School of Sustainability Graduate Culminating Experiences

Nature journaling in school gardens is a unique way to engage students in the natural world, providing time to notice, wonder, and observe through writing and drawing while engaging in environmental and sustainability learning. With the number of school gardens increasing in the United States, educators can benefit from understanding what students experience while participating in garden-based learning activities so they can adapt their teaching to fit the educational needs of their participants. School garden studies typically focus on measuring academic and health outcomes and nature journaling studies typically focus on educator experiences with one classroom. We facilitated a nature journaling study with four elementary classrooms in a public, Title I school in the desert southwest to explore student experiences while nature journaling in their school garden. Our findings show that nature journaling provides opportunities for students to engage in sustainability literacy by helping them to develop a sense of place in their school garden, inspire environmental stewardship, and practice systems thinking right outside their classrooms.

Institutional factors are rarely examined in disaster risks in the Himalayan region, as much of the focus so far has been on improving the scientific understanding of the natural hazards and risks. This is particularly true for glacial lake outburst floods (GLOFs), which are natural hazards endemic to high mountain ranges such as the Andes, Alps, and Himalayas. While these have put mountain communities at risk for centuries, vulnerability is viewed to be increasing due to climate change. While the science behind the causes and characteristics of these hazards is now better understood, there is an absence of research understanding the social, cultural and institutional drivers behind creating effective strategies to mitigate risks from GLOFs. This is more so for the Himalayan region, where institutions have recently started to address this risk, but contention between local communities and external organizations can hinder mitigation efforts. To better understand how people’s perception towards disaster risk, a study conducted by Sherpa et al. (2019) examined the socio-economic and cultural perceptions surrounding GLOF hazards.

This research highlighted gaps in how scientific knowledge is disseminated to local communities, and the resulting distrust in government mitigation projects such as lake lowering and Early Warning Systems. A clear need developed to conduct an institutional analysis of the governance systems responsible for disaster risk management and their interaction with local communities. This study examines the institutional conditions under which mountain communities create effective adaptation strategies to address climate induced hazards. We use a mixed-methods approach, combining: a) quantitative analysis of household surveys collected in 2016-2017 and b) qualitative analysis that maps out the various factors of institutions that influence the success of community-based adaptation efforts. Additionally, GLOF case studies from Nepal are compared to those in Peru, where institutions have a longer history of managing GLOF risks. The research finds that there are several considerations including: lack of cross-scalar communication networks, lack of local knowledge and participation in policy processes, and ineffective interorganizational coordination of knowledge sharing and funding streams for local projects. This disconnect between external versus local and informal institutions becomes an inherent issue in projects where agenda setting by external organizations plays prevalent roles in project implementation.

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.