Students as Change Agents for Community–University Sustainability Transition Partnerships
Abstract
:1. Introduction
2. Conceptual Background
2.1. Community Resilience and Agency
2.2. Student Learning and Action for Sustainability
2.3. HEIs as Regional Sustainability Change Agents and Power Imbalances
3. Methodology
3.1. Context and Positionality
3.2. Methods
3.3. Data Analysis
4. Results
4.1. Year 1
As the state continues to have less and less money because of the downturn of our mineral resources, the cities and the counties are going to get less and less money. This really inhibits a city’s ability to be able to invest in itself and to make investments that are going to pay off in the future… [these communities] want to have a say and independence over their energy future and community resilience.
Before we go making resolutions, do we even know what Laramie’s current emissions are? We don’t have any baseline. We’ve never done a greenhouse gas emissions inventory in the City of Laramie.
- Identify a rigorous calculator for municipal greenhouse gas emissions inventories.
- Work with the City of Laramie mentor to identify data sources and thoughtfully connect with City employees and officials for data collection.
- Collect all inventory data and enter it into the calculator to produce the inventory.
- Share results through a presentation and report with City and community stakeholders.
- Develop a data collection, entry, and presentation protocol for future emissions inventories.
I expressed to [instructor] that I really wanted to continue doing the work, because we didn’t have enough time to fulfill the project as we had envisioned it. …. I was just very happy with the opportunity to be able to do more than we had been able to complete throughout the semester.
Being able to interact with the City really directly through her internship—she helped to move this forward. The City Council was open to hearing from students, because they want students to engage in the community; they’re a part of the community.
I think people like working with students. Sometimes things that are politically tricky, like climate action and carbon neutrality and emissions reduction, particularly in a state like Wyoming, and having students lead the way on that, I think reduces the potential tension…Our first intern, she was giving her presentation to City Council about the inventory…They asked her some really challenging questions, but she was so engaged in the project and really knew her stuff that she was able to politely and thoughtfully address all of those questions in a way that disarmed everyone. It’s not that there were no challenges. I think having students in this role lowers the pressure level for everyone, and also gets some work done.
Primarily with the University, it’s been this partnership with Alliance for Renewable Energy, the City, and the Haub School sustainability course. That has been really big, and it’s been done kind of “scrappy”… A lot of cities will pay thousands of dollars for consultants to come in and do the emissions inventories. However, we’ve done it super grassroots and super scrappy. The first inventory that was completed was the municipal inventory. That was completed through a free EPA calculator online with the students primarily doing the work.
4.2. Year 2
We serve as an advisory committee to the City. So, if there are environmental concerns for maybe certain legislation or projects coming up, they will be referred to us for recommendations and suggestions…When the carbon emissions and carbon neutrality came to the City, it was referred to us to try to come up with some recommendations.
We weren’t expecting for the resolution to go carbon neutral by 2050 to pass unanimously. We were expecting maybe three or four no votes, but it did pass unanimously…Alliance for Renewable Energy has packed the room with people. There’s people downstairs in the basement, in an overflow room, watching it. I think empowering citizens with information and also giving them an opportunity to engage really can do a lot in terms of changing the hearts and minds of elected officials.
There was a good number of students. I remember them saying at one point, “we have a lot of young people in the crowd”. They don’t usually. I think the involvement around the climate action processes involving the younger people more than they had previously seen before—I think they were pretty pleased about it. People went up to talk, and I think it was really good.
- Participate in the ICLEI MT2030 greenhouse gas emissions inventory cohort weekly webinar series.
- Based on ICLEI guidance, gather and input data from all community sectors into ClearPath, a cloud-based emissions calculator.
- Based on data gleaned from the inventory process, share results and make recommendations to ARE and other relevant stakeholders (i.e., presentations to Environmental Advisory Committee; Laramie City Council) for next steps in emissions reductions, carbon neutrality advocacy, and climate action planning.
Here’s where you’re at, and you want to get to zero. How are you going to make that happen?… That was really fun, and I learned a lot more in a whole different way…We had a peer mentor who was part of a whole different group. We basically learned so much from this other entity...The autonomy was rewarding to see the product of your labors at the end of it. Not just, “I sat in class and I took a test”.
That actually led to Laramie signing up to be a member of ICLEI, where we can continue to use their emission tracking software as well as help with climate action planning and have their review and expertise. So, the City actually “bought in” after that community baseline inventory.
- Investigate other similar communities that have made emissions reductions in municipal operations, including challenges and best practices.
- Complete stakeholder interviews to understand local emissions inventory history and barriers and opportunities for municipal emissions reduction.
- Develop specific, targeted activities in line with Environmental Advisory Committee recommendations and aimed at both the most pressing emissions sources and low-hanging, easy-to-implement opportunities.
