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- Creators: Arizona State University
- Creators: Division of Teacher Preparation
- Status: Published
Description
Water is the defining issue in determining the development and growth of human populations of the Southwest. The cities of Las Vegas, Phoenix, Tucson, Albuquerque, and El Paso have experienced rapid and exponential growth over the past 50 years. The outlook for having access to sustainable sources of water to support this growth is not promising due to water demand and supply deficits. Regional water projects have harnessed the Colorado and Rio Grande rivers to maximize the utility of the water for human consumption and environmental laws have been adopted to regulate the beneficial use of this water, but it still is not enough to create sustainable future for rapidly growing southwest cities. Future growth in these cities will depend on finding new sources of water and creative measures to maximize the utility of existing water resources. The challenge for southwest cities is to establish policies, procedures, and projects that maximizes the use of water and promotes conservation from all areas of municipal users. All cities are faced with the same challenges, but have different options for how they prioritize their water resources. The principal means of sustainable water management include recovery, recharge, reuse, and increasing the efficiency of water delivery. Other strategies that have been adopted include harvesting of rainwater, building codes that promote efficient water use, tiered water rates, turf removal programs, residential water auditing, and native plant promotion. Creating a sustainable future for the southwest will best be achieved by cities that adopt an integrated approach to managing their water resources including discouraging discretionary uses of water, adoption of building and construction codes for master plans, industrial plants, and residential construction. Additionally, a robust plan for education of the public is essential to create a culture of conservation from a very young age.
ContributorsMalloy, Richard (Richard A.) (Author) / Brock, John (Thesis advisor) / Martin, Chris (Thesis advisor) / Thor, Eric (Committee member) / Arizona State University (Publisher)
Created2013
Description
As climate change becomes a greater challenge in today's society, it is critical to understand young people's perceptions of the phenomenon because they will become the next generation of decision-makers. This study examines knowledge, beliefs, and behaviors among high school students. The subjects of this study include students from high school science classes in Phoenix, Arizona, and Plainfield, Illinois. Using surveys and small group interviews to engage students in two climatically different locations, three questions were answered:
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
ContributorsKruke, Laurel (Author) / Larson, Kelli (Thesis advisor) / Klinsky, Sonja (Committee member) / White, Dave (Committee member) / Arizona State University (Publisher)
Created2015
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
The spread of urbanization leads to habitat fragmentation and deterioration and changes the composition of ecosystems for species all over the world. Different groups of organisms are impacted differently, and insects have experienced loss in diversity and abundance due to changing environmental factors. Here, I collected seed beetles across 12 urban and rural sites in Phoenix, Arizona, to analyze the effects of urbanization and habitat variation on beetle diversity and abundance. I found that urbanization, host tree origin, and environmental factors such as tree diversity and density had no impact on overall beetle diversity and abundance. Beetles were found to have higher density on hosts with a higher density of pods. In assessing individual beetle species, some beetles exhibited higher density in rural sites with native trees, and some were found more commonly on nonnative tree species. The observed differences in beetle density demonstrate the range of effects urbanization and environmental features can have on insect species. By studying ecosystem interactions alongside changing environments, we can better predict the role urbanization and human development can have on different organisms.
ContributorsPaduano, Gabrielle (Author) / Savalli, Udo (Thesis director) / Sweat, Ken (Committee member) / Division of Teacher Preparation (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This creative project explores how macro-ecological photography can serve as a community engagement tool for the field of biomimicry, meant to provoke interest in the subject. My photos, and the organisms pictured in them, were hand selected for this project to form one cohesive, aesthetic set. The appeal of the colorful pictures captured the attention of audience members so they felt more inclined to learn about the informational content accompanying the art. Each picture is coupled with a scientific explanation as to how the pictured organism relates to the field of biomimicry, including concrete examples of its application. To maximize exposure of the project, I published my photos through a website and an e-book, and also presented them as a live photography exhibit on campus at Arizona State University.
