This page has only limited features, please log in for full access.
Plastic waste represents one of the largest environmental problems of the modern era and disposable water bottles comprise a substantial portion of that waste in the U.S. Colleges are in a unique position to create systems that foster sustainable behaviors among their constituents. Since 2015, Allegheny College has installed water refill stations, and initiated a free water bottle program and an awareness campaign to reduce single-use bottles on the college’s campus. Two surveys were distributed to the student body between 2018 and 2019 to assess the efficacy of those initiatives and learn about any barriers. Bottled water use has reduced significantly since 2014, with the majority of students stating that they most commonly drink water from refill stations while on campus. Demographic factors like income, sex, or place of origin were not related to the amount of bottled water consumption or type of water preference among students. The primary barrier to students eliminating disposable water bottle use was found to be a lack of water refill stations in dormitories. Research aimed at changing behaviors to benefit the environment should consider the barrier of convenience. This research provides a valuable lesson that can extend beyond college campuses and into public settings.
Matthew Bethurem; Beth Choate; Stephanie Bramwell. Stop Piling on: Assessing Efforts to Reduce Single-Use Water Bottles at Allegheny College. Sustainability 2021, 13, 8864 .
AMA StyleMatthew Bethurem, Beth Choate, Stephanie Bramwell. Stop Piling on: Assessing Efforts to Reduce Single-Use Water Bottles at Allegheny College. Sustainability. 2021; 13 (16):8864.
Chicago/Turabian StyleMatthew Bethurem; Beth Choate; Stephanie Bramwell. 2021. "Stop Piling on: Assessing Efforts to Reduce Single-Use Water Bottles at Allegheny College." Sustainability 13, no. 16: 8864.
The 17 UN Sustainable Development Goals (SDGs) are designed to mobilize countries around the world to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind. Institutions of higher learning are important actors in creating individuals with the skills to accomplish these goals. The Environmental Science and Sustainability (ESS) Department at Allegheny College (Meadville, PA) has been working for 40 years to produce students capable of solving real-world environmental problems by teaching students to think critically and communicate science. This review involved a comprehensive analysis of existing classes at Allegheny College with a focus on the alignment of SDG principles with learning outcomes for core courses required of all students majoring in ESS. The ESS curriculum implicitly supports the goals of the UN SDGs by using local, state and international environmental issues to demonstrate the realities of considering both the environment and well-being to advance a more sustainable and equitable future. The aim of this paper is to highlight how a university curriculum might explicitly focus on the principles of the UN SDGs. In discussing this model, this paper identifies essential components and potential gaps in university curricula and offers one template to provide a more thorough approach to educating for the SDGs.
Eric Pallant; Beth Choate; Benjamin Haywood. How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030? World Sustainability Series 2019, 69 -85.
AMA StyleEric Pallant, Beth Choate, Benjamin Haywood. How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030? World Sustainability Series. 2019; ():69-85.
Chicago/Turabian StyleEric Pallant; Beth Choate; Benjamin Haywood. 2019. "How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030?" World Sustainability Series , no. : 69-85.
Purpose The purpose of this study was to identify how to reduce bottled water use on our campus, given that the majority of students were bringing it onto campus from outside sources. Bottled water bans have been implemented on several college and university campuses in an effort to reduce the consumption of bottled water and the associated waste. Observations on the campus of Allegheny College demonstrated that while bottled water was being consumed, students were not purchasing those bottles on campus. Design/methodology/approach To identify methods to reduce bottled water prevalence on campus, alter negative perceptions of local tap water and create behavioral changes among student, an environmental science class surveyed the student body. Students were asked about their preferred type of drinking water and why they preferred one type to another, as well as additional questions about reusable bottle ownership and usage. Findings The data identified that disposable bottled water was most commonly consumed by first year students, with rates of use decreasing the longer students are on campus. Many students were concerned about the safety of tap water and did not like the taste. Originality/value As a result of this survey, Allegheny College has increased the number of filtered, bottle refill stations throughout campus and provides a high-quality, metal water bottle to all students upon beginning their first year. Students are also provided information about the safety of Meadville tap water, as well as the environmental and social benefits of choosing tap water over bottled water.
Beth Choate; Brittany Y. Davis; Jacqueline Verrecchia. Campus bottled water bans, not always the solution. International Journal of Sustainability in Higher Education 2018, 19, 987 -997.
