Asu, lyft agreement offers asu discounts, provides sustainable transit asu now access, excellence, impact national gas average 2012


“Lyft’s 100 percent carbon-neutral rides pair well with ASU sustainability efforts,” said Nichol Luoma, University Business Services associate vice president, Sustainability Operations officer and chief procurement officer. “Offering Lyft as part of the transportation mix advances our goal of zero emissions from transportation by 2035.” As the first step in an agreement between ASU and Lyft, people who create a Lyft business profile using their ASU email address will get a $15 personal ride credit. Sun Devils who have already set up a business profile with their ASU email will automatically receive this coupon soon. Photo courtesy of Lyft Download Full Image

ASU students, faculty and staff may download the Lyft app, create a Lyft business profile using their ASU email address and get a $15 personal ride credit. The offer is valid within 30 days of signing up. Sun Devils who have already set up a business profile with their ASU email will automatically receive this coupon soon.

“This is just the first step in the Lyft-ASU agreement,” said Melinda Alonzo, ASU Parking and Transit Services director. “Students, faculty and staff can look forward to many more opportunities in the coming months as we work to integrate this service with other university transportation solutions.”

In mid-May, the ASU-Mayo Clinic shuttle will be replaced by Lyft rides, and ASU will install marked ride-share pick-up and drop-off points on every campus. Those who participate in programs associated with the ASU-Mayo partnership will receive a code for free rides between the locations.

While working in the lab of Cesar Torres (left), ASU graduate student Rachel Yoho and Biodesign Swette Center for Environmental Biotechnology Director Bruce Rittmann teamed up to show that how climate change and environmental issues were covered in just 4 percent of all pages in introductory science textbooks.

She was inspired by her science education courses to ask research questions that reflected the interdisciplinary nature of her lab-based research in the Biodesign Swette Center for Environmental Biotechnology at ASU’s Biodesign Institute. So, when she started examining the topic of climate change in introductory science courses by poring over introductory science textbooks, Yoho was surprised by the paucity of materials devoted toward subjects like global warming, climate change and renewable energy applications.

“In a cutting-edge research lab, we are used to looking at things across disciplines,” said Yoho, who now performs research and teaches at Miami University in Oxford, Ohio. “Within the educational environment, I wanted to see how different disciplines approach topics, and so, we looked at the terminology and content of textbooks, which are likely the most well-established and well-respected first or second stops for information in undergraduate education.”

Now, in new research published in the journal Environmental Communication, Yoho and co-author Rittmann examined the more than 15,000 combined pages from current editions of 16 of the leading physics, biology and chemistry undergraduate textbooks published between 2013 and 2015.

• While they observed a large variation for individual books, biology textbooks had on average the largest number of pages discussing the effects of climate change, but still less than 2 percent, while chemistry textbooks showed the largest variation, and physics books have an average of less than 0.5 percent of total pages.

• The greatest content is in the final third of the book for biology and chemistry, which supports a general trend in education in that “applications” usually are addressed towards the end of a course of study, building on a firm foundation of content knowledge.

• Among the three disciplines, the least emphasis was placed on renewable energy technologies in the biology textbooks examined. Characteristically, alternative fuels and other technologies related to the transportation sector are emphasized heavily in chemistry and physics.

“The terms we included were not just limited to a keyword search, but also involved going page by page through each of the textbooks. We looked for related topics like any applications and discoveries related to fossil fuels, and renewable energy technologies like wind and solar,” said Yoho.

They noted that climate change, global warming, fossil fuels, renewable energy and nuclear energy are not often a focus of the textbooks or course for these disciplines. Furthermore, these topics may not even be the focus of a single unit in one of these courses and are unlikely to be a primary factor in the selection of the course textbook.

“It’s a difficult balance in an introductory course,” said Yoho. “There’s so much information to cover in a short time. However, our students are facing these issues inside and outside of the classrooms. Our communities feel the impacts of our energy decisions and climate.”

“However, no single discipline can tackle this alone,” wrote Yoho in the paper. “While the traditional disciplinary lines influence specific discussions, the overall trends reveal a relatively small percentage of pages allotted to the topics related to energy technologies, climate change and related environmental issues across the disciplines.”