School of Sustainability Graduate Culminating Experiences
Student capstone and applied projects from ASU's School of Sustainability.
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Description
This project explored the potential effectiveness of sustainable initiative programs in a typical office setting. The project area was focused on the Arizona offices of Expeditors International, a global, Fortune 500, third-party logistics company. The goal of the project was to set up recycling and composting services as well as create a culture of sustainability through educational materials distributed through various means to the employees. Throughout the project, it was discovered that there can be many barriers to effective implementation of sustainable initiatives, such as resistance to change. However, this project also highlighted that with a reasonable amount of effort and a strong logic behind the why, it it possible to shift the behaviors of normal office employees. This project also showed that using small improvements and occasional reminders of the value of being sustainable, behavior can be altered for the better. Despite the obstacles and challenges that are present in every office setting, this project has provided evidence that similar initiatives are very possible and can have a large impact for any company and for the planet.
ContributorsSponsler, James (Author) / Prosser, Paul (Contributor)
Created2017-11-20
Description
Children are our future businesspeople, policy makers, and educators. As such, during their careers and throughout their life, they will be the leaders making tough decisions on how to respond to extreme heat phenomenon, rising sea levels, changing weather patterns, and the increased presence of greenhouse gases, which could thrust our Earth into irreversible change if emissions are
not reduced drastically over the next few decades.
When evaluating the required Next Generation Science Standards for elementary school, these standards do not include environmental literacy or sustainability themes in either second, third, or fourth grades, with little mention via one standard in first, fifth, and sixth grades. Overall, the Next Generation Science Standards do not adequately prepare students for the sustainability problems of
the future nor do the standards help connect students to the natural environment by not connecting the standards to real world climate issues. Not educating students about sustainability topics in elementary school passes the responsibility off to higher grades with optional science classes, where this sustainability education could be missed altogether.
The Sustainability for Young Learners Courses were created to equip elementary school teachers with sustainability knowledge and resources to effectivity teach sustainability to their students. The Sustainability for Young Learners Courses infuse sustainability and environmental literacy Graduate Culminating Experience
Sharing Permissions Agreement into second through fifth grade science classes via the creation of detailed unit plans. Each course incorporates important sustainability themes into the required Next Generation Science Standards, to encourage teachers to adopt these unit plans without taking away limited class time to teach about sustainability. Rather than ending in doom and gloom, students finish each unit becoming the heroes of the story by creating their own solutions to combat climate change that they can implement into their own lives, communities, homes, and classroom.
Sustainability and climate related issues are already sweeping our Earth and the problem is likely going to accelerate as today's current elementary school students start their professional careers. Equipping young students with environmental literacy and sustainability knowledge can allow students to be ready to face real-world climate related issues in the future as well as today as these students serve as leaders within their communities and schools. By realizing the gap in the United States education system, the Sustainability for Young Learners courses is helping to create a more equitable, prosperous, and sustainable society through education and knowledge.
not reduced drastically over the next few decades.
When evaluating the required Next Generation Science Standards for elementary school, these standards do not include environmental literacy or sustainability themes in either second, third, or fourth grades, with little mention via one standard in first, fifth, and sixth grades. Overall, the Next Generation Science Standards do not adequately prepare students for the sustainability problems of
the future nor do the standards help connect students to the natural environment by not connecting the standards to real world climate issues. Not educating students about sustainability topics in elementary school passes the responsibility off to higher grades with optional science classes, where this sustainability education could be missed altogether.
The Sustainability for Young Learners Courses were created to equip elementary school teachers with sustainability knowledge and resources to effectivity teach sustainability to their students. The Sustainability for Young Learners Courses infuse sustainability and environmental literacy Graduate Culminating Experience
Sharing Permissions Agreement into second through fifth grade science classes via the creation of detailed unit plans. Each course incorporates important sustainability themes into the required Next Generation Science Standards, to encourage teachers to adopt these unit plans without taking away limited class time to teach about sustainability. Rather than ending in doom and gloom, students finish each unit becoming the heroes of the story by creating their own solutions to combat climate change that they can implement into their own lives, communities, homes, and classroom.
Sustainability and climate related issues are already sweeping our Earth and the problem is likely going to accelerate as today's current elementary school students start their professional careers. Equipping young students with environmental literacy and sustainability knowledge can allow students to be ready to face real-world climate related issues in the future as well as today as these students serve as leaders within their communities and schools. By realizing the gap in the United States education system, the Sustainability for Young Learners courses is helping to create a more equitable, prosperous, and sustainable society through education and knowledge.
