Barrett Small Network Hero

Sustainability

Explore the various projects below categorized under the general theme of Sustainability. Be sure to return to the Barrett College Fellows Program main page and explore projects under the other 11 themes as well. You might be surprised at what you find and maybe you will discover the perfect research project for what you hope to study!

Please do not contact the research centers or faculty listed below directly (a formal application process is a required step to joining these research opportunities).

For questions about the Barrett College Fellows Program or specific research projects, please contact Dr. Sarah Graff at: BarrettCollegeFellows@exchange.asu.edu.

Projects with an asterisk (*) indicate projects still taking students. If you would like to apply for any of these projects, please contact barrettcollegefellows@asu.edu and fill out the student application.

Back to Barrett College Fellows main page

Research projects

Exploring Advanced Rechargeable Metal-Air Batteries *

Project # 15

Center name: Dr. Frank Fan's Research Team
Campus/Location: Tempe, ASU Research Park
Faculty lead: Zhaoyang (Frank) Fan

Project description

This project aims to introduce the Barrett Fellow to the fascinating realm of advanced metal-air batteries. Students will engage in research activities to understand the principles, design, and advancements in this cutting-edge energy storage technology. Scope of research includes investigating the underlying electrochemical processes governing metal-air batteries, focusing on oxygen reduction and metal oxidation reactions; exploring Zn and Fe metal electrodes and catalysts for enhancing battery performance, stability, and efficiency; and analyzing battery configurations, cell architectures, and electrolyte compositions to optimize energy density and longevity. Research activities include completing a literature study of metal-air battery technology; conducting lab experiments to fabricate and test small-scale metal-air battery prototypes; and analyzing experimental results to correlate performance metrics with different parameters. The expected learning outcomes include an enhanced understanding of electrochemistry, materials science, and energy storage principles; hands-on experience in laboratory techniques, data analysis, and scientific methodology; and insight into the challenges and opportunities in advancing battery technology for sustainable energy solutions. This project will foster critical thinking, problem-solving, and innovation among undergraduate students, empowering them to contribute to the rapidly evolving field of energy storage and green technology.

Special skills needed

Basic knowledge of chemistry or material science

Majors

Chemistry, Chemical Engineering, Material Science, other related fields

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Engineering, Sustainability

Investigating Single Atom Catalysts for Next Generation Batteries *

Project # 16

Center name: Dr. Frank Fan's Research Team
Campus/Location: Tempe, ASU Research Park
Faculty lead: Zhaoyang (Frank) Fan

Project description

This project aims to delve into the burgeoning field of single atom catalysts (SACs) applied in advanced batteries, offering undergraduate students a platform to explore and contribute to the development of high-performance energy storage solutions. Barrett Fellows will dive into the fundamental principles behind single atom catalysts and their role in electrochemical reactions within battery systems; investigate the application of SACs in different battery chemistries, to enhance energy density, stability, and cycling life; explore various synthesis methods to fabricate SACs and employ characterization techniques to analyze their structure, morphology, and catalytic activity; and conduct electrochemical tests to assess the efficacy of SACs in boosting battery performance parameters like charge-discharge rates, capacity retention, and overall efficiency. Research activities involve conducting a literature study; engaging in hands-on synthesis, characterization, and testing of single atom catalysts incorporated into battery electrode materials; interpreting and analyzing experimental results to evaluate the impact of SACs on battery performance metrics; and engaging with peers and mentors to brainstorm innovative approaches and potential applications of SACs in advanced batteries. Expected learning outcomes include developing a comprehensive understanding of single atom catalysts and their relevance in energy storage technologies; proficiency in laboratory techniques, material characterization, and electrochemical analysis; and critical thinking skills to address challenges and contribute to the development of sustainable energy solutions. This research project holds promise in equipping undergraduate students with practical skills, theoretical knowledge, and an innovative mindset, empowering them to contribute meaningfully to the frontier of energy storage technology, particularly in the domain of single atom catalysts for advanced batteries.

Special skills needed

Basic knowledge on chemistry or material science

Majors

Chemistry, Chemical Engineering, Material Science and Engineering, other related fields

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Engineering, Sustainability

Global Education for All Health (GEAH)

Project # 37

Center name: Saving the Biosphere Lab
Campus/Location: Tempe
Faculty lead: Ana Magdalena Hurtado

Project description

Global Education for All Health (GEAH) is a non-profit and for-profit start-up that aims to leverage artificial intelligence, digital twinning, and anthropology-based global health research to create and implement a global education for all health franchise. The longterm goal is to launch the franchise in the U.S. Southwest and Latin America. The franchise will offer an educational curriculum that promotes a mentor-apprentice-entrepreneur co-production of sustainable solutions for regenerative population health to help humanity meet the United Nations 17 Sustainable Development Goals. GEAH operates on three key principles: ontology, translation, and entrepreneurship. Regarding ontology, we delve into understanding the models of global health phenomena that underpin our work. Through translation, we explore the applications arising from scientific and humanistic disciplines. Lastly, we'll consider entrepreneurial cores or supplements for our translational initiatives, thus ensuring their long-term viability. For inspiration, please search the SDG's Action Platforms of the United Nations' Sustainable Development Office online. These platforms showcase various projects working towards the SDG's globally. As we brainstorm ideas for our long-term careers and their contribution to the SDG's, we will also brainstorm the challenges we face as we work on GEAH and related initiatives. Through our collaboration, Barrett Fellows can think about their educational paths in new and innovative ways along with the meaningful impact of your career (on your terms).

