Articles by author: Erin Daly

  • Survive and Thrive: Advice to my First-Year-PhD-self

    Blog Contributor: Norievill España

    Venturing outside of your comfort zone is said to be where the magic happens, and as an international student at Brock University, I can attest to this firsthand. It was a challenging journey, from complying with university requirements and immigration regulations to adjusting to a new environment, yet it was a period of tremendous growth and discovery! As I reflect on my first year, here are a few valuable pieces of advice I wish to offer my former self.

    Keep in mind the 3Cs

    The opportunity for learning is boundless, but so is the fear of the unknown. Embrace collaboration, communication, and cooperation to overcome obstacles. You are fortunate to learn this valuable lesson through the research assistantship with the Excellence in Environmental Stewardship Initiative, coursework, and networking with community partners and peers from outside the university. You will appreciate the value of building strong relationships, working towards common goals, and embracing diverse perspectives. Experiential learning will bring you an immense sense of fulfillment. Acknowledging that you don’t know everything and being humble is vital to the learning process. You’ll find constant support from your Environmental Sustainability Research Centre family, and you’ll never feel alone with a team that has your back.

    Self-management is the key

    You’ll come across an interesting perspective on time management that will shift your thinking. Remember that time is a constant and cannot be managed, but we can manage ourselves and our actions within the time we have. Shift your focus from busyness to intentionality and use your time effectively. Doing so lets you take ownership of your actions and avoid frustration over unfinished tasks. Remember that stepping away from busyness doesn’t necessarily mean being less productive.

    Strive for work-life harmony

    While work is important, it is equally important to take time to reconnect with yourself. Make sure to rest, turn off your computer, stretch, prepare and enjoy proper meals, meditate, and get enough sleep. These activities can help reduce stress and improve productivity when you return to work. Take time to unplug, go outside for fresh air, or watch that movie!

    Your adviser is your ally

    Regular check-in with your adviser is instrumental in keeping you on track with your research, providing constructive feedback on your work, and offering guidance in overcoming challenges. Establish a strong relationship with your adviser that is based on trust and mutual respect.

    Family and friends: your best source of positive energy

    Connect with your strongest support system, your family and friends, who are deeply committed to your happiness and success. They will keep you grounded, focused, and motivated.  They are always ready to lend a hand and an ear, offering fresh perspectives even if they don’t always understand your ramblings. Keep these people close and celebrate small or big wins with them.

    Remember your whys

    As part of the inaugural cohort in the PhD Sustainability Science program, you may experience moments of pressure and feel overwhelmed. Moving from natural to social science can be a challenge, but it’s important to remind yourself of the positive reasons why you started this journey. Your passion for helping vulnerable communities, learning the art of science communication, and the dream of creating a better and sustainable world is what drives you forward (and let’s not forget that you’re rooting for The Ministry for the Future!).

    Finally, stay persistent

    Remember that this journey is a marathon, not a sprint. Take it one step at a time, trust the process, and keep moving forward. It’s important to celebrate your progress, such as completing two semesters, and pat yourself on the back. As you continue on the next loops, hold that torch of motivation burning brightly to inspire others.  Always be excited and slightly terrified, and keep your eyes on the finish line!

    Categories: Blog, Program Reflections, Student Contributor

  • Reflecting on My First Year in the SSAS Program

    Blog Contributor: Sydney McIntyre

    Does time really fly when you’re having fun? I can confirm that indeed, it does. As this semester comes to an end, it is now time to reflect on my first year in the masters of sustainability program at Brock. I think specifically this year, our cohort was special because it was the first time in three years that school felt like school. Face to face learning, real time discussions and simply being able to laugh in person with  friends and colleagues was very special (and something I will never take for granted ever again!). I am so thankful that I got to have my first year back in class in the SSAS program! It’s hard to believe that it has been 8 months since I started my graduate degree and am quickly approaching my co-op work term this summer, followed by my MRP completion this coming fall.

    I would first like to address the relationships I have built with all faculty and students over the past 8 months. Since the very first day of orientation, the SSAS program surpassed all my expectations. I think I can speak for my entire cohort when saying the faculty are so welcoming and truly make you feel as though someone is always in your corner, consistently cheering you on. Every single professor went above and beyond their duties; making sure content was thought-provoking, communicating and critiquing when appropriate, as well as always ensuring our well-being was put first.

