ArcGIS StoryMaps as a transitional tool for HEI sustainability culture
Link to the JSE December 2024 CECR Issue Table of Contents
Bellmar et al JSE Dec 2024 CECR Issue PDF
Abstract: Higher education institutions (HEIs), educating the leaders of tomorrow and influencing regional trends, have been implementing sustainable practices for decades. Though many of these practices are effective, their functionality can be negated by a variety of institutional barriers. These difficulties vary, including lack of followthrough and maintenance, poor interdepartmental communication, absence of coordination, and fragmentation of information. Often, these problems can be attributed to an unsustainable institutional culture. Like many other universities, the University of Wisconsin-Milwaukee (UWM) experiences these sustainability challenges. UWM is exploring ways in which ArcGIS StoryMaps, a place-focused storytelling platform, can begin solving interdepartmental communication problems within sustainability as a community-accessible information centralization and outreach tool.
Keywords
HEIs as sustainability leaders
Higher education institutions (HEIs) have been at the forefront of sustainable development and sustainability innovation for decades. Beginning in the 1990s, when the Talloires Declaration identified the responsibility of HEIs to respond to global environmental issues, universities have continually integrated sustainability in their institutions (Hoover & Harder, 2015). Sustainability programs look different at each school, ranging from water management, energy efficiency, and waste reduction strategies to a variety of education, outreach, and community focused programs (Menon & Suresh, 2020). Infrastructure initiatives are often integrated into large capital projects, while outreach programs are typically coordinated by the school’s version of a Sustainability Office. Institutional motivations for these initiatives vary, including energy savings, educational interest, and leadership pressure (Amaral et al., 2023; Filho et al., 2019). The expectation of HEIs as leaders in sustainable development often motivates institutions to implement large, visible, sustainable projects.
The sustainability initiatives implemented at HEIs can set the standard for their respective regions, having broad positive impacts (Radinger-Peer & Pflitsch, 2017). Regional influence grows with the addition of university outreach and community education programs. Moreover, HEIs are where future leaders and policymakers are educated (Pereira Ribeiro et al., 2021). The practices of their home university can influence students’ values, habits, and beliefs, directing their future choices (Parsley et al., 2024). HEI sustainability has effects broader than the institution itself, making the success of these programs particularly important.
While success is critical, many HEI sustainability practices face implementation challenges. A 2023 case study assessing the effectiveness of sustainable practices at a European university struggling to reach their carbon neutrality goal discovered multiple instances where the function of sustainable projects was negated by other circumstances (Amaral et al., 2023). Many of the ineffective projects described were infrastructure based, implemented and then neglected. Sustainable buildings and energy systems were not monitored to see if they were working correctly and efficiently. Maintenance workers were not taught the skills to take care of many of the assets, leading them to fall into disrepair. Poor internal communication exacerbated these issues as departments avoided responsibility for project maintenance (Amaral et al., 2023). Additionally, when the greater campus community (i.e. students, staff) is unaware of these projects, there is reduced pressure for maintenance and upkeep. The lack of momentum towards the university’s carbon neutrality goal was attributed to these complications (Amaral et al., 2023).
The university referenced in that case study is not the only institution where the function of sustainability initiatives has been called into question. Filho and colleagues’ (2019) assessment of the role of green and Sustainability Offices at HEIs identified a variety of barriers which complicate institutional sustainability. Among these were a lack of administrative support and a disconnect between sustainable operations and the rest of the institution. Sustainability offices themselves can create separate operating procedures that run parallel to existing structures, ultimately keeping the sustainable practices disconnected from the rest of campus functioning (Filho et al., 2019). Again and again, these sentiments of disconnect are reiterated. Knowledge is fragmented and tucked away within certain institutional networks, leaving people on different pages in regards to sustainability projects (Hoover & Harder, 2015). Capital projects and outreach projects are maintained by different offices or by no one at all, each office thinking it is the other’s responsibility. Offices of Sustainability attempt to centralize this information but are often unable to shoulder the responsibility of maintaining and monitoring the diverse projects on the campus due to financial, staffing, and administrative constraints.