Special skills needed

Ask questions, and be willing to persist and work hard to improve the well being of the world's population in the 21st Century.

Majors

Open to all majors including those in STEM, the Humanities, and the Arts

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Education, Sustainability

Nature-based Engineering for Post-wildfire Soil Stabilization

Project # 39

Center name: Center for Bio-mediated and Bio-inspired Geotechnics (CBBG)
Campus/Location: Tempe
Faculty lead: Emmanuel Salifu

Project description

Wildfires and heavy rainfall are becoming more frequent and intense, causing significant damage to ecosystems. Wildfires, leave a lasting impact, destroy soil structure, eliminate vegetation, making soils vulnerable to erosion. Current approaches to post-fire erosion mitigation are mostly reactive, take time to establish, and involve high operational costs. This project aims to develop a deployable inoculant-recipe to engineer the rapid growth of fungi-mycelium in burned soil, as a proactive measure to mitigate post-wildfire erosion. If successful, this technique will be a potentially sustainable, durable, and cost-effective approach to achieving rapid and efficient soil stabilization, while simultaneously initiating the process of soil biorestoration. Fungi species are primary successors, playing a pivotal role in colonizing sterile environments and enhancing biodiversity. Filamentous species grow rapidly, forming a dense network of microscale fiber-like structures called hyphae or mycelium. When biostimulated with suitable substrates, fungi-mycelium grows in the forms of three-dimensional root-like networks, interweaving soil particles and secreting biochemical polymeric substances that form a cohesive soil matrix, thereby improving soil erodibility. This is critical for stabilizing and revitalizing burned soil across North America and other regions where extreme fire-related weather events are predicted to increase significantly.

Special skills needed

Highly motivated self-starter with interests in soil science and engineering; a working knowledge of or experience in environmental microbiology lab is desired (but not required).

Majors

Highly motivated self-starter with interests in soil science and engineering; a working knowledge of or experience in environmental microbiology lab is desired (but not required).

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Engineering, Sustainability

Next-Generation Renewable Energy Materials and Devices for Photovoltaics and Batteries

Project # 41

Center name: Renewable Energy Materials and Devices Lab
Campus/Location: ASU Research Park
Faculty lead: Nicholas Rolston

Project description

Perovskites are an exciting material system for printable photovoltaic devices and solid-state electrolytes. In photovoltaics, perovskites have achieved performances comparable to commercialized photovoltaic technologies at a fraction of the cost using earth-abundant materials, and the key area of research will focus on improving their reliability and durability in photovoltaics. Additionally, a compelling opportunity for higher energy density batteries is solid-state electrolytes (SSE's), which offer host of advantages over the liquid electrolytes that dominate the market today: they are leak-proof, energy-dense, flame-resistant, contain no toxic organic solvents, and can charge faster. A challenge to the commercialization of solid-state batteries is the development of a stable SSE that can support the film stresses that develop from significant expansion during cycling and can be processed with low-cost manufacturing processes. The objective of this work is to two-fold: to improve the thermomechanical reliability of perovskites for photovoltaics and SSE's and to subsequently produce safe, durable, and high-specific energy solid state devices. The overarching questions that will be investigated are the material (ionic and electronic conductivity) from thin-film processing of halide-based photovoltaics ceramic-based SSE's and mechanical properties that develop in these materials for understanding of chemo- and thermomechanical-degradation modes.

Special skills needed

Knowledge of semiconductors or batteries is a plus (though not required) and knowledge of ANSYS for modeling capabilities of thin film materials or devices (we can design a separate project involving the prediction of thermomechanical reliability - this is also not required).

Majors

Materials Science, Electrical Engineering, Mechanical Engineering, Chemical Engineering, Chemistry, Computer Science, Physics, Environmental Engineering, Aerospace Engineering

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Engineering, Sustainability

Community Capital Dashboard Tool *

Project # 44

Center name: Community Capital Lab
Campus/Location: Tempe, Downtown, Fully remote
Faculty lead: Mark Roseland

Project description

This project is builds upon a sustainable community development performance assessment framework grounded in sustainability and social science indicator research, applied to the development of a unique dashboard tool. Using Artificial Intelligence, we plan to enable the dashboard to access and mine real time data and existing databases to allow the display of place-specific real-world data instantaneously and tailored towards the needs of the municipality using the dashboard. To accomplish this task, the relevant sources needed to create the indices illustrated in the dashboard need to be identified, automatically data-mined and potentially recoded, and visualized. This will provide the technological and theoretical foundation for the dashboard being universally applicable and opens the door for further improvements by working together with municipalities and using their feedback to identify shortcomings, barriers and needs.

Special skills needed

Any skills relevant to the project (for example, assessment, evaluation, programming, coding, AI, etc.).