    In addition to my professors, my peers quickly became a huge part of my graduate experience as I built wonderful, life-time friendships that I will forever cherish. Everyone in my cohort came from different educational backgrounds with overall different academic interests; however, this brought forward so many diverse perspectives and insightful knowledge that I don’t think can be taught from reading books or listening to lectures.

    This brings me into my understanding and perspectives on sustainability science, and how they have changed since my first day in September. I went into this program with a heavy science background, a love for conservation, and general interest in saving the environment; and thought “yeah that sums up sustainability science”. Was I ever wrong! Although this program is perfect for my interests, it is also so much more. I have learned exactly what it means to really think like a sustainability scientist and widen my perspectives when looking to address the world’s most complex challenges; examples being incorporating social aspects, considering economic ties, and defending nature when it’s needed the most!

    The class content I received throughout my first year was like no other. There were field trips with community-partner collaborations, consistent discussions and idea sharing, as well as critical aspects such as presentations and forming mock climate action plans that really pushed for knowledge development. I think my favourite classes this year were SSAS 5P01 and SSAS 5P03. In 5P01: Foundations of Sustainability Science and Society, we were introduced to the main topics of sustainability. I really loved this class because Dr. Blythe and my fellow classmates really created a safe space for discussion, often bringing forward passionate opinions and encouraging active participation. Likewise, in 5P03: Problem Solving In the Environment, Dr. Plummer collaborated with Niagara Peninsula Conservation Authority (NPCA) to create a collaborative project, in which all of us gained project management and consulting experience. This class was great because it gave us real-life work practice, but also established connections with professionals in the field of sustainability.

    Lastly, I think it is important to leave a note for potential future students thinking of entering the SSAS program – do it! If you have ever thought about contributing to real world problems and making a true difference, this program will bring you one step closer in achieving your goals. I was never someone who even thought about applying for my masters, however, here I am 8 months in with a brain full of sustainability expertise, irreplaceable friends, amazing experiences and ½ a master’s degree – all with zero regrets!

    Categories: Blog, Program Reflections, SSAS Student Contributor

  • ESRC Partners with Niagara Parks to host Bio Blitz Event

    This year, the ESRC began our Earth Day celebrations early by participating in a Bio Blitz held by the Niagara Parks Commission!

    On April 21st, students from Brock University, including several ESRC graduate students, participated in a Bio Blitz event co-hosted by the Niagara Parks Commission and the Environmental Sustainability Research Centre.

    A BioBlitz is an event that completes a biological survey of a specified area. On Friday, students from Brock University and the Niagara College School of Horticulture surveyed Dufferin Islands – a 10 acre stretch of small islands connected by bridges and footpaths located just a short walk from Horseshoe Falls. BioBlitz events are becoming increasingly popular, as they promote citizen science, engage the public and produce important species inventories. The goal for this event was to add to the catalogue of invasive species in Dufferin Islands using geolocation, and to help monitor biodiversity in the area. Using the catalogue, the Niagara Parks Commission Forestry team will be able to go into the area and safely remove invasive species.

    The event was a major success, with many of the experts and volunteers involved sharing positive feedback about the experience. Dr. Ryan Plummer, ESRC Director, spoke highly of the partnership between the ESRC and the Niagara Parks Commission and having the ability to involve students in these initiatives, “the Excellence in Environmental Stewardship Initiative was the preeminent partnership between brock and the NPC. The importance of managing invasive species was highlighted and a comprehensive program was developed during this academic year. Having 50 students, staff and faculty join together to make it actionable was magic”.

    Shannon Heaney, a current Master of Sustainability student who is conducting research about invasive species in Niagara Parks also spoke highly of the initiative as it was successful in identifying invasive species and also provided an educational experience for everyone involved. Shannon added that “continuing these events in the future will help support the success of the Invasive Species Program and will engage and educate those involved about the impact of invasive species”.  Corey Burant, Project Manager for Forest Health with the Niagara Parks Commission echoed Shannon’s comments on the importance of the event, “This real-time data is critical for the ongoing management and prevention of invasive species populations within Niagara Parks. The event showed how easy and effective the iNaturalist app is to inventory invasive species, in which Niagara Parks hopes to expand across the park for all plant and animal species”.