- Synthesize findings to develop a phased municipal emissions reduction plan based on short-, mid-, and long-term actions to meet recommended emissions reductions goals and benchmarks. Consider factors including cost, political viability, and ease of implementation.
- Share results and make recommendations to the Environmental Advisory Committee and/or Laramie City Council.
We were going to actually create an implementation timeline for the project, basically using certain action items: this is when it could be completed by, this is the social impact that it will have, the environmental impact, as well as an economic analysis, the cost and benefits, etc. Due to COVID, those things and plans changed, because we weren’t able to meet with City officials, which was kind of a crucial part of determining some of those impacts as well as implementation strategies…We created a matrix that listed different action items based on emission sector for the City of Laramie. Based on the GHG (“GHG” refers to greenhouse gas, and we only use the acronym in this paper when it appears in a direct quote; otherwise, we spell out the full term.) inventory that students from the previous year did, we could kind of identify “sectors”, as they call it, that needed improvement or areas that we could look into. We basically identified those sectors and created action items based on each sector and identified: here’s the potential timeframe that we have. Is it going to be a long-term project? Is it short-term? Is it mid-range? What kind of collaboration would have to happen? What staff would need to be included? What is the potential impact of that as far as emissions reduction goes? Is it a low-impact action item? Something that can be achieved easily? Is it something that could really dramatically reduce our emissions in certain sectors?
We have modified our purchasing policy now at Public Works. So, we look at emissions as one of our criteria for purchasing any equipment, or even heavy equipment, which is brand new. That just started this year at the City of Laramie...We’re looking at things very different.
We’ve started to establish this pattern, and I hope and think we’ll continue to do that to support the City and its work over the next academic year.
4.3. Year 3
The City is further ahead of the University at this point in terms of emissions and climate action. They have a commitment. They have goals. They’re moving forward on a plan. I think that, in concert with students who have been leading the way on this already, now is a really good time to explore what the University could do. Can the City put pressure on the University? “Hey, we’re moving forward. Don’t you want to move forward with us?” I think that this is a really opportune time, with new leadership at UW and the City making such excellent strides, to reinvigorate and re-explore a climate action commitment and plan at UW. (“UW” refers to the University of Wyoming, and we only use the acronym in this paper when it appears in a direct quote; otherwise, we use the full name “University of Wyoming” or “University”.) Is there a joint community-university approach to this? Could we be involved in the City’s efforts? Could we look at efficiency and energy reduction and waste together, since we’re all part of the same community?... Perhaps new leadership will see this as an investment in our future.
[With University leadership], frame it as “look at what the City is doing right now”, and use the City as a model. I think the City is actually hungry to have a partnership with the University. We’ve talked about it in multiple EAC meetings…It would be great if the University took a step forward and said, “let’s work on this together”. I think the City would welcome that and make a great partnership.
- Create a joint community–university cost-benefit analysis for shared emissions reduction actions.
- Obtain leadership buy-in and identify a university “champion” for climate action.
- Create a paid sustainability coordinator position at the University of Wyoming.
- Create and support opportunities for outreach and education through additional student projects.
- Identify any existing federal- and state-level incentives applicable for rooftop solar and/or energy efficiency at the local level.
- Explore incentive structures in other comparable communities.
- Gather input from relevant stakeholders to identify opportunities, challenges, and barriers related to incentivizing rooftop PV.
- Synthesize findings from the above activities to create a clear, concise recommendation for the City of Laramie to consider through concrete products.
- Investigate joint community–university climate action planning efforts in other comparable locations.
- Communicate with University and City/community stakeholders to assess opportunities for collaboration on commitments, planning, and specific emissions reduction strategies.
- Develop a clear, concise message and “ask” for University of Wyoming leadership to reinvigorate a climate action plan, ideally in collaboration with the City. The ask will likely involve an elevator pitch/presentation and visually engaging information sheet. Students should consider messenger(s) for the “ask” and how to cultivate community support.
- Depending on the results of the ask, begin to outline a joint community–university climate commitment.
4.4. Year 4+
If they want to reach net zero by 2050, they’re going to have to work together. I think there is space for collaboration there, especially with students who are so heavily involved in the sustainability aspects. I think students want to get involved in town. I think there probably is a little bit of pushback from the residents who live here full-time. They see us as short-term residents and stuff like that. I do think there is potential for that. I think they have a pretty okay relationship. I don’t think it’s filled with animosity, but I think it probably could be better.
A lot of stuff can come bottom up as well, but in order for us to stick to a plan and commit to something, I think it has to come from upper administration for sure…The only way to pressure that is by having massive support from the student populations.
I think if it came from students or from a student organization, that would carry more weight. The administration tends to listen to the students, if you’re organized and have a group and communicate that it is a priority that you would like to see work done…Let the administrators know that’s a priority that students want to see addressed.
