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Engagement, Education and Implementation: Supporting Community-Driven Adaptations to Rising Waters in Princeville, North Carolina

Andy Fox, Carla Delcambre



Abstract

This article describes a collaboration between a STEM-focused land grant university in Raleigh, North Carolina and the Town of Princeville, North Carolina. Princeville experienced severe flood damage in 2016 due to Hurricane Matthew. As an important community hub, Princeville Elementary School, a Title 1 school, was heavily impacted by the floodwaters. After renovations, the school was set to re-open in January 2020 but had to pivot to online learning in March 2020 due to the pandemic. The North Carolina State University (NCSU) Coastal Dynamics Design Lab, who had been working with the Town of Princeville on disaster recovery planning, conducted a survey with the school that revealed that the teachers at Princeville Elementary School needed outdoor learning opportunities during the COVID-19 pandemic. Teachers wanted to challenge traditional indoor learning settings and promote access to fresh air and tactile outdoor learning opportunities for their students. The Design + Build Studio at NCSU, in the department of landscape architecture and environmental planning, was invited to collaborate but the studio was not originally structured to operate as an off-campus model. The pandemic provided an opportunity for graduate students to continue the Design + Build program during the pandemic; yet the challenge was to adapt the traditional, hands-on studio to online instruction. Students faced design constraints but adapted to fabricating modular structures off-site and installing site furnishings for the outdoor learning environment during the summer of 2021 and 2022. The collaboration between the university and the Town of Princeville demonstrates the potential for such partnerships to make a positive impact in the community, even in the face of pandemic-era conditions and shifted modalities of shared creativity.

Impact Statement *

Mutual respect and trust are especially critical in communities that are small, historically marginalized, and/or recovering from the trauma of a disaster. The Coastal Dynamics Design Lab nurtures relationships with partners through a commitment to longitudinal engagement. This commitment to continuity creates explicit connections between project needs and phases (past, present, and future) and realizing successful outcomes (funding, implementation, and management).

Engagement, Education and Implementation: Supporting Community-Driven Adaptations to Rising Waters in Princeville, North Carolina

Published:

November 14, 2024 (189 views)

Project Metadata:

Contributor Roles · Project Site · Sites and Institutions

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Creating Knowledge in Common

context of place

Making landfall in October 2016, Hurricane Matthew devastated communities across Eastern North Carolina. The tributaries that feed the Tar River received as much as fourteen inches of rain, resulting in severe flooding. After the historic event, university/community partnerships emerged between stakeholders in the Town of Princeville, faculty members from the North Carolina State University (NCSU) College of Design, and various agencies and organizations. Local stakeholders included Town of Princeville staff, elected officials, and current and former town residents, Edgecombe County administrators, and Princeville Elementary School and Edgecombe County School District administrators, teachers, and staff. Key external partners and contributors included North Carolina Emergency Management, Upper Coastal Plain Council of Governments, University of North Carolina Coastal Resilience Center, North Carolina Museum of History, and East Carolina University Department of Anthropology. This diverse partnership group sought to establish a sustainable model of working with the local community to develop both near-term recovery and long-term resilience solutions that prioritize co-creating tangible outcomes to benefit Princeville. Focused on building trust through in-situ technical assistance, the collaborative approach has resulted in a transparent, purposeful, and impactful framework centered on enabling community benefits that transcend the limits of traditional academic research outcomes.

In 2017, under the specter of future storms that are predicted to be more frequent and intense due to climate change, faculty from the NCSU Department of Landscape Architecture and Environmental Planning (LAEP) helped lead conversations with Princeville leaders about the types of assistance needed to create a more resilient community. Rather than solely focusing on hardening infrastructure or succumbing to calls for a community-scale retreat, Princeville’s citizens prioritized interventions that both increase resilience and celebrate their history as the “Oldest Town Chartered by Blacks in America.” As an outcome of that process, community leaders determined to incorporate nature-based solutions to mitigate flood impacts and educate community members about the importance of riverine and floodplain ecosystems as a central strategy for planning building consensus around, and implementing resilience-building interventions that best reflect their natural heritage and promote conservation of place.