    Categories: Blog, Collaborations, Environmental Stewardship Initiative, Event, Innovative Partnership

  • My First Year in the SSAS Program

    Blog Contributor: Sanjida Amin

    I still remember the sense of gratification I felt when I accepted the offer letter from Sustainability Science and Society (SSAS). I was looking forward to learning and enhancing my knowledge of sustainability while studying with a bunch of my peers from around the world. As an international student, I was nervous about moving across the globe and attempting to fit into the classroom of sustainability which is one of the most diverse classrooms in the entire world. However, I had no time to worry once my experience at SSAS started. I was able to find my groove and build my confidence with the help of my awesome supervisor, encouraging peer group, amazing faculty members and the supportive administration. It’s hard to imagine that I joined the Sustainability Science and Society (SSAS) programme only a few months ago and now I am almost done with my first year.  I must say that time surely flies! Since taking that very first class, I have learned a lot about sustainability, encountered with some amazing individuals, made some life-long memories, achieved valuable work experience, and successfully submitted my thesis proposal. Throughout this blog, I will be sharing my experiences which I have gathered through the completion of my first year of the program here at Brock.

    First and second term:

    I am in the thesis scheme and I had to take four courses in total throughout the academic year. The design of the SSAS masters course are truly appreciated since all those courses cover a variety of topics including basic sustainability concepts to research methodology. SSAS 5P01: Foundations of Sustainability Science and Society was one of my favourite classes which introduced the core ideas of sustainability science and society. I also really enjoyed SSAS 5P02: Methods for Environmental Inquiry since it provided me with opportunity to learn about the methods of research and explore my research methodology ideas, particularly in the context of sustainability science. SSAS 5P04: Transdisciplinary Seminar course was very helpful for me because every seminar discussion was full of relevant knowledge, information and practical experiences which illustrated the transition period along with the challenges and opportunities to become a sustainability graduate throughout the whole journey. I had another interesting course namely SSAS: 5P80 Directed Study which was taken under the direct supervision of my supervisor, specifically to explore the previous literature and to accumulate the knowledge in the field of my research areas. All of these courses provided me with a deeper understanding of the diversified dimensions of sustainability science and really highlighted the programme’s goal to be transdisciplinary.

    My thesis and research proposal presentation:

    Understanding my research interests and working on my thesis proposal took up a significant portion of my first year in the graduate program. My research is on “Predicting Consumers’ Sustainable Food Consumption Behaviour”. This proposal presentation session was the most interesting component of my SSAS masters journey. We the students from SSAS, 2022 cohort shared our preliminary research (Thesis/MRP) proposals and research ideas with the audience in the area of sustainability. I would like to express my heartfelt appreciation for this proposal presenting session, which was both exciting and nerve-wracking. Finally, after getting valuable feedback and great compliments from my peers, supervisors and faculty members, I felt relaxed. It was extremely impressive to see how faculty members, supervisors, former students, and ESRC staff members attended and took an interest in each issue that was discussed. I am grateful to my supervisor Dr. Todd Green to be extremely supportive, to motivate me to present my research proposal in a room full of scholars and to guide me to the right direction throughout my journey. Throughout my first year, I have come to realize how much I enjoy doing research. I am looking forward to finishing my thesis with some outstanding findings. I can’t wait to take on the challenge of research, even though it offers its unique set of challenges and I still have a lot to learn.

    Research Assistantship position:

    I have worked as a Research Assistant for The Brock University Project Charter in addition to taking classes and doing my thesis for this year. I have got an excellent team in this project to work with whom I developed social media contents, wrote blog posts, hosted multiple events, submitted data for Times Higher Impact Ranking, and worked on several initiatives to advance sustainability and awareness around the campus. Moreover, I worked on promoting, measuring and tracking the social media platforms for the Sustainability at Brock initiative as a part of this. I would like to express my heartfelt gratitude to Amanda Smits, Madison Lepp, Alexandra Cotrufo and Kassie Burns for their immense support and kindness while working for the project.

    People and Relationships:

    Last but not least, the relationships I have made with my cohorts, faculty members, my supervisor and administrative staffs here at the SSAS have been the most favourite part of this academic year. I have gathered a bunch of wonderful memories while studying, working, discussing and enjoying time with these amazing people of the SSAS program at Brock. I have had the pleasure of working with some of the loveliest people who are all passionately committed to advancing sustainability and making a positive difference for the environment. Each and every individual I have met through this programme has taught me something new, motivated me through their kind words and supported me in every single way. Coming abroad for study, moving away from home country for the first time, adjusting to new weather, copying with new academic, cultural and social challenges, and getting used to the unknown surroundings was not an easy journey for me initially. However, with the help and support of this people mentioned above, I made it to increase confidence and courage beyond my imagination. Wherever I will be, I believe that the strong bonding I have established with this group will stay with me for the rest of my life. I would love to cherish all these memories forever!