Majors

Urban Planning, Geographical Information Systems (GIS), Data Analytics, Policy, Sustainability, Computer Science, Augmented Intelligence

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Social and Behavioral Sciences, Sustainability

Housing and Sustainability *

Project # 45

Center name: Community Capital Lab
Campus/Location: Tempe, Downtown, Fully remote
Faculty lead: Mark Roseland

Project description

This project will examine housing in the context of sustainability and climate resilience for Hispanic communities in the Southwest. Year 1 will focus on a comprehensive literature review of what housing and sustainability assessment tools are available in the US, their accessibility, their suitability, and the extent to which they have been used with Hispanic communities in the Southwest. We will also determine a short-list of communities to partner with for a pilot study and work with their leadership to ensure that if selected that they have the willingness and capacity to engage in the subsequent pilot study. Year 2 will be primarily focused on a process with one partner community, city, or neighborhood from the short-list identified in Year 1 to design and test a bilingual or Spanish-language housing and sustainability assessment tool. This process will require coordination and commitment from municipal elected officials, staff, and citizens, likely through a resident advisory committee or commission. Year 3 will analyze the survey data, prepare a draft article or research brief/background paper, then conduct a seminar/webinar/workshop to share insights on the strengths and weaknesses of the tool and ideas for refining it.

Special skills needed

Anything related to housing or housing policy, including Political Science, Economics, Business, Planning, Urban Land Economics, Real Estate, Development, etc.

Majors

Any major in the Social Sciences and other related fields

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Social and Behavioral Sciences, Sustainability

Spatial Mapping of Vegetation for Amazon Forest Management *

Project # 55

Center name: The Cadillo Lab
Campus/Location: Tempe
Faculty lead: Hinsby Cadillo-Quiroz

Project description

This project grounded in ecological theories is taking place in thirteen local elementary schools. Tutors are providing onsite tutoring in ELA and Mathematics. Half of the tutors will also be providing physical activity breaks during the tutoring sessions in order to determine if our hypothesis is supported that tutoring plus physical activity leads to significantly greater academic achievement than tutoring only. This large scale project can offer Barrett Fellows many different opportunities which could include, data entry and management, data analyses, and writing/grant writing with the research team.

Special skills needed

Have taken courses related to remote sensing, GIS, and knowing how projections work; knowledge of GPS principles; knowledge of a GIS environment (ArcGIS Pro, ArcMap, QGIS); have taken courses in statistics and data analysis involving classification methods; know the principles of how to train and validate a model; be proficient in Python or R, or some programming language with which they can generate replicable classification models.

Majors

Computer Science, Spatial Sciences, Geology, Biology, Conservation Majors

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Safe Routes to School *

Project # 61

Center name: Active Schools and Communities Lab
Campus/Location: Downtown
Faculty lead: Allison Poulos

Project description

Join Dr. Poulos in the College of Health Solutions and an interdisciplinary research team to support a local Phoenix community to make the streets around schools safer for walking, riding, and rolling. On this project, you would assist with data collection including conducting surveys around school sites and environmental assessments of street and neighborhood conditions, tallying pedestrian and vehicular traffic counts, data management, and dissemination of results. Our project will measure changes in behavior and attitudes after the installation of protected bike lanes around three schools, and provide a great opportunity for hands-on, community-based research.

Special skills needed

Availability for at least one morning and one afternoon in the Fall Semester to collect data in a Phoenix neighborhood; interest in health, sustainability, safety; and interest in community-based work.

Majors

Health Education, Health Promotion, Public Health, Population Health, Kinesiology, Health Sciences, Engineering, Architecture, Design, Sustainability, Psychology, Education

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Art, Architecture, and Design, Education, Engineering, Health and Wellness, Social and Behavioral Sciences, Sustainability

The Science and Policy of Certifying Carbon Removal

Project # 62

Center name: Center for Negative Carbon Emissions
Campus/Location: Tempe, West, Fully remote
Faculty lead: Stephanie Arcusa

Project description

Prof. Arcusa is seeking Barrett Fellows interested in joining the fight to stop global warming. Carbon removal is a set of technologies that capture carbon dioxide from the air and stores it in rocks, oceans, vegetation, and soils. We cannot keep the Paris Agreement to stay below 1.5 or 2 degree C alive without carbon removal. This means a global carbon removal industry will need to be developed and two of the pressing questions are: how will we certify that carbon removal is taking place as claimed (that is, carbon accounting) and what policies will we need to put in place to sustain such an industry. This project has various opportunities depending on the interest of the Barrett Fellow. Topical questions that need answering span law, justice, business, communication, engineering, public policy, international trade, diplomacy, economics, sustainability, and earth science. Answers will have real world applications for a growing carbon removal industry.

Special skills needed

Curiosity.

Majors

Engineering, Business, Public Policy, Global Management, Economics, Law, Humanities

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Business and Entrepreneurship, Data Analytics and Mathematics, Engineering, Humanities, Journalism, Communication, and Mass Media, Law, Justice, and Public Service, Sustainability

Urban Climate Modeling

Project # 66

Center name: Urban Climate Research Center
Campus/Location: Tempe
Faculty lead: Matei Georgescu

Project description

We have a number of projects all centered around urban climate modeling including analyzing impacts of urban expansion; analyzing impacts of urban adaptation/expansion; connecting heat simulation output to health outcomes; model order reduction and app development. Project selection depends on the Barrett Fellows interesta and preparation. Most work requires a computer science/scripting/programming background to analyze, for example, physically-based weather/climate modeling output associated with a spectrum of urban and non-urban applications.

