MSUS Culminating Experience Case Study
Cara Nassar
December 1, 2017
An Exploration of Communicating Sustainability Ideas through Technology to
Inspire Sustainable Urban Planning Practice

1. Abstract
Why does such an immense rift exist between academia and professionals in terms of
researching and practicing sustainability and sustainable development, and how can we bridge
the gap with effective communication? This report describes the process by which I created a
concise but comprehensive online source of information about best practices in sustainability for
urban planners. The goal of the project was to provide accessible information that would help
planners comprehend and implement sustainable solutions to common planning problems that
are found throughout the United States. To create the website, I researched methods for
communicating clearly to planners, took a graduate course in communicating about
sustainability, and drew on information that I had compiled on sustainable solutions for water,
transportation, economy, green space, agriculture and governance.

2. Table of Contents
1. Abstract
2. Table of Contents
3. Introduction
4. Context
5. Literature Review
6. Methodology
7. Findings
8. Conclusions
9. Future Directions
10. Appendices and Acknowledgments
11. References

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3. Introduction
A fundamentally flawed assumption made by many sustainability practitioners is that any
communication about sustainability is good communication. However, according to the United
Nations Environment Programme (UNEP) guide to communicating sustainability, “. . . badly
planned and misplaced communications will, at best, not work (wasting time and money); at
worst they can have negative consequences” (Shea and Montillaud-Joyel, 2005, p.11).
The average person is not very knowledgeable about sustainable development or the many ways
that sustainability issues are interwoven into their daily lives. Academics who study
sustainability know quite a lot about sustainable practices and development; they can continue to
research best practices and keep reaching for a more sustainable future. But without adequate
communication tools and techniques, their knowledge will be lost on others. If sustainability
research and information cannot be efficiently and simply communicated to the public and to
those who need it in order to make important decisions, such as planners, then all the research
will be for naught and all parties will lose. Failed communication is a barrier to the success of
sustainability in practice.
Planners are professionals whose decisions obviously have a big impact on whether the places
where we live are sustainable or not. They make decisions about land use and development. The
way a city develops a site influences how people use, interact, and behave in the space. The
design of urban spaces sets boundaries around lifestyle choices, which in turn impacts
sustainability. For example, think about urban design that encourages car use (abundant parking
spaces, lots of car lanes) versus urban design that encourages use of public or non-motorized
transport (bike lanes, walkability, transit stations).
Planners usually plan strategically for the long term, which makes their thinking congruent with
that of sustainability practitioners and scholars. Planners plan at different scales, from local to
national, which is congruent with the multiple-scalar way that we think about sustainability.
These commonalities make it possible to leverage synergies between the two professions,
planning and sustainability. Moreover, planners have direct connections at all levels and scales
of development, which provides the opportunity for sustainability experts to reach a much
broader group of stakeholders than they may have access to on their own—if they can
communicate well with planners.
Urban redevelopment also provides opportunities for sustainability to become part of the
planning process. Building retrofits allow developers to save what they can of old structures and
rebuild with a focus on sustainability. Again, planners are keystone practitioners in the
redevelopment process.
Planners have great potential to shape spaces and the behavior that occurs in them. Planners are
trained to think in ways that are different from, but congruent with, sustainability scholars and
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practitioners. What better audience to attempt to reach with useful information about
sustainability—ideas, guidelines, and best practices—that will help them make decisions that
shape the human environment and human behavior?

4. Context
Sustainability is not easily defined, and the meaning is still debated in academic discourse. For
the purposes of this case study, I will leave that debate to the experts and instead define
sustainable development, since it is the term most closely associated with sustainability in the
planning profession. The most widely accepted definition of sustainable development comes
from the Brundtland Report: “. . . development that meets the needs of the present without
compromising the ability of future generations to meet their own needs” (1987, chap.2 para.1).
How do we make that kind of development happen?
“Business as usual” keeps academia in its own silo. (And within academia, units and departments
may occupy their own separate silos.) Students are told that they will learn the practical skills
necessary to do a job on the job. Students may take internships to get the real-world training that
they do not get in the classroom. Sustainability students are taught that sustainability is relevant
in every work sector. Because sustainability is a new discipline, we as sustainability practitioners
often have to justify the value of and need for our knowledge, perspectives, and skills—whether
in traditional workplaces or in those we create ourselves.
Outside academia, enterprises, industries, and government may also be isolated from one
another. As a result of this pervasive siloing, we as a society lose out on the synergistic benefits
of working with experts in different fields. Strategic partnerships advance sustainability efforts,
so collaboration between fields is not only desirable, it is necessary.
Isolation stymies innovation. Our personal and professional perspectives are the boxes that we
live in. We are often asked to “think outside the box” to solve problems. Getting outside the box
in the working world means being able to communicate with people outside of our own area of
expertise. We in the field of sustainability acknowledge the importance of interdisciplinary and
transdisciplinary work, and of “engaging with stakeholders.” But do we make enough effort to
talk to those stakeholders in their own language?
Currently, there exists no single comprehensive source of detailed information about real-world
sustainability planning applications (that I have been able to find). There are quite a few geared
towards sustainable development in general, but none geared towards communicating
specifically to people in the planning profession, even though, as I discussed in the introduction,
planners have both the power and the networks necessary to contribute significantly to advancing
sustainability.
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Planners at all levels have an impact on the sustainability of what they create, whether they
realize it or not. Those planning organizations that are consciously trying to find solutions to
sustainability problems can serve as examples—of both successes and failures—to others, but
only if what they are doing gets communicated to those others. The purpose of developing a
website that is tailored to planners and provides a comprehensive source of information about
what cities around the United States (and other places in the world) are doing is to fill that
communication gap. Just having information doesn’t necessarily translate into making different
decisions or changing behavior, but information is a necessary basis for the process of change. If
we don’t know there are other options, we can’t take them.

