ABSTRACT. Stormwater management has long been a critical societal and environmental challenge for communities. An increasing number of municipalities are turning to novel approaches such as green infrastructure to develop more sustainable stormwater management systems. However, there is a need to better understand the technological decision-making processes that lead to specific outcomes within urban stormwater governance systems. We used the social-ecological system (SES) framework to build a classification system for identifying significant variables that influence urban stormwater governance decisions related to green infrastructure adoption. To adapt the framework, we relied on findings from observations at national stormwater meetings in combination with a systematic literature review on influential factors related to green infrastructure adoption. We discuss our revisions to the framework that helped us understand the decision by municipal governments to adopt green infrastructure. Remaining research needs and challenges are discussed regarding the development of an urban stormwater SES framework as a classification tool for knowledge accumulation and synthesis.

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This paper introduces a case-based teaching module designed to increase student understanding of the importance of stakeholder engagement processes in the design of complex engineering systems. The teaching module makes use of a case study on past technology adoption and environmental injustices related to stormwater management plans in Onondaga County, NY. The module begins with a review of the history of events in the County, including social unrest when the needs of certain stakeholder groups were ignored. Students are then divided into groups, each representing an assigned stakeholder community. The students predict what engineering designs will most directly affect their stakeholder group and how each design solution may impact other groups. An assessment tool is used to gauge the students' perceptions of stakeholder engagement and engineering design after the teaching module. Results demonstrate that the module effectively increased student understanding of the complexities related to the engineering design process, particularly stakeholder engagement activities. The module also improved student motivation and interest in course material. These results provide insights for instructors seeking effective ways to bring stakeholder concerns into the classroom.

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