ContributorsGerber, Haley Dawn (Author) / Jenik, Adriene (Thesis director) / Walters, Molina (Committee member) / Division of Teacher Preparation (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Circles of Sustainability is a self-evaluation tool designed to build educator capacity in K-12 schools seeking sustainability solutions. Based on the Sustainable Schools Challenge Handbook from Memphis, Tennessee, Circles of Sustainability considers environmental impact and efficiency, a healthy and safe school environment, sustainability and environmental education, and engagement and empowerment as four key pillars of whole-school sustainability. Each pillar is composed of elements and rubric items, which are reviewed, totaled, and colored in on the front page of the tool to help educators visualize and evaluate the current state of sustainability at their school. Since its first iteration completed in May 2017, the tool has been used by 300 educators throughout the United States during ASU's Sustainability Teachers' Academy (STA) workshops. Circles of Sustainability is completed as part of an activity called "Evaluating Your Community," where educators complete the tool and then brainstorm sustainability projects and solutions for their school and community. This paper is a review and discussion of the research, informal feedback and formal feedback used to create the second iteration of the tool. A second iteration of the tool was created to make the tool more user-friendly and ensure each pillar, element, and rubric item are based in research. The informal feedback was conducted during STA workshops in Tempe, Arizona; Abingdon, Virginia; Princeton, New Jersey; Chicago, Illinois; Los Angeles, California; Tucson, Arizona; and Charlotte, North Carolina. The formal feedback was conducted using a survey distributed to teachers who participated in the Tucson and Charlotte workshops. Overall, educators have responded positively to the tool, and the second iteration will continue to be used in future STA workshops throughout the United States.
ContributorsColbert, Julia (Author) / Schoon, Michael (Thesis director) / Merritt, Eileen (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The natural environment is becoming an increasing concern within the global society and within the realm of social work practice. Social work practitioners and scholars are advocating for incorporating environmental justice into social work education, but have yet to adequately develop the research and strategies to execute this task. To further develop the research behind this concept, 112 social work students’ attitudes toward the environment were analyzed using the New Environmental Paradigm Scale and questions regarding the intersection of social work and the natural environment. Analysis of the data found social work students were less pro-environment than populations within previous studies. Although, social work students reported the desire to learn more about environmental issues and felt as though it would help them become better social workers. Results also suggested social work students did not know where to find information on environmental issues and misconstrued information on environmental issues, whether or not they felt informed. It will be imperative to further develop the research on incorporating environmental justice into social work education through future pilot programs with student attitudes and cultures into consideration.
ContributorsJung, Christine B (Author) / Androff, David (Thesis advisor) / Bonifas, Robin (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2016
Description
The finite supply of current energy production materials has created opportunities for the investigation of alternative energy sources in many fields. One example is the use of microorganisms in bioenergy applications, such as microbial fuel cells. Present in many types of environments, microorganisms with the ability to respire solid electron acceptors have become of increasing relevance to alternative energy and wastewater treatment research. In this dissertation, several aspects of anode respiration are investigated, with the goal of increasing the limited understanding of the mechanisms of electron transport through the use of advanced electrochemical methods. Biofilms of Geobacter sulfurreducens, the model anode respiring organism, as well as its alkaliphilic relative, Geoalkalibacter ferrihydriticus, were investigated using chronoamperometry, electrochemical impedance spectroscopy, and cyclic voltammetry.
In G. sulfurreducens, two distinct pathways of electron transport were observed through the application of advanced electrochemical techniques on anode biofilms in microbial electrochemical cells. These pathways were found to be preferentially expressed, based on the poised anode potential (redox potential) of the electrode. In Glk. ferrihydriticus, four pathways for electron transport were found, showing an even greater diversity in electron transport pathway utilization as compared to G. sulfurreducens. These observations provide insights into the diversity of electron transport pathways present in anode-respiring bacteria and introduce the necessity of further characterization for pathway identification.