Special skills needed

Computer Science or Physical Geography background.

Majors

Computer Science, Mathematics, Engineering, Geography, Sustainabiliity

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Sustainability

Actionable Science in Biodiversity Conservation *

Project # 71

Center name: Center for Biodiversity Outcomes
Campus/Location: Tempe, Fully remote
Faculty lead: Candice Carr Kelman

Project description

In recent years, conservation scientists (knowledge producers) have recognized that partnerships with stakeholders (knowledge users) are essential for innovation and realizing measurable conservation outcomes. These partnerships – referred to here as knowledge partnerships – represent a model of discovery that can advance public value outcomes. Public value is an important concept in science and innovation policy research and management, but there is little research on how partnerships between institutions can deliver public value, especially in conservation science. We propose to fill this gap by studying the role of knowledge partnerships in linking the supply of and demand for conservation knowledge.

In particular, we ask: 1) What are the mechanisms by which the demand for knowledge informs the production and supply of science in the field of conservation?; 2) What role do knowledge partnerships play in linking the supply of and demand for conservation knowledge, and what effect does the design of these partnerships have on their ability to deliver public value?; and 3) How can research projects and knowledge partnerships be designed to avoid public value failures, improve the connection between the production and use of science, and thus increase the public value of scientific activity? By analyzing the experiences of knowledge users and the possibilities inherent in knowledge partnerships as a distinct organizational form, we aim to understand the organizational configurations best suited for facilitating demand-driven conservation science.

We will produce a framework for understanding how the processes of scientific research can be transformed to be more inclusive of knowledge users, improve the connection between the production and use of science, and therefore increase the public value of scientific activity. Our work identifying the indicators of public value success is directly relevant to many governmental, private and non-profit organizations, both those working on conservation and those focused on other areas.

This research will provide guidelines on how to design knowledge partnerships for public value and will offer new models of institutional partnerships to address complex social and ecological aspects of biodiversity conservation, thus enabling solutions that are relevant, culturally sensitive, economically viable and nimble.

Special skills needed

Writing ability and analysis skills.

Majors

Sustainability, Conservation Biology, Natural Resource Management, Community Resources and Development, Public Policy, Administration and Management

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Social and Behavioral Sciences, Sustainability

Governing the Energy Transition Towards Solar *

Project # 84

Center name: Center for Behavior, Institutions and the Environment
Campus/Location: Tempe
Faculty lead: Marco Janssen

Project description

A transition to a solar-based energy system experiences several behavioral and social challenges. Led by Marco Janssen and Marty Anderies, in our lab we study these challenges using a coupled infrastructure systems perspective (and specifically, the problems associated with the so-called energy "duck curve"). The duck curve refers to the mismatch in the peak in electricity production by solar (mid-day) and the electricity demand (late afternoon) peaks that require expensive fossil fuel solutions to meet the demand. Ineffective response to this problem increases the risk of blackouts. Energy companies try different incentives to change people’s behavior (timing of energy use), for example, via price differences during the day. What incentives work for which kind of households? In this study, we will systematically review existing literature on the diverse interventions to change households' energy use timing. Results will be used in a simulation model on energy system transitions.

Special skills needed

Literature review and basic knowledge of energy systems.

Majors

Economics, Psychology, Political Science, Civil Engineering, Sustainability

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Social and Behavioral Sciences, Sustainability

Education for Planetary Futures

Project # 90

Center name: Learning Futures Collaborative on Education, Sustainability, and Global Futures
Campus/Location: Tempe
Faculty lead: Iveta Silova

Project description

Despite efforts stemming from the United Nations Decade of Education for Sustainable Development, schools and higher education institutions continue to perpetuate the status quo by reproducing the logic of human exceptionalism, liberal individualism, and the hierarchical “man over nature” relationship, fueling infinite economic growth on a finite planet. This Learning Futures Collaborative aims to reimagine and reconfigure education toward the future survival of the planet and people. Join Professors Iveta Silova and Andrea Weinberg to explore the latest literature on education, sustainability/climate, and global futures, as well as engage in hands-on research projects and participate in ongoing events that explore these questions from various perspectives.

Special skills needed

Literature review, qualitative data analysis, social media, and data visualization.

Majors

Open to any Social Science and Humanities major (and others if there is a compelling reason)

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Art, Architecture, and Design, Education, Health and Wellness, Humanities, Journalism, Communication, and Mass Media, Social and Behavioral Sciences, Sustainability

STEMbrando Futuros / Growing the Future with STEM *

Project # 94

Center name: Center for Innovation in Informal STEM Learning
Campus/Location: Tempe, Mesa
Faculty lead: Paul Martin

Project description

Under the direction of Dr. Paul Martin, STEMbrando Futuros is working with the Southside and Whitman neighborhoods of Mesa to cultivate a thriving future through CTIMA/STEAM (ciencia, tecnologia, ingenieria, arte, y matematicas / science, technology, engineering, art, and math). We are working with a number of Mesa organizations and community members to co-create programs together that will celebrate Hispanic/Latino culture, provide opportunities to use imagination and ingenuity, and shape the future of Mesa neighborhoods. With the support of Center faculty and staff and community partners, Barrett Fellows will help to develop, implement, and evaluate bilingual Spanish/English hands-on activities with and for Mesa families. Planning and prep work will take place on the Tempe campus during weekdays, while family engagement will primarily take place during weekends in Mesa in settings such as public parks and museums.

