campus semester-long immersive learning experience. This partnership was grounded in our experience in environmental leadership, social entrepreneurship, and ecological restoration and was led primarily by Duke faculty. We share valuable lessons about engaging in communities outside of our home institution and for working across campuses. Cross-campus collaboration, while logistically challenging, offers ways to connect students in different learning environments but with the same goals and passion for community engagement and research.

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Service-learning: a tool to create social capital for collaborative natural resource management

Cited by 14 publications

References 26 publications

Negotiating Improved Multifunctional Landscape Use: Trails as Facilitators for Collaboration Among Stakeholders

Negotiating Improved Multifunctional Landscape Use: Trails as Facilitators for Collaboration Among Stakeholders

Common Problems Project

Acknowledging the challenges of pedagogical innovation: the case of integrating research, teaching, and the practice of environmental leadership

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