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: Pfeiffer, Deirdre
- Creators: Charles, Victoria
Cities are restoring rivers to recapture the social, ecological, and economic benefits of rehabilitated rivers. But, traditional urban planning and flood management tools may not address the complex relationships between humans, the built environment, and natural elements in the social-ecological systems of which rivers are an important part. They also may not acknowledge and address the factors that led to channelization. The field of regenerative design and development—an eco-centric approach that aims to dismantle the underlying processes and viewpoints behind the most pressing environmental problems—offers tools to plan more effective and inclusive river restoration projects. To explore these issues and the potential of regenerative design and development, we reviewed 15 urban river restoration plans, followed by a comparative case study of the Los Angeles River, CA and the Kinnickinnic River, WI. We conducted a content analysis of plans and popular press articles, and interviewed key actors. Results indicate many participants exhibit regenerative thinking and participate in regenerative processes, but they are unable to fully implement regenerative projects due to several constraints at institutional, social, economic, physical levels. Study recommendations emphasize rooting restoration in the unique aspects of place, reframing projects as part of nested social-ecological systems, working from potential, addressing broader socioeconomic challenges, and leveraging strategic nodes. Changes to planning education and practice are needed to empower planners to think and act regeneratively.
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.
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.
How we divide space in ever growing urban areas in an equitable, efficient and aesthetic fashion is one of the big questions of our time. In Lüneburg, Germany, citizens think more alternative forms of housing will be an important element of a sustainable future (Lüneburg 2030, 2018). Tiny Houses, dwellings that downsize an entire household to its minimum, are currently gaining attention in the country, but legal barriers make their implementation difficult. It has to be decided if legislations should be changed to allow these structures in the housing mix of Lüneburg. It is a difficult task to sift through the glamorization of Tiny Houses past the ideological utopia to see their value for the individual (Ansons, 2015). Therefore, it is of interest to fully understand what Tiny Houses offer for affordable housing stakeholders. Twenty-five evaluations of criticism and praise of the Tiny House Movement are collected by applying Q method, a tool to gather subjective viewpoints (Barry & Proops, 1999). Results indicate, four salient perceptions on that matter. Each viewpoint identifies different opportunities and risks when evaluating Tiny Houses for Lüneburg. This research demonstrates the potential of Tiny Houses to trigger participation by bringing people with diverse backgrounds together.