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For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest

For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest that in order to do so we must transition away from current information-intensive education methods. In order to develop and test novel sustainability education techniques, this research integrates pedagogical methods with psychological knowledge to target well-established sustainable behaviors. Through integrating education, behavior change, and sustainability research, I aim to answer: How can we motivate sustainable behavioral change through education programs? More specifically: How do diverse knowledge domains (declarative, procedural, effectiveness, and social) influence sustainable behaviors, both in general as well as before and after a sustainability education program? And: What are barriers hindering education approaches to changing behaviors? In answering these questions, this research involved three distinct stages: (1) Developing a theoretical framework for educating for sustainability and transformative change; (2) Implementing a food and waste focused sustainability educational program with K-12 students and teachers while intensively assessing participants' change over the course of one year; (3) Developing and implementing an extensive survey that examines the quantitative relationships between diverse domains of knowledge and behavior among a large sample of K-12 educators. The results from the education program demonstrated that significant changes in knowledge and behaviors were achieved but social knowledge in terms of food was more resistant to change as compared to that of waste. The survey results demonstrated that K-12 educators have high levels of declarative (factual or technical) knowledge regarding anthropocentric impacts on the environment; however, declarative knowledge does not predict their participation in sustainable behaviors. Rather, procedural and social knowledge significantly influence participation in sustainable food behaviors, where as procedural, effectiveness, and social knowledge impact participation in sustainable waste behaviors. Overall, the findings from this research imply that in order to effectively educate for sustainability, we must move away from nature-centric approaches that focus on declarative knowledge and embrace different domains of knowledge (procedural, effectiveness, and social) that emphasis the social implications of change.
ContributorsRedman, Erin (Author) / Larson, Kelli (Thesis advisor) / Eakin, Hallie (Committee member) / Spielmann, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
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Motivated by the need for cities to prepare and be resilient to unpredictable future weather conditions, this dissertation advances a novel infrastructure development theory of “safe-to-fail” to increase the adaptive capacity of cities to climate change. Current infrastructure development is primarily reliant on identifying probable risks to engineered systems and

Motivated by the need for cities to prepare and be resilient to unpredictable future weather conditions, this dissertation advances a novel infrastructure development theory of “safe-to-fail” to increase the adaptive capacity of cities to climate change. Current infrastructure development is primarily reliant on identifying probable risks to engineered systems and making infrastructure reliable to maintain its function up to a designed system capacity. However, alterations happening in the earth system (e.g., atmosphere, oceans, land, and ice) and in human systems (e.g., greenhouse gas emission, population, land-use, technology, and natural resource use) are increasing the uncertainties in weather predictions and risk calculations and making it difficult for engineered infrastructure to maintain intended design thresholds in non-stationary future. This dissertation presents a new way to develop safe-to-fail infrastructure that departs from the current practice of risk calculation and is able to manage failure consequences when unpredicted risks overwhelm engineered systems.

This dissertation 1) defines infrastructure failure, refines existing safe-to-fail theory, and compares decision considerations for safe-to-fail vs. fail-safe infrastructure development under non-stationary climate; 2) suggests an approach to integrate the estimation of infrastructure failure impacts with extreme weather risks; 3) provides a decision tool to implement resilience strategies into safe-to-fail infrastructure development; and, 4) recognizes diverse perspectives for adopting safe-to-fail theory into practice in various decision contexts.

Overall, this dissertation advances safe-to-fail theory to help guide climate adaptation decisions that consider infrastructure failure and their consequences. The results of this dissertation demonstrate an emerging need for stakeholders, including policy makers, planners, engineers, and community members, to understand an impending “infrastructure trolley problem”, where the adaptive capacity of some regions is improved at the expense of others. Safe-to-fail further engages stakeholders to bring their knowledge into the prioritization of various failure costs based on their institutional, regional, financial, and social capacity to withstand failures. This approach connects to sustainability, where city practitioners deliberately think of and include the future cost of social, environmental and economic attributes in planning and decision-making.