We would love to work with them [the University]. I think the ultimate end goal is to have a community plan and combine everybody, but at least for right now, the City is waiting for the University to be willing to partner…Hopefully we can provide the template to where others can join us in the future…If the University decided they were going to reenact their climate plan, they’d certainly find a willing partner in the City. We would be a hundred percent right there ready to work with them.
I actually think that students have been a big part of Laramie’s passage of the carbon neutral resolution. I think students were actually the most instrumental driving force. I think for one, students’ ability to talk about their concerns, about the fact that they are the ones inheriting Wyoming’s energy future. They are the ones inheriting climate change and the impacts that will come from that. They are really powerful and strong... [The projects provide] the opportunity to intern and do hands-on work that’s going to be used immediately and continue to be used and updated. I think for students, the opportunity to do actual community work that makes a difference, instead of working in some “ivory tower” not attached to the work is important. Here, they can see the payoff.
My experience was that students seem to be the catalyst…for actually something happening…It seems as though students are doing a lot of the research and the computations and trying to implement some of our recommendations. That also came from resources from students…The University creates this opportunity to have that work done at reduced or oftentimes free cost to the City… Try to remove that “ivory tower” type mentality where we’re separate…. I think we need the students’ energy and enthusiasm and optimism. The longer you are in City government and administration, the less of that stuff you have.
I think the collaboration between the City and the University’s Haub School is excellent. It’s brought some really amazing young folks into our awareness that we didn’t know were there that have done some amazing things. I think that the collaboration is good—the ARE folks and the EAC, and we’re getting so much support from the community. There hasn’t been a lot of pushback. My goal is to just not lose the momentum, because right now, we’re getting things done. We’re getting things done at a pace that’s more rapid than I thought it would be, especially at the government level.
A lot of students are passionate about the work that they’re doing, especially the sustainability work. There is that passion, but there is also that background of, “I have skills to do this and I can help you do this”. Maybe students won’t be involved a hundred percent or throughout the whole emissions reduction planning for the City of Laramie, but I think they can be a very critical part for it. The University of Wyoming is a community within the greater Laramie community. I only see that as a great opportunity for both the University and the City. I’ve also seen so many more students being more actively involved within the City, whether that is through projects in the Campus Sustainability class or not. There is this bigger push of, “all right, we’re working within the University but also the City of Laramie, and in this case, our community”.
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
- Please introduce yourself and describe your role within [insert university/city/community organization].
- Why are you interested in sustainability and climate action/emission reduction, broadly?
- Tell me about your past and current involvement with sustainability efforts at [university/city/community organization].
- In particular, please tell me about the climate action/emissions reductions plans you have helped to implement or maintain at [university/city/community organization]. Possible prompts:
- When and how were these plans created?
- How do the city and the university work with each other on climate action/emissions reduction, or not?
- What challenges have you faced in the climate action planning/emissions reduction process, and how have you handled them?
- Please describe the role of students in the climate action planning/emissions reduction process.
- What are your needs, concerns, and/or hopes for climate action planning/emissions reduction and sustainability at [insert university/city/community organization]? Possible prompt:
- What potential do you see for the University of Wyoming to reinvigorate a climate action commitment and plan, given the City of Laramie’s recent emissions reduction achievements, either its own or jointly with the community?
- Anything else you’d like to add?
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Participants | Community Partner/Mentor | University Partner (Academic) | University Partner/Mentor (Professional) | Student |
---|---|---|---|---|
1 | Year 1, 2, 3 (City) | |||
2 | Year 1, 2, 3 (ARE) *** | |||
3 | Year 1, 2, 3 (Instructor) | |||
4 | Year 1 | |||
5 | Year 2 * | Year 3 * | ||
6 | Year 2 | |||
7 | Year 2 | |||
8 | Year 2, 3 ** | |||
9 | Year 2, 3 ** | |||
10 | Year 2 * | Year 3 *; ** |
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Budowle, R.; Krszjzaniek, E.; Taylor, C. Students as Change Agents for Community–University Sustainability Transition Partnerships. Sustainability 2021, 13, 6036. https://doi.org/10.3390/su13116036
Budowle R, Krszjzaniek E, Taylor C. Students as Change Agents for Community–University Sustainability Transition Partnerships. Sustainability. 2021; 13(11):6036. https://doi.org/10.3390/su13116036
Chicago/Turabian StyleBudowle, Rachael, Eric Krszjzaniek, and Chelsea Taylor. 2021. "Students as Change Agents for Community–University Sustainability Transition Partnerships" Sustainability 13, no. 11: 6036. https://doi.org/10.3390/su13116036
APA StyleBudowle, R., Krszjzaniek, E., & Taylor, C. (2021). Students as Change Agents for Community–University Sustainability Transition Partnerships. Sustainability, 13(11), 6036. https://doi.org/10.3390/su13116036