School of Sustainability Graduate Culminating Experiences
Student capstone and applied projects from ASU's School of Sustainability.
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- Creators: Prosser, Paul
- Creators: Burmeister, Matthew
- Creators: Charles, Victoria
The photographs focused on aspects of life and behaviors that have contributed to happiness in local communities. A website was created and a gallery event was mounted for public review and discussion. Gallery attendees and website visitors were asked to complete a survey to assess (1) gained knowledge of sustainability solutions, and (2) how effective a tool photography is as a means of sustainability solutions communication.
This visual medium allowed people think about how to incorporate sustainable community solutions into their own lives and may have changed people’s interest in, and thoughts about, overall sustainability and sustainable solutions. The survey results demonstrated that photographs can successfully communicate sustainability ideas. Specifically, viewers gained an increased awareness of how community and urban gardening can increase happiness, well-being, and sense of community. This visual approach can continue to be used to more successfully communicate additional sustainability solutions ideas and methods to the public.
This paper is a reflection on the background, planning, development, and, implementation of the Climate Action Leadership Program (CALP). The 21st Century has been named the “century of the environment”. This program builds the next generation of leaders who are pursuing solutions to climate change. The program is result of professional and scientific research in the areas of education and sustainability that uncovers the lingering sustainability education gap within the U.S. public school system. Research methodology applied combined qualitative and quantitative data analysis approach, including surveys, observations, and, academic research. The results show there are few programs in grades 8th to 12th, a crucial demographic, incorporating sustainability leadership education training or teaching the fundamental principles of sustainability in the public school curriculum.
We can no longer assume that social and environmental challenges such as pollution, dwindling resources and climate change can be set-aside for future generations. The creation of sustainability leadership education programs would properly prepare students for the greatly important, globally recognized social and environmental issues they actually face throughout their education, and professional practice. The compulsion to act is the outcome of the Climate Action Leadership Program. CALP is designed to create the next generation of sustainability leaders by transforming thoughts and ideas into effective climate action. Students learn how to build personal resilience, tell compelling stories and foster sustainable behavior in their own school communities.
Across the world, music festivals draw in millions of fans and generate billions in revenue (Fesicket Writers, 2018). While the festival scene is extremely popular, stakeholders are beginning to take notice of its negative impacts. When improperly managed, festivals damage natural systems, miss out on opportunities to support and engage with their fans, and exclude local businesses. The movement for sustainable music festivals has already begun, but it is still far from being the industry norm. Only a select few festivals have embraced sustainability as a core value while many others are still making no effort to mitigate their impacts. Even though many drivers are pushing for the transformation of this industry, the unaddressed barriers are holding organizers back. Sustainable Sound: Festival Guide has been created to educate organizers on how to plan and operate sustainable music festivals. It is based on tried and true methods to create holistically sustainable events. In this context, a holistically sustainable event is one that does not damage natural systems, protects and engages with its fans, and is economically positive. Various case studies from some of the world’s most sustainable festivals will also be highlighted throughout the guide. According to M3F, The Cosanti Foundation, and ASU’s CSSI, Sustainable Sound offers important and easy to understand information that festival organizations can use to improve the sustainability of their events.
Aspiring to build the most socially and environmentally sustainable chapter house possible, the Navajo Nation’s Tonalea Chapter collaborated with our ASU research team. Two roundtable discussion with Chapter elders and members, led to a vision foundation that embodies physical, functional and environmental conditions, as well as cultural and spiritual beliefs and values.
Initially, Houde’s (2007) Six Faces of Traditional Ecological Knowledge (TEK) were used to sort commentary. Analysis and review led to expanding the framework from six to eight traditional ecological knowledge categories (TEK8): Culture, Spirituality, Ecosystem, Time, Land, Design, Social Justice and Equity, and Economics.
Sorted narratives and discussions revealed traditional ways of life, beliefs, and values, along with suggestions about who to design for, and what functions are most needed. Based on the TEK8 categorized comments, design recommendations were offered.
Additional work is needed, but a strong foundation for a framework mapping TEK to sustainable design for indigenous people has been developed. By using the TEK8 to address social justice issues through participatory visioning, culturally appropriate design and broader opportunities for happiness may result.