Special skills needed

Organized and responsible, personable and enthusiastic about engaging with adults and children, able to write and speak in Spanish and English.

Majors

Education, Communication, Sustainability, Earth Science, Space Science, Art

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Education, Sustainability

Legal Approaches Dealing with Waste and its Application to Space Environmentalism *

Project # 96

Center name: Space Governance Lab at SFIS
Campus/Location: Tempe, Fully remote
Faculty lead: Timiebi Aganaba

Project description

There are a variety of approaches we can use to address environmental concerns resulting from anthropogenic activities, including liability, incentives/trade, sectoral, sustainability and human and rights approaches. What do we learn from all these approaches? The problem of waste is a by product of the design of a product or activity, so regulations focused on considering design for waste is a priority moving forward. The role of the law in these contexts seeks to encourage innovation in this aspect while working as a carrot and create sticks to signal the seriousness of the attempt to address the issue. That means there is a role for the circular economy in that it seeks first to look at existing regulations and determine what needs to be amended to ensure circularity, and then looking at how to incentivize designing in new and better features. What we must not fail to recognize however is the risk that we will just be creating ever more products and creating ever more waste to make into new products. Through exploring a variety of legal approaches to waste, we will explore the implications for space exploration and the emerging issue of space environmentalism.

Special skills needed

Research skills, attention to detail, and curiosity.

Majors

Open to all majors

Years

4th-year students

Themes

Cross-listed with the following themes:

Law, Justice, and Public Service, Sustainability

Towards Space Sustainability: Lessons from Climate Governance *

Project # 97

Center name: Space Governance Lab at SFIS
Campus/Location: Tempe, Downtown, Polytechnic, West, Fully remote
Faculty lead: Timiebi Aganaba

Project description

There currently exists no precedent for mitigating the conflict of interest of private and non-state actors in outer space. In a field like International Environmental Law, corporations influence the content and application of environmental law, making the very rules they follow, through a variety of mechanisms that could result in conflict of interests with the goals of environmental protection. For example, a conflict of interest potentially exists in the United Nations climate change system (UNFCCC) where the very businesses that are emitting greenhouse gasses are the ones influencing the decision-making process of decarbonization. There are many lessons learned from this for space governance and space environmentalism. This research will provide a framework to think about potential conflict of interests as the sector contemplates giving private actors more rights in space governance.

Special skills needed

Research, attention to detail, and curiosity.

Majors

Open to all majors

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Humanities, Law, Justice, and Public Service, Social and Behavioral Sciences, Sustainability

Researching Efficacy of Plastic Pollution Interventions

Project # 99

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

The aim of this project is to predict the effectiveness of Hawai'i's interventions for reducing marine plastic pollution.

Special skills needed

Efficient research, model development, and data analytic skills.

Majors

Sustainability, Biological Sciences, Conservation, Mathematics

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Endangered Species Act: Species Status Assessments

Project # 100

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

In this project, we are are investigating the type of scientific information in Species Status Assessments (that is, species ecology, life history, current conditions, future conditions) and which of these pieces of information is used in policy. Our goal is to figure out the knowledge gaps in applied conservation science, and what information policy makers need when designing laws, protections, and conservation actions for endangered and threatened species.

Special skills needed

Read "Species Status Assessment" to gather certain information via a Google Form, data analysis, and manuscript preparation.

Majors

Sustainability, Conservation, Mathematics, Biological Sciences

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Business and Biodiversity

Project # 101

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

Our project involves the analysis of corporate sustainability responsibility (CSR) and other company reports, identifying the sustainability strategies adopted as it relates to biodiversity conservation.

Special skills needed

The position requires skills in data collection, organization, and analysis. Barrett Fellows will assist in the collection of company reports over a period of time, using global databases. These reports will be content analyzed, using a computerized text analysis program and perform statistical analysis including clustering and other theme-development methods. The position requires an independent worker with strong problem solving skills, a flexible approach to working and an acute attention to detail and depending on interest and ability, the position may entail some writing as well.

Majors

Sustainability, Conservation, Mathematics, Biological Sciences, Business Sustainability

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Business and Entrepreneurship, Data Analytics and Mathematics, Sustainability

Conservation Education

Project # 102

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

Our Conservation Education Immersive Program works with and studies 6th through 12th grade students - researching their responses to a number of ecological and conservation affinity measures and analyzing how our program influences those attitudes and behaviors.

Special skills needed

Skills required include transferring paper surveys into a digital format (through Google Sheets). As part of this project, Barrett Fellow will gain exposure to quantitative measures in social science, experience with a conservation education research project, mentoring, participation in team meetings, and a letter of recommendation (with satifactory job performance).