Ultimately, these challenges – a lack of interdepartmental communication, sustainability integration, and foresight in maintenance plans – can be attributed to an overall unsustainable institutional culture. Institutional culture, as used going forward, refers to the shared behaviors, implicit beliefs, and assumptions of institution members (Hoover & Harder, 2015; Niedlich et al., 2019). Culture determines who has power, which projects are prioritized, and what behaviors are subconsciously known as ‘the norm.’ When sustainability is not rooted in the culture, it becomes ‘other’. This can be seen in the role of Sustainability Offices in HEIs. Though they have historically been integral to increasing a school’s sustainability, they also give other offices excuses to not be sustainable, as the other offices believe sustainability is not their responsibility (Hoover & Harder, 2015). This exacerbates sustainability initiatives’ lack of integration within the larger institution.
In order for institutional culture to become sustainable, sustainability must be automatically considered within all aspects of the university, specifically teaching, research, operations, and outreach (Hoover & Harder, 2015). To begin with, students and staff must have easy access to sustainability information. Sustainability must be more than an afterthought – it should be a common theme throughout institutional operations (Niedlich et al., 2019). Of course, changing culture is easier said than done. Pathways to organizational change are difficult to generalize across HEIs, as cultures at each distinct institution differ vastly. Additionally, existing structures and conceptions of sustainability, specific to each university, inform how culture must change. One common concept, however, is the idea that interdisciplinary work and horizontal coordination can help develop cultural sustainability (Hoover & Harder, 2015; Niedlich et al., 2019). Horizontal coordination refers to collaboration between members of the same hierarchical level of the institution. This takes a variety of forms: different departments working together on projects, partnerships between professors and staff, and students banding together for causes they care about. The foundation for this collaborative interdisciplinary work is making sustainability knowledge accessible, so that all parties have an understanding of what projects already exist and how they function. At the University of Wisconsin-Milwaukee, we are exploring the use of ArcGIS StoryMaps as a tool for knowledge centralization and outreach.
Our project: StoryMaps for knowledge centralization and outreach
Esri’s ArcGIS StoryMaps, launched in 2019, is an online platform that combines established storymaking conventions (plot, emotion, narrative) with digital assets (photo, video, audio) (Daskolia et al., 2017). Moreover, the platform facilitates the integration of interactive maps, helping stories effectively communicate place-based information and ideas. The StoryMaps created in the web-based software can then be accessed by readers through link or QR Code. These StoryMaps are readable on computers, phones, and other mobile devices. In recent years, ArcGIS StoryMaps has been explored as a tool for sustainability communication and outreach. Stories urge people to connect with ideas on a more personal level, especially when the narratives relate to the reader’s morals, values, or interests (Daskolia et al., 2017). In sustainability specifically, stories can help individuals visualize their specific role in creating institutional change (Hoover & Harder, 2015).
When using StoryMaps as an outreach tool, complex topics can be disseminated into simpler parts and made place-specific. Readers can answer the questions: ‘Why should I care? How does this affect me?’ Narrative and context can increase the accessibility of technical information. Environmental issues, which the reader may not be interested in, can be explained through a different lens, such as public health effects or social benefits, to spark interest and engagement.
Case Study: Green infrastructure information fragmentation at UWM
Green infrastructure for stormwater management is based on detaining stormwater and discharging it at a slower rate (Bertrand-Krajewski, 2021). Mimicking natural ecosystems, these practices integrate vegetation and soil and involve processes like evapotranspiration and infiltration. At UWM, green infrastructure features include green roofs, cisterns, rain gardens, and bioswales. Research and Extension Experiences for Undergraduate (REEU) staff hosted through UW-Madison Extension and UW-Milwaukee Office of Sustainability are collaborating on two StoryMaps about green infrastructure (GI) features on the UWM campus – an informational narrative and a self-guided tour. The goal of the StoryMap project is to create an updatable and accessible resource summarizing previously fragmented information about green infrastructure features on campus. Easily available through mobile devices, this StoryMap is directed at students and staff who may be unfamiliar with green infrastructure and desire a broad overview of information about the features. Information dissemination is the first step to creating a more sustainable institutional culture.
