Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication

Advisor

Laura Rickard

Second Committee Member

Judith Rosenbaum

Third Committee Member

Bridie McGreavy

Additional Committee Members

Linda Silka

Ashley Dayer

Abstract

In the face of mounting environmental challenges, Maine residents and scientific institutions have valuable roles in collaborating to gather actionable data for improved decision-making. Research increasingly suggests that participatory research methods, often called community science or citizen science (CS), involving partnerships between scientists and the public, are effective for addressing environmental challenges. However, successful data collection requires careful consideration of how individuals interact with each other and project elements to achieve objectives. This dissertation comprises three chapters reporting on qualitative research within three distinct Maine-based CS initiatives, offering process-oriented and practice-based accounts of engagement. Chapter two reports on an exploratory project measuring storm surge in three coastal estuaries, providing lessons learned about designing and sustaining a quasi-experimental, place-based, cocreated CS effort. Using interviews and field notes, I discuss methodological and ethical challenges, as well as instances of (mis)aligned expectations among participants and impacting participant experiences and project success. Chapter three presents findings from a CS initiative utilizing participatory sensing to gather photo-based data on coastal flooding hazards. I apply Orlikowski's (2000) theory of technology-in-practice, an extension of the structuration perspective, to explore how participants actively shape the structures influencing their technology engagement within their specific contexts. Chapter four discusses a CS initiative centered on measuring arsenic levels in wells. I utilize action research (AR) methodology alongside participatory science communication theory (PSC) to facilitate collaborative engagement practices tailored to the project. I examine the challenges and opportunities encountered during the AR process, emphasizing how this approach enabled continual reference to PSC theory to flexibly meet the participatory needs of the initiative. The research in this dissertation emphasizes the value of investigating engagement processes within CS projects. Each chapter examines engagement from various angles, presenting distinctive inquiries and perspectives that enrich understandings of this multifaceted concept. These insights go beyond conventional boundaries, offering nuanced observations on the dynamics, challenges, and potentials inherent in CS engagement. Consequently, the research contributes to a more comprehensive comprehension of engagement, shedding light on its diverse nature and methods for studying and practicing engagement. Moreover, the findings suggest that integrating science communication theory and practice shows potential for creating a more participatory environment that aligns with the diverse perspectives and needs of those involved in CS initiatives.

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