5. Literature Review
Joshua Schimel, the author of Writing Science: How to Write Papers That Get Cited and
Proposals That Get Funded, opens his first chapter with this: “As a scientist, you are a
professional writer” (2012, p.3). Later in the same chapter he says, “Our success, then, comes
from our ability to communicate our ideas as much as from their inherent quality. As the author,
therefore, your job is to make the reader’s job easy” (p. 5). Do we, as sustainability scientists and
practitioners, take responsibility for making our ideas available outside of our own silo? The
noted linguist and Harvard professor Steven Pinker says that “academics stinks at writing”
(2014, p.1). And Joseph M. Williams, a noted writing teacher at the University of Chicago, says:
“[The language of obscurity] . . . is a problem that has afflicted generations of writers
who have hidden their ideas not only from their readers, but sometimes even from
themselves . . . in academic writing that inflates small ideas into gassy abstractions, we
call it academese. Written deliberately or carelessly, it’s a language of exclusion that a
democracy can’t tolerate (Williams, 2006, p. 2) (my emphasis).
Planners are required by law, to engage citizens in every step of the planning process. Do
sustainability scientists do the same? If sustainability is concerned with equity, as it advertises, is
it not the responsibility of sustainability scientists to make their knowledge accessible to all?
“When companies and universities work in tandem to push the frontiers of knowledge, they
become a powerful engine for innovation and economic growth” (Edmonson, 2012, p.6).
Arizona State University’s principle to conduct “use-inspired research” acknowledges the
importance of connecting all of academia with real-world stakeholders, not just the departments
whose work is obviously applied. “Virtually all of the fields of university research rated by
industrial respondents . . . as ‘important’ or ‘very important’ for their innovative activities were
related to engineering or applied sciences; fields of U.S. university research with a long history
of university-industry collaboration” (Celeste, R. F., Griswold, A., & Straf, M. L. (Eds.), 2014,
para.4). If sustainability is to become a reality, sustainability research will have to get on that list
of “important” or “very important” research.

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As communicators, sustainability scholars and practitioners aim to raise awareness, change
attitudes, and change behavior. However, according to the UNEP guide to communicating
sustainability, “the real skill in communicating lies in translating the big vision into messages
that are both personal to the audience and practical in terms of inspiring a response” (Shea and
Montillaud-Joyel, 2005, p.15). This means that we need to understand who it is we want to reach
with our messages, what values they are likely to have, and what they are likely to already know.
The guide points out that “the most successful communications campaigns are the ones which
tightly define their target audiences and develop messages appropriate to them” (p.14). Planners
already have infrastructure in place to get feedback from communities, through public forums
and even social media platforms, and we as sustainability professionals can leverage this to our
benefit through proper commuination.

