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1. On Intergenerational Commitment, Weak Sustainability, and Safety

   https://doi.org/10.3390/su12135381  

   Randall, Alan ( July 2020 , Sustainability)

   This article examines sustainability from a policy perspective rooted in environmental economics and environmental ethics. Endorsing the Brundtland Commission stance that each generation should have undiminished opportunity to meet its own needs, I emphasize the foundational status of the intergenerational commitment. The standard concepts of weak and strong sustainability, WS and SS, are sketched and critiqued simply and intuitively, along with the more recent concept of WS-plus. A recently proposed model of a society dependent on a renewable but vulnerable resource (Barfuss et al. 2018) is introduced as an expositional tool, as its authors intended, and used as a platform for thought experiments exploring the role of risk management tools in reducing the need for safety. Key conclusions include: (i) Safety, in this case, the elimination of risk in uncertain production systems, comes at an opportunity cost that is often non-trivial. (ii) Welfare shocks can be cushioned by savings and diversification, which are enhanced by scale. Scale increases with geographic area, diversity of production, organizational complexity, and openness to trade and human migration. (iii) Increasing scale enables enhancement of sustainable welfare via local and regional specialization, and the need for safety and its attendant opportunity costs is reduced. (iv) When generational welfare is stochastic, the intergenerational commitment should not be abandoned but may need to be adapted to uncertainty, e.g., by expecting less from hard-luck generations and correspondingly more from more fortunate ones. (v) Intergenerational commitments must be resolved in the context of intragenerational obligations to each other in the here and now, and compensation of those asked to make sacrifices for sustainability has both ethical and pragmatic virtue. (vi) Finally, the normative domains of sustainability and safety can be distinguished—sustainability always, but safety only when facing daunting threats. 

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2. Exploring Gender Differences in Students’ Sustainability Beliefs in Upper-level Engineering Courses

   Swift, M. ; Godwin, A. ; Shealy, T. ( June 2018 , ASEE Annual Conference proceedings)

   Despite increased calls for the need for more diverse engineers and significant efforts to “move the needle,” the composition of students, especially women, earning bachelor’s degrees in engineering has not significantly changed over the past three decades. Prior research by Klotz and colleagues (2014) showed that sustainability as a topic in engineering education is a potentially positive way to increase women’s interest in STEM at the transition from high school to college. Additionally, sustainability has increasingly become a more prevalent topic in engineering as the need for global solutions that address the environmental, social, and economic aspects of sustainability have become more pressing. However, few studies have examined students’ sustainability related career for upper-level engineering students. This time point is a critical one as students are transitioning from college to industry or other careers where they may be positioned to solve some of these pressing problems. In this work, we answer the question, “What differences exist between men and women’s attitudes about sustainability in upper-level engineering courses?” in order to better understand how sustainability topics may promote women’s interest in and desire to address these needs in their future careers. We used pilot data from the CLIMATE survey given to 228 junior and senior civil, environmental, and mechanical engineering students at a large East Coast research institution. This survey included questions about students’ career goals, college experiences, beliefs about engineering, and demographic information. The students surveyed included 62 third-year students, 96 fourth-year students, 29 fifth-year students, and one sixth-year student. In order to compare our results of upper-level students’ attitudes about sustainability, we asked the same questions as the previous study focused on first-year engineering students, “Which of these topics, if any, do you hope to directly address in your career?” The list of topics included energy (supply or demand), climate change, environmental degradation, water supply, terrorism and war, opportunities for future generations, food availability, disease, poverty and distribution of resources, and opportunities for women and/or minorities. As the answer to this question was binary, either “Yes,” or “No,” Pearson’s Chi-squared test with Yates’ continuity correction was performed on each topic for this question, comparing men and women’s answers. We found that women are significantly more likely to want to address water supply, food availability, and opportunities for woman and/or minorities in their careers than their male peers. Conversely, men were significantly more likely to want to address energy and terrorism and war in their careers than their female peers. Our results begin to help us understand the particular differences that men and women, even far along in their undergraduate engineering careers, may have in their desire to address certain sustainability outcomes in their careers. This work begins to let us understand certain topics and pathways that may support women in engineering as well as provides comparisons to prior work on early career undergraduate students. Our future work will include looking at particular student experiences in and out of the classroom to understand how these sustainability outcome expectations develop. 

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3. An ecosystem-based natural capital evaluation framework that combines environmental and socio-economic implications of offshore renewable energy developments

   https://doi.org/10.1088/2516-1083/ac702a  

   Trifonova, Neda ; Scott, Beth ; Griffin, Robert ; Pennock, Shona ; Jeffrey, Henry ( June 2022 , Progress in Energy)

   Abstract There is about to be an abrupt step-change in the use of coastal seas around the globe, specifically by the addition of large-scale offshore renewable energy (ORE) developments to combat climate change. Developing this sustainable energy supply will require trade-offs between both direct and indirect environmental effects, as well as spatial conflicts with marine uses like shipping, fishing, and recreation. However, the nexus between drivers, such as changes in the bio-physical environment from the introduction of structures and extraction of energy, and the consequent impacts on ecosystem services delivery and natural capital assets is poorly understood and rarely considered through a whole ecosystem perspective. Future marine planning needs to assess these changes as part of national policy level assessments but also to inform practitioners about the benefits and trade-offs between different uses of natural resources when making decisions to balance environmental and energy sustainability and socio-economic impacts. To address this shortfall, we propose an ecosystem-based natural capital evaluation framework that builds on a dynamic Bayesian modelling approach which accounts for the multiplicity of interactions between physical (e.g. bottom temperature), biological (e.g. net primary production) indicators and anthropogenic marine use (i.e. fishing) and their changes across space and over time. The proposed assessment framework measures ecosystem change, changes in ecosystem goods and services and changes in socio-economic value in response to ORE deployment scenarios as well as climate change, to provide objective information for decision processes seeking to integrate new uses into our marine ecosystems. Such a framework has the potential of exploring the likely outcomes in the same metrics (both ecological and socio-economic) from alternative management and climate scenarios, such that objective judgements and decisions can be made, as to how to balance the benefits and trade-offs between a range of marine uses to deliver long-term environmental sustainability, economic benefits, and social welfare. 

