The Election Project Including Research into Candidates’ Positions on Environmental Issues as Part of an Environmental Science Course Mike Phillips Professor.

The Election Project

Including Research into Candidates’ Positions on Environmental Issues as Part of an Environmental Science Course

Mike Phillips Professor of GeologyIllinois Valley Community CollegeOglesby, Illinoismike_phillips@ivcc.edu

Concerns about young voters

Low registration Low turnout Lack of connection to the political

systemdo not relate to processnot aware of

issues resources

Motivations

Young voter turnout affected by:college education (Luntz, 2004)

with some: 67% turnout without: 30% turnout

perceived impact on election (CIRCLE, 2004) 64% turnout in “battleground” states

Motivations

Why young voters voted for a candidate (Luntz, 2004) 38% felt strongly about issue or issues 22% strongly supported a candidate 22% had strong feelings against a candidate 16% felt it was their civic duty

Motivations

Why young voters do not vote (NASS, 1998) 26% Vote doesn’t make a difference 25% Not enough information 15% Not enough time 15% Negative campaigning 10% Dislike politics/candidates

Hopeful Signs

Young voter turnout rising (CIRCLE, 2004)1992: 48%1996: 35%2000: 43%2004: 52%

Hopeful Signs

Perceived impact of government and elected officials (NASS, 1998) 24% very strong impact 48% somewhat of an impact 18% not a very strong impact 10% almost no impact

What Young Voters Want(New Millennium Voters Project, 2000)

Issues that matter to them Attention of politicians Authenticity in candidates Information on where and how to vote Choices, not dictates: want to be “asked” to vote

“Young people who are exposed to parents, schools, and communities that encourage political participation are far more likely to participate themselves.”

Election season

Provides excellent opportunity to: link course topics to real world issuesencourage critical thinkingdevelop citizenship

Election cycleregistrationeducationparticipation

The Election Project

Get students engaged in the electoral process

Model Identify appropriate courses

match goals to goals

Develop project Implement project Get out the vote Review & Revise

Courses

Environmental Geology Fr-So Level Apply geology to human interactions with the

environment

Environmental Science Fr-So Level Apply physical and biological sciences to human

interactions with the environment

Course Goals

General Education Science

Apply science topics in “the real world” Explore the impact of the political

system on course-related issues Improve critical thinking skills Develop citizenship

Project Development

group vs. individualcandidate vs. racegrade valuerubric timing list of candidates

Supporting web site

assignment links

http://www.ivcc.edu/phillips/courses/bio1000/election.htm

The Project Begins

Class develops a short list of issues discussed in the course concern to the students likely to be covered in the campaign

Students select candidates state & federal office from list of those appearing on local ballots by district (when possible)

Research

student researchphone callsface to faceweb sitesfliers

Presentations

Must contain positions on class questions sources

Poster vs. PowerPoint posters can be displayed after class

Candidates in the classroom extend invitation to opponent

Timing: week prior to election

Get Out the Vote

Timing of student presentations Explain the mechanics of voting

where to gowhat to dowho to contact with questions“you do not have to vote in every contest”

Extra credit for voting

After the Election

Discuss results Relate to presentations Review & Revise

Results

Results of student research varies widely some find very little substantive information some find find detailed position papers some talk directly to their candidate

Candidate visits worth the time excellent discussions

Students enjoy reporting on candidates (most) discover the importance of key issues start to become engaged in the process become frustrated by vague answers

Keys to success

Start small Strive for balance Check on progress frequently Encourage students to call candidates Provide clear expectations Use peer pressure Highlight issues in the news

Advanced Options

Voter registration Candidates on campus

meet & greet forums classroom visits

GOTV rallies Working with groups

Student government Declare Yourself Rock the Vote Choose or Lose Voter Virgin

Sources

NASS, 1998, “NASS National Questionaire/ November 14-19,” 1998 by the Tarrance Group/Lake Snell Perry & Associates, 28p.

New Millenium Voters Project, 2000, http://www.stateofthevote.org, by National Association of Secretaries of State.

CIRCLE, 2004, http://www.civicyouth.org, by The Center for Information and Research on Civic Learning and Engagement, University of Maryland.

Luntz, 2004, “The Emerging Electorate Survey: What Young Americans Say About the 2004 Election,” for Declare Yourself, 27p.

Thanks

Mike Phillips

Illinois Valley Comm. College

http://www.ivcc.edu/phillips