    Categories: Blog, Innovative Partnership, Program Reflections, SSAS Student Contributor

  • Reflection on My First Year

    Blog Contributor: Kassie Burns

    Seems only yesterday I was entering my first class, nervous and excited for what would come next. I knew I would be walking into an amazing journey, leading me to different learning experiences and opportunities, but I had not expected to be surrounded by such supportive and incredible individuals. Without a doubt the most memorable experience I will have from this program is the relationships I have built, (cliché but true!).

    Immediately I felt welcomed into the program by the faculty and staff and was delighted to get to know them better. It was clear from the beginning that they genuinely cared about student success and wanted to inspire future generations. I have never experienced such passionate, hardworking educators throughout my academic and professional career than the members of the Environmental Sustainability Research Centre (ESRC). They are leaders in sustainability and their respective fields that have given me the confidence, encouragement, and support I needed to progress through the program. I cannot stress enough how much of a comfort that gave me to help direct me in my graduate studies and sincerely thank them for their dedication to students!

    In addition to getting to know faculty and staff better, I was also able to meet some incredible peers! It did not take much time to learn of the sushi lovers and talented bowlers in the group. Their humour and personalities made the stresses of the academic year much easier, and everyone was eager to help one another. We would share resources, talk about our research ideas, practice presentations, work on projects together, and cheered when individuals secured co-op placements and research accomplishments that made my academic experience even more enjoyable. The people I have met here and the atmosphere they brought were dynamic!

    I could go on about the amazing journey I had in my first year of the program, but I will end with discussing the variety of learning opportunities that presented itself throughout the year. The traditional settings of listening to lectures went out the window. To my delight, there were several experiential learning occasions with field trips ranging from walking the Bruce Trail behind campus and experiencing the UNESCO Biosphere, to tours of the campus energy systems, and witnessing projects happening with Niagara Parks Commission. All of which pathed way to an immersive means to learn our studies in practice. Classes were flexible to incorporate student interests and followed opportunities that emerged. This led to a trip to the Town of Lincoln to learn more on tree canopies that was initially never planned but was an amazing way to experience community projects and benefits of using Global Positioning System (GPS) technologies. A highlight of the year was a course dedicated to evolving student project management skills, where we were tasked with an assignment aligning with the Niagara Peninsula Conservation Authority, a community partner. For the entire term we collaborated to complete the deliverables that were presented to many of the staff, including their CAO, and were able to see our work mobilized into practice. Not to mention the several professionals in the industry giving guest lectures on a variety of topics related to sustainability science that introduced new topics and perspectives to me. There were so many workshops and conferences I was able to participate in, with a never-ending list of incredible experiences that elevated my academic year.

    Overall, I am so pleased I was able to participate in this program, that not only gave me the opportunity to explore my research interests but also helped me grow as a professional!

    Categories: Blog, Co-Op, Program Reflections, SSAS Student Contributor

  • Seen & Heard at the ESRC: Presentations for the End of the Term!

    It seems like just yesterday that the ESRC welcomed two new cohorts of graduate students to Brock – our ninth group of Master’s students and our first-ever group of PhD students!

    Both of these groups have now successfully completed their first years in their respective programs, and we could not be prouder of all they’ve achieved. We thought the best way to celebrate was with final class presentations, a social gathering for students and faculty, and a field trip!

    On Friday, March 31st, the SSAS students presented their MRP and Thesis research proposals to their peers. They have been working towards these presentations since September, and all did a wonderful job outlining their research topics.

    Back Row L-R: Kassie Burns, Zeal Pandya, Sanjida Amin, Sydney McIntyre, Evan Rodenburg, Erin Isaac, Dr. Jessica Blythe, Natalie Seniuk. Front Row L-R: Anmol Burmy, Zaara Momin.

    Back Row L-R: Dr. Todd Green, Sydney McIntyre, Evan Rodenburg, Erin Isaac, Dr. Jessica Blythe, Natalie Seniuk, Dr. Ryan Plummer, Dr. Xavier Fazio. Front Row L-R: Zeal Pandya, Kassie Burns, Sanjida Amin, Anmol Burmy, Zaara Momin, Dr. Marilyne Carrey, Amanda Smits

    With their research proposal presentations behind them, our SSAS students were then joined by their peers in the PhD program for a field trip to the Niagara Peninsula Conservation Authority (NPCA) in Welland on April 4th, 2023. Since January, both cohorts have been working closely with Kerry Royer and Natalie Green to develop sustainability assessment frameworks and implementation tools for the NPCA as part of their course work in SSAS 5P03 and SSCI 7P02. The purpose of this field trip was for both groups to present their findings and recommendations to the staff at the NPCA. The presentations were a great success, and we received wonderful feedback from our partners at the NPCA!

