This paper is the culmination of a fifteen-week design study in partnership with a high school teacher to utilize design thinking in a classroom context. A procedure for guiding the educator through the design process was developed and implemented to gain understandings into whether incorporating design thinking in a classroom context would enhance educators problem-solving abilities and empower them to effectively tackle complex problems. The findings suggest that design thinking is a powerful tool for educator’s and can have a positive impact on their classroom environment, though continued support is key. The paper begins with a situation analysis report to discuss the mission of the partner organization, as well as goals and expectations of the study. It continues with the theoretical inspiration statement which articulates the theoretical underpinnings of the study. Then, the design statement and prototype describe the outline of the procedures developed to guide the collaborating teacher through the design process. The paper concludes with the design enactment report which includes a narrative of the process and details the findings.

We analyze current approaches to carbon accounting for removed carbon sold on carbon markets, focusing on carbon crediting under the framing of a remaining carbon budget, the issue of durability, and approaches to accounting methodologies. We explore the topic of mixing carbon with other problems in developing carbon accounting methodologies and highlight the open policy questions. We conclude with a suggested framework for accounting for carbon removal accounting that simplifies climate action and enables a world with negative carbon emissions.

This document details a conceptual Framework for the Certification of Carbon Sequestration (FCCS). It is based on a system designed to support negative emissions. It provides the minimum requirements for the development of carbon sequestration standards and certificates of carbon sequestration. It allows the certification of standards so that they in turn produce certification of removed carbon that authenticates durability and verifiability. The framework (i) identifies an organizational structure for the certification system, (ii) clarifies the responsibility of participating entities, (iii) provides certificate designs and usages, (iv) details the requirements to develop measurement protocols, (v) provides mechanisms to support a long-term industry, and (vi) outlines a vision towards durable storage.

Carbon Dioxide Removal (CDR) is essential to meet the Paris Agreement’s commitment to stay below a 1.5 degrees Celsius average temperature increase. To provide critical foundational support to the development, deployment, and scaling of CDR, certification of carbon removal is needed. The international community is developing rules for the functioning of carbon markets. To support that process, we explored open questions on four key themes in the development of standards and certification of carbon removal through an international multi-stakeholder consultation process hosted by the Global Carbon Removal Partnership, Arizona State University, and Conservation International. Categories of stakeholders included standard developing organizations, non-governmental organizations, governments, and academics. Discussions covered 1. the treatment of emission reduction, avoidance,and removal in certification, 2. the role of additionality in carbon removal, 3. the choice of certification instrument for carbon removal, and 4. the treatment of durability in certification. They revealed fundamental differences in viewpoints on how certification should work. We highlight areas of further exploration, concluding that providing transparency on assumptions made at the certification level will be crucial to progress and, eventually, the acceptance and success of carbon removal as a climate solution.

Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.