Majors

Sustainability, Conservation, Education, Biological Sciences, Behavioral Sciences

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Data Analytics and Mathematics, Education, Social and Behavioral Sciences, Sustainability

Actionable Science and Conservation *

Project # 103

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

Our work attempts to understand the impacts of conservation interventions. Barrett Fellows will help our lab analyze survey data fom surveys collected during the summer 2022 measuring the impact of Species Distribution Models or SDM's as part of an overall conservation management plan. Barrett Fellows may also focus their work on a case study as how Conservation International uses science to inform their conservation decisions.

Special skills needed

Coding and analyzing social data, data collection, and project management.

Majors

Sustainability, Conservation, Mathematics, Biological Sciences

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Endangered Species Act: Recovery Planning Interviews

Project # 104

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

The goal of this project is to illuminate similarities and differences in recovery goals for species listed under the Endangered Species Act and offer recommendations for a path forward in recovery planning collaborations. Our work involves qualitative research methods, including grounded theory and developing codebooks for themes - our hope is that this knowledge will help improve future government/NGO partnerships.

Special skills needed

Coding interviews using grounded theory, qualitative analysis, assisting with writing the manuscript, and potentially designing your own project using the data collected.

Majors

Sustainability, Conservation, Biological Sciences, Mathematics

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Targeting Agroforestry Expansion in the Peruvian Amazon *

Project # 105

Center name: Conservation Innovations Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

The aim of the project is to identify areas in the Peruvian Amazon where switching from regular agricultural practices to agroforestry schemes brings the highest conservation benefits while accounting for investment costs and protecting of the benefits of agriculture to local farmers. We are developing an optimization approach to find such areas with one of the final products will be a user interface so the potential investors of the agroforestry schemes can explore the results of our analyses.

Special skills needed

This project involves the development of a user interface (probably using R Shiny); skills needed include research experience along with data and cost analytics.

Majors

Sustainability, Conservation, Biological Sciences, Mathematics

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Measuring the Costs and Benefits of Conservation Planning and Interventions *

Project # 106

Center name: Conservation Innovation Lab
Campus/Location: Tempe, Fully remote
Faculty lead: Leah Gerber

Project description

Conservation planning and decision making needs to consider both the costs and the benefits of potential actions. However, estimating the expected costs of conservation interventions has proven difficult. We have been compiling a database of studies that report on the costs of conservation interventions. This project takes the next step and extracts action types and costs from these studies to populate a database of average costs of conservation interventions.

Special skills needed

This project involves extracting cost and action data from previous summaries and then compiling that information into a new database that the Barrett Fellow helps design; other skills needed include research experience, data analysis, decision making, and planning.

Majors

Sustainability, Conservation, Biological Sciences, Data Analytics

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Sustainability

Understanding the Impacts of the ECOtarot

Project # 112

Center name: Global Futures Laboratory
Campus/Location: Tempe, Downtown
Faculty lead: Adriene Jenik

Project description

The ECOtarot is a performance system where a custom tarot deck is used to offer “climate future readings” in public spaces and online. The ECOtarot deck itself is an art object – made of handmade paper derived from the agave plants and recycled cotton and linen, and hand-painted with natural pigments. ECOtarot readings engage the complex emotions surrounding climate disruption and focus participants on actions they can take and values they can foster, drawing from their specific talents and capacities. Since performances started in 2017, more than 1400 readings have been given by this study’s author in the US and internationally (in English and Spanish). Drawing from these hundreds of readings, anecdotal evidence exists of the impact of the ECOtarot experience on participants, but to date only a small pilot in-person survey study (N=20) has been conducted, with promising results (Jenik, 2022). This pilot study suggested that surveying participants before and after readings is necessary to establish the impacts of the ECOtarot reading as distinct from overall feelings participants may bring to the readings. For this Phase 2 survey, we retain from the pilot the variables for the emotions construct developed therein (anger, anxiety, confidence, disappointment, guilt, happiness, inspiration, regret, relief, sadness, satisfaction, shame, uncertainty and other) adding three additional categories “connectedness/belonging,” “overwhelmed” and “grief.

Special skills needed

Excellent organization and communication skills; attention to detail; statistics and data coding experience could be useful; and appreciation of the arts.

Majors

Art, Design, Sustainability, Sociology, Humanities, Social Change

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Art, Architecture, and Design, Sustainability

Environmental Justice Legacy Initiative *

Project # 115

Center name: n/a - School of Social Transformation
Campus/Location: Tempe, Open to remote possibilities
Faculty lead: Tracy Perkins

Project description

Documenting and analyzing the history of the U.S. environmental justice movement through oral history, archiving, and storytelling, this projects focuses on the people of color, tribes and working class white communities who began to call themselves part of the environmental justice movement in the 1980s. Many of them work on issues that respond to pervasive environmental racism, another term coined out of activism in the 1980s. This project has national reach, with extra attention paid to the U.S. Southwest.

Special skills needed

Detail oriented and responsible along with the desire to learn more about environmental justice activism.

