Abstract
Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States are often carried out by volunteer boards and commissions, which often have little formal conservation training. Intergenerational PBEA programs can provide an opportunity to bring together, in the case of this study, the unique skills and knowledge of teens (e.g., tech-savvy) and adults (e.g., knowledgeable of local community issues) that can lead to innovative ways of addressing real world endeavors that are relevant to participants and their communities.This study describes a program model that offers structured learning opportunities that support intergenerational partnerships (teens and adults) as they contribute to community conservation efforts. We used a design-based research approach to develop and refine program design principles and communication pillars for the purpose of supporting successful teen-adult conservation projects, positive participant experiences, and science identity authoring. The principles and pillars drew on identity, cultural learning pathways, and community conservation research literature as well as previously collected participant interview data from our intergenerational PBEA program. We outline four design principles and four communication pillars that are critical to facilitate collaborative teen-adult environmental action efforts and serve dual functions of providing program guidance and participant support. The aim of these principles and pillars are to establish collaborative team partnership norms that resist traditional hierarchical teen-adult relationships. Further, the principles and pillars consider how partners can draw on their interests, experiences, and knowledge of community, and utilize these assets along with conservation science disciplinary practices to accomplish meaningful science pursuits; thus facilitating how they identify themselves as contributing to science endeavors. Exemplar data and literature that support each principle and pillar are provided, and future extensions of these principles are discussed.
Highlights
place-based environmental action (PBEA) programs that facilitate the co-design of the scientific or conservation project have a greater potential of meeting the needs of the community members, while advancing conservation strategies (Golumbic et al, 2019; Senabre Hidalgo et al, 2021)
We describe design principles and communication pillars of a PBEA program model that offers structured learning opportunities to support intergenerational community conservation efforts
In our place-based environmental action program work to date, we have tried to design a program that addresses the critical need for lifelong learners, both teens and adults, to engage meaningfully in environmental action to address the urgent need for expansive local approaches to environmental issues (Horwich and Lyon, 2007; Ohmer et al, 2009; Short, 2010; Kransy, 2020) and support the fluid and intersectional STEM identity authorship of intergenerational learners (Rodriguez et al, 2020; Rodriguez, 2020)
Summary
Researchers and practitioners have identified numerous benefits of PBEA programs at both individual and community levels These outcomes include promoting youth civic and professional development, fostering STEM (i.e., science, technology, engineering, and mathematics) identity and efficacy, developing a sense of place and nature connectedness, building social capital, and contributing to environmental quality improvement (Ohmer et al, 2009; Schusler et al, 2009; Short, 2010; Kransy, 2020; Rodriguez, 2020). PBEA programs that facilitate the co-design of the scientific or conservation project have a greater potential of meeting the needs of the community members, while advancing conservation strategies (Golumbic et al, 2019; Senabre Hidalgo et al, 2021)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