Notably, the Town of Princeville's highest elevation is 26 feet above sea level. It is adjacent to the Tar River, which flows into the Pamlico Sound and empties into the Atlantic Ocean. Approximately 87% of Princeville’s total land area is mapped within the 100-year floodplain (an area with a 1% annual risk of flooding) of the Tar River (Figure 1). Rather than presuming an expanded levee will universally solve Princeville’s flooding issues, the Princeville/NCSU partnership recognizes that flooding is a natural and oftentimes uncontrollable process that should be expected to occur cyclically. Acknowledging these natural cycles as a part of the Town’s collective history created opportunities to proactively implement new landscape practices and techniques that are enabling Princeville’s residents to live with flood waters more symbiotically.

Figure 1. Floodplain vulnerability maps describe Princeville’s exposure to flood risk at various scales; the darker the color, the greater the risk of flooding. The map on the bottom right illustrates Princeville’s vulnerable position at the confluence of a 2,000+ square mile sub-watershed of the Tar River basin. The map on the left edge highlights flood risk within town limits, including areas where flood depths are: six feet or greater (purple/historic river floodway) or up to six feet (cyan/100-year floodplain).
A map of a coastal town with areas of higher and lower flood risk indicated. Small insets show water surface elevation, bare earth elevation, floodwater depth, and first floor elevations. A larger inset labeled Watershed Delineation + Assessment shows the town of Princeville situated in its drainage area.
- NC State Coastal Dynamics Design Lab

Following the initial conversations, the NCSU Coastal Dynamics Design Lab (CDDL) assumed the lead role in advancing the Princeville/NCSU partnership and resultant projects. The CDDL is a community technical assistance unit operated from within the NCSU College of Design and led by LAEP faculty and staff. Establishing the CDDL as the primary community liaison resulted in numerous beneficial outcomes, including:

  • Serving as a singular point of continuity to filter, align, and administer varied faculty interests with community needs, thereby reducing confusion of “who is doing what” at both the local and university levels, eliminating extraneous engagements and/or projects that lead to planning fatigue, and ensuring that potentially extractive research practices are avoided.
  • Creating a nexus for developing and expanding the partnership network(s) necessary to address the range of local challenges that exist outside of the disciplinary expertise offered by the NCSU team.
  • Establishing a central clearinghouse for grant writing, and follow-on project administration, to address the lack of local staff capacity required to advance projects beyond the initial stages of research and/or planning.
Because of the commitment to prioritizing community-defined needs and streamlining university contributions, the long-term Princeville/NCSU partnership, which is now in its eighth year, continues to build community resilience centered on the core principles of conservation, mitigation, and education. All of the partnership’s efforts incorporate social and economic networks with projects and programs through immediate-, near-, and long-term initiatives. More than a single, static plan or project, the NCSU initiatives collectively provide town officials and project partners with planning strategies and built works that respond to the fluid conditions of recovery (Figure 2).
Figure 2. Timeline and sample projects from the eight-year long Princeville/NCSU partnership.
A horizontal row of eight rectangular images, each labeled with a year and title. “2017 Post-Matthew Workshop” is a photo of people gathered around a table with papers and sticky notes on it. “2017 ‘Homeplace’” is a photo of the front of a house and a floorplan. “2018 Arch + Lar Studio Course” is a drawing of a geographical site, from above. “2018 Envirokids” is a photo of teenagers in hot pink t-shirts standing on an elevated wooden platform with foliage in the background. “2018 Incubator Projects” is a photo of a “Welcome to Princeville” sign and one of people gardening in front of a building. “2019 Mobile History Museum” is a photo of a person standing on steps up to the open door of a low rectangular building. “2020 Princeville Floodprint” is a photo of a woman in a brimmed hat; people garden behind her. “2021 Elementary School Grant” is a close-up photo of small lavender flowers.
- NC State Coastal Dynamics Design Lab

Partnership structure and INTEGRATION

The overarching partnership structure that empowers and builds capacity for disaster-recovery initiatives encompasses multiple public and private entities and individuals. This includes the Town of Princeville town manager, elected board members, public works staff, and district- and school-level administrators, teachers, staff, and students in Edgecombe County. Allied cultural and natural resource nonprofits, such as the Conservation Trust for North Carolina, Conservation Corps North Carolina, The Conservation Fund, and Conetoe Family Life Center, have also been instrumental in building local capacity. Lastly, the cornerstone to operationalizing this robust network are the self-motivated local champions that help outside groups build trust, foster community buy-in, and, ultimately, lead to more successful outcomes.

