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As we count down the years remaining before a global climate catastrophe, ever increases the importance of teaching environmental history and fostering environmental stewardship from a young age. In the age of globalization, nothing exists in a vacuum, yet our traditional education system often fails to reflect the abundant connections between content areas that are prevalent outside of schools. In fact, many of the flaws of the field of education have been exacerbated by the COVID-19 pandemic and a forced transition to online schooling, with many educators reverting to outdated practices in a desperate attempt to get students through the year. The aim of this project was to design a unit curriculum with these issues in mind. This month-long environmental history unit engages students through the use of hands-on activities and promotes interdisciplinary connections. The unit can be taught in a physical, online, or hybrid American history class, and will hopefully inspire and motivate students to become environmental stewards as they look toward their futures on this planet.
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.
Green infrastructure serves as a critical no-regret strategy to address climate change mitigation and adaptation in climate action plans. Climate justice refers to the distribution of climate change-induced environmental hazards (e.g., increased frequency and intensity of floods) among socially vulnerable groups. Yet no index has addressed both climate justice and green infrastructure planning jointly in the USA. This paper proposes a spatial climate justice and green infrastructure assessment framework to understand social-ecological vulnerability under the impacts of climate change. The Climate Justice Index ranks places based on their exposure to climate change-induced flooding, and water contamination aggravated by floods, through hydrological modelling, GIS spatial analysis and statistical methodologies. The Green Infrastructure Index ranks access to biophysical adaptive capacity for climate change. A case study for the Huron River watershed in Michigan, USA, illustrates that climate justice hotspots are concentrated in large cities; yet these communities have the least access to green infrastructure. This study demonstrates the value of using GIS to assess the spatial distribution of climate justice in green infrastructure planning and thereby to prioritize infrastructure investment while addressing equity in climate change adaptation.