The<i>NatureMapping</i>Program: Resource Agency Environmental Education Reform

Tudor, Margaret T.; Dvornich, Karen M.

doi:10.1080/00958960109599132

Cited by 12 publications

(12 citation statements)

References 3 publications

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“…Outcomes identified for social-ecological systems include improved relationships between communities and management agencies (Tudor andDvornich 2001, Ballard et al 2008), backyard enhancement of wildlife habitat (Evans et al 2005), access to and use of data to address environmental degradation (Overdevest and Mayer 2008), and increased likelihood of participant engagement in policy processes to improve their surroundings (Overdevest et al 2004, Wilderman et al 2004a. Resource management strategies can be improved, whether through research findings (e.g., Pattengill-Semmens and Semmens 2003, Rosenberg et al 2003, Hamel et al 2009, Campbell and Godfrey 2010, responsiveness to stakeholder knowledge and values (e.g., Bird et al 2003, Cheng et al 2008, strategically targeted interventions (Danielsen et al 2010), monitoring for adaptive management on both public and private lands (e.g., , FernandezGimenez et al 2008, or rapid detection of and direct response to environmental problems (e.g., Simpson et al 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Some have collected and mobilized monitoring information to respond to pollution (Overdevest and Mayer 2008), whereas others have improved communication within and across resource management stakeholder groups (Tudor andDvornich 2001, Lawrence 2006). Projects have increased political participation and social networking around water resource issues (Overdevest et al 2004) and compiled large data sets to inform landscape management practices for bird conservation (Rosenberg et al 1999(Rosenberg et al , 2003.…”

Section: Introductionmentioning

confidence: 99%

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Public Participation in Scientific Research: a Framework for Deliberate Design

Shirk

Ballard

Wilderman

et al. 2012

E&S

1,084

1,014

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ABSTRACT. 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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Public Participation in Scientific Research: a Framework for Deliberate Design

Shirk

Ballard

Wilderman

et al. 2012

E&S

1,084

1,014

View full text Add to dashboard Cite

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“…Resource agencies have a mandate to manage resources in a sustainable way for the future (Tudor and Dvornich 2001). It can be difficult for agencies with limited budgets and personnel to collect sufficient data for informed management decisions (Brown et al 2001).…”

mentioning

confidence: 99%

“…When resource agencies and educators work together to involve students in data collection, students can fulfill essential academic learning requirements, improve their skills in decision making, and increase their civic involvement (Tudor and Dvornich 2001). Although the benefits to students who participate in data collection or monitoring programs are well established (e.g., Dvornich et al 1995, Means 1998, Frank 2000, Tudor and Dvornich 2001, the benefits to resource managers are largely related to data reliability. Studies regarding the volunteer or student data quality have reported mixed results.…”

mentioning

confidence: 99%

The Reliability of Citizen Science: A Case Study of Oregon White Oak Stand Surveys

Galloway

Tudor

Haegen

2006

Wildlife Society Bulletin

Self Cite

126

119

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We trained students (grades 3-10) through classroom presentations to survey an Oregon white oak (Quercus garryana) stand in Washington, USA, and compared their data to those obtained from professionals. In May and July 2002, 607 students and 8 professionals surveyed 59 and 22 50-m transects, respectively. We enumerated oaks and ponderosa pines (Pinus ponderosa), measured diameter at breast height, and rated the crown shape of oaks. Oak diameter at breast height measurements and tree counts were consistent between students and professionals (a ¼ 0.05), but subjective crown assessments and live or dead status differed. Students tended to overreport relatively rare pines and larger oaks relative to professionals. This project provided resource managers with data describing oak diameter at breast height and distribution while educating students about the ecology of local wildlife habitat. (WILDLIFE SOCIETY BULLETIN 34(5):

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“…Users of such a community can add, update, and query the shared repository [17] (please see [37,11,2,45,20] for examples of some collaborative projects). While the shared database evolves over time and users extend it continuously, it may contain inconsistent data, as users may have different beliefs about which information is correct and which is not [18].…”

Section: Introductionmentioning

confidence: 99%