The partnership increases resilience by deploying design strategies that reduce flood risk, recognize and respond to gaps in local capacity (e.g., funding, staffing, and technical expertise), and improve public safety, environmental awareness and ecological functions within historically flood-prone areas. The purpose is to inform, organize, and facilitate the ongoing planning, design, and implementation of communal greenspaces that mitigate localized flood risks, sustainably manage stormwater, and create social, recreational, and educational uses. The resources stewarded through the NCSU initiatives align mitigation policies, legal and programmatic uses, and Princeville's natural and built environments (Figure 3). NCSU support spanned a broad range of activities and services, some examples include: technical planning and design assistance; developing legal agreements that enable residents to lease vacant parcels that were previously acquired through federal and state voluntary “buyout” programs; working with the North Carolina Department of Transportation to design and install roadway signage that recognizes Princeville’s important place in history; grant writing and administration; and coordination and management of volunteer build days. The results have created tangible change in transitioning vacant, town-owned properties into unique spaces, thereby creating new, beneficial uses that serve the public good. In doing so, these projects promote a townscape that is simultaneously flood-ready, attractive, and productive.

Figure 3. Process diagram for project integration at Princeville Elementary.
A diagram entitled “Collaboration: Intradepartmental community service leads to replication within the Princeville community” shows three groupings of rounded triangles connected by flowing arrows. The left-side group is labeled “Department of Landscape Architecture and Environmental Planning” and the individual triangles in this group are labeled “Design + Build Studio,” “MLA Student Volunteers,” and “Student Researchers.” An arrow that says “working alongside” leads from this group to the center group, labeled “Community Partners.” The triangles in the middle group are labeled “State-Level Conservation Organization,” “Princeville Elementary Staff,” “Town of Princeville,” and “Local, Minority-Owned Landscaping Company.” An arrow that says “is leading to” connects the center group to the right-side group, labeled “Tangible + Continued Outcomes.” The triangles in the right-side group are labeled “Second Design/Build School Partnership,” “EJ Grant for Further BMP Construction,” and “Elementary School + University Partnership.”
Madison Sweitzer

impact

To date, the Princeville/NCSU partnership has attracted more than $650,000 in direct-to-community grant awards to implement foundational plans, projects, and programs that support the climate resilience, conservation, heritage, and educational goals for Princeville. Example project outcomes include the creation of a Princeville Community Floodprint Plan, the initial phases of a town-wide Heritage Trail (Figure 5), the Princeville Mobile History Museum (Figure 6), and a suite of rain gardens, bioretention devices, outdoor classroom furnishings, and educational signage at the recently repaired Princeville Elementary School.
Figure 4. Diagram of the activities that comprise the Floodprint.
An aerial photo of a river flowing through trees and open space is overlaid with a diagram of activities. The main categories of activity are 1) Conservation, 2) Cultivation, and 3) Wetland Connections; each of these headings is encircled by labels of the activities that comprise it. The Conservation and Cultivation category areas overlap, while the Cultivation category area is linked to the Wetland Connections category area with a dotted line.
NC State Coastal Dynamics Design Lab (2020)
Figure 5. Town of Princeville Heritage Trail trailhead adjacent to Princeville Elementary School. The Heritage Trail is a publically accessible path that connects places of history and community meaning across the townscape. The first phase of the Heritage Trail connects the Princeville Elementary School to the Princeville History Museum, and includes lighting and a series of interpretive signs and art features.
Photo of a gravel trail that leads forward, then curves. It is lined with trees and bushes and there is a white painted sign that says “Heritage Trail.”
Mary Alice Holley
Figure 6. Princeville Mobile History Museum, designed and built by students in the NC State School of Architecture. The mobile museum was built to house temporary exhibits while the permanent Princeville History Museum is repaired and renovated. The mobile museum was constructed on a trailer chassis that allows it to be towed, thus enabling both relocation to higher ground in the case of future floods and transport to other communities to share the story of Princeville.
Photo of a brown, paneled modular building, slightly elevated; the roof is slanted. A person stands on the steps up to the open door. Large white letters and numbers on the building read “Princeville NC 1885.”
David Hill

Serving as a central unifying feature within the larger Princeville Community Floodprint plan, the Heritage Trail connects Town Hall, the museum, and the elementary school. On school grounds, NCSU staff and students (Figure 7) installed ecologically rich rain gardens that use native plant species to attract pollinators for environmental learning (Figure 8). The CDDL worked with school teachers and administrators to design new lesson plans (Figure 9) and educational signage (Figure 10) to expand the school’s existing Science, Technology, Engineering, Arts, and Math (STEAM) curriculum.