AMA StyleBeth Choate, Brittany Y. Davis, Jacqueline Verrecchia. Campus bottled water bans, not always the solution. International Journal of Sustainability in Higher Education. 2018; 19 (5):987-997.
Chicago/Turabian StyleBeth Choate; Brittany Y. Davis; Jacqueline Verrecchia. 2018. "Campus bottled water bans, not always the solution." International Journal of Sustainability in Higher Education 19, no. 5: 987-997.
Long-term and widespread monitoring programs are essential to understanding the role of human-dominated landscapes in supporting wild bee populations. Urbanization results in increased impervious surfaces throughout the landscape, fragmentation of green space, and a loss of naturally occurring floral vegetation. All of these changes have a negative impact on pollinator diversity. The objective of this study was to assess the abundance and richness of wild bee species throughout a small city in northwest Pennsylvania and identify how management of land throughout the city may influence bee communities. Seventeen sites across a land use gradient, moving from areas with large open spaces and mainly permeable surfaces, to sites in the city center consisting of mainly impermeable surfaces, were sampled over a 2-year period. During this time, 106 known species were identified with four state records and 1 undescribed species. Bee species richness was greatest at sites with the largest amount of permeable surface and naturally-occurring, native vegetation. Richness decreased on the college campus and city center where landscapes were highly managed and impermeable surfaces were most abundant. While floral richness was not related to bee abundance and richness, the number of open blooms near traps did have a positive impact on bee species richness. Overall, this survey revealed considerable richness never before recorded for northwest Pennsylvania, suggesting the importance of conservation management in homeowner and community yard space.
Beth A. Choate; Paige L. Hickman; Erica A. Moretti. Wild bee species abundance and richness across an urban–rural gradient. Journal of Insect Conservation 2018, 22, 391 -403.
AMA StyleBeth A. Choate, Paige L. Hickman, Erica A. Moretti. Wild bee species abundance and richness across an urban–rural gradient. Journal of Insect Conservation. 2018; 22 (3-4):391-403.
Chicago/Turabian StyleBeth A. Choate; Paige L. Hickman; Erica A. Moretti. 2018. "Wild bee species abundance and richness across an urban–rural gradient." Journal of Insect Conservation 22, no. 3-4: 391-403.
The 2030 United Nations Agenda for Sustainable Development lists ending poverty and hunger, achieving food security and promoting sustainable agriculture as its first two goals for transforming our world. The accomplishment of these goals requires individuals who can think critically about our current food systems. Since 2013, professors at Allegheny College have taught a food and agriculture course entitled Soil to Plate to address questions related to agriculture and food security. The 15-week course covers sustainable farming practices, soil fertility, pest management, and the factors that influence access to high quality food. Methods of introducing content are multi-modal: field trips, lectures, discussions, guest speakers, cooking lessons, and skype sessions with experts around the world. Weekly field trips are taken to small, medium, and large-scale farms, food processing facilities, food pantries, community gardens, and grocery markets. The course addresses issues of nutrition, food security, food production, poverty, and environmental sustainability applicable to rural Pennsylvania, the nation, and the world. This paper describes our methodology and the tangible outcomes students and graduates have achieved in support of the 2030 Sustainable Development Goals.
Beth Choate; Eric Pallant; David Shipe. Teaching to End Hunger: Critical Analysis of Food Systems and Poverty. World Sustainability Series 2017, 941 -953.
AMA StyleBeth Choate, Eric Pallant, David Shipe. Teaching to End Hunger: Critical Analysis of Food Systems and Poverty. World Sustainability Series. 2017; ():941-953.
Chicago/Turabian StyleBeth Choate; Eric Pallant; David Shipe. 2017. "Teaching to End Hunger: Critical Analysis of Food Systems and Poverty." World Sustainability Series , no. : 941-953.