    We are very proud of these graduate students for all they have achieved this year, and wish them all the best as they head into the Spring and Summer terms to begin co-op placements and research projects!

    Categories: Blog, Co-Op, Collaborations, Event, Experiential Education, SSAS Program

  • Stories of Sustainability: Experiential Education for SSAS Students in Niagara Parks

    Blog Contributor: Norievill Espana

    SSAS students and Environmental Sustainability Research Centre staff boarded a big yellow bus to visit Niagara Parks as part of the 5P01 Foundations in Sustainability Science and Society course, which was instructed by Dr. Jessica Blythe throughout the Fall 2022 semester. This experiential learning was designed to reinforce knowledge exchange beyond the four walls of the classroom.

    Dr. Ryan Plummer, Director of the ESRC and team lead of the Excellence in Environmental Stewardship Initiative (EESI), joined the class and shared information on the EESI, a partnership between Brock University’s ESRC and the Niagara Parks Commission. He added that the EESI aims to enhance environmental stewardship, knowledge sharing, and capacity development through the partnership. Dr. Plummer then introduced Corey Burant, Project Manager for Forest Health Parks, Planning and Properties,from Niagara Parks who facilitated the tour for the SSAS students.

    The first stop was the Niagara Gorge, overlooking the whirlpool and surrounded by a 10,000-year-old rock formation. Corey explained how Niagara Parks employees used prescribed burning to remove and control invasive plant species and maintain the native population. He also shared how forest rangers installed gates and signage and have rerouted trails to protect endangered species. However, vandalism and intrusion remain a challenge within the park.

    The group then proceeded to the Niagara Glen Nature Centre. The Centre is a key location where Niagara Parks fosters knowledge and awareness through nature-based experience. Here, visitors can take part in a point-based trading system by sharing photos of plants and animals that they encountered around the area during their hikes and visits. The staff working at the Centre showed the SSAS students’ items and their corresponding points such as rocks, fossils, taxidermy, shells, and others.

    Before proceeding to the next stop, Samantha Witkowski, SSAS Alumnus, joined the students and shared an overview of her research on monitoring and evaluation of tourist perception and behavior in Niagara Parks. She also shared how the outputs of her research assisted Niagara Parks in identifying sustainable tourism strategies to improve tourist awareness and engagement. After her presentation, the SSAS students made a quick round of sharing their proposed topics of research which included improving awareness on climate change, biodiversity conservation, and environmental restoration.

    The next stop on the tour was the Chippawa Battlefield Park where Corey shared about the history of the grassland, and how the conservation efforts undertaken by Niagara Parks have led to a flourishing ecosystem and thriving population of important bird species.

    Last was a short walk to Ussher’s Creek, one of the shoreline restoration sites in Niagara Parks.  Corey shared that Niagara Parks has adopted a method of piling and dropping fallen trees into the water. The fallen trees provide habitat and feeding areas for diverse species of fish. At the onset, they were worried the method would go against the aesthetic plan of the shoreline but gained support from the surrounding community and saw success in their use of fallen trees. Corey highlighted that NPC continues to find sustainable ways in maintaining Niagara Parks establishments and amenities.

    The experiential learning at Niagara Parks was a beneficial way to wrap up the Fall 2022 term. SSAS students learned first-hand information about how sustainability is embedded in corporate actions and the importance of transdisciplinary initiatives, where academe and partners work hand-in-hand to achieve environmental sustainability goals.

    Categories: Blog, Collaborations, Environmental Stewardship Initiative, Experiential Education, Innovative Partnership, Student Contributor

  • A Lunch and Learn on Climate Readiness at Niagara Parks

    Blog Contributor: Shannon Heaney

    On November 24th, 2022, the Excellence in Environmental Stewardship Initiative (EESI), a partnership between the Environmental Sustainability Research Centre (ESRC) and the Niagara Parks Commission, held a lunch and learn at the Legends on Niagara Golf Course. The lunch and learn afforded an opportunity to share information about the Niagara Parks Climate Readiness Plan, developed by the EESI, and discuss implementation actions for the future.

