Gerber and Possingham discuss a statistical analysis published earlier this year by Waldron et al, explaining how this model “demonstrates a statistically significant, positive correlation between how much a country invests in the protection of threatened species and its success in limiting biodiversity declines.”
By 2040, worldwide energy consumption is projected to increase 28% from 2015. Also, fossil fuels will still account for 77% of energy use, according to the International Energy Outlook Report 2017. Now is the time to foster innovation in the renewable energy supply chain to satisfy this ever-increasing demand.
Biomass is one renewable energy source that is both abundant and cost-effective, which can significantly help meet our energy demands. Biomass can be any organic material obtained from agricultural resources, agricultural residues, forest resources, waste – including municipal solid waste, industrial wastes and other wastes – as well as algae. Biomass used as sustainable fuels and energy products has been proposed to combat climate change, and it can help reduce our dependence on fossil fuels.
Research led by scientists Reed Cartwright and Xuan Wang at Arizona State University aims to break through the innovation bottleneck for the renewable bioproduction of fuels and chemicals.
“My lab has been very interested in converting biomass such as agricultural wastes and even carbon dioxide into useful and renewable bio-based products,” said Wang, an assistant professor in the School of Life Sciences.
While interning at paper giant Kimberly Clark, undergraduate School of Sustainability student Junkee Justin Ahn noticed that the company had a nitrile glove recycling program. He recognized the need for a similar program at ASU, where countless gloves are used in labs across its campuses each week, and began collecting information.
By bringing the program – called RightCycle – to ASU, Ahn is helping gloves from the Tempe and Polytechnic campuses reach recycling centers where they are turned into plastic materials. He presented his work at the nation’s biggest higher-education sustainability conference, held by the the Association for the Advancement of Sustainability in Higher Education in San Antonio, in October 2017.
The half-day virtual workshop was streamed via Twitter, Facebook Live and YouTube Live, amassing thousands of viewers from 27 U.S. states and 44 countries. #GeoElive featured panels, interviews and podcasts, including one with ASU’s Dr. Klaus Lackner covering carbon dioxide removal (CDR) technology.
With representatives from Yale, Monterrey Tech, Environmental Resources Management and Solvay, Gerber participated in a panel cultivating talent and leadership between academic and industry sectors. There was tremendous enthusiasm among the approximately 50 participants, who have aspirations for collaborative online learning platforms.
A post-event website was created by WBCSD including videos and program updates.
On October 15, 2017, ASU Center for Biodiversity Outcomes Founding Director Leah Gerber represented the university as a panelist in a World Business Council on Sustainable Development hosted discussion titled “Talent and Leadership for a Sustainable World” in Mexico City.
Discussions aimed at fine-tuning and communicating a roadmap for companies seeking to implement sustainability at scale and emphasized the importance of talent and leadership development. More specifically, the session focused on three core areas: careers/recruitment, curriculum development and business school sustainability ranking.
The S&CC grant seeks to harness smart technologies for the enhancement of communities – in terms of economic opportunity and growth, safety and security, health and wellness, and overall quality of life. After observing how these technologies contribute to disaster relief – the social media fundraisers and re-build events after Hurricanes Harvey, Irma and María, for example – UREx recognized an opportunity.
An interdisciplinary team of field ecologists and ecohydrology modelers led by Kristen Whitney studied the importance of biological soil crusts to soil water balance in drylands in their new paper published in Ecohydrology.
Scientists from ASU and USGS combined long-term field experiments and simulation modeling to show that biocrusts play a very important role in water cycling in arid ecosystems. Biocrusts can cover up to 70% of the soil surface in drylands. However, their competing effects on soil hydrologic conditions are rarely accounted for in models. This very interesting work shows how biocrusts of different levels of development exert significant and strong effects on most water cycle pathways. Highly developed biocrusts act as a stronger buffer to subsoil water losses via evapotranspiration.
This work not only contributes to the understanding of the water cycle in drylands but also shows the importance of interdisciplinary research through the use of complementary tools.
The week of October 13-18, 2017, the ASU Center for Biodiversity Outcomes facilitated IUCN Red List of Threatened Species training certification for 10 people from across the United States as part of its commitment to our advancing knowledge partnership.
The Red List is the world’s standard for quantifying species extinction risk and is used around the world to inform policy, planning and conservation action. Beth Polidoro, the center’s Deputy Director, has been spearheading the university’s partnership with IUCN Red List.