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4. Social Dialogue in the Engineering Classroom: The Effect of National Events on the Political and Social Attitudes of First-Year Engineering Students

   Langus, Tara C. ; Pearson, Nelson ; Major, Justin ; Rodríguez-Simmonds, Héctor E. ; Godwin, Allison ; Kirn, Adam ( January 2018 , ASEE annual conference & exposition)

   This research paper focuses on the effect of recent national events on first-year engineering students’ attitudes about their political identity, social welfare, perspectives of diversity, and approaches to social situations. Engineering classrooms and cultures often focus on mastery of content and technical expertise with little prioritization given to integrating social issues into engineering. This depoliticization (i.e., the removal of social issues) in engineering removes the importance of issues related to including diverse individuals in engineering, working in diverse teams, and developing cultural sensitivity. This study resulted from the shift in the national discourse, during the 2016 presidential election, around diversity and identities in and out of the academy. We were collecting interview data as a part of a larger study on students attitudes about diversity in teams. Because these national events could affect students’ perceptions of our research topic, we changed a portion of our interviews to discuss national events in science, technology, engineering, and mathematics (STEM) classrooms and how students viewed these events in relation to engineering. We interviewed first-year undergraduate students (n = 12) who indicated large differences of attitudes towards diverse individuals, experiences with diverse team members, and/or residing at the intersection of multiple diversity markers. We asked participants during the Spring of 2017 to reflect on the personal impact of recent national events and how political discussions have or have not been integrated into their STEM classrooms. During interviews students were asked: 1) Have recent national events impacted you in any way? 2) Have national events been discussed in your STEM classes? 3) If so, what was discussed and how was it discussed? 4) Do these conversations have a place in STEM classes? 5) Are there events you wish were discussed that have not been? Inductive coding was used to analyze interviews and develop themes that were audited for quality by the author team. Two preliminary themes emerged from analysis: political awareness and future-self impact. Students expressed awareness of current political events at the local, national and global levels. They recognized personal and social impacts that these events imposed on close friends, family members, and society. However, students were unsure of how to interpret political dialogue as it relates to policy in engineering disciplines and practices. This uncertainty led students to question their future-selves or careers in engineering. As participants continued to discuss their uncertainty, they expressed a desire to make explicit connections between politics and STEM and their eventual careers in STEM. These findings suggest that depoliticization in the classroom results in engineering students having limited consciousness of how political issues are relevant to their field. This disconnect of political discourse in the classroom gives us a better understanding of how engineering students make sense of current national events in the face of depoliticization. By re-politicising STEM classrooms in a way relevant to students’ futures, educators can better utilize important dialogues to help students understand how their role as engineers influence society and how the experiences of society can influence their practice of engineering. 

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5. Resource Scarcity and Sustainability—The Shapes Have Shifted but the Stakes Keep Rising

   https://doi.org/10.3390/su13105751  

   Randall, Alan ( May 2021 , Sustainability)

   null (Ed.)

   The objective is to provide an interpretive reading of the literature in resource scarcity and sustainability theory from the nineteenth century to the present time, focusing on shifts that have occurred in problem definition, conceptual framing, research tools applied, findings, and their implications. My reading shows, as one would expect, that the discourse has become more technical and the analysis more sophisticated; special cases have been incorporated into the mainstream of theory; and, where relevant, dynamic formulations have largely supplanted static analysis. However, that is barely scratching the surface. Here, I focus on more fundamental shifts. Exhaustible and renewable resource analyses were incorporated into the mainstream theory of financial and capital markets. Parallels between the resources and environmental spheres were discovered: market failure concepts, fundamental to environmental policy, found applications in the resources sector (e.g., fisheries), and renewable resource management concepts and approaches (e.g., waste assimilation capacity) were adopted in environmental policy. To motivate sustainability theory and assessment, there has been a foundational problem shift from restraining human greed to dealing with risk viewed as chance of harm, and a newfound willingness to look beyond stochastic risk to uncertainty, ambiguity, and gross ignorance. Newtonian dynamics, which seeks a stable equilibrium following a shock, gave way to a new dynamics of complexity that valued resilience in the face of shocks, warned of potential for regime shifts, and focused on the possibility of systemic collapse and recovery, perhaps incomplete. New concepts of sustainability (a safe minimum standard of conservation, the precautionary principle, and planetary boundaries) emerged, along with hybrid approaches such as WS-plus which treats weak sustainability (WS) as the default but may impose strong sustainability restrictions on a few essential but threatened resources. The strong sustainability objective has evolved from maintaining baseline flows of resource services to safety defined as minimizing the chance of irreversible collapse. New tools for management and policy (sustainability indicators and downscaled planetary boundaries) have proliferated, and still struggle to keep up with the emerging understanding of complex systems. 

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