Viewing peaceful natural environments has been shown to restore cognitive abilities and reduce physiological arousal. As such, visual access to the natural environment is becoming more commonplace in built environments. One exception to that trend is in educational settings where windowless classrooms are used to reduce outside distractions. The current study examines differences across multiple sections of a college writing course in two types of identically designed classrooms—those with a view of a natural setting and those with a view of a concrete retaining wall. Results showed that students in the natural view classrooms were generally more positive when rating the course. Students in the natural view condition also had higher end of semester grades, but no differences in attendance were observed between conditions. Such findings suggest that classrooms with natural views offer advantages and also suggest that the inclusion of natural elements in courses could facilitate positive perceptions and better grades.

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Values-based supply chains (VBSCs) have emerged as a structure to enhance the viability of mid-scale farms while preserving jobs and rural economies. They involve partnerships between producers, processors, distributors, retailers, and food service operators who share environmental, economic, and/or social values. We developed case studies and interviewed key informants to analyze the impacts of access to capital, regulations, infrastructure, and business acumen on the success of VBSCs. Communicating the benefits of VBSCs’ products to customers, as well as to the VBSC partners, was instrumental to the success of the VBSCs in our case studies. However, our key informants emphasized that additional communications are needed to develop markets for VBSCs’ products. Scale-appropriate infrastructure is also required, but funders are not convinced that these investments are secure. Successful VBSCs operate with economies of scale to broaden demand for their products while also generating fair returns to producers and other supply chain partners.

Although the supply chains through which foods are produced, processed, and transported can have a significant impact on carbon dioxide (CO 2) emissions, consumers are largely unaware of how their food choices may impact the environment. Based on a previous related study, 1 we hypothesized that a web-based training process could increase consumer knowledge and perhaps influence consumer behavior longitudinally. To test this, food distribution networks were modeled and analyzed to determine CO 2 footprints for a variety of foods, and a training process was designed to teach consumers about the CO 2 emissions for different types of foods that are provided either locally or transported over long distances. The training allowed users to compare alternative choices for their daily food menu. Participants from two major urban universities were given an initial knowledge survey after which they participated in the online training program including the carbon footprint of foods associated with production, preparation, transportation, and storage. Later they took a post-treatment survey regarding their knowledge and their intentions to change their purchasing behavior in selecting foods. Follow-up surveys were administered after one month and after three months. Results indicate that participants' post-training knowledge increased and participants indicated that they intended to use the knowledge they gained to make more sustainable food choices. Additionally, participants partially retained the knowledge gained over time, maintained their intentions to change behavior, and followed through by implementing behavior change related to more sustainable food choices.

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