Arizona State University continues to make progress in sustainability ratings. ASU was recognized as No. 5 overall by the Sierra Magazine Cool Schools report and a top performer in the 2018 Sustainable Campus Index, achieving a No. 7 overall rating.
“As a leader in higher education that is shaping the next leaders of business, government and society, it is critical that ASU provide a campus environment and education rooted in sustainability,” said Mick Dalrymple, ASU University Sustainability Practices director. “It is nice for Sierra Magazine’s Cool Schools and AASHE to recognize the broad efforts across the university to do just that.”
The presentation is titled “Casting Biodiversity Conservation as a Budget Allocation Problem,” and will take place in the seminar room at the Zoology department.
We can predict the trajectory of a rocket to Mars with great precision, but have difficulty predicting the precise trajectory of our car ride to the airport. What is the difference? The unpredictability of human behavior. Where will other drivers be on your way to the airport? What routes will they choose to get to the airport? Will there be heavy traffic on the way?
If we want to reach a sustainable future for the human experience on Earth, we must adjust the course of human society. Due to the complexity of social organization and human action, we cannot rely only on environmental milestones like greenhouse gas reduction in the same way scientists planning a mission to Mars do.
In a new article published by the Proceedings of the National Academy of Sciences of the USA, ASU Professors J. Marty Anderies and Marco Janssen collaborated with Jean-Denis Mathias to present a new approach that combines the strengths of the science of control systems with insights about human behavior.
Human activities have a measurable impact on the global environment, including ocean acidification, biodiversity loss, and a warming climate. Continuing current trends could lead to an unlivable planet, or at least one on which the human experience is far less fulfilling than it could be. Environmental scientists have defined “planetary boundaries” for a number of environmental indicators, like atmospheric CO2 levels, freshwater use, and ocean water pH levels, that should not be crossed if we want to sustain a high level of human fulfillment on Earth. However, we need to take into account the ways people perceive the environment, and how they use those perceptions in designing and implementing policy.
Anderies et al. focuses on the role of knowledge in environmental policymaking and uses an illustrative example to explain how more knowledge does not always increase our chances of sustaining the human experience. The proposed approach could be applied to various environmental problems and explore possible solutions to meet both environmental and social constraints. The interactions between knowledge, the way we use it in policymaking, and outcomes for society are very subtle and deserve more research attention.
The Arizona State University Zero Waste department collected 58,000 pounds of reusable items in the spring 2018 Ditch the Dumpster event, more than any previous years.
Ditch the Dumpster is a campus program to collect and redistribute or divert student's items when they move out of the dorms. Collected items are donated to organizations including Big Brothers Big Sisters, Goodwill, St. Mary's Food Bank, The Center for Habilitation, and United Food Bank.
This year, Zero Waste collected 58,820 pounds of reusable clothing, electronics, furniture, and other household items. On top of these donations, 97,480 pounds of materials were recycled. The Ditch the Dumpster program also donated more than $5,400 in scholarships for local students.
From left: Colton Ching, Russell Lau, Amanda Ellis, Bill Ritter and Pono ShimAmanda Ellis, the Executive Director of Hawaii and Asia Pacific, Julie Ann Wrigley Global Institute of Sustainability, hosted the inaugural Hawaii Sustainability Speaker Series lecture at the East-West Center on May 24. The lecture was delivered by Bill Ritter Jr., the former governor of Colorado and the current director of the Center for the New Energy Economy at Colorado State University.
Among the attendees were Hawaiian Electric Companies Senior Vice President Colton Ching and Oahu Economic Development Board President and CEO Pono Shim. Russell Lau also came to represent his wife, Hawaiian Electric Industries President and CEO Connie Lau.
Two staff members at Arizona State University’s Julie Ann Wrigley Global Institute of Sustainability are editors of a new book, “Urban Planet: Knowledge Towards Sustainable Cities,” released by Cambridge University Press.
Corrie Griffith, Program Manager for the Global Consortium for Sustainability Outcomes, and Mark Watkins, Program Manager for the Central Arizona-Phoenix Long-Term Ecological Research Project, were on a team of 10 editors who crafted the book. The authors argue that global urbanization challenges can be alleviated by weaving inclusiveness and sustainability into the fabric of society.
“Urban Planet” brings together the expertise of more than 100 scholars across many different fields to develop interdisciplinary approaches to global urbanization issues.
The ASU and Conservation International partnership continues to advance one of its three main goals, which is to train the next generation of conservation leaders. A recent article by CI’s Editorial Director Bruno Vander Velde titled “To tackle environmental challenges, start with students” offers great insight into the advancement of this strategic goal, which is at the heart of ASU’s innovative model for The New American University.
Affordable housing is critical to equitable and inclusive cities. That's according to Habitat for Humanity CEO Jonathan Reckford, who gave a Wrigley Lecture Series talk in January 2018. He makes his case in this Thought Leader essay.
