Lenhart assumes new environmental governance role – Boise State University

Report on Energy-Water Systems Governance and Sustainable Development Goal Alignment

Introduction: Advancing Sustainable Development in Idaho

This report details the work of Stephanie Lenhart, an associate professor at Boise State University, and her contributions to the Idaho’s Community-engaged Resilience for Energy-Water Systems (I-CREWS) project. The initiatives outlined demonstrate a comprehensive approach to addressing complex environmental challenges, with significant alignment to the United Nations Sustainable Development Goals (SDGs). The focus is on integrating policy, research, and education to foster resilient communities and sustainable resource management.

The I-CREWS Project: A Multi-faceted Approach to SDGs

The I-CREWS project, funded by the National Science Foundation, is a multidisciplinary initiative designed to enhance the resilience of Idaho’s interconnected energy and water systems. The project’s objectives directly support the achievement of several key SDGs.

• SDG 6 (Clean Water and Sanitation) & SDG 7 (Affordable and Clean Energy): The core mission of I-CREWS is to study the energy-water nexus, addressing resource trends to design systems that ensure sustainable management of both water and energy.
• SDG 11 (Sustainable Cities and Communities): By developing adaptive strategies for communities facing pressures from population growth, technological change, and climate shifts, the project aims to make human settlements more inclusive, safe, resilient, and sustainable.
• SDG 13 (Climate Action): The project directly confronts the impacts of changing weather patterns on resource availability, contributing to climate change adaptation and strengthening resilience.
• SDG 17 (Partnerships for the Goals): I-CREWS embodies this goal by fostering collaboration between multiple universities, colleges, and tribal nations, creating a robust partnership to tackle regional sustainability challenges.

Role of Governance in Achieving SDG Targets

Stephanie Lenhart’s role within I-CREWS is to provide expertise on environmental and energy policy governance. This function is critical for translating research into actionable policies that advance sustainable development.

1. Policy Integration for Clean Energy: Lenhart’s research on integrating new technologies, such as wind and solar, into existing energy management institutions directly supports SDG 7 by facilitating the transition to affordable and clean energy sources. Her work on “compound energy droughts” further informs strategies for ensuring energy reliability.
2. Informing Resilient Infrastructure: By collaborating with I-CREWS partners, her governance expertise helps inform Idaho communities about adapting to systemic pressures, a key component of building resilient infrastructure as outlined in SDG 9 (Industry, Innovation and Infrastructure).

Educational Frameworks for Sustainability Leadership

A significant component of this work involves building human capacity to address environmental challenges, a direct contribution to SDG 4 (Quality Education).

