Ballot battles: The fight for green space funding in an age of misinformation



Sharon Zou says funding public green spaces are a challenge (Photo provided)

Public green spaces—parks, forests and conservation areas—increase potential for varied recreational opportunities, improved mental and physical health and better environmental sustainability. However, funding these spaces remains a challenge.

Department of Recreation, Sport and Tourism faculty members Sharon Zou and Nick Pitas are studying how communities value and pay for green spaces. Their research, initially focused on a case study of greenspace ballot initiatives (GBI) in Champaign and Cook counties, has expanded to examine voter behavior, funding mechanisms and the role misinformation and disinformation can play in these initiatives. 

Zou said green spaces benefit people and the environment in many ways.

“The role of nature in human health—not just physical but also mental health,—has proved to be very important,” Zou said. “Public green space is also a place where the community gets together, so it’s also about social cohesion and community well-being. If we go more broadly, green space is important for conservation in general, to make sure nature is being protected.”

The catch: Public parks and recreational areas can be expensive for taxpayers, requiring routine maintenance, infrastructure improvements and expansion efforts. While some funding comes from government budgets, many communities turn to ballot initiatives—voter-approved measures that allocate more funds for conservation and park services.

However, not all voters see funding these spaces as worthwhile. Pitas said there’s a variety of reasons why voters might be against it.

“They could be opposed because they don’t think that the agency that receives the money is going to be doing a good job,” Pitas said. “They could be opposed because they don’t see the value in paying into common resources that benefit everybody but don’t benefit them as an individual. They may be ideologically opposed to the idea of paying taxes in general.”

Campaigns against green space initiatives often benefit groups with financial or political objectives. Real estate developers, for example, may oppose conservation efforts limiting new construction opportunities. Political organizations pushing for lower taxes may frame GBI as promoting excessive government spending, even when the long-term benefits outweigh the costs. 

“One of the unfortunate things about elections in the last, you know, couple decades is that false information has become a much more important factor in determining the outcome of those elections,” Pitas said. “Everybody has a global microphone in the form of a social media account now.” 

Organized groups can use disinformation—the deliberate spreading of false information—against voters, or frame information in a way that opposes GBI. For example, a group might make a claim that property taxes will increase more than they actually will, or that a park district owns more land than it actually does. Pitas and Zou are designing an experiment to test the impact of false information on people’s voter behavior.

“We have two types of inoculation,” Zou said. “One is more general—it’ll say, ‘Hey, be aware that there will be groups that are opposing these referendum initiatives, and they might spread disinformation.’ We also want to compare that with a more detailed inoculation and lay the facts about the referendum, about the public land status, and about how the natural resources management agencies are managing the land.”

By exposing voters to potential disinformation before it reaches them and consequentially debunking the falsehoods, Pitas and Zou hope their research provides them with the accurate information to make informed decisions. 

One of the unfortunate things about elections in the last, you know, couple decades is that false information has become a much more important factor in determining the outcome of those elections.

Nick Pitas

RST Assistant Professor

“I always love translating my research into helpful and meaningful practices and creating an impact in the community,” Zou said. 

Pitas and Zou also hope that their research can combat misinformation—the unintentional spread of false information. Pitas cited a recent successful example of this: a proposal for increased property taxes to fund maintenance and improvements on preservation properties. 

In 2020, the Champaign County Forest Preserve District successfully increased property taxes to fund maintenance and improvements for existing properties. This was a turnaround from 2008 when a similar tax proposal failed, partly due to opposition from the Champaign County Farm Bureau. 

Pitas said that in 2008, the Farm Bureau was concerned that the new funding would be used to purchase agricultural land for conservation, reducing farmland availability. But in 2020, the Forest Preserve District proactively engaged with the Farm Bureau and assured them that no agricultural land would be acquired or converted. 

With this clarification, the Farm Bureau vocally and publicly supported the 2020 measure due to proactive outreach on the part of campaign volunteers, which was pivotal to the success of that ballot initiative. Campaign volunteers also solicited support from a variety of community organizations, such as Rotary clubs throughout Champaign County.

Pitas and Zou are looking to connect with any agencies who have experience with or are interested in GBI. The overarching goal is to better understand other case studies, the issues related to voter behavior, mis/disinformation and how these individual pieces fit together as a larger picture.

At the end of the day, green space benefits everybody, Pitas said.

“For you, and for me and for your people that live in the community; it benefits plants and animals that depend on that space, it protects groundwater, it protects the quality of the air that we breathe and it protects places that are rare and might not exist anywhere else,” Pitas said. “There are benefits for everybody.”

