Browsing by Subject "Community science"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Humans are Earth too: Hydrology, stream restoration, and the human side of Earth science
    (2023-06) Jones, Jabari
    Human beings (Homo sapiens) influence the Earth in profound and multifaceted ways. Humans directly alter geologic processes, including sediment transport, altered hydrologic pathways, and more. Humans also benefit and suffer from geologic processes – access to water, greenspace, and hazards. And human processes, including discrimination and power dynamics affect where and how science is done. My dissertation addresses each of these dimensions of human/Earth interaction. I begin with a human → Earth interaction by analyzing the influence of climate change and land-use change on streamflow in Minnesota and Wisconsin. We find that precipitation change has been consistent across the region, but streamflow response has been variable. Watersheds in (geologically) recently glaciated central and western Minnesota had greater streamflow increases than watersheds in eastern Minnesota and the western Wisconsin Driftless Area. This streamflow response also maps onto land-use change, as watersheds with glacial till have more agriculture drainage. Information-theory metrics reveal inconsistent patterns in the relationship between precipitation and streamflow, underscoring the hydrologic complexity of the upper Midwest. I then explore an interrelated human ↔ Earth system by developing a new stream restoration database for the state of Minnesota and exploring the environmental justice implications of restoration siting. We find that restoration projects are systematically located in whiter and more affluent locations compared to the overall population of the state. Restoration projects are also responsive to environmental degradation, as restored streams are more likely to be impaired than average streams in the state. Finally, I explore human aspects of the geosciences through three chapters: I present reflections and recommendations from my time balancing life as a geoscientist and a black resident of South Minneapolis following the murder of George Floyd in summer 2020, with a focus on how greater institutional risk is needed to truly advance visions of diversity equity and justice. I describe the pedagogical underpinnings of field learning via a literature review in geoscience, environmental science, and ecology. We find that active learning, co-creation of knowledge, rapid feedback, and place-based learning are key reasons that students learn during field trips. Finally, I offer reflections from a community science event hosted between local organizations and the Department of Earth & Environmental Sciences. Attendees considered the event a success and there were many positive and negative lessons to implement in future attempts to bridge the divide between university and non-university partners. These diverse projects illustrate a multitude of ways that humans influence and interact with the Earth, and underscore the need to consider human processes as a key element of the Earth system.
  • Thumbnail Image
    Item
    Longitudinal Survey Results from a Pilot Community Climate Communicators Program
    (2023-05-05) Clark, Suzanna; Roop, Heidi; Gonzales, Katerina; Mohr, Caryn; Dybsetter, Anne; Kingery, Linda; hroop@umn.edu; Roop, Heidi A; University of Minnesota Climate Adaptation Partnership
    More frequent, effective climate conversations initiated by a diversity of trusted voices can help to increase climate concern and desire for action at the community level. However, in the United States, there is a disconnect between the level of concern individuals have about climate change and the extent to which individuals talk about the issue. To help bridge this gap, the University of Minnesota Climate Adaptation Partnership developed a training program aimed at inspiring and equipping local community members across Greater Minnesota with the skills and confidence to have effective conversations about climate change in their communities. This paper summarizes the programmatic activities we used to support our goals, and some reflections on the program's results. This pilot program provides a framework for future efforts that can be facilitated by Extension programs, community-based organizations, universities, and others to inspire and accelerate similar community-centered climate conversations. The data included herein are from a survey distributed to program participants at the beginning and end of the program. The survey includes questions related to participants' perceptions of climate change, confidence in communicating about climate change, and satisfaction with the program. Data are both qualitative (short answer and multiple choice), and quantitative.