Purpose Approximately 700 colleges and universities have committed to climate neutrality, which will require significant reductions in energy consumption. This paper aims to explore the effectiveness of an Annual Energy Challenge in curtailing electricity use by changing consumption behaviors at one liberal arts college. Design/methodology/approach From 2010 to 2014, Allegheny College (Meadville, PA, USA) ran four-week energy challenges. Electricity consumption was measured and compared to a baseline year of 2008. An alternate baseline, more granular data for 20 sub-metered buildings and historic utility bill consumption trends were further analyzed to identify any persisting change and understand the impact of behavior change separate from efficiency retrofits, changes in population and normal seasonal shifts. Findings Electricity consumption during the challenge period dropped an average of 9 per cent compared to the 2008 baseline and 6 per cent compared to the baseline of the 4 weeks preceding each challenge. Consumption trends changed in the years during challenge implementation compared to the years before engaging the campus community. All analyses reinforce that the challenge reduces electricity consumption. However, results must be analyzed in multiple ways to isolate for behavior change. Practical implications The analyses used to isolate energy challenge results due to behavior change are replicable at other institutions and would allow campuses to compare results and share proven strategies. Originality/value While many campuses organize energy challenges, few have published details about the results both during the challenge and continuing afterwards. Nor has a research explored the need to put results into contexts such as natural seasonal trends to isolate the impacts of behavior change.
Kelly Boulton; Eric Pallant; Casey Bradshaw-Wilson; Beth Choate; Ian Carbone. Energy challenges: isolating results due to behavior change. International Journal of Sustainability in Higher Education 2017, 18, 116 -128.
AMA StyleKelly Boulton, Eric Pallant, Casey Bradshaw-Wilson, Beth Choate, Ian Carbone. Energy challenges: isolating results due to behavior change. International Journal of Sustainability in Higher Education. 2017; 18 (1):116-128.
Chicago/Turabian StyleKelly Boulton; Eric Pallant; Casey Bradshaw-Wilson; Beth Choate; Ian Carbone. 2017. "Energy challenges: isolating results due to behavior change." International Journal of Sustainability in Higher Education 18, no. 1: 116-128.
Beth A. Choate; Jonathan G. Lundgren. Invertebrate communities in spring wheat and the identification of cereal aphid predators through molecular gut content analysis. Crop Protection 2015, 77, 110 -118.
AMA StyleBeth A. Choate, Jonathan G. Lundgren. Invertebrate communities in spring wheat and the identification of cereal aphid predators through molecular gut content analysis. Crop Protection. 2015; 77 ():110-118.
Chicago/Turabian StyleBeth A. Choate; Jonathan G. Lundgren. 2015. "Invertebrate communities in spring wheat and the identification of cereal aphid predators through molecular gut content analysis." Crop Protection 77, no. : 110-118.
Solving issues of global environment importance depends upon cross-boundary and cross-cultural cooperation. The Global Liberal Arts Alliance is an organization of 27 liberal arts colleges and universities, located in 15 nations, whose purpose is to strengthen education in the tradition of the liberal arts through the exchange of experience and the development of mutually beneficial programs. The Alliance encourages and facilitates classroom partnerships between professors in different countries around the globe. Professors submit potential courses to an international coordinator who then finds suitable matching courses in other countries. Faculty then meet for planning in the summer prior to teaching to coordinate activities, syllabi, and student-to-student interactions. The authors have engaged Allegheny College students (Pennsylvania, USA) in four different environmental courses with students in parallel courses in Bulgaria, Pakistan, and Morocco. Many students expressed frustration with difficulties in communication, while faculty complained of issues pertaining to technology. Issues of cross-cultural understanding were still achieved, although sharing environmental perspectives was less successful. This paper will describe the many challenges and benefits of having undergraduate environmental students cooperate across time zones and radically distinct cultures.
Eric Pallant; Beth Choate; Derek Reno. Overcoming Obstacles to Classroom Based Cross-Border Environmental Education in Universities. World Sustainability Series 2014, 571 -582.
AMA StyleEric Pallant, Beth Choate, Derek Reno. Overcoming Obstacles to Classroom Based Cross-Border Environmental Education in Universities. World Sustainability Series. 2014; ():571-582.
Chicago/Turabian StyleEric Pallant; Beth Choate; Derek Reno. 2014. "Overcoming Obstacles to Classroom Based Cross-Border Environmental Education in Universities." World Sustainability Series , no. : 571-582.
Understanding infield predator dispersal is crucial for designing predator conservation programmes. A study aimed at evaluating methods of collecting insects in protein-marking studies and monitoring predator movement was conducted. Results indicate that collection by sweep net does not result in false positives and predator groups displayed distinct dispersal patterns.