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Immersive learning: RST faculty guide students out of the classroom and into the real world



Renata Endres, right, teaches RST 185: Get Your Kicks on Route 66 (Photo provided)

By JONATHAN KING

Renata Endres is taking her belief in an applied teaching approach on the road—on Route 66, to be precise.

“I believe the most effective way to bridge the gap between the classroom and industry application is to experience concepts firsthand outside the classroom,” said Endres, teaching assistant professor of Recreation, Sport and Tourism who teaches RST 185: Get Your Kicks on Route 66

That is why Endres and fellow RST faculty members design and lead innovative educational practicums that immerse students in experiential learning environments.

These courses have become very popular among students, but RST faculty continue to pioneer new trails out of the classroom to foster rich educational experiences.

One example is Endres’ new Route 66 course, co-designed with Mike Raycraft, an RST clinical associate professor. In this course, students visit sites along the historic Route 66 corridor to deepen their understanding of heritage tourism; agritourism; and recreation, sport and tourism management.  

“Whether pursuing careers in these fields or something entirely different, the range of firsthand experience illustrates how the development of technical skills we learn in the classroom must be coupled with soft skills to achieve professional success,” Endres said. 

Agrotourism is something of a specialty for Endres, who helps students apply classroom knowledge to real-world challenges, such as how fluctuating crop prices may prompt farmers to adopt agritourism to diversify revenue. She additionally takes her expertise into RST 290: Experiencing Agritourism with RST faculty members Laura Payne and Nick Pitas, as well as RST 199: Recreation, Sport and Tourism Economics in Croatia. 

“My most memorable part of the Route 66 experience was being able to travel along the mother road with friends, classmates, co-workers and some of my favorite professors in RST,” said Riley Joyce, a student in Endres’ course. “It was really beneficial to see how Route 66 has impacted both Illinois and St. Louis over the years in both tourism and agrotourism worlds.”

Assistant Professor Sharon Zou is another RST faculty member whose educational innovations are bridging the gap between the classroom and the real world. Zou co-teaches an innovative community-based learning course, Place Making and Rural Tourism in China, in tandem with Wei (Windy) Zhao from the School of Architecture and Molly Briggs from the School of Art and Design. The course is supported by the university’s Transdisciplinary Global South Community-Based Learning Program Development Grant to facilitate interdisciplinary global service learning for Illinois students. 

For this new interdisciplinary course, Zou and RST students joined architecture students and art and design students for a learning opportunity in rural China. In February 2025, students and faculty traveled to Xihu Village in Jiangxi Province, China, to co-design a locally rooted, sustainable tourism development plan for the people of Xihu who wanted support to strategically plan and develop a place-making and tourism initiative. 

For the course, students benefited from immersion in local culture. They visited an ancestral celebration during Lunar New Year, took a scenic hike on the historical Hui Merchant Route for tea trading, toured a tea factory, visited the historical village of Chengkan, listened to a talk by an architect specialized in rural tourism development, met with a village head and representative from local rural revitalization company and took a tour to see the company’s current efforts in tourism infrastructure development. 

To develop their tourism model, students met with community stakeholders to conduct asset mapping and a market analysis of the community. They asked questions such as: What do you want for your village? What are the local sources of historical and cultural pride? How can we help you preserve your cultural pride while developing a sustainable tourism plan? What infrastructure is there to support tourists? What form of economic distribution will benefit community well-being? 

That feedback will help students co-design a sustainable tourism development plan for the village. RST students gained knowledge of how rural communities can leverage tourism to achieve economic, socio-cultural and environmental sustainability. Students worked directly with local stakeholders and gained valuable skills in asset mapping, competitor analysis, market analysis, community visioning, tourist experience development and destination branding. 

Additionally, architecture students worked on design proposals that challenged common “revitalization” methods, and art and design students developed wayfinding plans and memory-making designs to include cultural, historical and phenomenological village features.

“We wanted to understand the desires of the community to help them design a sustainable tourism model that showcases the cultural pride and natural beauty of their village while also contributing to the community’s well-being,” Zou said. This project emphasizes an equitable partnership to provide firsthand, practical, interdisciplinary education for Illinois students and simultaneously facilitate a locally rooted vision that will preserve and share the village’s heritage. 

“Our RST out-of-the-classroom experience is different from your typical study abroad program,” Zou said. “We’re going to put you to work, and ideally, it will be a transformative experience that students can leverage for their professional careers and social competencies.”

