School of Sustainability Graduate Culminating Experiences

The International Rescue Committee (IRC) is a non-profit organization that prides itself in “responding to the world’s worst humanitarian crises”. Through its New Roots program, IRC is using an aquaponics urban garden incubator site “to train refugee farmers in aquaponics agriculture and good business practices in the United States.” The site is an example of the conversion of brownfield into “healthfields” and sustainability and resilience initiatives including the Year of Healthy Communities Program-2017, the Maricopa County Food Systems Coalition, and other community health initiatives that involve major partners including the City of Phoenix.

Entering into the next development phase, IRC wants the site to be an opportunity for demonstrating some of the most innovative approaches to water reuse while contributing to a sustainable food network in the neighborhood and in the Phoenix Metropolitan Area. One component created to support this goal is an intervention manual identifying water-sensitive design strategies and ways to scale or transfer to other IRC sites. As such, my project identified and framed guidelines for the selected strategies to use in addition to steps for scaling, transferring, and creating a “location” where all of this information could be held for future reference. The manual content was created around each strategy which included identifying general legal practices in Phoenix related to each strategy, defining key terminologies, detailing water budgets, and research gaps to overcome.

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.