Prior to this project, information about green infrastructure features was communicated in a variety of ways. Information on simpler projects, such as student-led initiatives, was easier to find, while information on larger projects with many stakeholders was harder to find. The genesis of the projects themselves changed how the information was communicated. Projects meant to have outreach capabilities contained educational assets while functional projects did not. This information fragmentation is representative of the systemic isolation of sustainability at many HEIs, as described earlier. Two specific examples of this systemic fragmentation are described below:
1 – KIRC Bioretention Basins
One difficulty faced in HEI sustainability integration is the lack of community and interdepartmental knowledge about the systems. Specifically, in green buildings, the residents may be unaware of the sustainable assets, and building performance/maintenance may depend on knowledge of individuals (i.e. professors, directors, students) who take personal interest (Amaral et al., 2023). This can be exacerbated by a lack of interdepartmental communication. When sustainable projects are built by separate departments with differing motivations, information and responsibility are not effectively distributed. At UWM, this disconnect was demonstrated by the Kenwood Interdisciplinary Research Center (KIRC) bioretention basins.
The KIRC is a prime example of green infrastructure incorporated in a capital project. Built in 2015, the KIRC was UWM’s first new building in 20 years and was LEED Gold certified. The bioretention basins on the south side of the building were built during building construction. The Office of Sustainability, who is responsible for broad sustainability outreach, but not maintenance or capital projects, had minimal information about the construction or maintenance of these basins, managing to find plans after weeks of searching through old files. Online information about the building, typically from the year it opened, focuses on the labs, research potential, and novel building materials. Students and other members of campus did not understand the basins’ function due to the lack of accessible information and well established maintenance plan, both of which could showcase the intended function of the project. In this case, we must ask: is the feature living up to its potential if no one is aware of it? One of the unique benefits of sustainability at HEIs is the ability to influence future leaders. When students are unaware of sustainability features, this benefit is negated.
2 – Student Union Green Roof
As mentioned in the 2023 case study referenced earlier, another challenge within HEI sustainability is the loss of assets due to a lack of maintenance (Amaral et al., 2023). This can occur due to insufficient interdepartmental communication, the absence of an effective maintenance plan, or a need for skilled workers. Additionally, features can lose their outreach potential when fallen into disrepair. The Student Union green roof, a student project belonging to a now-disbanded organization, illustrates another circumstance in which green infrastructure projects can partially lose function.
Built in 2007 through an initiative in partnership with Physical Plant Services and led by EcoTone, an environmentalist student organization, the Student Union green roof is small, bordered by a glass fence and located on the west side of the Student Union building. As a green roof with minimal square footage, the benefits of the project were broader than water management alone. The green roof is proof of student impact, with members of the organization feeling emotionally connected to the feature. Located in a central area of campus with high foot traffic, the roof’s visibility can spark student and faculty interest in green roofs, green infrastructure, and UWM sustainability as a whole. Built by a student organization and volunteers, the Union green roof serves as an example of the difference students can make in the UWM community.
In recent years, however, the green roof has become unclaimed and overgrown. Ecotone, the organization that constructed the roof, disbanded sometime between 2007 and 2024. The green roof itself, like many student projects, was built without a long term ownership and maintenance plan. The roof’s continuity was the responsibility of the student organization. When the organization disbanded, as many student orgs do, the roof fell into disrepair. Now overgrown, the green roof struggles to function. The educational strengths of the roof – centrally located, connected to students – are negated when the roof itself becomes an afterthought. It is no longer an effective example of what a green roof or a student project should be. While offices or individuals can step up to take care of these neglected projects, they often do not have the infrastructure or resources to do so easily and continually. Additionally, that doesn’t solve the problem – a missing maintenance plan.