    Ryan Plummer welcomed everyone and Steve Barnhart, Senior Director for Planning, Environment, and Culture, opened the event with a land acknowledgment. Ryan Plummer and Shannon Heaney then presented an overview of the Niagara Parks Climate Readiness Plan. Their presentation described the development of the plan, illustrated climate scenarios in the Niagara Region, and identified climate related threats specific to Niagara Parks.

    The presentation also set out the three overarching goals which are the foundation of the plan. The three goals are to: 1) ensure public safety, 2) minimize risk to infrastructure, and 3) reduce net environmental, human and infrastructure costs of climate impacts.

    Corey Burant, Project Manager for Forest Health Parks, Planning and Properties, shared information about the many current initiatives by Niagara Parks which address climate change such as native shoreline rehabilitation, the completion of the Feast on Certificate, and incentivizing sustainable travel among others.

    Following the presentation, the EESI team next posed the following open-ended questions to over 25 attendees:

    1. How can you implement the climate readiness plan in your individual role?
    2. How can you implement the climate readiness plan in your business unit?
    3. How can Niagara Parks implement the climate readiness plan on an organization level?
    4. What can Niagara Parks do to build capacity to support implementation of the climate readiness plan?

    Members of Niagara Parks carefully considered these questions and discussed them with their colleagues and were invited to record their ideas on sticky notes.

    The discussion resulted in various interests and ideas from attendees. The first three questions, which asked about implementation of the Climate Readiness Plan, yielded similar themes. These themes included an interest in continual education and knowledge sharing about the Climate Readiness Plan, identifying ways to integrate and implement the Climate Readiness Plan including actions at the individual, business unit, and organizational level. Further, there was a strong interest regarding collaboration within Niagara Parks, as well as with external partners, and fostering motivations and ideas at all levels related to climate readiness. The discussion also generated excellent ideas on specific actions that could be implemented across Niagara Parks related to climate readiness.

    The final question asked attendees to reflect on how Niagara Parks could build capacity to support implementation of the Climate Readiness Plan. Attendees echoed the themes above, identifying education and awareness as an important way to build capacity, as well as expanding collaboration both internally and externally, with partnerships that align with Niagara Parks mandate and mission.

    Steve Barnhart, Senior Director for Planning, Environment and Culture, concluded the event by discussing next steps related to the Climate Readiness Plan within Niagara Parks. As participants left the event with an infographic in hand, requests were made for similar events in the future. The lunch and learn was a huge success, and sparked conversations about the Climate Readiness Plan which will continue beyond the 1-hour lunch and learn event.

    Categories: Applied Research, Blog, Conferences, Environmental Stewardship Initiative, Innovative Partnership, SSAS Student Contributor

  • What are Social-Ecological Systems?

    Blog Contributor: Lyndsay Bott

    Defining Social-Ecological Systems

    Social-ecological Systems (SES) can be described as a “system of people and nature”. While this may seem intuitive, the close connection between people and nature hasn’t always been central in environmental thinking.

    This term social-ecological system was originally coined in the 1970s and is now used within many disciplines, such as the environmental sciences, social sciences, economics, business, and medicine, among others. Other authors have described SES as a system that connects two subsystems of social (human) and ecological (biophysical). These two subsystems are inherently interdependent. A more complex definition of SES is an “Integrated system in which human society and its multiple cultural, political, social, economic, institutional, and technological expressions interact with ecosystems (p.1). tend to identify a close relationship between two systems: the social and the ecological. The social component of SES typically deals with politics, history, economics, and ethics, among other institutions. The ecological component of SES deals with the natural habitats, animals, aquatic health, and changes in climate.

    The Adaptive Capacity of Social-Ecological Systems

    A social-ecological systems perspective provides a framework for understanding the complex dynamics occurring between environmental and societal changes. It highlights the intense dependency that society has on the natural environment. From a social-ecological systems perspective, uncertainty is an inherent part of all systems. A systems’ adaptive capacity describes its ability to respond to potential damage, take advantage of opportunities, or respond to consequences. The adaptive dynamics of social-ecological systems allow for the creation and success of governance systems. Click here to learn more about governance. The marking of a sustainable and long-term SES is the ability to adapt to many variables that arise over periods of time.