Figure 7. NCSU students, staff, and faculty were responsible for designing, funding, and building more than 5,000 sf of rain gardens across the Princeville Elementary School campus.
Two people shovel dirt into a red wheelbarrow. Other people with shovels are nearby, in an area of dirt bounded by thick wooden beams.
PBS North Carolina - PBS North Carolina
Figure 8. Princeville Elementary School teachers and a conservation youth crew helped install native plants on school grounds.
An infographic entitled “Community Planting Days” counts “4 Participating Organizations, 200+ Hours of Volunteer Work, 5,096 Square Feet of Rain Gardens.” There is a photo of people loading potted plants out of the back of a truck.
Spencer Stone - PBS North Carolina
Figure 9. The Princeville Elementary School Landscape Curriculum and Care Guide provides teachers and staff with an easy-to-use guide for embracing outdoor learning environments.
An infographic entitled “Curriculum Guide” says, “Provide teachers + staff with an easy-to-use guide for embracing outdoor learning environments.” There is a photo of a stack of booklets, and three photos of the booklet spread open to different pages. The first open booklet is labeled “Landscape Guide,” the second is labeled “Plant Identification + Care,” and the third is labeled “Curricular Standards.”
- NC State Coastal Dynamics Design Lab
Figure 10. Rain gardens and educational signage at Princeville Elementary.
Plants, some with yellow flowers, grow in a garden bounded by thick wooden beams. Three informative signs stand on wooden posts, and there is a red brick building in the background.
Andy Fox

collaborative design RESEARCH

The impact on schools and children in Princeville by Hurricane Matthew in 2016 and the Covid-19 pandemic beginning in 2020 was a central focus in this partnership. The NCSU Coastal Dynamics Design Lab conducted a survey with the teachers and administrators at Princeville Elementary School that revealed a need for outdoor learning opportunities during the COVID-19 pandemic. To operationalize the new outdoor education curriculum, modular furnishings consisting of rolling seating and planters called ‘ed-YOU-cation’ stations were fabricated to create a flexible, outdoor classroom space adjacent to the renovated library (Figure 11). All of the furnishings were designed and built by students in the NCSU Department of Landscape Architecture and Environmental Planning in Spring 2021 during a 16-week studio. Adding to the complexity of the Design + Build Studio environment, the course took place in the depths of the COVID-19 pandemic, before vaccines were readily available. Three years later, the ‘ed-YOU-cation’ stations continue to provide opportunities for teachers and students to grow summer vegetables and harvest produce (Figure 12).

Because Hurricane Matthew flooded Princeville Elementary School, another Title 1 school, Tarboro High School housed the displaced students while the school underwent renovations. Following the successful construction of outdoor structures and modules at the elementary school, the principal from Tarboro High School contacted the NCSU Design + Build Studio to continue the collaborative efforts and foster a culture of equitable design solutions at the high school level. In 2022, the design/build studio engaged with high school administrators, and teachers through virtual meetings. Student teams merged their design concepts to develop a master plan before shifting into construction documentation and fabrication of outdoor learning amenities near classrooms and administrative offices (Figure 13). Concepts for the site furnishings were inspired by the Tar River, which is a symbol of unity and strength through change—echoing Tarboro High School’s core mission. The NCSU students who participated in these various community-engaged activities learned empowering skills, realized the impact that collaboration has on the success of community-based projects, and experienced the beneficial change that quality built work creates for individuals and groups working to address the realities of climate change at the grassroots level (Figure 14).

