The Parks, Recreation and Tourism Management (PRTM) Blog

Tips for Academic Writing Month from Clemson’s YDL Team

November is Academic Writing Month, a month that encourages academics to be more intentional about dedicating time and effort to their writing pursuits. However, this task can be easier said than done, and there can be a whole host of barriers when trying to commit to our academic writing pursuits.

More often than not, the biggest barriers we face are the ones we create for ourselves. For example, we might be hesitant about starting (cue procrastination), or perhaps we find we don’t have the time (cue literally any other task!). We might also find ourselves starting with the best intentions and goals, but by the end of the day, we’ve only managed to write (and rewrite) the same paragraph multiple times to the point of perfect imperfection (aka, we’re chasing the elusive goal of a perfect first draft).

If you find any of these barriers apply to you or want to learn some new tips for making your academic writing process more productive, this blog post is for you! Below are some strategies and recommendations suggested by our Youth Development Leadership (YDL) team and other resources that can help you thrive with your academic writing.

Overcoming Writer’s Block

We all experience writer’s block, including our esteemed colleagues in the YDL team. Dr. Lauren Stephens has been a part of 8 peer-reviewed articles, including a recent publication with Dr. Ed Bowers (also a part of our YDL team) that was the most cited research article of the past three years in the Department of Parks, Recreation, Tourism and Management at Clemson University (https://news.clemson.edu/cbshs-recognizes-research-publication-and-scholarship/).

However, Dr. Stephens also experiences the effects of writer’s block. Below, she reflects on how she navigates the feeling of being stuck when writing:

When I’m feeling “stuck” writing (think major writer’s block), it’s often because I’m staring at a blank Word doc and thinking through just how far I have to go to get to the final product. When this happens, I close the Word doc and open up the Notes application on my Mac and begin jotting down ideas there. Sometimes, I start with the introduction. Other times, I’ll pull together some ideas from what I’ve been reading that will eventually become the literature review. In this process, the task doesn’t change (I’m still drafting the paper); however, the mindset does. No longer do I have an ominous, blank, white page staring back at me – with the eventual high stakes of other scholars critiquing my work looming in the dark corners of my brain. Now, instead, I have a lower stake, a more casual forum to start jotting down my ideas. The pressure is gone. Writing seems less about the audience and more about telling my story. Others can’t read what I haven’t yet written, and so, the task becomes simply that – to let the words flow. To write.

So, what can we take from Dr. Stephens and her approach to overcoming writer’s block?

  • “How far I have to go” – break down an overwhelming writing goal into smaller chunks
  • “Lower the stakes” – there are other ways of writing that aren’t on a Word doc; why not lower the stakes and switch to notes instead?
  • “Telling my story” – your piece will have a narrative; taking time to understand what this is will enhance the quality of your writing and make the process feel more intrinsically valuable.

Dr. Stephens’ writing success is also due to her ability to be intentional with her time. Knowing how to use your time effectively is an important skill to develop when becoming a more proficient writer.

Being Intentional with Your Time

As we suggested earlier in the blog post, we often feel like we don’t have the time to write; this feeling can be because we either (a) feel like writing has to be a long, drawn-out process or (b) we do not manage our time effectively (or both!). Below are some tips for making our writing process more efficient.

  1. The Pomodoro method

The Pomodoro method is an approach to time management that helps you intentionally dedicate time to your writing and taking a well-earned break.

The Pomodoro method proposes that you set a timer for 25 minutes; this period is your work time. After the 25 minutes, you set another timer for 5 minutes, this period is your break time. After completing between 3 to 5 Pomodoros (including work and break time), you take a 15 to 25-minute break to refresh your mind and body.

The method is simple but effective, and it can help you remain more focused by breaking up your time into more manageable chunks. It can also help break down your writing goals; for example, you may want to dedicate 3-5 Pomodoros to focus on a particular section of your essay, manuscript, or report.

  1. The ‘writing brain’ vs the ‘editing brain’

Another trap we can fall into when trying to write is editing our writing at the same time.

Our writing brain is creative and likes room to explore possibilities, but it can be more introverted and need a bit of encouragement. On the other hand, our editing brain is critical and provides pretty clear feedback on what is right or wrong with our writing; it is also typically the louder voice and, if not harnessed correctly, can be linked to negative self-talk while trying to write.

If we try to edit while we write, we’re effectively trying to multitask two separate cognitive processes. Not only does research suggest we cannot multitask (Rosen, 2008), but when we attempt to, multitasking hinders our progress, effectiveness, and enjoyment of the tasks we’re attempting. Unfortunately, the edit-while-you-write approach is common and probably why most of us find academic writing a drawn-out and painful pastime.