Ecuador is one of the world’s most diverse ecological systems, supporting an abundance of biological diversity. At present, approximately 36% of the mainland of the country is designated as Key Biodiversity Areas.
On October 17, ASU Center for Biodiversity Outcomes Project Manager Amy Scoville-Weaver volunteered in a unique educational event, “The Spirit of Science” at in Jacobsen Elementary in Chandler.
Over 150 children participated, having “face to face” encounters with the most influential scientific minds throughout history, from Ada Lovelace to Hypatia of Alexandria. Scientists from across the Valley acted the part, leading discussions with the children about the history of science and the value diversity and inclusion play in advancing scientific thought and discovery.
A Kealakehe Intermediate pilot class works on the Breakout EDU - STEAM Challenge stations.
Kamehameha Schools is working collaboratively with Arizona State University, striving to improve education systems for Native Hawaiian learners by cultivating vital community partnerships in Hawai‘i and beyond. In April of 2016, an educational partnership was formed between Kamehameha Schools and Arizona State University to develop a series of virtual huakaʻi, beginning with Kahaluʻu Ma Kai in West Hawaiʻi.
"We think Arizona State University has a lot to offer in terms of sustainability education and technology," said Gary Dirks, director of ASU's Julie Ann Wrigley Global Institute of Sustainability. "But what we are really excited about is the opportunity to learn from and with our partners at Kamehameha Schools and the Hawaiian people. This project really built upon the cultural knowledge shared with us by our partners, and our own understanding has grown hand-in-hand with the young students who participated in this experience."
Kara Dumaguin, left, Nā Kahumoku program kumu (Kealakehe Intermediate), showcases Breakout EDU skills with her participating haumāna and teaching assistant.
Learners are taken on a journey to this wahi pana (sacred place) and learn about Hāpaialiʻi, Keʻekū and Kapuanoni heiau. In addition, haumāna learn about the different educational components of Kahaluʻu Ma Kai, such as the ability to gauge the seasons using the heiau, architecture, history, and the geometry of the structures themselves. The latest version of the virtual huakaʻi is available on the project’s website.
“It is a powerful experience to co-develop these immersive virtual field trips with Kamehameha Schools,” said Ariel Anbar, director of ASU’s Center for Education Through eXploration. “In this project we used adaptive technology paired with local subject matter expertise, to engage the students’ curiosity, encourage their exploration, and lead them to active discovery.”
Students with Ke Kula ‘o ʻEhunuikaimalino 8th grade science class joins ASU Preparatory Academy Phoenix’s Aloha Club during the synchronous session.
What began as a project to build a virtual huakaʻi has evolved into much more. During the piloting phase with West Hawaiʻi Department of Education (DOE) schools, the virtual huakaʻi was implemented as part of a blended experience. Three DOE middle schools – Nā Kahumoku program (in partnership with Kealakehe Intermediate), Ke Kula ʻo ʻEhunuikaimalino, and Konawaena Middle School – participated in the pilot, which began with a semi-guided in-class virtual exploration of Kahaluʻu Ma Kai.
The experience then culminated with a physical huakaʻi to Kahaluʻu Ma Kai, where the haumāna furthered their learning and built pilina with the ʻāina. A customized Breakout EDU activity was created to engage learners and apply their learning in a series of challenges to use the clues given to “break into” locked containers and win a prize.
The Kamehameha Schools/Arizona State University Virtual Huakaʻi Project has concluded its pilot phase with West Hawaiʻi schools. Above, ʻEhunuikaimalino 8th grade science class interacts with ASU Preparatory Academy Phoenix’s Aloha Club during the synchronous session.
Nā Kahumoku program kumu Kara Dumaguin was amazed to see how quickly haumāna in her class at Kealakehe Intermediate excelled. Their progress was especially evident during the Breakout EDU activity at the STEAM Challenge station, when groups had used geometric principles to improve the existing heiau architecture so that it can withstand environmental threats.
Students who struggled in some academic subjects like math or science, were instead highly engaged and articulate in sharing their structures.
“The ‘Aha!’ moment is reminding myself that every student learns differently and it’s important to provide opportunities for them to learn using different approaches,” Dumaguin said.
Konawaena Middle School haumāna participate in a service learning project to clear the mangrove trees.
During the pilot, Ke Kula ʻo Ehunuikaimalino – a Kaiapuni Hawaiian Language Immersion school – was connected with ASU Preparatory Academy Phoenixʻs Aloha Club through an online web conferencing tool. Ke Kula ʻo Ehunuikaimalino was able to give the Aloha Club a tour of Kahaluʻu Ma Kai via iPads.