ContributorsKim, Yeowon (Author) / Chester, Mikhail (Thesis advisor) / Eakin, Hallie (Committee member) / Redman, Charles (Committee member) / Miller, Thaddeus R. (Committee member) / Arizona State University (Publisher)
Created2018
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This paper about the Garden Grub concerns the growing Agritech industry along with exposing middle school students to STEM education. Currently over half of America's students are not prepared to be successful in our technology driven world. These students did not have the opportunity to be exposed to many Science,

This paper about the Garden Grub concerns the growing Agritech industry along with exposing middle school students to STEM education. Currently over half of America's students are not prepared to be successful in our technology driven world. These students did not have the opportunity to be exposed to many Science, Technology, Engineering, and Math related careers or majors before entering the working world and/or college. These students are unaware of the real-life applications these topics can have and will never have the chance to pursue these fields. Using the Garden Grub, students will be introduced to the world of Agritech and how traditional agriculture is changing in include more technology. The Garden Grub is designed to not only introduce students to STEM in general, but specifically the Agritech Industry. With the Garden Grub kit and instructions students will be able to construct a small device that will monitor the external temperature and the soil moisture of a plant they are growing. For future implementations of the Garden Grub, we will develop a structured lesson plan to teach the users more about the device they are building. This is so in the future users could continue their education in Agritech and STEM because they have more knowledge on the subjects From standalone testing the Garden Grub, the device was able to successfully monitor the lettuce to ensure that it grew successfully. The Garden Grub instructions and kit were tested in a fourth-grade classroom, where college volunteers worked with the students to begin to create their own device. While there was not enough time to successfully complete the product the fourth graders were more interested in STEM than when we first started. Even though they struggled in the beginning, students quickly learned basic concepts , such as +/- circuit power, transfer of data, and sensor connections. More recently we were able to go into a middle school and teach in a classroom with the students who were part of a coding elective course. Since our last outing we were able to update the user manual and prepare more ahead of time. This gave us more time to explain the concepts to the students, along with being able to successful build all of the devices. They began to think of ways that this device could be applicable to their lives along with how the Garden Grub could be improved in the future.
ContributorsWynia, Rachel Marie (Author) / Lin, Elva (Thesis director) / Eakin, Hallie (Committee member) / WPC Graduate Programs (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Pluvial flooding is a costly, injurious, and even deadly phenomenon with which cities will always contend. However, cities may reduce their risk of flood exposure by changing historically dominant patterns of development that have removed natural landscape features and reduce the damages that flooding causes by identifying and supporting vulnerable

Pluvial flooding is a costly, injurious, and even deadly phenomenon with which cities will always contend. However, cities may reduce their risk of flood exposure by changing historically dominant patterns of development that have removed natural landscape features and reduce the damages that flooding causes by identifying and supporting vulnerable populations. Accomplishing either goal requires the development and application of appropriate frameworks for modeling or recording flood exposure. In this dissertation, I used modeling and surveying methods for assessing pluvial flood exposure in two cities, first in Valdivia, Chile, and then in Hermosillo, México. I open with a summary on pluvial flood risk in the present day and the threat it may pose under changing climates. In the second chapter, I explored how a form of urban ecological infrastructure (UEI), the wetland, is being wielded in Valdivia toward pluvial flood mitigation, and found that wetland daily, seasonal, and interannual changes in wetland surface and soil water storage alter pluvial flood risk in the city. In the third chapter, I used a mixed methodology, including projections of future land cover generated by cellular automata models with inputs from visioning workshops conducted by the Urban Resilience to Extremes Sustainability Research Network (UREx SRN), and found that wetland loss in future land configurations may lead to increased pluvial flood risk. In the fourth chapter, I combined these land cover models from the third chapter with downscaled climate data on precipitation, also generated by the UREx SRN, and found that wetland conservation can help to mitigate the pluvial flood risk posed by changing patterns of rainfall. In the fifth chapter, I applied the Arc-Malstrøm method for pluvial flood assessment in Hermosillo, México, and compared it with the more traditional rational method for flood assessment, and through accompanying surveys found that perception of flood risk is significantly affected by flood dimensions and impacts. This dissertation concludes with a synthesis of pluvial flood risk assessment, suggestions for improvements to modeling, as well as suggestions for future research on pluvial flood risk assessment in cities. This dissertation advances the understanding of the utility of inland wetland UEI in cities under present and future land cover and climate conditions. It also qualifies the utility of common and new pluvial flood risk assessments and offers research directions for future pluvial flood assessments.
ContributorsSauer, Jason R (Author) / Grimm, Nancy B (Thesis advisor) / Chester, Mikhail V (Committee member) / Cook, Elizabeth M (Committee member) / Childers, Daniel L (Committee member) / Eakin, Hallie (Committee member) / Arizona State University (Publisher)
Created2022