The authors examine environmentalists’ attribution of responsibility for addressing climate change and their beliefs about solutions to this problem. Their analysis is based on responses to open-ended questions completed by 1,227 members of nine different environmental organizations. For these environmental movement participants, the federal government is seen as most responsible for addressing climate change. Government leadership is necessary because it has the power to set regulations and lead corporations and citizens toward pro-environmental behavior. However, a substantial number of participants also assert that “individuals are the driving force” in dealing with climate change. In this framework, individuals can take responsibility either through making lifestyle changes, or through applying pressure to government and businesses as citizens and consumers. Corporations are interpreted as unwilling to change on their own but must be coerced into becoming more environmentally sustainable by a strong state.

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This chapter examines a collaborative process in which two student-led initiatives were used to help build capacity in students for publicly engaged work, thus building capacity for broader student public engagement. A set of foundational competencies and core skills emerged from this process, which situated a core team of five students and two administrators as collaborators in program planning and implementation. Through a reflective lens that examined the process, three broad competency areas emerged—project management, communication, and self-awareness—each encompassing a core set of skills. Through collective reflections, it became evident that the process itself provided a framework to highlight key competencies and essential skills that are critical for best practices in public engagement.