6. Methodology
The main goal of the project is to provide an accessible, concise, but comprehensive source of
information about sustainable practices to urban planners. The purpose of the project is to bridge
the gap between academia and real world planning applications. A website was chosen as the
medium because it creates a comprehensive centralized information hub that allows access to
various resources through hyperlinks. Websites allow us to present the most relevant information
because they can be continually updated. Anyone with access to the internet can freely and easily
access the site, reaching a wider audience.
All of the communication techniques were derived from the lessons and readings in a course
offered through Arizona State University: SOS 598 Communicating about Sustainability. I am
not an expert in communication; therefore I relied heavily on resources provided in the class and
guidance from the instructor for communication methods. The following methods were
employed when creating the communication for the website:
1) The writing is clear and grammatically correct. Grammar is important. It is the first step
in writing effectively because employing proper grammar allows us to be understood.
Grammatical errors reduce an author’s or speaker’s credibility, and thus weaken his or
her argument. Planners are degreed professionals and should be addressed as such. Clear
writing states who is doing what in each sentence, avoids nominalizations, and avoids
using the passive voice unless there is a good reason to do so.
2) The writing uses language that is accessible to the planning audience. I focused on an
audience-centric approach in all aspects of communication.
3) Scientific information is translated so that the target audience can understand it. A lay
audience is one that does not have special knowledge about a topic; planners are a lay
audience with respect to many concepts in sustainability, but not all.
4) The writing appeals to the value system of the intended audience. The objective is to
translate sustainability concepts in a way that makes them relevant to planners by
appealing to their value system. Appealing to values your audience already holds is more
effective than trying to change them. Planners are (more often than not) public servants,
so I was able to make some assumptions about their values.
5) The writing communicates honestly about uncertainty and the limits of scientific
knowledge. The original research pages the website is based on painted a rosy picture
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about planning for sustainability. The content was edited to include discrepancies,
negative outcomes, and unknowns, and thus more honestly reflects the limitations of the
solutions presented on the website. It is okay to put the information out there and admit
that you don’t have all the answers.
6) The information is presented in a logical way and is adequately supported with reasons
and evidence. Evidence is essential to making an argument persuasive, and planners want
to see concrete evidence that an idea works. The website format lends itself nicely to
providing supporting evidence because information that is cited can be hyperlinked,
allowing the reader to easily verify the evidence, and find more information on the idea.
The website content was adopted from a prior research book project. The original project team
identified planning problems and chose solutions to address the problems. The solutions address
a wide range of concerns that urban planners commonly face in their practice. There are
numerous examples, but the overarching ideas focused on issues in: transportation, water,
economy, agriculture, green space, and governance.
The book provided a baseline of information and sources, but the structure, graphics, and writing
were adapted for an online format. The following methods were used to change the format from
book to website:
1) The language was translated from sustainability discourse into planning discourse. I had
an advantage in this project because I hold an accredited degree in urban planning, and
additionally held a planning internship. Therefore, I am familiar with the language and
terminology that planners use and I was able to craft the language accordingly.
2) Unnecessary information was removed. Planners already have a grasp and understanding
of many of the overarching planning issues and are familiar with solutions. The emphasis
was switched to examples and supporting evidence, which is more useful to planners.
3) Bullet points were used to make the information concise and easily absorbed. I
determined that a bulleted list was the best format to present information because bullets
are designed for concision and clarity. The best way to help people make sense of
complex information is to break it down into digestible chunks.
4) In-text citations were transformed to hyperlinks. Hyperlinks allow the audience to
quickly and easily locate outside resources, which expands knowledge. This avoids
synthesis bias of important information and allows planners to interpret source material in
their own way.
5) Images were only used if they complemented the example presented, or emphasized an
action, point, or idea. In some cases this meant removal of images completely because
they did not effectively communicate the ideas presented.
6) “Implementation strategies” and “Keys to success” sections were added to make the
information more useful to planners. Planners want to know about the concrete impacts
of an idea before deciding whether to implement, adapt, or reject it.
7) An avenue for communication response was added to collect input and feedback. In the
future, this will allow for the website to be refined and expanded upon.

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7. Findings
The project is a qualitative analysis of effective communication methods put into practice in the
form of a website. The project is unconventional in that it did not produce findings from data
analysis to reach a conclusion. Rather, the project was an exercise on researched methods.
The writing process taught me how inaccessible academic writing can be. Even when we think
we are writing in a way that is clear, it often is not. The way we communicate can make or break
our message. If we write or speak in complex sentences or present information in a confusing or
illogical manner, it is likely to be overlooked. Simplicity is our best tool.
Consider the following:
“To understand how federal investments in scientific research result in societal
benefits, it is necessary to understand the American research enterprise as a
system that must be viewed in relation to the innovation system in which the
discoveries produced by research are used to develop new technologies and other
innovations” (Celeste, R. F., Griswold, A., & Straf, M. L. (Eds.) 2014, sec.7
para.6).
Much clearer when re-written as:
Federal investment in scientific research benefits society because the American
research system is tied to the innovation system; discoveries produced by research
promote the development of new technologies and other innovations.
The client deliverable is a website highlighting applications of sustainability in planning, with a
focus on clear communication. This is reflected in the delivery and format of the actual website,
which can be found here: https://planningsustainable.weebly.com/

8. Conclusions
Through this project I learned how to communicate sustainability more clearly and effectively to
planning professionals, and I think more sustainability students should learn how to
communicate to professionals in other fields. As sustainability scientists, part of our job is to
provide information in ways that people can understand. If our audience does not understand us,
then we, as professionals, are failing. Remember, as scientists we are writers and communicators,
and it is our job to make it easy to understand our principles and ideas. Our work will have the
most impact if it is easily understood. Information does not ensure impact, but people will not
change if they don’t know the options for change and why they should be considered in the first
place. The website begins to address the knowledge gap that exists between sustainability
principles and urban planning as a professional practice.

