Resources

Marine ecosystems contribute to human well-being, e.g. through the promotion of nature-based recreational activities such as surfing, which is a benefit obtained from Cultural Ecosystem Services (CES). Our research objective is to identify the benefits and impacts associated to surfing, and who are the main affected subjects and/or objects, achieving a better understanding of the sustainability status of this recreational activity. To this end, a bibliometric study and systematic review was carried out for the period 1965–2021. Benefits and impacts were collated and grouped according to their dimensional focus and type of effects in 6 groups (3-dimensional focus × 2 type of effects). The results revealed that since the beginning of 21st century surfing research topics are growing and diversifying. This review shows that implications of surfing go beyond direct users (i.e., surfers) and has consequences in diverse dimensions (environmental, socio cultural and economic), involving many stakeholders (e.g., scientific, and local communities). Most of the pieces of evidence collated in this research were related with the people who practice the activity and its social implications (psychological benefits as main benefit and injuries as main impact). Following an interdisciplinary approach, we obtained a holistic understanding of the surfing activity, not only in terms of the different dimensions addressed but on the sectors of the society that obtain benefits or are impacted by the activity. All of them should be considered and integrated to guarantee the sustainable management of this CES benefit.

Citizen science enables citizens to actively contribute to all aspects of the research process, from conceptualization and data collection, to knowledge translation and evaluation. Citizen science is gradually emerging as a pertinent approach in population health research. Given that citizen science has intrinsic links with community-based research, where participatory action drives the research agenda, these two approaches could be integrated to address complex population health issues. Community-based participatory research has a strong record of application across multiple disciplines and sectors to address health inequities. Citizen science can use the structure of community-based participatory research to take local approaches of problem solving to a global scale, because citizen science emerged through individual environmental activism that is not limited by geography. This synergy has significant implications for population health research if combined with systems science, which can offer theoretical and methodological strength to citizen science and community-based participatory research. Systems science applies a holistic perspective to understand the complex mechanisms underlying causal relationships within and between systems, as it goes beyond linear relationships by utilizing big data–driven advanced computational models. However, to truly integrate citizen science, community-based participatory research, and systems science, it is time to realize the power of ubiquitous digital tools, such as smartphones, for connecting us all and providing big data. Smartphones have the potential to not only create equity by providing a voice to disenfranchised citizens but smartphone-based apps also have the reach and power to source big data to inform policies. An imminent challenge in legitimizing citizen science is minimizing bias, which can be achieved by standardizing methods and enhancing data quality—a rigorous process that requires researchers to collaborate with citizen scientists utilizing the principles of community-based participatory research action. This study advances SMART, an evidence-based framework that integrates citizen science, community-based participatory research, and systems science through ubiquitous tools by addressing core challenges such as citizen engagement, data management, and internet inequity to legitimize this integration.

Background: The University of Washington (UW) continues to create opportunities to engage all students in transformational undergraduate educational opportunities, such as study abroad.

Objective: This article describes specific efforts to increase inclusion for student-athletes in study abroad, particularly for first-generation students, including low-income students of color. Given the overrepresentation of students of color in sports vis-à-vis the larger student body at predominantly white institutions (PWIs), like UW, service-learning in communities beyond campus boundaries provides opportunities to apply international learning to a local context and to create a continuum of learning.

Methods: By coupling educational theories from the classroom—particularly theories related to power and privilege—with community-based leadership in local communities, students are better prepared to actively engage in improving their own institutions. During the summers of 2013, 2014, and 2015, the author was the instructor for study abroad courses to French Polynesia with student-athletes. The courses were for 12 days (10 days on the ground and 2 days of flying), the maximum time that football players could be away from required summer workouts. This paper examines student evaluations from the French Polynesia trip in 2015.

Findings: Student-athlete evaluations of a study abroad experience underscored: the transformative impact of study abroad to their academic, social, and athletic lives; the benefit of creating family-like relationships outside the confines of their sport; an appreciation for the many forms where indigenous knowledge resides, such as in navigation, dance, fishing, weaving, and cooking; intense feelings of culture shock upon return to the US, even when the trip is short in duration; a desire to engage with the diverse communities in Seattle beyond the scope of the program’s structure, and; frustration, particularly for the male student-athletes, about the ways coaches, family, and friends wanted to frame the study abroad experience as a tourist experience in the South Pacific. In this regard, the student-athletes encountered stereotypes from their own communities that framed Oceania as a place for tourism, and student-athletes as uninterested in deep engagement with research and theory–stereotypes that the student-athletes resist.

Conclusions: This paper explains how the findings, coupled with Hartman and Kiely’s theories for global service learning (GSL), lead to recommendations for strengthening the future connections between global and local learning for students.