The world can no longer postulate a scenario that maintains global temperature rise at or below 4 degrees C, without significant removal of existing CO2 from the air. Based on the amount of CO2 already in the atmosphere (over 406 ppm) and the steady increase in CO2 emissions to the atmosphere, even the best possible efforts at reduction will fail to achieve a halt to warming at or below 4 degrees C.
The climate change crisis is so far advanced that even drastically cutting greenhouse gas emissions won’t prevent a convulsive future by itself — the amount of greenhouse gases already in the atmosphere ensures dire trouble ahead. A forward-looking calculation might postulate a need to return to 350 ppm and acknowledge that by 2040 we will be at 450 ppm.
The research team is looking for responses from undergraduate and graduate students. This project is aimed at examining the role of social media and online news outlets on college students’ exposure to nature conservation related issues.
According to Kelly Swette, CEO of Sweet Earth Enlightened Foods, "The future of food is plant-based and the disruption has begun."
In a November 2017 interview with Nil Zacharias on his One Green Planet podcast #EatForThePlanet, Swette discusses her decision to sell Sweet Earth to food giant Nestlé. She also talks about her goal to make convenient, sustainable and healthy foods the new norm, and how best to market such foods.
What lessons can the U.S. Army impart on a sustainability movement in need of momentum? More than a few, according to this Thought Leader Series essay – titled "Seeing the mission through: growing an army for sustainability" – by author and Sustainability Hall-of-Famer Alan AtKisson.
What does social equity look like in a resilient city? In this episode, graduate students and postdocs reflect on the relationship between 'green' projects and processes of displacement and gentrification. In particular, we talk about our own roles in addressing environmental justice, as we embark in research on urban resilience to extreme weather events.
If you have questions or suggestions for future episodes, e-mail us at futurecitiespodcast@gmail.com or find us on Twitter @FutureCitiesPod.
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.
"This year, we are introducing a new category of be Waste Wise Pioneers, which includes universities & media. We analyzed 900 social media accounts to find this year's Pioneers, an increase from 750 in 2016. We believe change and leadership can arise from every part of the society. Communication is a key aspect in fostering and facilitating such change and leadership."
Available to faculty, staff and students, the community garden at ASU’s Polytechnic campus helps the community understand food systems and water conservation in the desert. That's part of the reason why it is regularly used for capstone projects and outdoor class lessons.
According to Susan Norton, program manager of sustainability practices, “[The garden] opens the minds of students to what it means to eat local, what it tastes like, and why it is important.”
Much of what the garden grows is donated to food banks – about 370 pounds so far. Those who lease space through Norton’s program maintain it, and the waiting list is growing. That's why Norton wants to expand the garden, moving it to a more central and accessible location.
Hartwell, an ASU School of Sustainability professor and the director of the Pathfinder Center at ASU's Biodesign Institute, was honored for his commitment as president and director of the Fred Hutchinson Cancer Research Center from 1997 to 2010.
“Research!America is honored to recognize Dr. Hartwell for his exemplary leadership as a researcher, educator and lifelong advocate for scientific discovery," said Research!America President and CEO Mary Woolley. "Dr. Hartwell is deeply committed to educating the next generation of critical thinkers in health, education, technology and sustainability. We salute his achievements."
For her research with human microbiomes, Rosa Krajmalnik-Brown – ASU environmental engineering associate professor and senior sustainability scientist – was selected to join the National Academies of Sciences, Engineering and Medicine.
Krajmalnik-Brown will serve on the National Academies’ Committee for Advancing Understanding of the Implications of Environmental-Chemical Interactions with the Human Microbiomes. Krajmalnik-Brown's expertise will help to create a research strategy to analyze how various environmental chemicals interact with the microbiomes in our gut, skin and lungs, and the effects these interactions have on human health.
Krajmalnik-Brown's study of the human microbiome has spanned nearly 10 years, with a focus on its role in obesity and autism.
In a world where climate change poses an ever-growing threat, reducing conventional energy use is paramount to protecting the atmosphere.
An assistant professor at ASU, Liping Wang explores using thermal radiation to meet the demand for sources of renewable energy and energy conservation devices. With this aim, Wang is developing nanowire-based metamaterials, which are more flexible and tunable – and therefore yield the best results.
Wang says these technologies can help to produce high-efficiency renewable energy sources and to recycle waste heat. By re-using this previously-wasted heat, the demand for conventional energy sources declines and – in turn – so do greenhouse gas emissions and the acceleration of climate change.
Arizona State University continues to make progress in sustainability ratings. ASU was recognized as No. 5 overall by the Sierra Magazine Cool Schools report and a top performer in the 2018 Sustainable Campus Index, achieving a No. 7 overall rating.
