Filtering by
- All Subjects: urban planning
- All Subjects: Sustainability Education
- Creators: School of Geographical Sciences and Urban Planning
- Status: Published
Due to the importance of millennials to cities around the globe, this study uses 2010 ZIP code area data and the Phoenix metropolitan area as a case study to test the relationships between thirteen parameters of livability and the presence of millennials after controlling for other correlates of millennial preference.
The results of a multiple regression model indicated a positive linear association between livability parameters within smart cities and the presence of millennials. Therefore, the selected parameters of livability within smart cities are significant measures in influencing location decisions made by millennials. Urban planners can consequently increase the likelihood in which millennials will choose to live in a given area by improving livability across the parameters exemplified in this study. This mutually beneficial relationship provides added support to the notion that planners should develop solutions to improve livability within smart cities.
The EcoCode resembles a typical form-based code in structure, but at a smaller geographic scale. General Provisions describes the context of the surrounding area that must be assessed before choosing to create an EcoBlock. Development and Adoption strategy explains the evolving role of the EBO and how the realization of this design is currently envisioned. Regulating Block, Block Development Standards, Building Envelope Standards, and Building Development Standards describe the detail that will need to be developed for the physical aspects of each block. Streetscape Standards describe the vision of the EBO as applicable to the streets surrounding an EcoBlock. Finally, the Sustainability Standards contain the contribution of each board member of the EBO with their unique expertise on implementing the design principles.
As a supplement to The EcoCode itself, this document contains three topics for case studies looking into the feasibility of the EcoBlock as a whole: shared space, net-zero energy, and mixed-income housing. Shared space development and management uses Montgomery Park in Boston to show the potential of community-based organization while warning against gentrification. The West Village campus of the University of California in Davis shows the technical possibility and the financial challenges of a net-zero community. Brogården, an affordable housing community in Sweden, demonstrates the possibility for decreasing energy consumption in public housing. Finally, Via Verde in New York City is an example of combining health, green space, and affordability in a mixed-income housing development. Though there is not yet an example of a fully implemented EcoBlock, these case studies speak to the challenges and the facilitators that the EBO will likely face.
The Phoenix area, is known for suburban sprawl which did not happen in isolation but was the result of many external factors. It was not just large environmental and cultural factors that changed over time, but the actual physical characteristics of sprawl that have changed from community to community over the decades. Characteristics like physical size of houses and lot size, along with changes in the residential and commercial design and building style have changed from around the 1950s to present day, with homes being larger and covering more of each parcel. These characteristics were analyzed in 21 communities in the Phoenix area that were built from 1950 to 2019 to find how these characteristics have changed over time. While the issue of sprawl will never fully go away, by learning what the characteristics are that make up the definition of sprawl, stakeholders like cities, planners, and developers will have better knowledge for planning for tomorrow.
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.