Food-energy-water (FEW) resources are necessary for the function of multiple socionatural systems. Understanding the synergies and trade-offs in the FEW nexus, and how these interconnections impact earth's systems, is critical to ensure adequate access to these resources in the future; an essential component for achieving the Sustainable Development Goals (Scanlon et al., 2017). Although, over the last decade, the identification of FEW nexus complexities has increased at a global (Intergovernmental Panel on Climate Change [IPCC], 2018; D'Odorico et al., 2018), national (Lant et al., 2019), and city scale (Rushforth and Ruddell, 2018), these findings are yet to be adequately translated into "on the ground" action due a lack of technical and political capacity (Weitz et al., 2017). Specifically, local FEW systems have been overlooked in these analyses (Scanlon et al., 2017; Lant et al., 2019), thus leaving small and medium towns vulnerable due to a lack of data and inadequate FEW system management. Building on 3 years of field-tested FEW nexus research in the Ruddell Lab, we argue that participatory citizen science projects, such as our FEWSION for Community Resilience initiative, can bridge the data-policy gaps that exist within local FEW system management by: (1) providing last mile data on the FEW system, and (2) translating local data into evidence-based solutions at a grassroots level. Thus, we present a broadly applicable framework and call to action for local scale participatory citizen science to solve complex FEW nexus issues at a local, regional, and national scale.

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First-year students are the primary target of support services, housing resources, and scholarships at universities. However, this can leave students who transfer in from a community college or another institution at considerable disadvantages. Furthermore, transfer students intending to pursue Science, Technology, Engineering, & Math (STEM) degrees may lack important introductory courses (prerequisites such as calculus and general chemistry) and can struggle to get courses transferred appropriately, slowing down degree progression. We are now in the second year of implementing a program that includes a peer-mentored semi-residential learning community, a co-convened seminar course, and NSFfunded scholarships (Transfers to Graduates in Engineering, Math and Sciences) to support transfer students in the College of Engineering, Forestry, and Natural Sciences at Northern Arizona University. Voluntary survey data, primarily from the first year of program implementation, is used to describe the STEM transfer student experience and examine possible qualitative and quantitative impacts of the implemented program. The current results of outreach to local community colleges are also described.

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Using digitized primary source materials with K–12 students makes learning content more engaging and relevant, and helps students develop a wide range of skills. This paper highlights the use of primary source materials in Colorado classrooms and provides a brief overview of what educators’ needs are in order to use digitized primary source materials more efficiently and effectively with students.