Creation of UWM StoryMaps
As demonstrated in the examples above, information about green infrastructure at UWM was extremely fragmented. This fragmentation was a barrier to effective education and outreach about the features. In order to centralize this information, a set of StoryMaps are being developed through a partnership between the UWM Office of Sustainability and UW-Madison Extension. An online platform was chosen because anyone would be able to access it with a mobile device, irregardless of location. Before beginning StoryMap development, the audience – namely prospective current students, faculty members, and community members – and goal of the finished product – increased community knowledge about green infrastructure – was discussed. Important considerations included: the device the reader will use to access the StoryMap, the amount of background information the reader will already know, the reader’s familiarity with the space, and the reader’s motivation for reading the StoryMap. In the end, two distinct StoryMap formats were decided on.
The first StoryMap, The Water Puzzle: UWM’s Role in Stewarding the Lake Michigan Watershed, is a long form narrative that provides historic, spatial, and environmental context for the green infrastructure at UWM. Screenshots from this StoryMap will have a blue background (Figure 1).
Figure 1. Title image of the Water Puzzle StoryMap.
Intended to be viewed on a computer or tablet, this StoryMap explains why green infrastructure is important for Milwaukee specifically, detailing the history of stormwater and floods in the area. It then goes into detail about each green infrastructure site at UWM, even those with restricted access such as green roofs.
The second StoryMap, UWM Sustainability and Green Infrastructure: A Self-Guided Tour, is meant to be viewed on a mobile device and is short and succinct. The main body of this StoryMap is a ‘Map Tour’ of pedestrian accessible green infrastructure features. Screenshots of this StoryMap will have a yellow background (Figure 2).
Figure 2. From left to right: Title page of the Self-Guided Tour StoryMap; Instructions for the tour; Example of Map Tour with location, image, and description.
Readers will be able to follow the route, reading brief explanations of each feature on their phone. Links to each location in Google Maps were included in the feature descriptions, as StoryMaps is not the most intuitive navigation tool. The Water Puzzle StoryMap was created first with the Self-Guided Tour StoryMap utilizing the same information and photos.
The process of creating the StoryMap began with a tour, facilitated by the Office of Sustainability, of all the green infrastructure features on the main UWM campus, including projects which are typically restricted to pedestrians (Figure 3).
Figure 3. Taking photos on Cambridge Commons green roof during the GI tour.
During this tour, photos were taken and anecdotal details were recorded for each feature. Next, information was collected on the features. Water retention and diversion capacities for each feature were shared by the Office of Sustainability. Most features had descriptions on the Office of Sustainability’s website, but a few did not. Those without descriptions required more intensive inquiring and emailing to obtain information. As in the examples from the previous section, some buildings with green infrastructure features did not mention them anywhere on their websites. Compiling this fragmented information was the most important step in creating a StoryMap knowledge base.
Previous StoryMaps created by the UW-Madison Extension solely used the ‘Map Tour’ feature of the software, situating photos and text in relation to a place on the map (Figure 5). Building off of this work, the Water Puzzle StoryMap included a variety of different formats including full screen images, sidecars, map tours, swipes (to show contrast), and online maps (Figure 4).
Figure 4. Example of text and image integration in StoryMaps
Figure 5. Example of StoryMap’s map tour function
Sustainability, in western culture, began as a response to anthropogenic climate change. Sustainability communication and climate communication often overlap, touching on the same points. Key climate communication ideas referenced when creating the StoryMaps included: highlighting environmental solutions, using imagery, including interactive elements, and providing ways for readers to get involved (Sippel, 2024). In order to make the information accessible to an audience without an environmental background or interest, explanations were purposefully less technical. Green infrastructure was defined as “mimic[ing] natural processes of water infiltration and retention” to explain the underlying concepts beneath the strategies (Figure 6).
