School of Sustainability Graduate Culminating Experiences
Student capstone and applied projects from ASU's School of Sustainability.
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- Creators: Pijawka, David
Description
This report describes the process by which I created a concise but comprehensive online source of information about best practices in sustainability for urban planners. The goal of the project was to provide accessible information that would help planners in ways that help them comprehend and implement sustainable solutions to common planning problems that are found throughout the United States. To create the website, I researched methods for communicating clearly to planners, took a graduate course in communicating about sustainability, and drew on information that I had compiled on sustainable solutions for transportation, economy, water, green space, and governance.
ContributorsNassar, Cara (Author) / Pijawka, David (Contributor) / Kyle, Kathryn (Contributor)
Created2017-12-01
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
Of the many challenges cities face, congestion and air quality are two interrelated issues that despite technological improvements in vehicle emissions standards and engine efficiency, continue to worsen. Of the strategies attempting to reduce automobile dependency, a popular approach adopted by cities is the concept of transit-oriented development (TOD). The strategy aims to better integrate land use and transportation planning, and is often characterized by a mix of land uses, high density, and proximity to quality public transit. While practitioners and academics argue the economic and environmental benefits of TOD, there are several examples along the Valley Metro light rail corridor where the strategy appears to be failing to attract people, businesses, and ultimately transit riders. The purpose of this study is to explore how urban infrastructure characteristics, specifically transportation connectivity, urban design, and land use interact to support light rail ridership. The study utilizes a rendition of sustainability’s triple-bottom-line framework, wherein economic, environmental, and social elements are represented as criteria in the transportation, land use, and urban design analysis of six Valley Metro light rail stations. Each element has supporting criteria that are ranked relative to the other stations under analysis, culminating in overall TOD scores for each station. The number of TOD projects and ridership trends are also compared, and in combination with the evaluation of urban infrastructure elements, the results suggest the importance of transportation connectivity, pedestrian-scale infrastructure, a sense of place, and employment centers for TOD stations to yield high ridership. Findings are analyzed through a sustainability lens resulting in the proposal of strategic solutions for improving TOD planning methods.
ContributorsSantiago, Rebecca (Author) / Pijawka, David (Contributor) / Prosser, Paul (Contributor)
Created2017-04-17