Essential to science today, communication of pressing scientific issues to the lay audience may present certain difficulties. This can be seen especially with the topics that are considered socio-scientific issues, those considered controversial in society but not for scientists. This dissertation explores the presentation of alternative and renewable energy technologies and climate change in undergraduate education. In introductory-level Biology, Chemistry, and Physics textbooks, the content and terminology presented were analyzed for individual textbooks and used to evaluate discipline-based trends. Additional extensions were made between teaching climate change with the active learning technique of citizen science using past research gains from studies of evolution. These observations reveal patterns in textbook content for energy technologies and climate change, as well as exploring new aspects of teaching techniques.
In G. sulfurreducens, two distinct pathways of electron transport were observed through the application of advanced electrochemical techniques on anode biofilms in microbial electrochemical cells. These pathways were found to be preferentially expressed, based on the poised anode potential (redox potential) of the electrode. In Glk. ferrihydriticus, four pathways for electron transport were found, showing an even greater diversity in electron transport pathway utilization as compared to G. sulfurreducens. These observations provide insights into the diversity of electron transport pathways present in anode-respiring bacteria and introduce the necessity of further characterization for pathway identification.
Essential to science today, communication of pressing scientific issues to the lay audience may present certain difficulties. This can be seen especially with the topics that are considered socio-scientific issues, those considered controversial in society but not for scientists. This dissertation explores the presentation of alternative and renewable energy technologies and climate change in undergraduate education. In introductory-level Biology, Chemistry, and Physics textbooks, the content and terminology presented were analyzed for individual textbooks and used to evaluate discipline-based trends. Additional extensions were made between teaching climate change with the active learning technique of citizen science using past research gains from studies of evolution. These observations reveal patterns in textbook content for energy technologies and climate change, as well as exploring new aspects of teaching techniques.
ContributorsYoho, Rachel Ann (Author) / Torres, César I (Thesis advisor) / Rittmann, Bruce E. (Committee member) / Popat, Sudeep C (Committee member) / Vanmali, Binaben H (Committee member) / Arizona State University (Publisher)
Created2016
Description
This project consisted of creating at-home lesson plan activities for middle school sixth-grade students centered around environmental education topics. The lesson plan activities were informal for students to do at home by themselves or alongside their parents. I focused on Environmental Education topics such as awareness, animal and plant life so that students can learn more about the environments that surround them. Environmental Education invites students to look closer at the environment surrounding them while also helping them develop a sense of place and respect for their environment. My lesson plan activities encouraged students to go outside and learn more about their surroundings, developing an awareness and an appreciation for their natural setting. After implementing the lessons, I surveyed the students on the following 1) engagement: was the activity enjoyable 2) knowledge: what did you learn? and 3) the ease of the activity directions: what challenges did they face. After collecting the surveys, I analyzed them to see what went well, and changes I would make to future activities.
ContributorsMendoza, Daniella Nicole (Author) / Walters, Molina (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The Sonoran Desert is a magical place full of beauty and wonder. With an increase each year in the number of new families calling Arizona their home, so also comes an increase in pre-conceived notions of the dangers of the Sonoran Desert. Dangers such as plants, animals, and weather conditions can cause fears in families. Though these fears are valid, understanding different ways to stay safe and engage with nature in the Sonoran Desert is critical to building future generations of adults that value the natural world. Current literature does not address the Sonoran Desert and Arizona as a space to engage in nature play. The current action research study builds on the literature to offer new perspectives on nature play in the Sonoran Desert. A mixed-methods approach was used to assess caregivers' perception of safety, risk, and benefits of nature play in the Sonoran Desert. The intervention utilized the social media platform, Instagram, to administer the intervention content. Results from this study suggest that even though participants were already engaged in nature play, their perceptions of risk, safety, and benefits of nature play in the Sonoran Desert changed positively or were reinforced. The analysis expands the current literature on risk, safety, and benefits of nature play.
ContributorsBello, John (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Zuiker, Steven (Committee member) / Stone, Sarah (Committee member) / Arizona State University (Publisher)
Created2023