So, what can you do to stop (or at least minimize) the edit-while-you-write strategy? Daphanie Gray-Grant, also known as the publication coach, suggests some of the following tips:

  • Turn the monitor off – while this may seem like a drastic strategy, the rationale behind it is that your editing brain cannot be active if it has nothing to look at and, therefore, have nothing to critize. However, touch typing proficiency is recommended for this; otherwise, your sentences may not make sense when your turn the screen back on!
  • New day new Word doc – the idea behind this strategy is to resist the urge to go back and edit work you’ve already done by starting on a new document each day. However, you don’t necessarily want this to be a blank page (as Dr. Stephens suggests). So, Ms. Gray-Grant proposes that before you finish off a writing day, you should copy and paste the last bit you wrote in a new document to follow on from the next day.

You can see the rest of Daphanie Gray-Grant’s tips on her blog post – https://www.publicationcoach.com/7-ways-to-stop-editing-while-you-write/

Academic Writing in YDL

In addition to the tips and strategies we’ve shared, we also strongly believe in the motivating force of having a passion for the topic you’re writing about. As our very own Dr. William Quinn puts it, “the writer should want to shout their message to world!”

Our YDL team believes in conducting research that have an applied impact in the lives of young people, youth professionals, families and communities, and inform positive changes in in youth organizations and at policy level. Therefore, what drives our motivation when writing is the thought of producing output that closes the gap between research and practice in the field of YDL.

So, when you undoubtedly face some barriers during your academic writing, think about what is driving you to write, what are you passionate about, and what you hope the impact of your writing might be? We often aim to write an aspirational and inspirational conclusion in our academic writing; however, our aspirations and inspirations can also be the perfect starting point too.

Finally

If you’re interested in pursuing academic writing in higher education, Clemson University offers an online Master of Science degree in Youth Development Leadership (36 credit hours, 12 courses, 2 years) as well as a Graduate Certificate in Youth Development Leadership (15 credit hours, 5 courses). These programs are uniquely designed for professionals working in youth development settings.

For more information, visit https://www.clemson.edu/cbshs/departments/prtm/degrees/graduate-degrees/youth-development-leadership.html or email youthdev@clemson.edu.

References

Belcher, W. L. (2019). Writing Your Journal Article in Twelve Weeks: a guide to academic publishing success. Writing Your Journal Article in Twelve Weeks. Chicago Press.

Mewburn, I. Firth, K. & Lehmann, S. (2018). How to fix your academic writing, by Inger Mewburn (Author), Katherine Firth (Author), & Shaun Lehmann (Author). Open University Press.

Rosen, C. (2008). The myth of multitasking. The New Atlantis, (20), 105-110. https://bit.ly/3qQOTgP 

Website

https://thoughtco.com/can-people-really-multitask-1206398

https://todoist.com/productivity-methods/pomodoro-technique

https://storygrid.com/writers-vs-editors-brains/

How are Youth Development Programs Helping Military Youth and Families?

Introduction

As the Tigers prepare to face Connecticut this weekend, the game is dedicated to military servicemen and servicewomen to show gratitude for their service to the United States of America. Recognized as Military Appreciation Day, the event is a great opportunity to highlight research by the Youth Development Leadership (YDL) faculty and students targeting military youth and their families.

This month’s blog post focuses on the research conducted by experts in the Youth Development Leadership (YDL) field, working in the Department of Parks, Recreation and Tourism Management at Clemson University (see author details at the end of this piece).

The YDL research team worked collaboratively with the Boys and Girls Clubs of America (BGCA) to evaluate the impact of a Military Teen Ambassadors (MTA) program. The study evaluated participants’ knowledge of resiliency and family reintegration following deployment. The full text of article can be found here, https://tinyurl.com/sxwfzjs. This blog post outlines some of the study details and key findings, discusses practical implications, and suggests possible next steps to build upon the research.

A Little about the Study and the Context

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“Nearly one million youth (ages 20 and under, or 21–22 if enrolled as full-time students) have parents serving on active duty across all four branches of the U.S. military (Department of Defense, 2018)”, from Weston et al., 2021.

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The BGCA is an organization that offers targeted support through trained staff, developmental resources, and evidence-based practices that aims to enhance young people’s sense of resilience and promote awareness and skills to manage reintegration processes. BGCA’s logic model is provided below.

The BGCA’s MTA program invites participants from exemplary sites across the globe to take part in a three-day youth leadership development program held in the in the United States. The MTA program is a youth-led, hands-on experience where the participants learn about resiliency, reintegration, and personal development skills from trained peers and adult advisers (known as the Steering Committee). You can learn more about the MTA program and the BGCA more generally over at their website: https://www.bgca.org/.