Figure 11. NCSU students introducing Princeville Elementary teachers and students to the ‘ed-YOU-cation’ station. One initial in-person site visit took place early in the semester (due to the pandemic), and then the team held virtual Zoom meetings throughout the rest of the semester to receive feedback from Principal Mercer and staff. The ‘ed-YOU-cation’ stations were elevated and built on casters in the event of another flood. They can be easily wheeled indoors or outdoors for hands-on tactile learning.
Adults and children move among modular furniture on a concrete patio. Blue standing umbrellas provide shade, and the patio is framed on two sides by a one-story building with a green roof.
William Stanton, Spencer Stone
Figure 12. Produce growing around the library courtyard and in the ‘ed-YOU-cation’ stations. The curriculum guide, developed by CDDL, creates a platform for discussing environmental stewardship and science education fundamentals.
A photo of plants growing in raised square wooden planters on a concrete patio. A one-story building with a green roof stands in the background. The sky is blue with a few white clouds.
Andy Fox
Figure 13. Design concepts for Tarboro High School Courtyard. Tarboro was originally the territory of the Tuscarora indigenous tribe, and the town’s identity is strongly linked to the Tar River, originally pronounced “Taw,” meaning “river of health.” Hugging the north side of the river, Tarboro has played a critical role in hurricane recovery efforts for their neighboring Town of Princeville. During the pandemic, virtual meetings were conducted over Zoom with teachers and staff who provided feedback on the design.
An infographic entitled “Building Blocks of Design + Build.” Under the heading “Design Concepts,” a map of the Tar River is overlaid with a gold-colored braided pattern labeled “Layers of Connection” and a purple braided pattern labeled “The Labyrinth.” The resulting tripartite design is labeled “Strength Through Change.” A photo of the Tar River and one of Tarboro High School are to the right of the infographic, as is the “Mission of Tarboro High School: Working together to build positive relationships, and preparing students to achieve personal success in an ever-changing society.”
Julia Needham, Luma Kennedy, and Gretchen Caverly
Figure 14. Tarboro High School installation with Ms. Cherry and Principal Hopkins.
Infographic entitled “Design + Build. Installation at Tarboro High School to Make Design a Reality.” There are three captioned photographs. Left: a small group of people unload equipment down a ramp off the back of a U-Haul truck. Left caption: “Design + Build students unloading multi-use screens at Tarboro High School. The multi-use screens encourage learning and mentorship to take place in the outdoor courtyard.” Center: Three people put plants in a raised planter. Center caption: “Ms. Natasha Cherry and students install plants into hexagonal planters. Plants that bloom in the school colors enhance the design’s identity while vegetables and herbs promote student engagement and learning opportunities.” Right: Two people sit on either side of a planter painted bright yellow. Plants and a black plant-light sculpture rise out of the planter. Right caption: “Hexagonal planters and benches were developed with wheels to allow for rearrangement based on use of the space. Principal Terry Hopkins and Professor Carla Delcambre showcase the usability of furniture pieces.” Below these three photos is a row of circular photos of plants labeled “Plant Palette.” The plants on the left side of the row are labeled “Perennials” while the plants on the right are labeled “Vegetables + Herbs.”
Amy Rodio , Luma Kennedy

REFLECTION

Collectively, the initiative's long-term community connectedness has created a legacy of places and programs—with tangible outcomes and lessons learned that can be (re)visited, reflected upon, and shared. With a commitment to “slow” engagement, the Princeville/NCSU partnership has been essential to building trust between all partners; this trust has led to a shared willingness to support community transformation over time. Continuous engagement has also expanded partnership opportunities, including the development and delivery of high-impact service-learning experiences. Examples of best practices grown from the partnership include, but are not limited to:

Commit to filling community service gaps above all else

Research that ends at assessment instead of committing to implementation is extractive rather than additive. Holistic engagement and action-research require tangible outcomes, especially when working with underserved and underrepresented communities. Although research can reveal important issues, traditional research processes and outcomes fail to address the “how to” steps required to implement the actions needed to address the issues. Furthermore, the lack of continuity in traditional research processes can lead to “parachuting in” or do-gooderism, which unintentionally perpetuate reactive cycles of decision-making within communities. When researchers commit to long-term engagements, mutual trust and co-creation can empower community leaders to: (1) take actions that have been vetted for fit and contextual appropriateness, and (2) consider broader, holistic views of community resilience. Community-engaged university initiatives are well-situated to fill these gaps. These services require a willingness to assemble personnel, resources, and products that are atypical in higher education.