    In 2009, Elinor Ostrom (winner of the Nobel prize) introduced the social-ecological systems framework. Based on decades of Ostrom’s empirical work on the commons, the framework provides guidance on how to assess the social and ecological dimensions that contribute to sustainable resource use and management across scales and contexts. SESs come in many different shapes and sizes, varying in scale and focus. According to the SES framework, the subsystems that make-up SESs can function independently, such as governance systems, users of a system, and the units produced by the system, but then join to produce complex social-ecological systems. When using fisheries as an example, the governance systems would be organizations that manage fishers, the users would be the fishermen, and the units would be the number of lobsters caught. All aspects of this social-ecological system example can act independently and have their own role to play, but then come together to produce a complex SES of fisheries. This example also illustrates the varying scale of SESs, as individually fishers and lobsters are small, but together form a large-scale system of fisheries. Therefore, all subsystems must collaborate and adapt to one another to effectively produce a sustainable SES. Understanding the complex nature of social-ecological systems can lead to ensuring their long-term resilience. To read more about the term resilience, click here.

    References

    Berkes, F. (2017). Environmental Governance for the Anthropocene? Social-Ecological Systems, Resilience, and Collaborative Learning. Sustainability (Basel, Switzerland), 9(7), 1232–. https://doi.org/10.3390/su9071232

    Biggs, R., Schlüter, M., Biggs, D., Bohensky, E. L., BurnSilver, S., Cundill, G., Dakos, V., Daw, T. M., Evans, L. S., Kotschy, K., Leitch, A. M., Meek, C., Quinland, A., Raudseep-    Hearne, C., Robards, M. D., Schoon, M. L., Schultz, L., & West, P. C. (2012). Toward     Principles for Enhancing the Resilience of Ecosystem Services. Annual Review of Environment and Resources, 37(1), 421–448. https://doi.org/10.1146/annurev-environ-051211-123836

    Colding, J., & Barthel, S. (2019). Exploring the social-ecological systems discourse 20 years later. Ecology and Society, 24(1), 423–. https://doi.org/10.5751/ES-10598-240102

    Farhad, S., & Baird, J. (2021). Freshwater governance and resilience⁎. Reference Module in Earth Systems and Environmental Sciences. https://doi.org/10.1016/b978-0-12-819166-8.00109-2

    Fischer, J., Gardner, T. A., Bennett, E. M., Balvanera, P., Biggs, R., Carpenter, S., Daw, T., Folke,      C., Hill, R., Hughes, T. P., Luthe, T., Maass, M., Meacham, M., Norstrom, A. V., Peterson, G., Queiroz, C., Seppelt, R., Spierenburg, M., & Tenhunen, J. (2015). Advancing sustainability through mainstreaming a social–ecological systems perspective. Current Opinion in Environmental Sustainability, 14, 144–149. https://doi.org/10.1016/j.cosust.2015.06.002

    Categories: Blog, SSAS Student Contributor, Sustainability Definitions

  • Social-Ecological Resilience: What is it and why is it important?

    Blog Contributor: Madison Lepp

    Recent years have seen an explosion of research and policies using the term resilience. Yet, the word means many things to many people, and is used to evoke a variety of actions. As uses of the term resilience continue to grow, there is value in clarifying the meanings of resilience.

    The Rise of Social-Ecological Resilience Thinking 

    The notion of ‘social-ecological resilience’ has roots in the field of ecology and aims to describe the complex system dynamics in the context of social-ecological systems (Folke, 2006). From this perspective, humans and the environment are understood as inextricably linked (Walker et al., 2004). This linking of ecosystems and people is vital to the field of social-ecological resilience. In our globalised society, there are virtually no ecosystems that are not shaped by people and no people who do not rely on ecosystems and the services they provide.

    In 2005, the United Nations Millennium Ecosytsem Assessment providedthe first global assessment of the world’s ecosystems and introduced the notion of ecosystem services to the global community. Ecosystem services is a term that describes the benefits that humans derive from nature. The report showed that our consumption of  food, freshwater, timber, fibre, and fuel have changed the Earth’s ecosystems. In many cases, the demand for provisioning services such as freshwater, crops, or meat has undermined the delivery of other essential ecosystem services such as climate regulation or cultural heritage. Seven principles for building resilience have been proposed to enhance ecosystem services that support human social and economic well-being (Biggs et al., 2012; Biggs et al., 2015).

    Today, the Stockholm Resilience Centre defines social-ecological resilience as: “the capacity of a system, be it an individual, a forest, a city or an economy, to deal with change and continue to develop. It is about how humans and nature can use shocks and disturbances like a financial crisis or climate change to spur renewal and innovative thinking.”

