Search

Drought is an inescapable reality in many regions, including much of the western United States. With climate change, droughts are predicted to intensify and occur more frequently, making the imperative for drought management even greater. Many diverse actors – including private landowners, business owners, scientists, non-governmental organizations (NGOs), and managers and policymakers within tribal, local, state, and federal government agencies – play multiple, often overlapping roles in preparing for and responding to drought. Managing water is, of course, one of the most important roles that humans play in both mitigating and responding to droughts; but, focusing only on “water managers” or “water management” fails to capture key elements related to the broader category of drought management. The respective roles played by those managing drought (as distinct from water managers), the interactions among them, and the consequences in particular contexts, are not well understood. Our team synthesized insights from 10 in-depth case studies to understand key facets of decision making about drought preparedness and response. We present a typology with four elements that collectively describe how decisions about drought preparedness and response are made (context and objective for a decision; actors responsible; choice being made or action taken; and how decisions interact with and influence other decisions). The typology provides a framework for system-level understanding of how and by whom complex decisions about drought management are made. Greater system-level understanding helps decision makers, program and research funders, and scientists to identify constraints to and opportunities for action, to learn from the past, and to integrate ecological impacts, thereby facilitating social learning among diverse participants in drought preparedness and response.

Environmental managers and planners have become increasingly enthusiastic about the potential of decision support tools (DSTs) to improve environmental decision-making processes as information technology transforms many aspects of daily life. Discussions about DSTs, however, rarely recognize the range of ways software can influence users' negotiation, problem-solving, or decision-making strategies and incentives, in part because there are few empirical studies of completed processes that used technology. This mixed-methods study-which draws on data from approximately 60 semi-structured interviews and an online survey--examines how one geospatial DST influenced participants' experiences during a multi-year marine planning process in California. Results suggest that DSTs can facilitate communication by creating a common language, help users understand the geography and scientific criteria in play during the process, aid stakeholders in identifying shared or diverging interests, and facilitate joint problem solving. The same design features that enabled the tool to aid in decision making, however, also presented surprising challenges in certain circumstances by, for example, making it difficult for participants to discuss information that was not spatially represented on the map-based interface. The study also highlights the importance of the social context in which software is developed and implemented, suggesting that the relationship between the software development team and other participants may be as important as technical software design in shaping how DSTs add value. The paper concludes with considerations to inform the future use of DSTs in environmental decision-making processes.

Marine and coastal ecosystems provide important benefits and services to coastal communities across the globe, but assessing the diversity of social relationships with oceans can prove difficult for conservation scientists and practitioners. This presents barriers to incorporating social dimensions of marine ecosystems into ecosystem-based planning processes, which can in turn affect the success of planning and management initiatives. Following a global assessment of social research and related planning practices in ocean environments, we present a step-by-step approach for natural resource planning practitioners to more systematically incorporate social data into ecosystem-based ocean planning. Our approach includes three sequential steps: (1) develop a typology of ocean-specific human uses that occur within the planning region of interest; (2) characterize the complexity of these uses, including the spatiotemporal variability, intensity, and diversity thereof, as well as associated conflicts and compati...

Producing quality original research requires advanced analytic skills, but also the creative intelligence to design a project as well as the ability to handle the inevitably ambiguous research process. This study unveils important aspects of how successful interdisciplinary scholars understand their research process and how they mentor students through research. Using interviews with nine faculty members and qualitative analysis of classroom sessions, the study investigates the mindsets and behaviors that experienced scholars bring to their work. Results suggest that innovative faculty see creativity as central to their research and actively seek to balance the creative and analytical aspects of their work, use an iterative “learning by doing” approach to refining questions and methods, and view setbacks as opportunities for further learning. However, faculty varied in the extent to which they made this messiness and comfort with ambiguity explicit for their students. By uncovering the mindsets that scholars bring to their research, we hope to better support doctoral students in building not just their analytical but also their creative capacity.

This paper explores the benefits of design thinking training to enhance doctoral student problemsolving ability, creative confidence, and emotional well-being. Our team adapted the design thinking curriculum taught by Stanford University's Hasso Plattner Institute of Design to the challenges of developing and carrying out original research, and has taught thirteen workshops to over 240 graduate students, research staff, and faculty over two years. Using a design-based research framework, we reflect on our observation of the workshops, student debriefs, and a prepost survey of participants to assess the value of design thinking for doctoral education. We find that participants felt the workshops enhanced creativity, productivity, and confidence, participants appreciated applying the mindsets of a bias toward action and embracing experimentation to their research, participants learned to be mindful of their research process, and participants valued the emotionally supportive, nonjudgmental atmosphere cultivated in the workshops. The research suggests (1) that creative problem solving methods can be adopted by doctoral students and (2) that there is a demand for graduate training to more explicitly treat students' intellectual needs in tandem with their emotional needs to create happy, productive researchers.

Environmental agencies designate certain datasets as "authoritative," or official datasets for use in decision making. Although this is a common administrative term, the notion of certain sources being authoritative has received minimal attention in the social science literature. Science translates into environmental decisions when it is perceived as being salient, credible, and legitimate. But the actual process by which data come to be viewed as credible and legitimate has received little attention. Drawing on 58 semistructured interviews, we examine the mutual negotiation and social learning that occurred during the course of a planning process focused on the development of new marine protected areas in California, under the auspices of the Marine Life Protection Act Initiative. A geospatial decision support tool, MarineMap, was viewed by scientists and state agency staff as an authoritative data source. Stakeholder acceptance of certain data, however, required extended dialogue and trust building over time. Acceptance of the data and tool influenced participant views of the planning process as a whole. This case reveals that the ways in which conversations about ambiguous or missing data are conducted influence stakeholders' trust in scientific analysis, as well as their belief in the legitimacy of decision making.

Humankind and the planet face many thorny environmentally related challenges that require a range of responses, including changing behaviors related to transportation, eating habits, purchasing, and myriad other aspects of life. Using data from a 1201-person survey and 14 Community Listening Sessions (CLSs), we explore people’s perceptions of and actions taken to protect the environment. Our data indicate a striking prevalence of waste management-related actions. Survey respondents described actions and concerns related to trash, recycling, and composting as the most common environmental behaviors; similarly, participants in CLSs discussed waste-related topics, for which we did not prompt, as frequently as those topics for which we specifically prompted. Explanations for this prevalence emerging from the data include (1) the nature of waste-related behaviors (concrete, supported by infrastructure, simple, compatible with lifestyle); (2) norms and social dynamics (family interactions, feelings of belonging/participation, government policy); and (3) internal psychological processes (internalized norms and environmental concern). We also found that many waste-related discussions were relatively superficial, focusing on immediate waste-related issues (e.g., litter or recycling) rather than larger issues such as consumption. Our results may provide insight into future efforts to encourage pro-environmental behavior. Given that most pro-environmental behavior involves tasks more complex and lifestyle-changing than those related to simple aspects of waste management, we suggest focusing on the latter two intertwined categories that our data suggest are important: encouraging social dynamics and related development of norms concerning environmental behavior (category 2), and fostering internalized norms and environmental concern (category 3).