ASU Scholarship Showcase

Complexities and uncertainties surrounding urbanization and climate change complicate water resource sustainability. Although research has examined various aspects of complex water systems, including uncertainties, relatively few attempts have been made to synthesize research findings in particular contexts. We fill this gap by examining the complexities, uncertainties, and decision processes for water sustainability and urban adaptation to climate change in the case study region of Phoenix, Arizona. In doing so, we integrate over a decade of research conducted by Arizona State University’s Decision Center for a Desert City (DCDC). DCDC is a boundary organization that conducts research in collaboration with policy makers, with the goal of informing decision-making under uncertainty. Our results highlight: the counterintuitive, non-linear, and competing relationships in human–environment dynamics; the myriad uncertainties in climatic, scientific, political, and other domains of knowledge and practice; and, the social learning that has occurred across science and policy spheres. Finally, we reflect on how our interdisciplinary research and boundary organization has evolved over time to enhance adaptive and sustainable governance in the face of complex system dynamics.

Problem- and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students’ sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

If sustainability is to be an integral part of rethinking education organization, it is necessary to redesign mental models that shape present curricular structures. Assumptions underlying the design of most schools and curricula are based on linear industrial models, which raises an essential question: How can we use opposite concepts of systems dynamics and living structures to create a shift in our present thinking about curriculum and learning for sustainability? From this, we can begin a dramatic design shift toward innovative curriculum to prepare future students and teachers. This article begins with a critique of modern industrial education, then moves into an overview of sustainability concepts and structure through systems thinking. The article then presents the research of an original sustainability curriculum that structures assessment to measure systems thinking. From the results, the article then explores a conceptual design framework for a 21st century curriculum that bio-mimics living systems and organic molecular structure, based on systems thinking and mechanistic principles. By placing assessment on competency relationships and not solely assignment completion, this new framework encourages students and educators to develop emerging 21st century skills in the age of digital technology and communication. This essay and framework, which emerged from the author’s dissertation research and findings, offers a new conceptual tool to the field of sustainability education while challenging educators to adopt living systems into their own instructional designs.

Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet, as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm (1) the importance of subjective and procedural knowledge for Sustainable behavior in a new context; (2) the effectiveness of the EfS framework and (3) the importance of changing subjective knowledge for changing behavior. While the impact was significant in the short term, one year later most if not all of those gains had evaporated. Interventions targeted at subjective knowledge will work, but more research is needed on how to make behavior change for Sustainability durable.

Human vulnerability to heat varies at a range of spatial scales, especially within cities where there can be noticeable intra-urban differences in heat risk factors. Mapping and visualizing intra-urban heat vulnerability offers opportunities for presenting information to support decision-making. For example the visualization of the spatial variation of heat vulnerability has the potential to enable local governments to identify hot spots of vulnerability and allocate resources and increase assistance to people in areas of greatest need. Recently there has been a proliferation of heat vulnerability mapping studies, all of which, to varying degrees, justify the process of vulnerability mapping in a policy context. However, to date, there has not been a systematic review of the extent to which the results of vulnerability mapping studies have been applied in decision-making. Accordingly we undertook a comprehensive review of 37 recently published papers that use geospatial techniques for assessing human vulnerability to heat. In addition, we conducted an anonymous survey of the lead authors of the 37 papers in order to establish the level of interaction between the researchers as science information producers and local authorities as information users. Both paper review and author survey results show that heat vulnerability mapping has been used in an attempt to communicate policy recommendations, raise awareness and induce institutional networking and learning, but has not as yet had a substantive influence on policymaking or preventive action.

Recently, there has been an increased interest in using behavioral experiments to study hypotheses on the governance of social-ecological systems. A diversity of software tools are used to implement such experiments. We evaluated various publicly available platforms that could be used in research and education on the governance of social-ecological systems. The aims of the various platforms are distinct, and this is noticeable in the differences in their user-friendliness and their adaptability to novel research questions. The more easily accessible platforms are useful for prototyping experiments and for educational purposes to illustrate theoretical concepts. To advance novel research aims, more elaborate programming experience is required to either implement an experiment from scratch or adjust existing experimental software. There is no ideal platform best suited for all possible use cases, but we have provided a menu of options and their associated trade-offs.

