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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Can a special diet promote children’s focus?



A diet rich in fiber and antioxidants shows promise for children’s mental abilities, according to Shelby Keye’s research (Photo by Ethan Simmons)

A diet rich in fiber and antioxidants, low in fat and full of colorful berries and vegetables has shown a strong connection to slowed cognitive decline in older adults. This same Mediterranean-influenced diet shows promise for children’s mental abilities, too. 

A recent study led by University of Illinois Health and Kinesiology Assistant Professor Shelby Keye compared elementary school kids’ food intake to this specific diet pattern—fittingly called the MIND diet—and measured how those kids performed on a task designed to challenge their attention span. 

Keye and a team of researchers, including Health and Kinesiology Associate Professor Naiman Khan and Illinois Nutritional Sciences Ph.D. candidate Tori Holthaus, found that the school children who more closely adhered to this special diet showed better control over their attention. 

“When we see something in older adults, we’re like, ‘I wonder if we’re going to see that same thing with kids?’” Keye said. “That was the question: will the MIND diet be related to children’s cognitive skills?’”

The MIND diet is short for Mediterranean-DASH Intervention for Neurodegenerative Delay. It’s a combination of the popular Mediterranean diet—which prioritizes beans, leafy vegetables, berries, seafood and olive oil—and the DASH diet, originally built to combat hypertension. 

Researchers at Rush University in Chicago combined elements of these two diets and found certain components were related to better cognitive health in older adults. 

To investigate whether the MIND diet had positive effects for kids’ brain health, the research team decided to study a pressing skill for any school-age child: paying attention. 

In early life, the human brain is developing all of its cognitive skills simultaneously. But in certain phases of development, specific skills are growing faster and are more sensitive to a person’s changes in health, Keye said. 

“Attention and inhibition around that elementary age is a particularly sensitive skill to health behaviors,” Keye said. “It may be because you have started school. And now, you’re in this environment where you have to inhibit, you have to prevent yourself from turning around and talking to your friend or even inhibit yourself from listening to internal thoughts.” 

Their study marks the first time the MIND diet has been analyzed in a population this young. The diet’s connection to attention control opens the gates for more specific, involved research into the diet’s potential effects.

“With us finding this relationship with the MIND diet, that means that those foods that are important for older adults could be just as important for children,” Keye said. 

To answer their question, the research team collected a week’s worth of dietary records for 129 local children, ages 7 to 11 years old. Parents of the child participants were tasked with recording everything their kid ate or drank for seven days, in close consultation with their children. 

The children’s diets were scored on their proximity to the MIND diet pattern versus the most recent Healthy Eating Index, a set of dietary guidelines developed by the U.S. Department of Agriculture. The two diets are similar but emphasize different food groups: The MIND diet encourages more berries and olive oil, for example. 

Before gathering their diet records, the researchers collected the children’s demographic and anthropometric data—height, weight, age and the like. And each participant completed a cognitive test designed to challenge their focus, called the Eriksen-Flanker task. 

The task asks participants to look at a series of rapidly flashing arrows pointing in different directions on a computer screen, and mark which direction the arrow in the center of the image was pointing. (For kids, the arrows are replaced with pictures of fish.) 

The children who ate foods closer to the MIND diet scored more accurately on the attention task. The positive relationship did not show significant differences based on the children’s overall caloric intake, sex or household income. 

No significant relationship was found with the kids’ scores on the Healthy Eating Index guidelines. 

The children who ate foods closer to the MIND diet scored more accurately on the attention task.

“This is one study, and it’s one of the first,” Keye said. “But because we found a relationship, there is most likely something there.” 

As for why the diet had a relationship to attention control, Keye said a few possibilities are worth further research. 

Many of the dark green vegetables and berries present in the MIND diet are rich in antioxidants, which have an anti-inflammatory effect that helps with brain development and function, she said. 

Weight could also play a role. A separate study found that children who followed the MIND diet had a lower weight status on average—a higher weight status can relate to greater levels of inflammation and poorer cognitive performance. 

Also, physical activity and diet quality tend to go together in people, Keye said. It could be that the kids who ate more MIND diet foods focused better because of a healthier, more active lifestyle.  

Is the evidence enough to start changing children’s diets? More research is needed into the potential cause-and-effect, but if the benefits interest you, “I would not stray away,” Keye said. 

“I always try to just keep it simple while doing this type of work. Sometimes I find that people will read about this and say, ‘I’ve got to change all these things about my life,’” Keye said. “I study behavior change a little bit, and I find that it’s easier to start simple and do one thing.”