As part of the sharing, Aloha Club elementary school haumāna performed hula, while Ke Kula ʻo Ehunuikaimalino shared their oli mahalo (gratitude chant). A question-and-answer session was held afterwards, allowing the haumāna from the two schools to connect with each other and ask questions about their respective cultures and locations.
Annalise Klein, (displayed in computer monitor) 8th grade science kumu from Ke Kula ʻo ʻEhunuikaimalino, participates in a live Q&A session.
Meleana Spencer, one of the 8th graders from Ke Kula ʻo ʻEhunuikaimalino who participated in the synchronous session, shared, “It was fun to meet a new school in Arizona. I thought that it was pretty cool to see the dance that they showed to us. They’re not from Hawaiʻi, but they still wanted to learn more about us, and actually did hula for us. I thought that was nice!”
During the final pilot with Konawaena Middle School, a service component was also incorporated onsite during the culminating huakaʻi to encourage haumāna to mālama ʻāina (care for the land). The four 8th grade science classes took turns getting hands-on with tools in order to clear a grove of mangrove trees. This would create better viewing angles for surveillance and improve security.
Annalise Klein, the science kumu, expressed her gratitude at the opportunity to participate in the pilot, even participating in a live webinar session during the 2017 KS Ed Tech Conference in June.
“The virtual huakaʻi just created this really simple and deep way for my students to connect the science concepts that they’ve been learning in the classroom with their home and with their place,” Klein said. “It not only gave them an opportunity to look back at how we used STEAM in the past, but also new ways that they can use STEAM in the future. So I appreciated them having the access to do that, to work at their own pace, and to explore specific things that are interesting to them. I think it’s empowered them as learners and as people who can contribute to their home in the future.”
Not only did the kumu enjoy the experience, the haumāna who participated in the pilots also expressed their genuine appreciation for the experience.
Kahina Hewitt, 8th grader at Ke Kula ʻo ʻEhunuikaimalino, described the virtual huakaʻi experience as, “More hands on for the students who may not be as strong in academics. (Students) who are strong in more hands-on projects to do with our own culture, (and can) share their ideas instead of just taking tests… It didn’t really feel like a school assignment, it felt more fun and like a game, but educational at the same time.”
“For the community, learning where we come from and about a very special place (is very important),” Hewitt said. “I can share my new knowledge with my family, friends, and people around me, and educate them so that they’re mindful about what’s going on here.”
The kumu who participated in the pilot agreed that the integration of math, science, architecture, engineering and other academic principles into the special cultural site helped to give students a deeper understanding of the cultural principles and applications to their learnings in school. The ability to virtually visit Kahaluʻu Ma Kai gives haumāna the chance to access this wahi pana.
“To use something like technology in this way, students can, at their own pace, explore, re-explore, (and) ask questions,” Dumaguin said. “By having a project such as this, we’re able to provide this type of opportunity for the students that’s rich, dynamic, innovative and most importantly – for the student.”
Līhau Godden, 8th grade science teacher at Ke Kula ʻo ʻEhunuikaimalino, also emphasized the building of pilina and aloha ʻāina, saying, “To see their culture and their places and their family and their ancestral knowledge be valued in that way and shared in that way, I think is really, really important and is the beauty of this project.” Pilot kumu reflections align to the project’s intent of aligning with Nā Hopena Aʻo and other educational frameworks.
Now that piloting is complete, the project team is moving forward with data analysis and reporting. Close-out of the project, culminating in a report to include recommendations for implementation and potential scale-up of Hawaiian culture-based education, STEM, and ʻāina-based learning in a systemic and collaborative approach is anticipated for the coming months. Concurrently, start-up on the design and development for the next virtual huakaʻi has begun.
To learn more about the project, a website has been developed to share the many resources created for kumu, as well as others who would like to use the virtual huakaʻi as a learning tool. Photos, videos and presentations from various conferences are also included.
Please visit the Virtual Huakaʻi Resource Site for the latest updates and news on the project and partnership with ASU.
With an exclusive invite, School of Sustainability undergraduate Yann Raymond and his thesis partner attended the 2017 Clinton Global Initiative University in Boston, Mass. The team’s “commitment to action” – a CGI U requirement – was to address the Valley’s lack of convenient, nutritious food.
“We’re doing this by growing fresh food aeroponically, using 90% less water and space and zero chemical fertilizers or pesticides,” said Raymond. “The concept relies on harvesting the herbs and vegetables the very morning that they go to market.”
