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Description
College and university campuses can play an important role in a student’s life, and campus outdoor spaces have the ability to positively impact various aspects of student health and well-being. It has long been understood that natural environments can promote health and well being, and in recent years research has begun to examine the impact of parks and landscapes in urban settings on subjective well-being (SWB). Subjective well-being (aka “happiness”) refers to
one’s self-reported measure of well-being and is thought of as having a high level of positive affect, low level of negative affect, and high degree of life satisfaction (Diener, 1984).
This study was conducted to assess the interrelationships between affective experiences, SWB, and usage of campus outdoor spaces in order to learn how outdoor spaces on the Arizona State University (ASU) Tempe campus can be enhanced to increase SWB and usage. In total, 832 students completed a survey questionnaire 1,140 times for six campus outdoor spaces. The results showed that students experience the greatest amount of happiness in the Secret Garden
and James Turrell ASU Skyspace, relaxation/restoration is the affective experience most strongly related to SWB, and SWB is negatively correlated with frequency of visits but positively link with duration of visits. To improve student happiness and usage of outdoor spaces on campuses, planners and designers should work on increasing the relaxing/restorative qualities of existing
locations, creating new spaces for relaxation/restoration around campus, reducing the perception of crowding and noise in large spaces, increasing fun/excitement by adding stimuli and/or opportunities for activity and entertainment, and adding equipment necessary for students to perform the activities they want. In addition to the ASU Tempe campus, the methodology and
findings of this research could be used to improve outdoor spaces on other college and university campuses and other types of outdoor environments.
one’s self-reported measure of well-being and is thought of as having a high level of positive affect, low level of negative affect, and high degree of life satisfaction (Diener, 1984).
This study was conducted to assess the interrelationships between affective experiences, SWB, and usage of campus outdoor spaces in order to learn how outdoor spaces on the Arizona State University (ASU) Tempe campus can be enhanced to increase SWB and usage. In total, 832 students completed a survey questionnaire 1,140 times for six campus outdoor spaces. The results showed that students experience the greatest amount of happiness in the Secret Garden
and James Turrell ASU Skyspace, relaxation/restoration is the affective experience most strongly related to SWB, and SWB is negatively correlated with frequency of visits but positively link with duration of visits. To improve student happiness and usage of outdoor spaces on campuses, planners and designers should work on increasing the relaxing/restorative qualities of existing
locations, creating new spaces for relaxation/restoration around campus, reducing the perception of crowding and noise in large spaces, increasing fun/excitement by adding stimuli and/or opportunities for activity and entertainment, and adding equipment necessary for students to perform the activities they want. In addition to the ASU Tempe campus, the methodology and
findings of this research could be used to improve outdoor spaces on other college and university campuses and other types of outdoor environments.
ContributorsDavis, Kara (Author) / Cheng, Chingwen (Thesis director) / Cloutier, Scott (Committee member) / School of Sustainability (Contributor) / Dean, W.P. Carey School of Business (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence.
ContributorsPapenfuss, Jason (Author) / Merritt, Eileen (Thesis advisor) / Manuel-Navarrete, David (Thesis advisor) / Eckard, Bonnie (Committee member) / Cloutier, Scott (Committee member) / Arizona State University (Publisher)
Created2019
Description
Predominant sustainability pedagogy and science largely focus on fixing existingproblems via solutions external to humans (e.g. carbon sequestration, renewable energy).
While external or outer interventions can support a transition to a sustainable future,
internal or inner developments should also be highly valued. For this dissertation, I define
sustainability as the ability of any individual, community or country to meet their needs
and live happily without compromising the ability of other individuals, communities,
countries and future generations to meet their needs and live happily. Framed this way, a
sustainable and happy life should focus on both outer and inner development, the latter
largely unconsidered in sustainability science and scholarship.
I propose that emphasizing spiritual wellbeing and spiritual practices can support
individuals and communities to act with mindfulness, awareness, compassion,
connection, and love, transitioning to a more sustainable existence. This dissertation
consists of three studies: (1) the development of a theoretical framework identifying
spirituality as the missing link between sustainability and happiness, (2) an empirical
pilot study testing the theoretical framework via contemplative practices in a
sustainability classroom, and (3) an autoethnography exploring my inner development
and transformation as a sustainability and spirituality researcher over the past four years.