Secure external financing that prioritizes and protects community resources

Shifting the funding burden away from partner communities and toward external grantors requires time and resources from university affiliates to both write grants and, often more importantly, facilitate the conversations and nurture the relationships required to best align community-defined needs and proposed investments with the values, goals, and intent of funding entities and grant programs. Many community-engaged faculty are grant-writing experts, and bringing financial resources to the table alleviates community pressure on local staff. Developing funding pathways ultimately enables an expansion of the scope of collaborative research and the fruition and impact of community and university partnerships.

Healthy and productive relationships cannot exist in the absence of mutual respect and trust—this is especially true for groups who work in communities that are small, historically marginalized, and/or recovering from the trauma of a disaster. Built atop this core value, the outcomes and longevity of the Princeville/NCSU partnership serve as evidence of what is possible through university-based community service that is committed to authentic engagement, community-first co-design, and staying the course no matter the challenge.

References

American Society of Landscape Architects. (2022). ASLA 2022 Student award of excellence: Seeding resilience: Celebrating community, education, and the environment at Princeville Elementary School. https://www.asla.org/2022studentawards/7011.html

Fox, A., Boone, K., Fall, N., & Naylor, L. (2018). Troubled waters: A flood-ravaged town in danger of losing its nationally significant history. Grounds for Democracy. https://www.tclf.org/sites/default/files/microsites/landslide2018/princeville.html

Grace-McCaskey, C., Pearce, S., Harris, L., Corra, M., & Evans, K. (2021). Finding voices in the floods of freedom hill: Innovating solutions in Princeville, North Carolina. Journal of Environmental Studies and Sciences, 11(3), 341-351. https://doi.org/10.1007/s13412-021-00701-5

Princeville community floodprint: Resilience Standards for Greater Princeville. (2020) NC State University Coastal Dynamics Design Lab. Retrieved from: https://www.coastaldynamicsdesignlab.com/princeville-floodprint

Naylor, L., Fall, V., & Fox, A. (2020) The power of place in disaster recovery: Heritage-based practice in the post-Matthew landscape of Princeville, North Carolina. Parks Stewardship Forum, 36(1): 128-136.

Winterbottom, D. (2020). Design-build: Integrating craft, service, and research through applied academic and practice models. Routledge.

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Acknowledgements

1. Town of Princeville 2. Edgecombe County Schools/Princeville Elementary School 3. Conservation Trust for North Carolina (CTNC) 4. National Fish and Wildlife Foundation (NFWF) 5. M&M Landscaping 6. William and Jane Valentine (Private Donor to the College of Design) 7. Wendy Miller + James Barefoot (Private Donor to the College of Design)

Supporting Materials

Link to the Princeville Community Floodprint report: https://www.coastaldynamicsdesignlab.com/princeville-floodprint

Link to The Cultural Landscape Foundation (TCLF) Landslide: Grounds for Democracy case study, Troubled Waters: A Flood-Ravaged Town in Danger of Losing Its Nationally Significant History: 

https://www.tclf.org/sites/default/files/microsites/landslide2018/princeville.html  

Link to Park Stewardship Forum article, The power of place in disaster recovery: Heritage-based practice in the post-Matthew landscape of Princeville, North Carolina: https://escholarship.org/uc/item/5sq9z4n9

Link to Washington Post article, America's oldest Black town is threatened by floods - and seeking a Plan B:

https://www.washingtonpost.com/history/2024/01/28/princeville-oldest-black-town-flooding/ 


