Matching Items (33)
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Description

Largely because water resource planning in the U.S. has been separated from land-use planning, opportunities for explicitly linking planning policies to water availability remain unexamined. The pressing need for better coordination between land-use planning and water management is amplified by changes in the global climate, which will place even greater

Largely because water resource planning in the U.S. has been separated from land-use planning, opportunities for explicitly linking planning policies to water availability remain unexamined. The pressing need for better coordination between land-use planning and water management is amplified by changes in the global climate, which will place even greater importance on managing water supplies and demands than in the past. By surveying land and water managers in two urbanizing regions of the western United States—Portland, Oregon and Phoenix Arizona—we assessed the extent to which their perspectives regarding municipal water resource management align or differ. We specifically focus on characterizing how they perceive water scarcity problems (i.e., stressors) and solutions (i.e., strategies). Overall, the results show a general agreement across both regions and professions that long-term drought, population growth, and outdoor water use are the most important stressors to urban water systems. The results of the survey indicated more agreement across cities than across professions with regard to effective strategies, reinforcing the idea that land-use planners and water managers remain divided in their conception of the solutions to urban water management. To conclude, we recommend potential pathways for coordinating the fields of land and water management for urban sustainability.

ContributorsShandas, Vivek (Author) / Lehman, Rosa (Author) / Larson, Kelli (Author) / Bunn, Jeremy (Author) / Chang, Heejun (Author) / College of Liberal Arts and Sciences (Contributor)
Created2015-12-01
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Description

In this study, we examine how development status and water scarcity shape people's perceptions of "hard path" and "soft path" water solutions. Based on ethnographic research conducted in four semi-rural/peri-urban sites (in Bolivia, Fiji, New Zealand, and the US), we use content analysis to conduct statistical and thematic comparisons of

In this study, we examine how development status and water scarcity shape people's perceptions of "hard path" and "soft path" water solutions. Based on ethnographic research conducted in four semi-rural/peri-urban sites (in Bolivia, Fiji, New Zealand, and the US), we use content analysis to conduct statistical and thematic comparisons of interview data. Our results indicate clear differences associated with development status and, to a lesser extent, water scarcity. People in the two less developed sites were more likely to suggest hard path solutions, less likely to suggest soft path solutions, and more likely to see no path to solutions than people in the more developed sites. Thematically, people in the two less developed sites envisioned solutions that involve small-scale water infrastructure and decentralized, community-based solutions, while people in the more developed sites envisioned solutions that involve large-scale infrastructure and centralized, regulatory water solutions. People in the two water-scarce sites were less likely to suggest soft path solutions and more likely to see no path to solutions (but no more likely to suggest hard path solutions) than people in the water-rich sites. Thematically, people in the two water-rich sites seemed to perceive a wider array of unrealized potential soft path solutions than those in the water-scarce sites. On balance, our findings are encouraging in that they indicate that people are receptive to soft path solutions in a range of sites, even those with limited financial or water resources. Our research points to the need for more studies that investigate the social feasibility of soft path water solutions, particularly in sites with significant financial and natural resource constraints.

ContributorsWutich, Amber (Author) / White, A. C. (Author) / White, Dave (Author) / Larson, Kelli (Author) / Brewis Slade, Alexandra (Author) / Roberts, Christine (Author) / College of Liberal Arts and Sciences (Contributor)
Created2014-01-13
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Description
Achieving a sustainable future requires that individuals adopt different values, attitudes, habits, and behaviors, which are often learned and cemented at a young age. Unfortunately, current educational efforts are inadequate for achieving transformative action. Even programs whose primary goal is to promote responsible, pro-environmental behaviors have largely failed at creating

Achieving a sustainable future requires that individuals adopt different values, attitudes, habits, and behaviors, which are often learned and cemented at a young age. Unfortunately, current educational efforts are inadequate for achieving transformative action. Even programs whose primary goal is to promote responsible, pro-environmental behaviors have largely failed at creating change among students. The lack of efficacy in sustainability-related educational programs is at least partly due to faulty assumptions about knowledge automatically leading to action, and by extension, the information- intensive methods that focus largely on declarative knowledge regarding how environmental systems work. Meanwhile, social science literature clearly highlights the need to go beyond ecological and technical knowledge when educating for transformative action, since sustainable behaviors are motivated by much more than declarative information. In order to effectively educate for sustainability, alternative forms of knowledge (i.e., procedural, effectiveness, and social knowledge) are essential, as is the consideration of various barriers and motivators for action. The transition towards sustainability will require action and change that is guided by an understanding of the complexities that arise within an interconnected system, as well as the ability to collaborate with people from diverse backgrounds, while keeping an eye to the future. In formulating our approach to educating for sustainability, we incorporate perspectives from three somewhat disparate fields: (i) behavioral change research, (ii) sustainability scholarship, and (iii) educational pedagogy. While drawing upon diverse knowledge domains, our primary purpose is to integrate behavior change research and sustainability competencies in developing effective educational approaches for transformative actions.
Key
ContributorsRedman, Erin (Lead, Author) / Larson, Kelli (Author)
Created2011-03