Student involvement in the natural resources public participation process

Abstract

Recent trends and research indicate a continuous decrease in civic involvement that impacts skills and abilities of individuals to participate in public decision-making in a meaningful way. Evidence indicates that student involvement in the public participation process can increase civic participation as adults. Gaps in the literature indicate a need to identify ways to increase student involvement in the public participation process, and to improve the process overall. Using a mail survey instrument, two groups in Arizona--planners and teachers grades 4 through 12--were queried to determine what methods are currently used to increase civic awareness and participation, and what each group needs to involve students more often in the public participation process. Survey results are compared between groups to understand compatibility of methods, and opportunities for planner/teacher partnership. Results indicate similarities in methods used but incompatibility regarding preference or frequency of use of methods. Both groups strongly agree there is student benefit from participation in the public planning process. They also agree that student involvement adds value to the planning process. Both groups' results suggest a need to learn more about how to involve students in the public participation process Two case studies are used to make a case for teacher-lead student involvement in the public participation process. Four goals from the environmental education field are modified and proposed, as an approach to structure effective student involvement.