Sharon Zou and RST students joined architecture students and art and design students for a learning opportunity in rural China
Sharon Zou, right, and RST students joined architecture students and art and design students for a learning opportunity in rural China (Photo provided)

When Zou isn’t teaching hands-on learning in rural China, she also works with Richard Proffer from Illinois Extension and RST students to develop a sustainable tourism plan for Elmwood, Illinois, a town that is known for being the artistic origin of the famous Illinois alma mater sculpture. Beyond these two tourism practicums, Zou studies recreation and tourism consumer insights to inform sustainable funding models for public land and parks in the U.S., with a particular focus on national parks such as Indiana Dunes National Park and the greater Yellowstone ecosystem which includes private, state and federal lands.

RST experiential learning trips go beyond academics: they teach students independence, adaptability, resilience, confidence and cultural awareness. While navigating a new environment, students will learn to coexist with diverse groups, develop strong communication skills and gain invaluable social and intercultural competencies.

“Prospective students should join one of these experiential courses to gain practical, hands-on knowledge and build valuable industry connections,” Endres said. “Networking with experts in the field provides a competitive edge in their career development. And socially, these classes provide students an opportunity for a shared bonding experience that can’t be duplicated in the classroom.”

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Outdoor Recreation Consortium: An RST trip to the Smokies—for class credit



Kiara Frausto thinks she might’ve been “kind of spoiled” in her first visit to a national park. 

That’s because the University of Illinois junior was treated to a week full of hands-dirty field research at the Great Smoky Mountains Institute—where students banded birds, caught salamanders and listened to Appalachian folk stories—and it all counted for course credit. 

“It’s probably going to be hard to beat this one,” Frausto said. “Now I want to see all the other national parks.” 

Buses full of students from seven universities rolled into the Great Smoky Mountains Institute at Tremont in Tennessee just after spring break, ready for a week of experiential learning in the country’s most visited national park. 

For the first time in more than a decade, University of Illinois students got to join the group, known as the Outdoor Recreation Consortium. The roster of involved universities has shifted over the years; Illinois dropped out years ago without a faculty member to run the trip. 

But now, with second-year Recreation, Sport and Tourism Assistant Professor Nick Pitas at the helm, Illinois has returned to the fold. 

This year, nine students took the eight-week RST 199 course: Outdoor Recreation Consortium, which culminated in a six-day stayaway visit to the Smokies. 

Students and faculty from six other schools took part this year, including Penn State University, North Carolina State, East Carolina, University of Missouri, Texas A&M and Western Illinois.

Pitas is well-traveled alumnus of the course, which has been around in some form for 46 years. He enrolled and visited the Smokies while he was a student at Penn State, then rejoined the trip as a teaching assistant—twice—before eventually teaching it as a faculty member. 

“This was my fifth time going,” Pitas said. “But first time as a faculty here at Illinois.” 

What kept him returning to the trip were the rich, hands-on experiences that embodied all the concepts the course had prepared them for. Once in the Smokies, students hear from real National Park Service rangers and administrators, natural resource scientists and community partners, all while assisting them with field research data collection. 

At Illinois, RST 199’s eight week were spent introducing students to the operations of a national park, through its history and cultural context, the wide biodiversity in the region, and the management of the park’s record visitor numbers. Students also broke off into “committees” to help organize the trip, from transportation logistics all the way to morale-boosting exercises. 

“From a professional standpoint, I think it opens their eyes, hopefully, to the breadth of opportunities that are available in the outdoor recreation, natural resource, and tourism space,” Pitas said. “But the bulk of the learning is when we’re there. It’s like going to summer camp except with an extra learning component baked into it.” 

Michela Ossola, a senior in natural resources and environmental sciences at ACES, helped map the ideal driving route to the Tremont Institute in Blount County, Tennessee. Once there, daily trips to the forest and engaging learning sessions kept the time flying by.

“It’s a week detox of being off your phone, and every evening we’d have people come by, folk storytellers, folk music, a bear caller. A lot of those things you don’t get for free these days,” Ossola said. “It’s definitely a highlight in the four years I’ve gone to U of I.” 

Many of the students this year, like Ossola and Frausto, came from the College of ACES. Undergrad students in the college are required to complete a field experience before they graduate. 

But Pitas would like to grow the number of Applied Health Sciences students who come through the class, like Genna Peters, a junior in RST who’s interested in pursuing an outdoor recreation career post-graduation. 

Peters loved getting to know the professionals from the Appalachia area, like a park ranger who was enrolled in the Western Cherokee tribe and mingling with students from all the other universities. 

“The biggest experience for me being around all these other people my age who shared in the same interest and wanted to go into the same field as me,” she said. “It was really cool to know this park has this giant history of all these different people who work there, but they also really truly treasure the culture and history of the park itself.” 