Majors

Justice Studies, Asian Pacific American Studies, Transborder Studies, American Indian Studies, African and African American Studies, American Studies, Sustainability, Earth and Environmental Science, History, other related fields

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Humanities, Sustainability

Complex Networks and Motifs Census

Project # 122

Center name: Dr. Enrico Borriello's Research Team
Campus/Location: Tempe
Faculty lead: Enrico Borriello

Project description

In network theory, a motif census is a method for the systematic and categorical enumeration of various subgraphs within a network. Understanding the occurrence of motifs is pivotal in comprehending the intricate structure and dynamics of networks. Throughout this project, Barrett Fellows will immerse themselves in the process of describing complex systems as networks, followed by a thorough study of their topology to extract valuable insights about the system, comprehend, and predict their evolution over time. The study provides flexibility, allowing students to choose between analytical, computational, or a combination of approaches. Analytical exploration entails the development of expressions for motif census, while computational exploration focuses on the analysis of real-world network databases using Python. Barrett Fellows are encouraged to apply these ideas to their areas of interest. Additionally, they have the option to participate in an ongoing activity at the School of Complex Adaptive Systems, exploring the application of these concepts to biological networks as well as socio-economic networks.

Special skills needed

Either familiarity or desire to learn programming in Python (alternatively, basic knowledge in linear algebra for the more analytical proposed approach).

Majors

Students with interests in Applied Math, Data Analytics, Physics, or Biology may find this project particularly relevant

Years

1st-year students (new to ASU Fall 2024), 2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Data Analytics and Mathematics, Engineering, Humanities, Social and Behavioral Sciences, Sustainability

Coffee Value Chains in the U.S.

Project # 134

Center name: Food and Agribusiness Lab
Campus/Location: Tempe, Polytechnic, Fully remote
Faculty lead: Alexis Villacis

Project description

This project aims to conduct a comprehensive literature review on coffee production systems in the United States with a specific focus on the unique contexts of Hawaii and Puerto Rico. By synthesizing existing research and scholarly articles, we intend to provide a nuanced understanding of the challenges, innovations, and sustainability practices prevalent in these two regions. The review will delve into various aspects of coffee cultivation, including agronomic practices, environmental impact, economic considerations, and social dimensions. By scrutinizing the literature, we aim to identify key trends, gaps in knowledge, and potential areas for improvement within the coffee production systems of Hawaii and Puerto Rico. This research endeavor not only contributes to the academic discourse surrounding coffee agriculture but also serves as a valuable resource for stakeholders, policymakers, and industry professionals seeking to enhance the resilience and efficiency of coffee cultivation in these unique American landscapes.

Special skills needed

Analytical thinking, communication skills, attention to detail, time management, interdisciplinary perspective, and adaptability.

Majors

Business, Sustainability, Agribusiness, Supply Chain, other related fields

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Business and Entrepreneurship, Data Analytics and Mathematics, Humanities, Journalism, Communication, and Mass Media, Sustainability

Understanding New Food Systems *

Project # 157

Center name: Global Center for Water Technology
Campus/Location: Tempe, Fully remote
Faculty lead: Treavor Boyer

Project description

This project addresses the specific need to enhance agricultural operations in arid regions by understanding new food systems based on technologies like CO2 capture and fermentation to produce protein for animal or human consumption. The appeal of new food systems includes the use of abundant and waste resources and the potential for reduced environmental impacts and pollution. The goal of this project is to provide a comprehensive understanding of new food systems and emerging trends. The objectives of this project are to: 1) document new food systems that have been proposed including raw materials, key technology, and protein or food produced; 2) collect detailed inventory data such as materials and energy flows on the operation phase of new food systems; and 3) document state and federal policies and regulations that promote or inhibit new food systems. This project will require systematic review of white papers, grey literature, and peer-review research papers, and extraction and organization of inventory data.

Special skills needed

Motivation to do research.

Majors

Sustainability, Sustainable Food Systems, Environmental Science, Environmental Engineering, Chemical Engineering, Industrial Engineering, Biochemistry, Biological Sciences

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Engineering, Sustainability

Arizona Water for All

Project # 158

Center name: School of Human Evolution and Social Change
Campus/Location: Tempe
Faculty lead: Amber Wutich

Project description

Arizona Water for All’s (AW4A’s) goal is to advance water security in Arizona’s most water-insecure households. Under the leadership of Dr. Amber Wutich, AW4A: 1) promotes empowerment and participation in community water decision-making, 2) deploys proven water security solutions, such as fit-to-purpose technologies, and 3) advances measurement and monitoring of household water insecurity. AW4A’s research is primarily informed by participatory methods, civic engagement, and long-term relationship building because we are committed to holistically addressing the social, economic, environmental and political justice needs of a community. For this reason, we are seeking Barrett Fellows who are invested in learning how to create and maintain relationships with municipal, nongovernmental, industrial and community stakeholders dealing with water-insecurity in low-income communities across Arizona.

The intern will work closely with community partners to find places to leverage one another’s resources to have the largest impact possible on sustained water-security. In addition to community engagement, we are also expanding our data collection to measurably increase monitoring of water-insecurity. We have deployed a cutting-edge survey that captures participant’s experiences around water. The intern will speak directly with community members to ask about their water experiences, so basic understanding of Spanish is valued in this role.

