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Hoernke K, Shrestha A, Pokhrel B, Timberlake T, Giri S, Sapkota S, Dalglish S, Costello A, Saville N. Children in All Policies (CAP) 2030 Citizen Science for Climate Change Resilience: a cross-sectional pilot study engaging adolescents to study climate hazards, biodiversity and nutrition in rural Nepal. Wellcome Open Res 2023; 8:570. [PMID: 38434744 PMCID: PMC10904941 DOI: 10.12688/wellcomeopenres.18591.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/13/2023] [Indexed: 03/05/2024] Open
Abstract
Background Young people will suffer most from climate change yet are rarely engaged in dialogue about it. Citizen science offers a method for collecting policy-relevant data, whilst promoting awareness and capacity building. We tested the feasibility and acceptability of engaging Nepalese adolescents in climate change and health-related citizen science. Methods We purposively selected 33 adolescents from two secondary schools in one remote and one relatively accessible district of Nepal. We contextualised existing apps and developed bespoke apps to survey climate hazards, waste and water management, local biodiversity, nutrition and sociodemographic information. We analysed and presented quantitative data using a descriptive analysis. We captured perceptions and learnings via focus group discussions and analysed qualitative data using thematic analysis. We shared findings with data collectors using tables, graphs, data dashboards and maps. Results Adolescents collected 1667 biodiversity observations, identified 72 climate-change related hazards, and mapped 644 geolocations. They recorded 286 weights, 248 heights and 340 dietary recalls. Adolescents enjoyed learning how to collect the data and interpret the findings and gained an appreciation of local biodiversity which engendered 'environmental stewardship'. Data highlighted the prevalence of failing crops and landslides, revealed both under- and over-nutrition and demonstrated that children consume more junk foods than adults. Adolescents learnt about the impacts of climate change and the importance of eating a diverse diet of locally grown foods. A lack of a pre-established sampling frame, multiple records of the same observation and spurious nutrition data entries by unsupervised adolescents limited data quality and utility. Lack of internet access severely impacted feasibility, especially of apps which provide online feedback. Conclusions Citizen science was largely acceptable, educational and empowering for adolescents, although not always feasible without internet access. Future projects could improve data quality and integrate youth leadership training to enable climate-change advocacy with local leaders.
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Affiliation(s)
- Katarina Hoernke
- Children in All Policies-2030, University College London, London, WC1N 1EH, UK
- Institute for Global Health, University College London, London, WC1N 1EH, UK
| | | | - Bhawak Pokhrel
- Kathmandu Living Labs, 1474 Lamtangin Marg, Chundevi, Kathmandu, Nepal
| | - Thomas Timberlake
- School of Biological Sciences, University of Bristol, Bristol, BS8 1TQ, UK
| | - Santosh Giri
- HERD International, Sainbu Awas Cr-10 Marga, Bhaisepati, Lalitpur, Nepal, Nepal
| | - Sujan Sapkota
- HERD International, Sainbu Awas Cr-10 Marga, Bhaisepati, Lalitpur, Nepal, Nepal
| | - Sarah Dalglish
- Children in All Policies-2030, University College London, London, WC1N 1EH, UK
- Institute for Global Health, University College London, London, WC1N 1EH, UK
| | - Anthony Costello
- Children in All Policies-2030, University College London, London, WC1N 1EH, UK
- Institute for Global Health, University College London, London, WC1N 1EH, UK
| | - Naomi Saville
- Children in All Policies-2030, University College London, London, WC1N 1EH, UK
- Institute for Global Health, University College London, London, WC1N 1EH, UK
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Kay AD, Chapman EJ, Cheruiyot JD, Lowery S, Singer SR, Small G, Stone AM, Warthen R, Westbroek W. Potential for urban agriculture to support accessible and impactful undergraduate biology education. Ecol Evol 2022; 12:e8721. [PMID: 35342576 PMCID: PMC8928874 DOI: 10.1002/ece3.8721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Revised: 02/11/2022] [Accepted: 02/22/2022] [Indexed: 11/10/2022] Open
Abstract
Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community-engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology-related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty.
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Affiliation(s)
- Adam D. Kay
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Eric J. Chapman
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Jelagat D. Cheruiyot
- Ecology and Evolutionary Biology DepartmentTulane UniversityNew OrleansLouisianaUSA
| | - Sue Lowery
- Biology DepartmentUniversity of San DiegoSan DiegoCaliforniaUSA
| | | | - Gaston Small
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Anne M. Stone
- Social Impact HubRollins CollegeWinter ParkFloridaUSA
| | | | - Wendy Westbroek
- Salish Kootenai CollegePabloMontanaUSA
- Flathead Valley Community CollegeKalispellMontanaUSA
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