Resilience

Resilience for young people is a reflection of their ability to persevere through and withstand stressors and challenges in life by using adaptive coping mechanisms, such as personal attributes and the support of those around them. In other words, resilience is considered one’s ability to bounce back. The BGCA teaches resilience to young people using the 7 Cs of resilience model (Ginsburg & Jablow, 2005).

Family Reintegration Following Deployment

In military families, a process of reintegration is when a parent comes back to the family home following a sustained period of deployment (Marek et al., 2014). This can be a difficult process for families to manage as they try to balance feelings of excitement with a return to pre-deployment routines and lifestyles. Reintegration can also be a particularly difficult transition for young people to manage; for example, young people are likely to experience development changes while their parent is away on duty, and if these changes are not recognized by the parent, the child can feel disappointed (Huebner et al., 2007).

Study Purpose and Methodology

Main Findings

  • The 7 Cs of resiliency was a helpful framework for enhancing participants’ knowledge of resilience, with the majority of participants being able to successfully describe the 7 Cs. Additionally, participation in the program was associated with growth in developmental outcomes associated with resilience, such as competence and confidence.
  • Participation in MTA was associated with significant increases in knowledge of reintegration. Additionally, most participants correctly defined reintegration. The study’s findings point to a unique approach to preparing for reintegration through a leadership program centered specifically on military youth.
  • Participants reported increases in self-perceived personal growth, reflected through improvements in confidence, competence, responsibility, leadership, and public speaking. There were also improvements in perceptions of leadership skills.
  • Results from follow-up measures highlight how participants made positive contributions to their communities, such as program participation and collaboration with community leaders. Additionally, participants demonstrated a greater understanding of fellow youths’ needs.

Overall, findings from the study identified how the BGCA as an organization, and the MTA program more specifically, provides a service to young people that enhances knowledge of resilience and reintegration and nurtures feelings of personal growth.

Practical implications

In sum, resilience and reintegration knowledge can strengthen military youths’ resolve and promote experiences of personal growth. Programs aiming to promote knowledge of resilience and reintegration would be well advised to include leadership opportunities, youth-led content and delivery, asset-based learning, and the 7 Cs of resilience. It is possible that similar recommendations could be applied to other groups of young people experiencing separation from significant care givers (e.g., incarcerated parents); however, additional research is required.

It should be noted that the findings from research with military youth may not be applicable in different settings. Additionally, our recommendations should be interpreted with caution considering potential limitations of the research (e.g., difficulties to determine exact cause and effect).

What’s Next?

The YDL team at Clemson University continues to partner with the BGCA to evaluate the MTA program and other core components of the organization. Currently, an exciting research project is being conducted to understand the nuances of how the MTA program influences the future trajectories of young people and advisors that take part.

More broadly, we believe future research that explores the benefits of asset- and leadership-based programs for youth who are vulnerable to sustained parental detachment, like military youth, would provide valuable contributions to the field of youth development and produce research that can have a positive applied, social impact.

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We would also love to hear what you think future research could do to further our understanding. Feel free to use the comment box provided for this post to share your thoughts!

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Like What You’ve Read?

If you’ve got a passion for working with young people and want to further your expertise in youth development through an advanced credential, take note of the points and resources below:

Clemson University offers an online Master of Science degree in youth development leadership (36 credit hours, 12 courses, 2 years) as well as a Graduate Certificate in youth development leadership (15 credit hours, 5 courses). These programs are uniquely designed for professionals working in youth development settings. For more information, visit https://www.clemson.edu/cbshs/departments/prtm/degrees/graduate-degrees/youth-development-leadership.html or email youthdev@clemson.edu.

To connect with or learn about the authors of this research, see the links below:

References

Department of Defense. (2018). 2018 demographics – Profile of the military community. Retrieved from http://download.militaryonesource.mil/12038/MOS/Reports /2018-demographics-report.pdf.

Ginsburg, K. R., & Jablow, M. M. (2005). Building resilience in children and teens: Giving kids roots and wings. American Academy of Pediatrics.

Huebner, A. J., Mancini, J. A., Wilcox, R. M., Grass, S. R., & Grass, G. A. (2007). Parental deployment and youth in military families: Exploring uncertainty and ambiguous loss. Family Relations, 56(2), 112–122. https://doi.org/10.1111/j.1741-3729.2007.00445.x

Marek, L., Hollingsworth, W. G., D’Aniello, C., O’Rourke, K., Brock, D., Moore, L., & Wiles, B. (2014). Returning home: What we know about the reintegration of deployed service members into their families and communities. NCFR Report Magazine.