The team later pitched their idea to Changemaker Central and Venture Devils, amassing $4,000 in start-up funds.
The Association for the Advancement of Sustainability in Higher Education (AASHE) announced Katja Brundiers and Arnim Wiek, both professors in ASU's School of Sustainability, as recipients of a Campus Sustainability Research award for their outstanding achievements and progress toward sustainability.
AASHE bestows its prestigious awards on institutions and individuals that are helping to lead higher education to a sustainable future. This year, AASHE received 230 entries that resulted in 10 winners announced in three campus sustainability categories – leadership, achievement and research.
The Cease Lab at Arizona State University is looking for passionate people to join our dynamic, international, and interdisciplinary team. The primary focus of our research is to connect lab and field studies to understand mechanisms of ecological and organismal function across multiple levels. We work integratively with collaborators to study locusts in social-ecological systems and find regional solutions for the global challenge of locust plagues. These collaborators include natural scientists, social scientists, government agencies, community organizations, and farmers from North America and our field sites in Senegal, Australia, China, Argentina, and Bolivia.
We are accepting applications for 2-3 PhD students who will focus on the South American Locust, Schistocerca cancellata and/or sustainable transboundary pest management in South America.
Students will have the opportunity to:
Study an unprecedented upsurge of Schistocerca cancellata across this species’ native range in Argentina, Bolivia, and Paraguay
Network with locust and grasshopper researchers through the Global Locust Initiative
Use their Spanish-speaking skills to engage stakeholders to find on-the-ground solutions to locust outbreaks (fluency in Spanish is desired for anyone interested in field work and/or work with stakeholders, but is not required)
Collaborate in a diverse team of researchers at ASU and in South America
Unplugging unused appliances has always been a personal sustainability tip to reduce a building’s carbon footprint. But do you know how much energy is actually taken up by the coffee maker you forgot to unplug before work? Michael Herod, a School of Sustainability alumnus and founder of GOEFER, is working with current ASU students to answer that question.
In August, Michael held a workshop that tasked students with engaging stakeholders and installing his cloud-connected smart-strips to collect data on how much energy is wasted. The smart strips are provided by GOEFER and record real time energy usage of electrical outlets in about 30 Wrigley Hall offices. Once data is collected, the students working on the project will run what-if scenarios and behavior surveys to understand how we use energy and where it can be saved. The project will be finished early December.
The ASU Center for Biodiversity Outcomes continues to grow, welcoming three new team members—two postdoctoral research associates in partnership with Conservation International and an associate director in partnership with the ASU Center for Organization Research and Design.
On October 4, 2017, Conservation International Scientist Allie Goldstein visited ASU to facilitate a talk titled “Companies and Climate Change: A Role for Nature?”
During one of the talks, a small, but engaged, group of students and faculty discussed companies’ resilience to recent natural disasters and the potential for nature-based solutions to offer cost-effective ways to increase resilience. In the wake of domestic natural disasters, such as Hurricane Harvey and Hurricane Irma, these discussions are all the more relevant.
What we put on our plates affects our overall health, from our individual bodies to the planet as a whole. Christopher Wharton – director of the Food Systems Transformation Initiative (FSTI) – and other researchers from the Julie Ann Wrigley Global Institute of Sustainability are studying the long-term effects of our diets on happiness, sustainability and ethics.
One ongoing FSTI study is examining food and fulfillment, gauging the motivators and barriers of adopting and maintaining plant-based diets. Though results are not yet in, researchers expect a correlation with long-term happiness because of the knowledge that there are positive health, environmental and other sustainability benefits to adopting a strictly or primarily plant-based diet.
On October 3, 2017, the ASU Center for Biodiversity Outcomes co-sponsored a semi-annual event with the Center for Gender Equity in Science and Technology (CGEST) designed to bring together all female center directors within ASU.
This event, hosted by US law firm Quarles & Brady under Nicole Stanton’s leadership, saw 20 ASU female center directors discuss the opportunities and challenges women face in aspiring to positions of leadership. The event was attended by faculty, students, staff and lawyers. Take the Lead Executive Director Gloria Feldt led the discussion, which was moderated by CGEST Director Kimberly Scott and Center for Biodiversity Outcomes Associate Director of Social Science Abigail York.
Leah Gerber, Founding Director of the ASU Center for Biodiversity Outcomes, recently co-authored a publication with Hugh Possingham, Chief Scientist for The Nature Conservancy, in News and Views titled “The effect of conservation spending.”
In September, ASU's 