The theoretical framework found and posits, based on existing literature, that
spirituality indeed may be the missing link between an unsustainable existence and a
sustainably and happy future. Results from the empirical study suggest that a focus on
spirituality leads students to develop inner traits necessary for sustainable behavior and a
deeper understanding of sustainability. My autoethnography demonstrates the spiritual
ii
transformation possible from integrating spiritual well-being and intellect, while striving
to embody sustainability as a spiritual journey. My research supports further studies and a
greater understanding of the importance of spiritual well-being to sustainability and the
incorporation of contemplative practices in sustainability classrooms. Finally, I hope this
dissertation will (1) inspire sustainability scientists, researchers, and students to integrate
spiritual well-being as an important part of their lives and work, and (2) encourage deeper
conversations about the radical inner shift we need to achieve lasting sustainability for all
beings.
While external or outer interventions can support a transition to a sustainable future,
internal or inner developments should also be highly valued. For this dissertation, I define
sustainability as the ability of any individual, community or country to meet their needs
and live happily without compromising the ability of other individuals, communities,
countries and future generations to meet their needs and live happily. Framed this way, a
sustainable and happy life should focus on both outer and inner development, the latter
largely unconsidered in sustainability science and scholarship.
I propose that emphasizing spiritual wellbeing and spiritual practices can support
individuals and communities to act with mindfulness, awareness, compassion,
connection, and love, transitioning to a more sustainable existence. This dissertation
consists of three studies: (1) the development of a theoretical framework identifying
spirituality as the missing link between sustainability and happiness, (2) an empirical
pilot study testing the theoretical framework via contemplative practices in a
sustainability classroom, and (3) an autoethnography exploring my inner development
and transformation as a sustainability and spirituality researcher over the past four years.
The theoretical framework found and posits, based on existing literature, that
spirituality indeed may be the missing link between an unsustainable existence and a
sustainably and happy future. Results from the empirical study suggest that a focus on
spirituality leads students to develop inner traits necessary for sustainable behavior and a
deeper understanding of sustainability. My autoethnography demonstrates the spiritual
ii
transformation possible from integrating spiritual well-being and intellect, while striving
to embody sustainability as a spiritual journey. My research supports further studies and a
greater understanding of the importance of spiritual well-being to sustainability and the
incorporation of contemplative practices in sustainability classrooms. Finally, I hope this
dissertation will (1) inspire sustainability scientists, researchers, and students to integrate
spiritual well-being as an important part of their lives and work, and (2) encourage deeper
conversations about the radical inner shift we need to achieve lasting sustainability for all
beings.
ContributorsBerejnoi Bejarano, Erica Anahi (Author) / Cloutier, Scott (Thesis advisor) / Ulluwishewa, Rohana (Committee member) / Fonow, Mary Margaret (Committee member) / Afinowich, Robin (Committee member) / Arizona State University (Publisher)
Created2020
Description
Greater cross-disciplinary collaboration between the fields of sustainability and clinical psychology could lead to improved outcomes for both. Moreover, some forms of mental disorder, such as PTSD and Moral Injury, constitute serious challenges that require the attention of sustainability’s interdisciplinary, systems-focused, solutionsoriented approach. My research frames the impacts of combat-related psychological trauma on military veterans as a sustainability problem according to criteria put forward by Arnim Wiek’s Transformational Problem Solving framework. I also provide a review of studies demonstrating the treatment benefits of agricultural therapy for veterans diagnosed with PTSD or symptoms associated with Moral Injury. I then describe my own efforts investigating the connection between trauma and sustainability using survey measurements, interviews, and participant observation onsite at Growing Veterans farm in Mt. Vernon, Washington. The results strongly suggest that sustainable agricultural can be of powerful clinical benefit to traumatized veterans and that sustainable behaviors and values in general increased as trauma symptoms decreased. More broadly, the project indicates that slight shifts in how we approach solution formulation and how we articulate and disseminate sustainability messages could have profound positive effects on the sustainability’s success.
ContributorsGabriele, Adam (Author) / Hirt, Paul (Contributor) / Cloutier, Scott (Contributor) / Valdez, Herendira (Contributor)
Created2018-03-27