If the MIND diet’s potential benefits seem compelling, try adding in some berries and smoothies into your meal plan, or cooking with olive oil instead of butter for a week, Keye suggested. 

For now, the results from this study present a few next steps. Future studies can run diet interventions, where researchers control participants’ food intake to fit the MIND diet and observe any effects. Researchers could also make the same analysis of diet and attention control in an even younger group of child participants, or with a wider range of socioeconomic status. 

“We’re just excited to be doing the work and excited to have some interesting results,” Keye said. “And hopefully, one day, we can get a good intervention.”

To contact Shelby Keye, email skeye2@illinois.edu 

The paper, “MIND Diet Pattern Is Associated with Attentional Control in School-Aged Children,” was published in the Journal of Cognitive Enhancement in January 2025. It is available online.

DOI: 10.1007/s41465-025-00318-4

Editor’s note:

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

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The role of racial segregation and park availability in physical activity



Mariela Fernandez and Miki Sato uncovered complex dynamics that challenge the assumption that having more parks automatically leads to increased physical activity (Stock image)

In cities across the United States, physical activity is often promoted as a cornerstone of public health, yet disparities in access and engagement persist. Despite the well-documented benefits of leisure-time physical activity, many communities remain physically inactive. This issue is particularly pronounced in racially segregated areas, where systemic inequalities shape health outcomes. 

A recent study by RST faculty members Mariela Fernandez and Miki Sato set out to explore how racial residential segregation impacts leisure-time physical activity—or LTPA—prevalence and how park availability influences this relationship. By focusing on Chicago—a city marked by stark racial divides—researchers uncovered complex dynamics that challenge the assumption that having more parks automatically leads to increased physical activity in all communities.

Fernandez said although Chicago has many parks, many older, larger ones were built downtown in a time where space wasn’t as constrained as it is today. These older, larger parks are located in neighborhoods near middle-income white populations and also serve tourists.

“(The Chicago) Park District didn’t meet the demand. In some cases, African Americans and Latinos did have access to park spaces, but they didn’t have the recreational amenities that were most appropriate for them,” said Fernandez. “Some (racial) groups might have more small children, but those parks might not have playgrounds, so those (parks) weren’t as relevant.”

The study aimed to answer some fundamental questions: 

  • Is racial residential segregation associated with LTPA prevalence?
  • How is the availability of public parks associated with LTPA prevalence?
  • Does it affect the relationship between racial residential segregation and LTPA prevalence?

Fernandez and Sato sought to determine whether increasing park availability could serve as an effective strategy for encouraging physical activity in segregated communities.

The Role of Racial Segregation in Physical Activity

The findings of the study revealed that racial residential segregation is indeed associated with lower levels of LTPA. Specifically, Black/African American and Hispanic/Latino isolation correlated negatively with LTPA prevalence. This suggests that communities with higher concentrations of these racial groups—often shaped by historical and systemic segregation policies—experience lower levels of leisure-time physical activity.

The reasons behind this trend are multifaceted, Fernandez said. Segregated neighborhoods frequently face socioeconomic disadvantages, including higher poverty rates, reduced access to recreational facilities and increased safety concerns. Additionally, cultural and structural barriers—such as limited time for exercise due to work and family responsibilities—further contribute to disparities in physical activity levels.

But sometimes the green space doesn’t include amenities that some groups want or focus on amenities that park officials believe residents want.

Of people she surveyed, Fernandez said they did want soccer fields, but they also wanted playgrounds and restrooms. 

“When the city was working with the community, they couldn’t really get away from ‘Oh, you want soccer fields.’ There’s still a lot of stereotypes, I feel, that need to be undone.”

The Influence of Park Availability

The study also examined how park availability interacts with these racial disparities in physical activity. Unsurprisingly, greater access to public parks was generally associated with higher LTPA prevalence. Parks offer crucial spaces for exercise, community engagement and outdoor recreation, making them valuable assets for promoting public health. However, the study’s findings challenge the notion that simply increasing the number of parks in segregated communities is a one-size-fits-all solution.

“When some of these places were created, the highways went into neighborhoods of color or they went around them,” Fernandez said. “If you live between the highways, you’re not going to go outside and do physical activity because it’s unsafe to cross streets. And you also have the issue of pollution. Air pollution, sound pollution.”

Another finding from the study is the negative influence effect of park availability on the relationship between Hispanic isolation and LTPA prevalence. The findings indicate that while increasing park availability can enhance LTPA prevalence in communities, the benefits are diminished in areas with high levels of Hispanic or Latino isolation.