ContributorsLund, Sydney (Writer of accompanying material)
Created2020-05-18
Description
"Community and Composting in Victory Acres” implemented a pilot composting program for a local neighborhood in an effort to increase community cohesion. Victory Acres is a low-income, culturally diverse neighborhood located in Tempe that used to have easier access to the Escalante Community Center before the 101 freeway divided the community. Residents of the neighborhoods surrounding ECC do not have access to the Escalante Community Garden except on Community Harvest Days twice a month. The goal of the project was to reconnect broken ties to the ECG through a neighborhood composting service. Through composting, residents could directly benefit from the community garden’s composting capabilities while encouraging a more sustainable method for dealing with food waste. The composting pilot project in Victory Acres was used as a way to mitigate the greenhouse gases emanating from food waste along with other neighborhood issues. The project would encourage aspects of community cohesion, sustainability, and happiness. By the completion of the project, composting in the neighborhood could continue through increased access to the Escalante Community Center Garden. An assessment via survey responses was made on improvements in perceived community connectedness, sustainability, and happiness. The pilot was unsuccessful in gaining a large client base for composting participation, but it was successful in exploring challenges and barriers to implementation of projects in Victory Acres. Several intervention points were explored, several lessons were learned from successful and unsuccessful engagement techniques, and opportunities arose for further future research.
ContributorsKiefer, Alyssa (Author) / Cloutier, Scott (Contributor) / Prosser, Paul (Contributor)
Created2017-04-28
Description
Greenhouse gas (GHG) emissions cause climate change, and if the world does not lower its GHG emissions soon, it will cause irreversible damage that will have overwhelmingly negative cascading effects on the entire planet (Mann & Kump, 2008). Up to 47% of the United States GHG emissions are the result of energy used to produce, process, transport, and dispose of the food we eat and the goods that we consume (US EPA, 2009). The linear-economy status quo does nothing to slow down climate change because it puts resources into landfills. This project promotes a circular economy which combats climate change by reusing resources that are at the end of their life cycle, e.g., food waste soil. The project was a month-long compost competition at an apartment building in Phoenix, AZ that houses 194 residents. The apartment building, Urban Living 2 (UL2), is subsidized housing owned by Native American Connections (NAC), a non-profit organization. The project’s main objective was to increase waste diversion. This was done through composting and improving zero-waste capacity. The compost competition included activities to change community behavior such as private and public commitments, a community barbecue, a movie night (which replaced a planned field trip), and a visioning meeting. By the end of the project, 22% of the tenants were composting. Over a year-long period, this equates to a diversion of, 6000 pounds from the landfill and 1.59 metric tons of Carbon Dioxide equivalent (MTCO2E). The waste diversion increased from 28% to 38%. Tenant participation trended upwards during the project and as the social norm develops over time, more tenant participation is expected even after the competition is over. The six indicators that were used to determine the zero-waste capacity, collectively went up by 1.24 points on a five-point scale. This project will be used as a model for NAC for its other 16 properties in the Valley.
ContributorsVelez, Daniel (Author)
Created2017-04-10
Description
The widespread environmental degradation characterizing the Anthropocene is a call to address a deteriorating human-nature relationship. For much of history, humans have been deeply connected with and in respect of nature both physically and psychologically, and this bond can be renewed. Doing so is especially important for future generations, as modern youth have less opportunities to experience the natural world and more opportunities to experience the virtual world. A lack of nature connectedness in our youth has clear implications for sustainability and underscores the need for interventions aimed at reconnecting youth with nature. Primary and secondary education is a particularly valuable leverage point for such interventions, and nature-based school landscapes may be a valuable tool in strengthening the human-nature relationship and reconnecting youth with nature. While studies have indirectly linked garden-based learning and connection with nature in youth, research has not yet directly explored the relationship between the two.
My research explores 12th grade students attending Desert Marigold School in South Phoenix. Desert Marigold practices Waldorf educational philosophy with the school’s garden as a primary teaching tool and recreational space. I used arts-based methods to give students an opportunity to visually communicate their perspectives of the school’s landscape through photography and artistic renderings. Students then verbally described and discussed their media in a series of group interviews. Data were then coded and analyzed for themes of connection with nature expressed in the literature. The results illustrate that students connect with nature in a variety ways through the school’s landscape, demonstrating potential for enhanced sustainability outcomes in education.
ContributorsGrant, Brian (Author) / Cloutier, Scott (Contributor) / Eakin, Hallie (Contributor) / Merritt, Eileen (Contributor)
Created2019-04-26