In the Western United States, volcanic spring-fed rivers are anticipated to become increasingly more important for salmonids and other native fishes, as these rivers will retain coldwater habitats as the climate warms. Despite this, little is known about the hydro-biogeochemical interactions within these ecosystems. A review of existing literature on spring-fed rivers, coupled with a decade of research on volcanic spring-fed rivers of northern California, finds that these systems are exceptionally productive and exhibit stable environmental conditions. These unique conditions stem from hydrogeologic processes typical of young volcanic terrains. Aquatic macrophytes, common to some nutrient-rich spring-fed systems, play a disproportionate role in hydrologic and geomorphic processes by facilitating ecological interactions and velocity conditions that improve juvenile salmonid growth. We find that volcanic spring-fed rivers are also resilient to climate change, due not only to their ability to dampen water temperature changes through deep groundwater flow but also because of their nutrient-driven high ecosystem productivity, which may enable coldwater species to metabolically compensate for marginal increases in water temperature. Understanding the fundamental geomorphic and ecological differences between these rare ecosystems and their numerically dominant runoff rivers is essential for developing long-term conservation strategies for coldwater species under a rapidly changing climate.

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Climate change has the potential to disrupt ecosystem services and further exacerbate the effects of human activities on natural resources. This has significant implications for educational institutions and the populations they serve. As the current crop of landscape architecture students struggles to define its role within the climate crisis and its related social and political underpinnings, a core mission of colleges and universities moving forward should be to provide students with applied knowledge about how climate change affects the landscape. This goes beyond coursework in climate science or policy; for landscape architecture students to be leaders in the response to climate change, they need applied, practical skills. An ever-growing body of the literature focuses on landscape design strategies for climate change adaptation; however, few frameworks integrate these strategies with the hands-on experience students will need to face real-world challenges after graduation. Educational institutions have the potential to utilize their campuses as demonstration sites for applied ecosystem research programs and actively engage students with the design, implementation, politics, and ongoing stewardship of these landscapes. This paper uses a case study methodology to understand how experiential and public-engaged learning pedagogies contribute to student preparedness to address climate change. It examines three cases of engaged learning at the University of California, Davis campus and attributes their impact to intentional connections with research, to the delegation of responsibility; to the openness of spaces for experimentation, and to self-reflection that connects climate with everyday behavior. By promoting experiential learning programs that require students to actively use their heads and their hands to construct and sustainably manage their own campus landscapes, service-learning studios and internships can provide opportunities for students to address the real scenarios of climate crisis and resilience.

Landscape architects and ecologists alike are embracing the opportunities urban areas present for restoring biodiversity. Despite sharing this goal, their efforts are rarely coordinated. For landscape architects, aesthetics and programming are at the forefront of design and must be given substantial attention, while ecologists look to scientific research to guide their decision-making. However, the lack of scientific research aimed at developing best ecological practices for native landscaping—particularly at small urban scales—make this difficult at a time when many residents are converting their lawns to more sustainable landscapes (“lawn conversions”). We survey literature from the fields of design and ecology to synthesize relevant information about small-scale urban landscaping projects and to identify instances in which practitioners from both fields are already “speaking the same language,” only with slightly different vocabulary. To further promote transdisciplinary collaborations, we present a new glossary tool to highlight these parallel concepts across fields. We discuss specific situations in which design priorities can be aligned with ecological function and propose that more attention should be placed on traditional principles of garden design, including perception, complexity and repetition, rhythm and order, proportion and scale, and form and structure. Finally, we argue that each new urban lawn conversion presents an opportunity to test ecological theory at the site-scale, conduct much-needed research on the impacts of design principles on habitat potential, and promote a collaborative urban ecological design aesthetic.

Since the 1980s, college students in the U.S. have self-reported a decline in their physical and emotional health. With these conditions compounded by the COVID-19 pandemic and its physical distancing restrictions, higher education institutions have an increased responsibility to establish strategic interventions and health-promoting programs for their students. Research collaborations between public health professionals and environmental designers have highlighted the benefits of environmental factors, such as wildlife, street trees, and public parks, on mental health. This pilot project aims to build upon the transdisciplinary dialogue between ecology, design, and public health by examining the social benefits of grazing lawnscape management, which is the practice of using herbivorous livestock to manage turfgrass areas. Through the design of an accessible central campus grazing space for a flock of 25 sheep and use of online questionnaires, a smartphone-based single-item survey, and open-ended feedback given via social media, the UC Davis Sheepmower Project addresses three primary questions: (1) Are there differences in self-reported stress levels and well-being between people who did not watch grazing sheep (no sheepmower group) compared with those who did watch grazing sheep (sheepmower group)? (2) Does holding sheep grazing events create opportunities for education about well-being and engagement with the campus community? (3) Can this type of urban grazing installation ultimately contribute to the overall identity of a college campus? Web-based questionnaire results indicate there is no significant difference in self-reported stress levels between the two groups; however, the moment-in-time smartphone-based single item question suggests that the presence of sheep provides temporary, noticeable relief and enhanced mood for those who observe the animals. Reflections posted on social media suggested that participants found the sheep grazing events fostered feelings of community and placemaking within the campus identity. However, the questionnaire sample indicated the grazing events did not have a significant effect on participants’ sense of place or overall campus identity. This transdisciplinary effort breaks down traditionally siloed approaches to human and environmental health and is an example of a whole-systems approach to developing innovative solutions and encouraging applied collective action.