School of Sustainability Graduate Culminating Experiences
Student capstone and applied projects from ASU's School of Sustainability.
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- Creators: Beye, Alioune
Description
In Senegal, West Africa, soils are a vital resource for livelihoods and food security in smallholder farming communities. Low nitrogen (N) soils pose obvious challenges for crop production but may also, counterintuitively, promote the abundance of agricultural pests like the Senegalese locust, Oedaleus senegalensis. In this study I investigated how the abundance of locusts and grasshoppers are impacted by soil fertility through plant nutrients and how these variables change across land use types. We worked in two rural farming villages in the Kaffrine region of Senegal. Overall, there was little variation in soil properties and an agricultural landscape low in soil organic matter (SOM) and inorganic soil nitrogen. I corroborated that SOM is a significant driver of soil inorganic N, which had a positive relationship to plant N content. Of the management practices we surveyed, fallowing fields was important for soil nutrient restoration and years spent fallow was significantly correlated to inorganic soil N and SOM. O. senegalensis was least abundant in groundnut areas where plant N was highest. Additionally, I found a significant negative correlation between O. senegalensis abundance and plant N, suggesting that plant nutrients are an important driver of their populations. Grasshoppers, excluding O. senegalensis, were more numerous in grazing areas and fallow areas, perhaps due to a higher diversity of ecological niches and host plants. These results connect land use, soil, and vegetation to herbivores and suggest that improving soil fertility could be used as an alternative to pesticides to keep locusts at bay and improve crop yields.
ContributorsWord, Mira (Author) / Hall, Sharon (Contributor) / Robinson, Brian (Contributor) / Manneh, Balanding (Contributor) / Beye, Alioune (Contributor) / Cease, Arianne (Contributor)
Created2018-04-10
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