1. The Election Project Including Research into Candidates’ Positions on Environmental Issues as Part of an Environmental Science Course Mike Phillips Professor of Geology Illinois Valley Community College Oglesby, Illinois mike_phillips@ivcc.edu

2. Concerns about young voters Low registration Low turnout Lack of connection to the political system  do not relate to process  not aware of issues resources

3. 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

4. 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

5. 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

6. Hopeful Signs Young voter turnout rising (CIRCLE, 2004)  1992: 48%  1996: 35%  2000: 43%  2004: 52%

7. 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

8. 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.”

9. Election season Provides excellent opportunity to:  link course topics to real world issues  encourage critical thinking  develop citizenship Election cycle  registration  education  participation

10. 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

11. 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

12. 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

13. Project Development group vs. individual candidate vs. race grade value rubric timing list of candidates

14. Supporting web site assignment links http://www.ivcc.edu/phillips/courses/bio1000/ election.htm http://www.ivcc.edu/phillips/courses/bio1000/ election.htm

15. 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)

16. Research student research  phone calls  face to face  web sites  fliers

17. 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

18. Get Out the Vote Timing of student presentations Explain the mechanics of voting  where to go  what to do  who to contact with questions  “you do not have to vote in every contest” Extra credit for voting

19. After the Election Discuss results Relate to presentations Review & Revise

20. 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

21. 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

22. 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

23. 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. http://www.stateofthevote.org, CIRCLE, 2004, http://www.civicyouth.org, by The Center for Information and Research on Civic Learning and Engagement, University of Maryland.http://www.civicyouth.org Luntz, 2004, “The Emerging Electorate Survey: What Young Americans Say About the 2004 Election,” for Declare Yourself, 27p.

24. Thanks Mike Phillips Illinois Valley Comm. College http://www.ivcc.edu/phillips