Fostering Resilience and Adaptation to Drought in the Southern High Plains: Using Participatory Methods for More Robust Citizen Science

Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool

Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice. Conversely, local-scale approaches that integrate students into community efforts can create powerful collaborations to help facilitate social justice. We suggest a variety of large-scale databases, platforms, and portals that could be used as starting points to address a set of learning objectives about social justice. We also describe local-scale participatory science approaches with a social justice focus, developed through academic and community partnerships. Considerations for implementing participatory science with undergraduates are discussed, including cautions about the necessary time investment, cultural competence, and institutional support. These approaches are not always appropriate but can provide compelling learning experiences in the correct circumstances.

Developing Psychological Resilience to the Impact of Drought

BACKGROUND

Drought is a slow-onset natural hazard with significant socioeconomic, environmental and psychological impacts. The extant literature has predominately focused on the physical and economic dimensions of resilience, which mainly address the socioeconomic and environmental consequences of drought. However, the mental health effects of chronic environmental adversity, such as prolonged drought, remain an under-researched area, and frameworks that build and strengthen the psychological aspect of the social resilience of communities are lacking.

METHODS

This feasibility study will employ a mixed-method design sub-divided into three phases. Phase 1 will utilise social network analysis (SNA) to identify leadership patterns and their intersections across communities. While phase 2 will use semi-structured interviews to ascertain the perceived roles of identified leaders in preparing for and recovering from drought impacts, the third phase will adopt the Delphi method to unpack existing perceptions of control, coherence and connectedness.

The Virtual Citizen Science Expo Hall: A Case Study of a Design-Based Project for Sustainability Education

A design-based project grounded in learning technology theories and systematically implemented can impact environmental education in many positive ways. This paper explores the systematic application of best practices from design-based projects that were used to combine and implement a drought education program. Embracing diffusion of innovation as its framework, augmented and virtual reality applications were used to design a virtual meeting space called the Virtual Citizen Science Expo. The results and findings show that users found Mozilla Hubs engaging as it gave them new ideas on the creative and inspirational use of virtual reality technology as an interactive and collaborative learning space. The discussions demonstrate that our VCSE can be used to promote and engage learners in science related to environmental monitoring.