Filtering by
- All Subjects: Sustainability
- Creators: School of Geographical Sciences and Urban Planning
Due to the importance of millennials to cities around the globe, this study uses 2010 ZIP code area data and the Phoenix metropolitan area as a case study to test the relationships between thirteen parameters of livability and the presence of millennials after controlling for other correlates of millennial preference.
The results of a multiple regression model indicated a positive linear association between livability parameters within smart cities and the presence of millennials. Therefore, the selected parameters of livability within smart cities are significant measures in influencing location decisions made by millennials. Urban planners can consequently increase the likelihood in which millennials will choose to live in a given area by improving livability across the parameters exemplified in this study. This mutually beneficial relationship provides added support to the notion that planners should develop solutions to improve livability within smart cities.
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.