Faced with numerous seemingly intractable social and environmental challenges, many scholars and practitioners are increasingly interested in understanding how to actively engage and transform the existing systems holding such problems in place. Although a variety of analytical models have emerged in recent years, most emphasize either the social or ecological elements of such transformations rather than their coupled nature. To address this, first we have presented a definition of the core elements of a social-ecological system (SES) that could potentially be altered in a transformation. Second, we drew on insights about transformation from three branches of literature focused on radical change, i.e., social movements, socio-technical transitions, and social innovation, and gave consideration to the similarities and differences with the current studies by resilience scholars. Drawing on these findings, we have proposed a framework that outlines the process and phases of transformative change in an SES. Future research will be able to utilize the framework as a tool for analyzing the alteration of social-ecological feedbacks, identifying critical barriers and leverage points and assessing the outcome of social-ecological transformations.

The Quadrangles Av-11 and Av-12 on Vesta are located at the northern rim of the giant Rheasilvia south polar impact basin. The primary geologic units in Av-11 and Av-12 include material from the Rheasilvia impact basin formation, smooth material and different types of impact crater structures (such as bimodal craters, dark and bright crater ray material and dark ejecta material). Av-11 and Av-12 exhibit almost the full range of mass wasting features observed on Vesta, such as slump blocks, spur-and-gully morphologies and landslides within craters. Processes of collapse, slope instability and seismically triggered events force material to slump down crater walls or scarps and produce landslides or rotational slump blocks. The spur-and-gully morphology that is known to form on Mars is also observed on Vesta; however, on Vesta this morphology formed under dry conditions.

A variety of geologic landforms and features are observed within quadrangle Av-13 Tuccia in the southern hemisphere of Vesta. The quadrangle covers parts of the highland Vestalia Terra as well as the floors of the large Rheasilvia and Veneneia impact basins, which results in a substantial elevation difference of more than 40 km between the northern and the southern portions of the quadrangle. Measurements of crater size–frequency distributions within and surrounding the Rheasilvia basin indicate that gravity-driven mass wasting in the interior of the basin has been important, and that the basin has a more ancient formation age than would be expected from the crater density on the basin floor alone. Subsequent to its formation, Rheasilvia was superimposed by several mid-sized impact craters. The most prominent craters are Tuccia, Eusebia, Vibidia, Galeria, and Antonia, whose geology and formation ages are investigated in detail in this work. These impact structures provide a variety of morphologies indicating different sorts of subsequent impact-related or gravity-driven mass wasting processes. Understanding the geologic history of the relatively young craters in the Rheasilvia basin is important in order to understand the even more degraded craters in other regions of Vesta.

In this paper we present a time-stratigraphic scheme and geologic time scale for the protoplanet Vesta, based on global geologic mapping and other analyses of NASA Dawn spacecraft data, complemented by insights gained from laboratory studies of howardite–eucrite–diogenite (HED) meteorites and geophysical modeling. On the basis of prominent impact structures and their associated deposits, we propose a time scale for Vesta that consists of four geologic time periods: Pre-Veneneian, Veneneian, Rheasilvian, and Marcian. The Pre-Veneneian Period covers the time from the formation of Vesta up to the Veneneia impact event, from 4.6 Ga to >2.1 Ga (using the asteroid flux-derived chronology system) or from 4.6 Ga to 3.7 Ga (under the lunar-derived chronology system). The Veneneian Period covers the time span between the Veneneia and Rheasilvia impact events, from >2.1 to 1 Ga (asteroid flux-derived chronology) or from 3.7 to 3.5 Ga (lunar-derived chronology), respectively. The Rheasilvian Period covers the time span between the Rheasilvia and Marcia impact events, and the Marcian Period covers the time between the Marcia impact event until the present. The age of the Marcia impact is still uncertain, but our current best estimates from crater counts of the ejecta blanket suggest an age between ∼120 and 390 Ma, depending upon choice of chronology system used. Regardless, the Marcia impact represents the youngest major geologic event on Vesta. Our proposed four-period geologic time scale for Vesta is, to a first order, comparable to those developed for other airless terrestrial bodies.