National Park Service Program Manager recognized by Clemson Institute for Parks for conservation leadership

Adam Beeco, Ph.D., program manager of policy, planning and compliance in the Natural Sounds and Night Skies Division (NSNSD) of the National Park Service (NPS) was recently honored with the Dwight A. Holder Award by the Clemson University Institute for Parks in recognition of his outstanding work as a conservation researcher and teacher in the environmental field.

The institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Dwight A. Holder Award recognizes academic professionals that exemplify Mr. Holder’s illustrious career as an entrepreneur and public servant, which included leading South Carolina’s parks to a new era of service. Dr. Beeco received this award for outstanding work and sustained achievement that fosters understanding, wise use and conservation of natural and cultural resources.

“As a social scientist for the National Park Service, Adam has applied his understanding of the human dimensions of natural resources to assessing the impacts of noise and light pollution on protected areas,” said Bob Powell, director of Clemson University’s Institute for Parks. “His research strives to protect two critical aspects of the park experience: its resources and visitors.”

Prior to his role with the NPS, Beeco worked as an outdoor recreation planner for the Federal Energy Regulatory Commission (FERC) in the Division of Hydropower Licensing in Washington, DC. At FERC, he worked on interdisciplinary teams throughout the licensing process to balance the benefits of hydropower generation with the impacts on environmental resources, including fisheries, wildlife, economics, land use and recreation.

Beeco received his Ph.D. in parks, recreation and tourism management from Clemson University where he also received an Outstanding Alumnus Award in 2019. He is currently an adjunct professor at the University and has taught both undergraduate and graduate classes on the human dimensions of natural resources. His research interests include spatial mapping and modeling, visitor tracking, impacts of noise and light pollution on protected areas and indictors and thresholds-based planning.

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The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

Esteemed professor, author and researcher recognized for championing natural and cultural heritage

Marc J. Stern, Ph.D., professor in the Department of Forest Resources and Environmental Conservation at Virginia Tech, was recently honored with the William C. Everhart Award by the Clemson University Institute for Parks in recognition of sustained achievements that provide creative insights and that foster an appreciation of our natural and cultural heritage.

The Institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. The awards are named for visionary leaders who make significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

In addition to his role as professor, Stern is a senior fellow of the Center for Leadership in Global Sustainability, scholar of the Institute for Parks, and serves as co-editor in chief for the Journal of Interpretation Research and associate editor for Society and Natural Resources. He is a prolific researcher and author whose contributions have impacted environmental initiatives, relationships between protected areas and local communities, natural resource planning processes, climate adaptation efforts and other elements of environmental governance.

“Marc has dedicated his career to research that improves human processes and equips leaders with the information and skills they need to manage and maintain protected areas,” said Bob Powell, director of Clemson University’s Institute for Parks. “His extensive research has led to notable changes in environmental education, interpretation and training across local and national agencies – and our lands are better for it.”

His research was the basis for a major revision to the U.S. Forest Service’s approach to training for planning processes associated with the National Environmental Policy and for revisions to the National Park Service’s approach to environmental education and interpretation.

Stern’s teaching and scholarship focus broadly on the human dimensions of natural resource management, environmental education and sustainability. He teaches courses in environmental education and interpretation at the undergraduate level and social science research methods and sustainability at the graduate level.

His recent book, Social Science Theory for Environmental Sustainability: A Practical Guide, published by Oxford University Press, translates decades of advancements in social science theory for everyday practitioners working in the environmental field.  His work on trust development and other theoretical advancements have been well-recognized in the field and were recently the focus of a keynote presentation for the International Association for Society and Natural Resources.

His current work focuses on improving environmental education and interpretation for diverse audiences, advancing collaborative processes associated with climate adaptation and enhancing planning processes for interpretation across the National Park Service.

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The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

Kansas State Parks Director wins innovative achievement award

Linda Lanterman, State Parks Director for the Kansas Department of Wildlife and Parks, was recently honored with the Fran P. Mainella Award by the Clemson University Institute for Parks in recognition of her long-standing commitment to diversity and inclusion in our nation’s parks.

The institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical, and cultural heritage.

The Fran P. Mainella Award is named in appreciation of the dynamic career of Fran Mainella, the first female director of the National Park Service. The award recognizes sustained and innovative achievement by a woman in the management of America’s natural, historic and cultural heritage.

Lanterman serves as the current president of the National Association of State Outdoor Recreation Liaison Officers (NASORLO) and former president of the National Association of State Park Directors (NASPD), both organizations in which Director Mainella held leadership positions.