Implications for Public Health Policy

Fernandez and Sato’s findings hold significant implications for policymakers and urban planners seeking to promote physical activity in racially segregated communities.

Beyond Infrastructure: While increasing park availability is a positive step, it is not a standalone solution. Investments must also address safety concerns, programming and community engagement to ensure that parks are truly accessible and welcoming spaces.

Culturally Relevant Programs: To effectively encourage LTPA, public health initiatives should incorporate culturally relevant exercise programs that resonate with the target communities. 

Addressing Structural Inequities: Efforts to reduce racial residential segregation and the socioeconomic disparities that accompany it should be a long-term priority. Economic investment in historically marginalized neighborhoods can help create environments where physical activity is more feasible and appealing.

Community Involvement: Residents must have a voice in the development and implementation of public health initiatives. By incorporating local perspectives, planners can better understand and address the specific barriers to physical activity that different communities face.

“Miki and I will definitely have to do some outreach to folks in urban planning, public health officials and park officials,” Fernandez said.

The overall goal, Fernandez and Sato say, is improving physical health and health outcomes, but simply building more parks will not be enough to close the gap, the researchers say. 

“Just because the space is there doesn’t necessarily mean everybody can utilize it,” Fernandez said. 

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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SHS researchers bridge research and real life



Laura Mattie, left, and Meaghan McKenna exemplify how SHS researchers connect to community (Photo by Ethan Simmons)

The work at the College of Applied Health Sciences doesn’t stay in the lab—it transforms lives. Faculty such as Meaghan McKenna and Laura Mattie exemplify the college’s commitment to bridging research with community impact. Whether developing interventions for literacy in schools or building relationships with families of children with disabilities, they show how academic insights can create tangible benefits.

Mattie joined the faculty in the Department of Speech and Hearing Science in 2015. Now an associate professor, she has spent the past nine years working on research with her colleagues in SHS as the principal investigator in the Development in Neurogenetic Disabilities Lab. She said her time spent at the department has led to close relationships, both personal and professional.

“The interdisciplinary nature of the department, the university and the college really has helped me to build more collaborations, and I think that’s one of the key things to being successful in my field,” Mattie said. “Some of my collaborators are my closest friends.”

Mattie’s fall semester class, titled Children with Neurodevelopmental Disorders Across Communication Contexts, covers the development of social and communication skills in children with various neurodevelopmental disorders that her research is focused on as well. Her current research, which primarily concerns children with fragile X syndrome and Down syndrome involves longitudinal studies that require a level of personal connection with families of children partaking in her studies. 

For Mattie, being a new mom to two young girls has offered a fresh perspective on her research.

“As we’re getting closer to the end of the project and thinking of what to do next, the mom in me led to the thought, ‘How do we get information to moms and clinicians quicker?”’

Mattie said building relationships with families really allowed researchers to value their thoughts and experiences.

“I want to partner with families and clinicians—and we found this evidence that we think is helpful—but how can we package the information so they can use it every day; how can we really make it accessible for them, and instead of getting it to them in 10-15 years (the current research-to-practice gap), get it back to them quicker?”

McKenna isn’t just one of the most recent additions to the SHS as an assistant professor. She also has years of experience as a speech-language pathologist and a passion for connecting with districts, schools and educational professionals about solving problems of practice corresponding to literacy and multi-tiered systems of support.

“Forming partnerships and relationships is the most important thing I do,” she said.

Working in SHS is a position that is far from stationary: McKenna’s work pulls her across not only campus, but into surrounding cities and school districts where she aims to narrow the gap between research and practice. She currently partners with her colleague Amber Ray in the Department of Special Education and Holy Cross School in Champaign on writing intervention research. 

McKenna has also joined three other schools and districts who connected with her about their mutual interest in solving problems of practice corresponding to writing. In Danville, she is collaborating with the curriculum department and classroom teachers as K-2 instructional guides are created that highlight daily writing activities aligned with the core curriculum and evidence-based practices. In Blue Ridge, Illinois, professional development sessions that address writing instructional priorities identified by classroom teachers are held monthly. In Chicago, a Pre-K-8 school formed an instructional leadership team committed to vertical alignment of how the writing process (cycle) is taught and student writing is evaluated.

“I think it’s important for us to bridge what we’re doing in research and think about how it translates into practice,” she said. “I don’t think it’s productive to be in a research lab all day or writing papers if it doesn’t have any impact on the community or individuals who are going to be applying the findings. The opportunity to co-learn with schools and districts across the state (who are) committed to prioritizing writing has been the highlight of my second year in Illinois.”

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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