Figure 6. Example of sidecar StoryMap function – description of green roofs at UWM
The descriptions of green infrastructure projects focused on the benefits of GI beyond water infiltration, as well as anecdotal observations of the locations, discussing their social, educational, and recreational uses (Figure 7).
Figure 7. Description of Lapham Native Garden in Water Puzzle StoryMap
These StoryMaps act as a transitional tool addressing the interdepartmental communication problems around green infrastructure assets at UWM. As mentioned earlier, the foundation for transitioning to a culture of sustainability is increasing access to sustainability information. A common understanding of current sustainability opens the door for interdisciplinary work and horizontal coordination – practices that improve cultural sustainability (Hoover & Harder, 2015; Niedlich et al., 2019). The UWM StoryMaps consolidate information fragmented by interdepartmental communication problems and provide an outreach resource to share with the community. Public knowledge of assets also puts pressure on departments to provide maintenance and upkeep. The process of creating a StoryMap like this one identifies forgotten projects and, in completion, gives interested parties a tool to pinpoint areas where they can make a difference.
Pilot Testing
The Self-Guided Tour discussed above was piloted at the 2024 Green & Healthy Schools Conference, which was hosted by the University of Wisconsin-Milwaukee. The Office of Sustainability offered a UWM Sustainability Tour during one of the sessions. During this tour, participants were encouraged to scan a QR Code linking the Self-Guided Tour StoryMap and to read along as the tour proceeded. One use case for the Self-Guided Tour StoryMap was its use in conjunction with an in-person tour guide, which this pilot explored. At the end of the tour, participants were provided the opportunity to take a survey, either on paper or through a link at the end of the StoryMap. The survey, which will continually be used to collect data on the StoryMap, contained five questions. One multiple choice question:
I am taking the tour…..
a. Self-guided
b. With a UWM Staff Member
c. Virtually (Not on Campus)
Three strongly disagree (1) – strongly agree (5) questions:
1. After doing this tour, I better appreciate the importance of green infrastructure features.
2. This tour helped me understand how UWM is committed to sustainability.
3. I was able to effectively use the StoryMaps tool to learn more about the projects.
And one open answer question for more comments.
Approximately 80 people attended the tour and 52 of them responded to the survey. Results showed that participants felt informed on green infrastructure after the tour – the average response for Question 2 was 4.79 (5 = strongly agree). The average response for Question 3 was 4.73 and the average response for Question 4 was 4.35. This indicates that the Self-Guided Tour StoryMap is an effective tool for increasing participants’ understanding of UWM sustainability. Some additional comments we received included:
“I am a UWM student and didn’t know about all the green infrastructure on campus, so this was great.”
“I originally did the tour on campus at the Green and Healthy Schools conference. Great tour! I took the virtual tour at home when I had a better opportunity to view it. I like how both work together. The virtual tour was a great review, and something that I can use to talk about what I learned with others.”
“I graduated from UWM only 4 years ago and had no idea about the cisterns, cooling, or gardens. More students should know!”
These results show that the StoryMap is an effective way to increase understanding of sustainability and green infrastructure on the UWM campus. This data was collected on the tool when used in conjunction with an in-person tour guide. Going forward, we will continue to collect data on the experience of using the StoryMaps virtually and/or self-guided.
Considerations
StoryMaps was chosen as a platform due to the authors’ experience with it and the ease with which readers can access the information through a link. However, StoryMaps are not a perfect tool and we have not explored alternate platforms. Like many projects referenced here, StoryMaps are at risk of improper maintenance or insufficient publicization. Without an office or individual accepting responsibility for hosting, marketing, and updating the StoryMaps, the resource loses much of its educational value. A further consideration in these cases is the software licensing required to make these digital assets. StoryMaps and ARCGIS are not open source and have a fee-based proprietary platform. That said, most universities have organizational licenses in place. At UWM, the Office of Sustainability will be stewards of the StoryMaps, continuing to advocate for their use around campus and updating them with new projects and information.