“Linda was a natural choice for this award as her passion and charismatic leadership are reminiscent of Director Mainella,” said Bob Powell, director of Clemson University’s Institute for Parks. “She is devoted to making our nation’s parks a place of beauty, refuge and solace to everyone who wishes to visit.”

Lanterman has long been a champion for the re-authorization of the Land and Water Conservation Fund (LWCF) and was active in the Great American Outdoors Act efforts, as well.  She spent time in Washington, DC, educating Congress on the importance of the re-authorization and was one of the point persons for America’s State Parks in the successful negotiations.

As President of the NASPD, she provided leadership for the organization and was instrumental in establishing NASPD’s partnership with Clemson University for the implementation of a webinar series for State Park professionals around the nation. Lanterman is a strong believer in education and training opportunities and has served at the State Park Leadership School for two terms.

In 2006, Lanterman was assistant director of Kansas State Parks when they hosted the NASPD conference that Director Mainella attended. During the event, Lanterman and Mainella spent time together, and Lanterman credits that experience for having a lasting impact on her life and career trajectory.

“Director Mainella made an impact on a young lady who never thought she could be a park director,” Lanterman said. “After that, I went on to become not only a park director, but also president of the NASPD.”

Linda is still in awe of Fran to this day, as she has made an impact on all parks and the people she has inspired.

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The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

Clemson University Distinguished Alumni Professor to deliver lecture during annual Hartzog event

CLEMSON — Drew Lanham, Ph.D., award winning author, poet and Distinguished Alumni Professor in the Department of Forestry and Environmental Conservation at Clemson University will deliver a call to action for considering conservation more broadly at the 2021 George B. Hartzog Jr. Lecture at 2 p.m. Tuesday, Nov. 2, at the Brooks Center for the Performing Arts at Clemson University. The lecture is free and open to the public.

The Clemson University Institute for Parks presents the annual lecture and an accompanying awards program to showcase leading figures in the field of conservation. The lecture and awards program are named for George B. Hartzog Jr., the seventh director of the National Park Service.

As an author, poet and public intellectual, Lanham’s work addresses the confluence of race, place and nature. A conservation and cultural ornithologist, he has mentored nearly fifty graduate students, published extensively in scientific literature and taught courses in conservation biology, forest ecology, wildlife policy, ornithology and environmental literature and nature writing.

Lanham’s lecture is titled, “Our Ecology – Mercy, Mercy Me and Thinking Like a Mountain. A New and Louder Call for Considering Conservation More Broadly.”

He is an eco-social advocate, activist and progressive rural southerner intent on making a difference for his home place. His goal is to bend hearts and minds towards a more progressive region where lost cause will be remanded to memory and museums as nature stewardship expands through prisms of multiple ethnic hues. At heart, Lanham is a man in love with nature. He is a lifelong bird watcher, avid hunter, gatherer and conservationist and works to bridge his passions among the nature-loving public. His favorite birds are the ones with feathers.

Bob Powell, director of the Institute for Parks, says that Lanham’s lecture continues a long-standing tradition.

“The Hartzog Lecture Series brings park professionals and conservationists from all walks of life together to share ideas and explore topics that are critical to the future of our nation’s parks,” he says. “Drew is a visionary, and I know everyone who attends his lecture will be inspired.”

Earlier that same day, several other esteemed leaders in the field of conservation will be honored during the George B. Hartzog Jr. Awards Luncheon. Award winners include:

  • Joel Berger, world-renowned conservationist, author and wildlife conservation chair in the Department of Fish, Wildlife and Conservation Biology at Colorado State University, will receive the Benton H. Box Award, which recognizes a leader who works to preserve the natural environment and an educator who inspires in students the quest for knowledge and encourages curriculum innovation.
  • Cassius Cash, Superintendent of Great Smoky Mountains National Park, will receive the Walter T. Cox Award for his sustained achievement, public service, and leadership in conserving and managing public lands.
  • Adam Beeco, Program Manager of Policy, Planning and Compliance in the Natural Sounds and Night Skies (NSNSD) of the National Park Service (NPS), will receive the Dwight A. Holder Award. This award recognizes outstanding work by doctoral graduates from the Clemson University parks, recreation and tourism management and forestry and environmental conservation departments.
  • Marc J. Stern, professor in the Department of Forest Resources and Environmental Conservation at Virginia Tech, which recognizes sustained achievements that illuminate, provide creative insights and foster an appreciation of our natural and cultural heritage.
  • Linda Lanterman, State Parks Director for the Kansas Department of Wildlife and Parks, will receive the Fran P. Mainella Award for sustained and innovative achievement by a woman in the management of North America’s natural, historic or cultural heritage.

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The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.