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9. Future Directions
Engaging with stakeholders is crucial to project success. The next step would be to research and
implement a strategy to measure the impact of the website I created. Measuring how effectively
the website communicates to its intended audience presents a challenge, and also an opportunity
for engagement with that audience. The question I want to answer is: Can I improve the website
to make it more useful to urban planners? A survey can be added to the site to measure
engagement and collect feedback. A comment page already exists on the site, but a response
feature can be added to each section to facilitate online discussion.
The project highlights a need for sustainability to be integrated into education for other
professions. Students of urban planning, and other fields that have implications for sustainability
(like business), need to learn about how sustainability impacts their respective fields. As Nelson
Mandela says in his famous speech, “Lighting a Way to a Better Future,” “Education is the most
powerful weapon which you can use to change to the world” (2003). Education can shift
people’s value systems. If we teach people about sustainable values earlier, our messages are
more likely to resonate with them later on.
The website can be updated and expanded indefinitely in the future as planners and organizations
continue to develop creative solutions to sustainability problems. Other students can work on
projects that explore ways to communicate with different audiences. Through my research, I
discovered that there is abundant discourse on communicating to businesses, but other industries
have been given far less attention. The basic communication tactics explored in the project are
transferable to communicating with audiences beyond planners. But the value systems that
prevail in different fields will have to be considered by those wishing to communicate to
audiences in those fields. When we understand the value systems of other industries, we can
strategically craft our sustainability messages so that they can be heard, understood, and
considered, not ignored or resisted. We need to know how to package our ideas to appeal to
different audiences, and when we do, we can start to fill the communication gaps that exist
between academia and professional practice.

10. Appendices and Acknowledgements
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Dr. David Pijawka: Thank you for your continual support and mentorship. Thank you
for taking an interest in your students and their success. I would not have been able to
finish this degree if it weren’t for your care, consideration, and motivation. Thank you
for pushing me to finish my second degree when I was feeling stuck and down, and
taking on the role of my client just to help me succeed.
Kathryn Kyle: Thank you for offering your support and guidance to a student whom
you have never met. It was a joy to have your help on this project. I needed your
constructive criticism; though difficult to hear, it helped me to grow and learn about
my own critical thinking process, which I believe will lead me to great success.
School of Geographical Sciences at ASU: Thank you to all the wonderful faculty and
staff. Not only did you offer me amazing financial support that allowed me to
continue my studies, but also social support from a vibrant community, and the tools
to succeed.
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Mom and Dad: Thank you for your unlimited support and patience. Thank you for
footing the “out-of-state” bill this semester. Thank you for allowing me to do things
at my own pace, yet always pushing me to be my absolute best.

11. References
Bonini, S., & Bové, A. (2014). [Sustainability’s strategic worth: McKinsey Global Survey
results]. Unpublished raw data. Retrieved November 1, 2017 from
https://www.mckinsey.com/business-functions/sustainability-and-resource-productivity/ourinsights/sustainabilitys-strategic-worth-mckinsey-global-survey-results
Celeste, R. F., Griswold, A., & Straf, M. L. (Eds.). (2014). Furthering America's Research
Enterprise. Retrieved November 1, 2017 from https://www.ncbi.nlm.nih.gov/books/NBK253889/
Edmonson, G. (2012). Making Industry-University Partnerships Work. Retrieved November
1, 2017 from http://www.sciencebusiness.net/sites/default/files/archive/Assets/94fe6d15-54324cf9-a656-633248e63541.pdf
Mandela, N. (2003). Lighting your way to a better future. Retrieved November 15, 2017,
from http://db.nelsonmandela.org/speeches/pub_view.asp?pg=item&ItemID=NMS909
Pinker, S. (2014). Why Academics Stink at Writing. The Chronicle of Higher Education: The
Chronicle Review. Retrieved November 24, 2017, from
http://stevenpinker.com/files/pinker/files/why_academics_stink_at_writing.pdf
Schimel, J. (2012). Writing science: how to write papers that get cited and proposals that get
funded. New York: Oxford University Press.
Shea, L., & Montillaud-Joyel, S. (2005). Communicating Sustainability: How to Produce
Effective Public Campaigns. Retrieved November 1, 2017 from
http://www.unep.fr/shared/publications/pdf/DTIx0679xPA-CommunicatingEN.pdf
Williams, J. M. (2006). Style: the basics of clarity and grace. New York, NY .a.: Pearson
Longman.
World Commission on Environment and Development. (1987). Our common future. Oxford:
Oxford University Press. Retrieved November 1, 2017 from http://www.un-documents.net/ourcommon-future.pdf

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