When creating these StoryMaps, we had a number of use cases in mind. The first one, which we piloted above, was the use of the StoryMap in tandem with an in-person tour guide. For solo StoryMap walking, the Self-Guided Tour StoryMap will be available through QR code at the UWM Welcome Center. Prospective students and families will be able to walk the tour when visiting the campus, cementing sustainability into their understanding of the university. The Office of Sustainability also plans to use it as a tool when giving tours of green infrastructure to undergraduate classes. Within that StoryMap, the more detailed Water Puzzle StoryMap is available for interested readers. Going forward, the exploration of the impact of the StoryMaps on maintenance persons responsible for the green infrastructure would be relevant. Additionally, theStoryMaps can be a starting point from which to develop a more in-depth sustainability curriculum.
StoryMaps, easily disseminated through QR code or hyperlink, have yet unknown outreach potential and a plethora of future use cases. QR codes can be posted at each green infrastructure location or printed on flyers, shirts, or merch. The survey at the end of each StoryMap will help track who is using it and receive user feedback. The ease of sharing the StoryMaps via link expands their impact and reach. Future work may include translating the StoryMaps into other languages to increase accessibility for a variety of end users or printing out sections of the StoryMap for people who may not have access to technology.
Conclusion
Lasting narrative tools such as StoryMaps can help address sustainability challenges at HEIs. Sustainability is disempowered by fragmentation and compromised when lost in institutional hierarchy. By centralizing information and curating it to be easily digestible, the UWM StoryMaps create a baseline level of knowledge. This baseline is a stepping stone from which to build new sustainability initiatives and maintain those that already exist. Increasing access to knowledge is a building block to shifting institutional culture towards sustainability. Community knowledge will begin compiling as students, faculty, and staff recognize green infrastructure around their buildings and campus.
The effects of increasing the cultural value of sustainability at an HEI such as UWM are far-reaching. Students, living and working in the city, can influence the local region and beyond, as community members, changemakers, and professionals. Outreach and research around sustainability often involve local partnerships, further benefiting the region. Additionally, sustainability strategies developed and implemented at a university are tailored for the local region’s climate and ecosystem history. StoryMaps, continually updateable and accessible, can reflect and disseminate sustainability efforts as they grow. StoryMaps is a promising transitional tool for sustainability, granting all community members equal access to accessible, up-to-date information.
References
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Brooke Bellmar is an undergraduate student at Knox College pursuing a dual degree in Biology and Environmental Studies and working in the Office of Sustainability. Broadly, her academic interests lie within human-environment interactions, having previously researched urban greenways, watershed outreach, and butterfly-fire interactions. 
Sophie Diliberti is an undergraduate at Macalester College. She is working in watershed education and outreach with the UW-Madison Division of Extension. 
Brad Bessler is a doctoral student in Educational Psychology at the University of Wisconsin-Milwaukee, specializing in Cognitive and Developmental Sciences with a focus on mentoring. A former educator with experience working with students of all ages and abilities, he is currently a research coordinator for UW-Extension. Brad has contributed to STEM curriculum development and works to implement innovative instructional strategies that advance environmental education for diverse populations. 
Dr. Justin Hougham is faculty at the University of Wisconsin- Madison where he supports the delivery of a wide range of science education topics to K-12 students, graduate students, and in-service teachers. Justin’s scholarship is in the areas of place-based pedagogies, STEM education, and education for sustainability. 
Lindsay Frost serves as Operations Manager in the Office of Sustainability at the University of Wisconsin-Milwaukee and facilitates the stewardship of social, financial, and ecological resources. Through intentional program development and cross-departmental collaborations, Lindsay connects college students to meaningful sustainability actions, both on and off campus. 