    Applying Resilience Thinking

    The impacts of humankind on the world’s ecosystems have increased the likelihood of large, nonlinear, and irreversible changes (IPCC, 2021). Occurrences such as sea level rise, melting ice sheets, and flooding have devastating impacts on ecosystem services and human well-being. To minimize the negative impacts of climate change, many are calling for strategies to ensure a sufficient, dependable, and equitable flow of essential ecosystem services (IPCC, 2014). Resilience thinking is an important part of the solution, as it is an approach that strives to build flexibility and adaptive capacity rather than attempting to achieve stable optimal production and short-term economic gains.

    Resilience thinking aims to strengthen our capacity to deal with the stresses caused by climate change and other aspects of global change. It is about finding ways to deal with unexpected events and crises and identifying sustainable ways for humans to live within the Earth’s boundaries. The sixth IPCC Assessment Report also notes that the concept of resilience to climate change overlaps with concepts of vulnerability, adaptive capacity, and risk, while resilience as a strategy overlaps with risk management, adaptation, and transformation (IPCC, 2022). Notably, social-ecological system research emphasizes the significance of the social, institutional, and cultural contexts in social-ecological systems. This type of thinking represents a shift towards appreciating diverse values and the role of culture in guiding human actions (rather than instruments and incentives), closing the gap between science and society (Reyers et al., 2018).

    However, the term and theory are not without their critiques. Various scholars have cautioned that sometimes actions aimed to increase social-ecological resilience can fail to address issues of equity, justice, and power (Cote and Nightingale, 2012). Other critiques include the various misconceptions of the theory and the lack of agreement on applying resilience principles (Walker et al., 2020).

    Moving Forward

    Given the rapid rate of climate change, biodiversity loss, and rising social inequality there is a pressing need to operationalize in the context of social-ecological systems (Rocha et al. 2022). The IPCC Sixth Assessment Report highlights the need for “effective, feasible, and just means of reducing climate risk, increasing resilience, and pursuing other climate-related societal goals” (IPCC, 2022, p. 41, emphasis added). It is imperative that policies create space for flexible and innovative collaboration and highlight the interrelationships between the biosphere and society (Folke et al., 2021). So, while resilience may not be the only solution, resilience thinking offers a pathway to a building a more equitable and sustainable future.

    References

    Biggs, R., Schlüter, M., & Schoon, M. L. (Eds.). (2015). Principles for building resilience: Sustaining Ecosystem Services in social-ecological systems. Cambridge University Press.

    Biggs, R., Schlüter, M., Biggs, D., Bohensky, E. L., BurnSilver, S., Cundill, G., Dakos, V., Daw, T. M., Evans, L. S., Kotschy, K., Leitch, A. M., Meek, C., Quinlan, A., Raudsepp-Hearne, C., Robards, M. D., Schoon, M. L., Schultz, L., & West, P. C. (2012). Toward principles for enhancing the resilience of Ecosystem Services. Annual Review of Environment and Resources, 37(1), 421–448. https://doi.org/10.1146/annurev-environ-051211-123836

    Cote, M., & Nightingale, A. J. (2012). Resilience thinking meets social theory: situating social change in socio-ecological systems (SES) research. Progress in human geography36(4), 475-489.

    Fitzgibbons, J., & Mitchell, C. L. (2019). Just urban futures? exploring equity in “100 resilient cities.” World Development, 122, 648–659. https://doi.org/10.1016/j.worlddev.2019.06.021

    Folke, C. (2006). Resilience: The emergence of a perspective for social–ecological systems analyses. Global environmental change16(3), 253-267.

    Folke, C., Carpenter, S., Elmqvist, T., Gunderson, L., & Walker, B. (2021). Resilience: Now more than ever. Ambio, 50(10), 1774–1777. https://doi.org/10.1007/s13280-020-01487-6

    IPCC, 2014: Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland, 151 pp

    IPCC, 2021: Summary for Policymakers. In: Climate Change 2021: The Physical Science Basis.

    Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Masson-Delmotte, V., P. Zhai, A. Pirani, S.L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M.I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J.B.R. Matthews, T.K. Maycock, T. Waterfield, O. Yelekçi, R. Yu, and B. Zhou (eds.)]. In Press.

    IPCC, 2022: Climate Change 2022: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press. In Press.

    Meerow, S., & Newell, J. P. (2016). Urban resilience for whom, what, when, where, and why? Urban Geography, 00(00), 1–21. https://doi.org/10.1080/02723638.2016.1206395

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