Beth A. Choate; Jonathan G. Lundgren. Protein-marking-based assessment of infield predator dispersal. Biocontrol Science and Technology 2014, 24, 1183 -1187.
AMA StyleBeth A. Choate, Jonathan G. Lundgren. Protein-marking-based assessment of infield predator dispersal. Biocontrol Science and Technology. 2014; 24 (10):1183-1187.
Chicago/Turabian StyleBeth A. Choate; Jonathan G. Lundgren. 2014. "Protein-marking-based assessment of infield predator dispersal." Biocontrol Science and Technology 24, no. 10: 1183-1187.
Assessing the influence of new, reduced-risk insecticides on natural enemies within agroecosystems is essential to developing integrated pest management strategies. Three species of mound-building Formica ants are abundant throughout Maine lowbush blueberry fields (Formica exsectoides Forel, F. glacialis Wheeler, and F. ulkei Emery). All three species have been described in the literature as predaceous, with research demonstrating that F. exsectoides preys on major pest insects of lowbush blueberry. The objectives of this study were to determine the impact of common-use and newly introduced insecticides on Formica sp. ant communities in lowbush blueberry fields. Laboratory assays indicated that the commonly applied insecticide phosmet is toxic to F. exsectoides, even after 8 d of field weathering (P < 0.05). Species comparisons indicated that susceptibility varied with exposure to residues in the field. However, some of the reduced-risk biorational insecticides, such as acetamiprid, had little effect on survival of all three species. Abundance of each species in the field varied with lowbush blueberry pesticide-use strategy and amount of nonblueberry vegetation. Both F. exsectoides and F. glacialis were most abundant in organic fields; however, overall F. glacialis was the most abundant in fields of all management types. Field surveys support laboratory results suggesting that phosmet is highly toxic to these species and influences their spatial pattern. Manipulation of the crop to conserve natural enemies in lowbush blueberry is difficult because the crop is not planted; therefore, we must look closely at the incorporation of low toxicity insecticides with natural enemies to efficiently control pest insects.
Beth Choate; Francis A. Drummond. The influence of insecticides and vegetation in structuring Formica mound ant communities (Hymenoptera: Formicidae) in Maine lowbush blueberry. Journal of Economic Entomology 2013, 106, 716 -726.
AMA StyleBeth Choate, Francis A. Drummond. The influence of insecticides and vegetation in structuring Formica mound ant communities (Hymenoptera: Formicidae) in Maine lowbush blueberry. Journal of Economic Entomology. 2013; 106 (2):716-726.
Chicago/Turabian StyleBeth Choate; Francis A. Drummond. 2013. "The influence of insecticides and vegetation in structuring Formica mound ant communities (Hymenoptera: Formicidae) in Maine lowbush blueberry." Journal of Economic Entomology 106, no. 2: 716-726.
Methods of increasing predator abundance within a habitat include the incorporation of non-prey food items, yet the influence of this on predation intensity toward herbivores remains unknown. In order to gain an understanding of nectar feeding in the predaceous beetle, Coleomegilla maculata (DeGeer), laboratory studies were conducted evaluating prey consumption in the presence of extrafloral nectaries. The physiology of beetles with access to prey only and a mixed diet were compared. To elucidate results of beetle physiology, Y-tube olfactometer studies were conducted and preferences between food types evaluated. Coleomegilla maculata females consumed 9 % fewer aphids when nectar was available. Lipid and glycogen content, as well as oocyte volume were not increased upon consumption of a mixed diet. Evaluation of predator behavior when offered both food resources together and separately demonstrated that extrafloral nectaries are attractive.
Beth A. Choate; Jonathan G. Lundgren. Why eat extrafloral nectar? Understanding food selection by Coleomegilla maculata (Coleoptera: Coccinellidae). BioControl 2012, 58, 359 -367.
AMA StyleBeth A. Choate, Jonathan G. Lundgren. Why eat extrafloral nectar? Understanding food selection by Coleomegilla maculata (Coleoptera: Coccinellidae). BioControl. 2012; 58 (3):359-367.
Chicago/Turabian StyleBeth A. Choate; Jonathan G. Lundgren. 2012. "Why eat extrafloral nectar? Understanding food selection by Coleomegilla maculata (Coleoptera: Coccinellidae)." BioControl 58, no. 3: 359-367.