• Master of Environmental Management: As program lead, Lenhart oversees a curriculum designed to train future leaders in sustainable resource management, equipping them with the skills to implement SDG-aligned policies.
• Zena Creek Ranch Environmental Field School: This program provides students with inquiry-based, experiential learning focused on land, water, and energy sustainability. It fosters a deep understanding of interconnected ecosystems, supporting the principles of SDG 15 (Life on Land) and promoting education for sustainable development.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article highlights Stephanie Lenhart’s role as an associate professor, her courses on environmental and energy policy, her position as program lead for the new Master of Environmental Management, and her role as faculty coordinator for the Zena Creek Ranch Environmental Field School. These initiatives focus on providing education related to sustainability.
2. SDG 6: Clean Water and Sanitation
   • The article repeatedly mentions the “energy-water systems” and the “connection between energy and water resources.” The I-CREWS project specifically studies these systems to understand resource trends, which is central to water resource management.
3. SDG 7: Affordable and Clean Energy
   • The core of the article revolves around energy management, policy, and governance. It explicitly mentions research into “compound energy drought (extended periods with minimal wind and solar energy),” new technologies, and the importance of affordability and reliability of power, connecting directly to clean and sustainable energy.
4. SDG 11: Sustainable Cities and Communities
   • The I-CREWS project aims to design “more resilient approaches for energy-water systems” and “inform Idaho communities about anticipated pressures and potential ways to adapt.” This focus on building community resilience to environmental and resource-related changes aligns with making communities more sustainable.
5. SDG 13: Climate Action
   • The article discusses the impact of “shifts in weather” on energy-water systems and the need for adaptation. The research on renewable energy (wind and solar) and the educational programs on sustainability contribute to building capacity for climate change adaptation and mitigation.
6. SDG 17: Partnerships for the Goals
   • The I-CREWS project is described as a “multidisciplinary project” that “connects Boise State researchers with colleagues from multiple universities, colleges and tribal nations.” This collaboration, funded by the National Science Foundation, exemplifies a multi-stakeholder partnership to achieve sustainability objectives.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
   • The article mentions the Master of Environmental Management program and the Zena Creek Ranch Environmental Field School, where students “explore land, water and energy sustainability through inquiry-based learning.” These programs are designed to equip students with the knowledge and skills for sustainable development.
2. Target 6.5: By 2030, implement integrated water resources management at all levels.
   • The I-CREWS project, which studies the interconnectedness of “energy-water systems,” directly supports the principle of integrated resource management. Lenhart’s work explores how to manage this connection through policy and governance.
3. Target 7.2: By 2030, increase substantially the share of renewable energy in the global energy mix.
   • The research on “compound energy drought” specifically addresses a challenge related to the reliability of wind and solar energy. Understanding and mitigating these periods is crucial for increasing the share and viability of renewable energy sources.
4. Target 7.a: By 2030, enhance international cooperation to facilitate access to clean energy research and technology.
   • The I-CREWS project, funded by the National Science Foundation, is a collaborative research initiative focused on energy systems. It involves multiple institutions working together to integrate new technologies and develop resilient approaches, which aligns with facilitating access to clean energy research.
5. Target 11.b: By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters.
   • The article states that a goal of the I-CREWS project is to “contribute to the development of insights that inform Idaho communities about anticipated pressures and potential ways to adapt.” This directly supports the development of local adaptation and resilience plans.
6. Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
   • Lenhart’s courses and the new Master’s program in Environmental Management build human and institutional capacity to address environmental challenges, including those exacerbated by “shifts in weather,” which is a direct reference to climate change impacts.
7. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.
   • The I-CREWS project is a clear example of a multi-stakeholder partnership, involving public universities, colleges, tribal nations, and a federal agency (National Science Foundation), all collaborating on a shared sustainability goal.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 4.7: The existence and operation of educational programs focused on sustainability.
   • Implied Indicator: The establishment of the “Master of Environmental Management” program and the “Zena Creek Ranch Environmental Field School” serve as qualitative indicators that education for sustainable development is being implemented.
2. For Target 6.5: The degree of integrated water resources management.
   • Implied Indicator: The multidisciplinary I-CREWS project itself, which studies and addresses the energy-water nexus, acts as an indicator of progress towards integrated management approaches.
3. For Target 7.2 & 7.a: The amount of research and development in renewable energy.
   • Implied Indicator: The specific research project studying “compound energy drought” for wind and solar energy is an indicator of investment in understanding and improving renewable energy systems. The NSF-funded I-CREWS project is an indicator of cooperation in clean energy research.
4. For Target 11.b: The development of local resilience strategies.
   • Implied Indicator: The “development of insights that inform Idaho communities” on adaptation strategies is a direct output mentioned in the article that can be measured as an indicator of progress.
5. For Target 13.3: The number of educational and awareness-raising initiatives.
   • Implied Indicator: The courses on “environmental and energy policy governance” and the specialized Master’s program are indicators of efforts to build human and institutional capacity related to climate adaptation.
6. For Target 17.17: The number of multi-stakeholder partnerships for sustainable development.
   • Implied Indicator: The I-CREWS project, with its documented collaboration between “multiple universities, colleges and tribal nations,” serves as a concrete example and indicator of such a partnership.

4. Summary Table of SDGs, Targets, and Indicators

Source: boisestate.edu