Special skills needed

Spanish language skills, data collection, event planning, social media management, newsletter and graphic publication, and public engagement experience.

Majors

Sustainability, Anthropology, Communication, Global Health, Public Health, Earth And Environmental Studies, Innovation In Society, Organizational Leadership, Transborder Chicana/o and Latina/o Studies, Sociology

Years

3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Social and Behavioral Sciences, Sustainability

Drylands in a Changing World *

Project # 163

Center name: Drylands Ecosystem Research Team
Campus/Location: Tempe
Faculty lead: Heather Throop

Project description

The Drylands Ecosystem Research Team explores how desert ecosystems respond to and interact with human-caused environmental changes. Deserts cover nearly half the earth’s land area, play important roles in global ecological processes, and support a disproportionately growing human population, yet scientific understanding of these systems lags behind that of wetter ecosystems. We have several opportunities for undergraduate research involvement. Potential projects include: 1) exploring how increasing wildfire frequency in the Sonoran Desert shapes plant and animal communities (we will use field surveys to explore how wildfires, which were not historically common in this area, to explore post-fire communities and develop management recommendations); 2) investigating whether the cycling of carbon among plant, soils, and the atmosphere differ across desert regions and are there management strategies that can mitigate climate change by increasing soil carbon storage (this project includes field measurements, laboratory analyses, and data synthesis using machine learning and process modeling); and 3) the development of natural history information guides for users of Arizona trails (this interdisciplinary work will compile information relevant to hikers with the goal of increasing their engagement with and appreciation of desert ecosystems).

Special skills needed

Enthusiasm and hard work for addressing critical scientific problems related to global environmental change, attention to detail, and the willingness to ask questions and learn.

Majors

Biology, Geology, Sustainability, Earth and Environmental Science, Geography

Years

2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Biological, Chemical, and Physical Sciences, Sustainability

SPV Lab - Student Engagement *

Project # 165

Center name: Sonoran Desert Photovoltaics Laboratory (SPV Lab)
Campus/Location: Tempe, Fully remote
Faculty lead: Michelle Jordan

Project description

We are organizing cross-functional team of undergraduates interested in exploring how links between sustainability and education agendas can, together, create insight and impact in local communities. Insight will depend on socially embedded efforts to understand food, energy, and water systems in the Sonoran desert. Impact will hinge on mobilizing teachers and students to influence these systems for a thriving future in their communities and across our ecoregion. As members of a highly collaborative team, each Barrett Fellow will work with Arizona State University and University of Arizona investigators funded by the National Science Foundation. Our project co-develops agrivoltaics research sites on Arizona K-12 school campuses and supports the STEM educators leading each research site. Agrivoltaics is a general strategy for optimizing food, energy, and water systems in hybrid ecosystems. By gardening or farming under photovoltaic arrays (that is, installing solar panels above farmland or urban agricultural sites), agrivoltaics has the potential to accelerate transitions to a sustainable post-carbon energy system in Sonoran desert communities. Specific project activities will align with team members’ strengths and interests but examples include supporting teachers, developing curriculum, co-designing web content, building PV power systems & monitoring systems, creating gardening resources, and communicating with partners.

Special skills needed

Proactive and effective communication; team building (for example, build and give trust to develop a cohesive group); project management (breaking down and assigning tasks among team members); decision-making based on clear goals; knowledge of discipline appropriate to coursework completed; ability to recognize strengths and weaknesses of multiple disciplines; and the ability to apply approaches and tools from multiple disciplines.

Majors

All Education majors; Mechanical, Electrical, Electronic, Chemical, Civil, and Computer Engineering; all Sustainability majors; Urban Planning; Physics (especially pertaining to electricity, circuits, or the photovoltaic effect)

Years

1st-year students, 2nd-year students, 3rd-year students, 4th-year students

Themes

Cross-listed with the following themes:

Education, Sustainability

Wikipedia For Schools

Project # 167

Center name: SolarSPELL
Campus/Location: Tempe, Fully Remote
Faculty lead: Dr. Laura Hosman

Project description

SolarSPELL is seeking a team of interns to curate regionally-relevant, engaging, and educational Wikipedia articles to add to our offline digital libraries that are used around the globe. Wikipedia for Schools (WFS) is a curated selection of ~6,000 articles from the full Wikipedia article catalog that are meant to be school-friendly and support existing curriculum. The SolarSPELL initiative includes WFS as a collection of our offline, digital libraries which are localized for the community which will be using them. As such, further review of WFS is necessary to assess what new articles to include and what articles to (perhaps) weed out in order to be as relevant as possible to our in-country library users around the world. This project would require research into relevant supporting materials for curricula where SolarSPELL currently has libraries, including countries in the Pacific Islands, East Africa, and Southern Africa. Students proficient in Arabic may also work on the Arabic WFS for our Northeast Syria library.

Special skills needed

Ability to conduct research; thrive in a team environment and work well with others; detail oriented and reliable; a strong and honest work ethic motivates you; globally minded; you have a desire to work for a department that serves communities from all over the world.

Majors

All majors

Years

All years

Themes

Cross-listed with the following themes:

Education, Humanities, Journalism, Communication, and Mass Media, Sustainability