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The project, Energy Insecurity and Public Health: Going Further through Cross-Sector Collaboration, aims to improve the health of communities by promoting projects that are community-engaged, action-oriented, and equity-focused (Interdisciplinary Research Leaders, 2020). Eventually, the final deliverable of this project will be an energy insecurity toolkit that can be leveraged by stakeholders to make a change in their local communities. To achieve this deliverable, a stakeholder workgroup was created to assess all aspects of energy insecurity in Maricopa County. To avoid typical pitfalls of stakeholder workgroups, the Learning and Action Alliance (LAA) Framework was chosen to be applied to the workgroup. The LAA Framework leverages social learning and promotes knowledge sharing between stakeholders (O’Donnell et al, 2018). The framework is implemented in five phases and can be customized to fit any wicked problem. The accompanying guidebook, "Applying the Learning and Action Alliance Framework: Energy Insecurity in Maricopa County’, was created to simplify the framework’s implementation phases and provide ‘real-world’ examples of how the framework was implemented into the energy insecurity stakeholder workgroup. The guidebook will be used by the Maricopa County Department of Public Health to facilitate other sustainability workgroups. Thus far, the Maricopa County Department of Public Health has approved the guidebook and is looking forward to integrating the guidebook into workgroup standard practices.
not reduced drastically over the next few decades.
When evaluating the required Next Generation Science Standards for elementary school, these standards do not include environmental literacy or sustainability themes in either second, third, or fourth grades, with little mention via one standard in first, fifth, and sixth grades. Overall, the Next Generation Science Standards do not adequately prepare students for the sustainability problems of
the future nor do the standards help connect students to the natural environment by not connecting the standards to real world climate issues. Not educating students about sustainability topics in elementary school passes the responsibility off to higher grades with optional science classes, where this sustainability education could be missed altogether.
The Sustainability for Young Learners Courses were created to equip elementary school teachers with sustainability knowledge and resources to effectivity teach sustainability to their students. The Sustainability for Young Learners Courses infuse sustainability and environmental literacy Graduate Culminating Experience
Sharing Permissions Agreement into second through fifth grade science classes via the creation of detailed unit plans. Each course incorporates important sustainability themes into the required Next Generation Science Standards, to encourage teachers to adopt these unit plans without taking away limited class time to teach about sustainability. Rather than ending in doom and gloom, students finish each unit becoming the heroes of the story by creating their own solutions to combat climate change that they can implement into their own lives, communities, homes, and classroom.
Sustainability and climate related issues are already sweeping our Earth and the problem is likely going to accelerate as today's current elementary school students start their professional careers. Equipping young students with environmental literacy and sustainability knowledge can allow students to be ready to face real-world climate related issues in the future as well as today as these students serve as leaders within their communities and schools. By realizing the gap in the United States education system, the Sustainability for Young Learners courses is helping to create a more equitable, prosperous, and sustainable society through education and knowledge.
The widespread environmental degradation characterizing the Anthropocene is a call to address a deteriorating human-nature relationship. For much of history, humans have been deeply connected with and in respect of nature both physically and psychologically, and this bond can be renewed. Doing so is especially important for future generations, as modern youth have less opportunities to experience the natural world and more opportunities to experience the virtual world. A lack of nature connectedness in our youth has clear implications for sustainability and underscores the need for interventions aimed at reconnecting youth with nature. Primary and secondary education is a particularly valuable leverage point for such interventions, and nature-based school landscapes may be a valuable tool in strengthening the human-nature relationship and reconnecting youth with nature. While studies have indirectly linked garden-based learning and connection with nature in youth, research has not yet directly explored the relationship between the two.
My research explores 12th grade students attending Desert Marigold School in South Phoenix. Desert Marigold practices Waldorf educational philosophy with the school’s garden as a primary teaching tool and recreational space. I used arts-based methods to give students an opportunity to visually communicate their perspectives of the school’s landscape through photography and artistic renderings. Students then verbally described and discussed their media in a series of group interviews. Data were then coded and analyzed for themes of connection with nature expressed in the literature. The results illustrate that students connect with nature in a variety ways through the school’s landscape, demonstrating potential for enhanced sustainability outcomes in education.