As much as the field knowledge broadens horizons for the students who go, Pitas knows the relationships they build are just as important. 

“It’s not always the case that an adult has a chance to have a camp experience and just go and be with people they know and people they don’t know, and have that of connection and experience together,” Pitas said. 

“I feel very lucky to have the chance to do it, would be my overarching feeling this semester. This is awesome. Can’t believe I get to do this for work.” 

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Outdoor Recreation Consortium: An RST trip to the Smokies—for class credit



Assistant Professor Nick Pitas (first row on left) poses with RST 199 students at the Great Smoky Mountains Institute in Tennessee.

Kiara Frausto thinks she might’ve been “kind of spoiled” in her first visit to a national park. 

That’s because the University of Illinois junior was treated to a week full of hands-dirty field research at the Great Smoky Mountains Institute—where students banded birds, caught salamanders and listened to Appalachian folk stories—and it all counted for course credit. 

“It’s probably going to be hard to beat this one,” Frausto said. “Now I want to see all the other national parks.” 

Buses full of students from seven universities rolled into the Great Smoky Mountains Institute at Tremont in Tennessee just after spring break, ready for a week of experiential learning in the country’s most visited national park. 

For the first time in more than a decade, University of Illinois students got to join the group, known as the Outdoor Recreation Consortium. The roster of involved universities has shifted over the years; Illinois dropped out years ago without a faculty member to run the trip. 

But now, with second-year Recreation, Sport and Tourism Assistant Professor Nick Pitas at the helm, Illinois has returned to the fold. 

This year, nine students took the eight-week RST 199 course: Outdoor Recreation Consortium, which culminated in a six-day stayaway visit to the Smokies. 

Students and faculty from six other schools took part this year, including Penn State University, North Carolina State, East Carolina, University of Missouri, Texas A&M and Western Illinois.

Pitas is well-traveled alumnus of the course, which has been around in some form for 46 years. He enrolled and visited the Smokies while he was a student at Penn State, then rejoined the trip as a teaching assistant—twice—before eventually teaching it as a faculty member. 

“This was my fifth time going,” Pitas said. “But first time as a faculty here at Illinois.” 

What kept him returning to the trip were the rich, hands-on experiences that embodied all the concepts the course had prepared them for. Once in the Smokies, students hear from real National Park Service rangers and administrators, natural resource scientists and community partners, all while assisting them with field research data collection. 

At Illinois, RST 199’s eight week were spent introducing students to the operations of a national park, through its history and cultural context, the wide biodiversity in the region, and the management of the park’s record visitor numbers. Students also broke off into “committees” to help organize the trip, from transportation logistics all the way to morale-boosting exercises. 

“From a professional standpoint, I think it opens their eyes, hopefully, to the breadth of opportunities that are available in the outdoor recreation, natural resource, and tourism space,” Pitas said. “But the bulk of the learning is when we’re there. It’s like going to summer camp except with an extra learning component baked into it.” 

Michela Ossola, a senior in natural resources and environmental sciences at ACES, helped map the ideal driving route to the Tremont Institute in Blount County, Tennessee. Once there, daily trips to the forest and engaging learning sessions kept the time flying by.

“It’s a week detox of being off your phone, and every evening we’d have people come by, folk storytellers, folk music, a bear caller. A lot of those things you don’t get for free these days,” Ossola said. “It’s definitely a highlight in the four years I’ve gone to U of I.” 

Many of the students this year, like Ossola and Frausto, came from the College of ACES. Undergrad students in the college are required to complete a field experience before they graduate. 

But Pitas would like to grow the number of Applied Health Sciences students who come through the class, like Genna Peters, a junior in RST who’s interested in pursuing an outdoor recreation career post-graduation. 

Peters loved getting to know the professionals from the Appalachia area, like a park ranger who was enrolled in the Western Cherokee tribe and mingling with students from all the other universities. 

“The biggest experience for me being around all these other people my age who shared in the same interest and wanted to go into the same field as me,” she said. “It was really cool to know this park has this giant history of all these different people who work there, but they also really truly treasure the culture and history of the park itself.” 

As much as the field knowledge broadens horizons for the students who go, Pitas knows the relationships they build are just as important. 

“It’s not always the case that an adult has a chance to have a camp experience and just go and be with people they know and people they don’t know, and have that of connection and experience together,” Pitas said. 

“I feel very lucky to have the chance to do it, would be my overarching feeling this semester. This is awesome. Can’t believe I get to do this for work.” 

Editor’s note:

To reach Ethan Simmons, email ecsimmon@illinois.edu.
 

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