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| ID | Type | Description | Link |
|---|---|---|---|
| DGE-2146755 | Other Grant/Funding Number | National Science Foundation |
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This study tests whether a new educational curriculum can help high school students in construction career programs better understand how building design affects community health and environmental justice. The study compares two approaches: (1) a new "Community-Centered Design" curriculum that uses the Ecosystem Justice Translator (EJT) software tool, which helps students see connections between construction decisions, energy efficiency, nature exposure, and health outcomes in different neighborhoods; versus (2) the traditional construction career curriculum that focuses on technical skills. Students aged 14-18 enrolled in construction career programs will be randomly assigned to one of these two groups. Over 6 months, the intervention group will learn to use the EJT tool and apply environmental justice concepts to construction projects. Researchers will measure how well students understand connections between construction, environment, and health at the start, middle, and end of the program, and again 6 months later. The goal is to determine if integrating environmental justice and health concepts into construction education improves students' awareness of how their future work can help or harm community health, particularly in disadvantaged neighborhoods.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Community-Centered Design Curriculum with EJT | Experimental | 6-month Community-Centered Design curriculum integrating the Ecosystem Justice Translator (EJT). Structure: Weeks 1-4 foundations of planetary health and environmental justice; Weeks 5-10 EJT module training; Weeks 11-18 community engagement project with local stakeholder interviews; Weeks 19-24 capstone design project. Delivered during regular CTE class periods (~4 hours weekly). Students work in teams of 3-4 on authentic community challenges. EJT is a web-based computational system with four modules: Community Voice Equity Translation (CVET), Ecosystem Service Health Integration (ESHI), Environmental Justice Investment Prioritization (EJIP), and Uncertainty, Bias, and Risk Quantification (UBR). |
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| CONTROL | Active Comparator | Standard construction career curriculum per California CTE Model Curriculum Standards: building codes and permitting, construction safety (OSHA 10), blueprint reading and computer-aided design (CAD), materials science and selection, basic carpentry and framing. Control participants receive equal contact hours (~4 hours weekly for 24 weeks) without explicit health equity, environmental justice, or planetary health content. Control participants will be offered access to intervention materials and EJT software after study completion (waitlist control design). |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Community-Centered Design Curriculum with EJT | Behavioral | 6-month (24-week) Community-Centered Design curriculum integrating the Ecosystem Justice Translator (EJT), delivered during regular CTE class periods (~4 hours weekly). EJT is a web-based computational system with four modules: (1) Community Voice Equity Translation using large language models; (2) Ecosystem Service Health Integration linking InVEST models with epidemiological dose-response functions; (3) Environmental Justice Investment Prioritization; (4) Uncertainty, Bias, and Risk Quantification. Curriculum structure: Weeks 1-4 planetary health foundations; Weeks 5-10 EJT training; Weeks 11-18 community engagement projects; Weeks 19-24 capstone design. Students work in teams of 3-4 on authentic community challenges. |
| Measure | Description | Time Frame |
|---|---|---|
| Health-Integrated Equity Consciousness Index (HI-ECI) | Composite measure of awareness of relationships between built environment, energy systems, nature exposure, and health equity. Derived from coded qualitative responses to standardized scenario prompts. Higher scores indicate greater health equity consciousness. Range 0-100. | Baseline, 3 months, 6 months (primary endpoint), 12 months |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Devan C. Addison-Turner, PhD in CEE | Contact | 12816872771 | daddisonturner@stanford.edu |
| Name | Affiliation | Role |
|---|---|---|
| Devan C. Addison-Turner, PhD in CEE | daddisonturner@stanford.edu | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Stanford University | Stanford | California | 94305 | United States |
I may keep anonymous, unique Individual Participant Data (IPD) for participant performance tracking in a codebook and database. The information may be used to publish a journal paper.
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| ID | Term |
|---|---|
| D001519 | Behavior |
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| Traditional Technical Curriculum | Behavioral | Standard construction career curriculum per California CTE Model Curriculum Standards delivered over 24 weeks (~4 hours weekly). Content includes: building codes and permitting, construction safety (OSHA 10 certification), blueprint reading and CAD, materials science and selection, basic carpentry and framing techniques. Equal contact hours to intervention arm without explicit health equity, environmental justice, or planetary health content. Control participants offered access to EJT curriculum materials after study completion (waitlist control design). |
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