Princeville_Floodprint_September_2020.pdf

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Contributors

 Andy Fox†: Conceptualization, Data curation, Formal Analysis, Funding acquisition, Investigation inquiry, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing
Carla Delcambre†: Conceptualization, Data curation, Formal Analysis, Funding acquisition, Investigation inquiry, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing
Terry Hopkins: Data curation, Supervision, Validation
Natasha Cherry: Data curation, Supervision, Validation
Spencer Stone: Conceptualization, Data curation, Formal Analysis, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization
William Stanton: Conceptualization, Data curation, Formal Analysis, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization
Tenika Mercer: Data curation, Production - Social, Relationship Development Outreach, Resources, Supervision, Validation
Glenda Knight: Production - Social, Resources, Supervision, Validation
Rebecca Asser: Conceptualization, Data curation, Formal Analysis, Investigation inquiry, Methodology, Production - Creative, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization
Madison Sweitzer: Conceptualization, Data curation, Formal Analysis, Investigation inquiry, Methodology, Production - Creative, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization
Chris Canfield: Funding acquisition, Production - Social, Project administration, Relationship Development Outreach, Resources, Supervision, Validation
Mary Alice Holley: Funding acquisition, Production - Social, Project administration, Relationship Development Outreach, Resources, Supervision, Validation
Travis Klondike: Data curation, Formal Analysis, Investigation inquiry, Methodology, Production - Creative, Production - Social, Project administration, Supervision, Validation, Visualization
Tomekia Brown: Supervision Validation
Bobby Jones: Relationship Development Outreach Validation
William Valentine: Funding acquisition
Jane Valentine: Funding acquisition
Wendy Miller: Funding acquisition
James Barefoot: Funding acquisition
Linda Joyner: Production - Social, Relationship Development Outreach, Validation
Madalyn Baldwin: Production - Creative Visualization
Luma Kennedy: Conceptualization, Data curation, Formal Analysis, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization
Amy Rodio: Conceptualization, Data curation, Formal Analysis, Methodology, Production - Creative, Production - Social, Project administration, Reflective Analysis, Relationship Development Outreach, Visualization

Roles

 Conceptualization: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Luma Kennedy,, Amy Rodio.
Data curation: Andy Fox†, Carla Delcambre†, Terry Hopkins, Natasha Cherry, Spencer Stone, William Stanton, Tenika Mercer, Rebecca Asser, Madison Sweitzer, Travis Klondike, Luma Kennedy,, Amy Rodio.
Formal Analysis: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Travis Klondike, Luma Kennedy,, Amy Rodio.
Funding acquisition: Andy Fox†, Carla Delcambre†, Chris Canfield, Mary Alice Holley, William Valentine, Jane Valentine, Wendy Miller,, James Barefoot.
Investigation and inquiry: Andy Fox†, Carla Delcambre†, Rebecca Asser, Madison Sweitzer,, Travis Klondike.
Methodology: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Travis Klondike, Luma Kennedy,, Amy Rodio.
Production - Creative: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Travis Klondike, Madalyn Baldwin, Luma Kennedy,, Amy Rodio.
Production - Social: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Tenika Mercer, Glenda Knight, Chris Canfield, Mary Alice Holley, Travis Klondike, Linda Joyner, Luma Kennedy,, Amy Rodio.
Project administration: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Chris Canfield, Mary Alice Holley, Travis Klondike, Luma Kennedy,, Amy Rodio.
Reflective Analysis: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Luma Kennedy,, Amy Rodio.
Relationship Development and Outreach: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Tenika Mercer, Rebecca Asser, Madison Sweitzer, Chris Canfield, Mary Alice Holley, Bobby Jones, Linda Joyner, Luma Kennedy,, Amy Rodio.
Resources: Andy Fox†, Carla Delcambre†, Tenika Mercer, Glenda Knight, Chris Canfield,, Mary Alice Holley.
Supervision: Andy Fox†, Carla Delcambre†, Terry Hopkins, Natasha Cherry, Tenika Mercer, Glenda Knight, Chris Canfield, Mary Alice Holley, Travis Klondike,, Tomekia Brown.
Validation: Andy Fox†, Carla Delcambre†, Terry Hopkins, Natasha Cherry, Tenika Mercer, Glenda Knight, Chris Canfield, Mary Alice Holley, Travis Klondike, Tomekia Brown, Bobby Jones,, Linda Joyner.
Visualization: Andy Fox†, Carla Delcambre†, Spencer Stone, William Stanton, Rebecca Asser, Madison Sweitzer, Travis Klondike, Madalyn Baldwin, Luma Kennedy,, Amy Rodio.
Writing – original draft: Andy Fox†, Carla Delcambre†.
Writing – review & editing: Andy Fox†, Carla Delcambre†.
† denotes by-line credit.

Ongoing

 Since July 2023

Website:

 Project Site

Sites and Institutes

 Princeville Elementary School, Town of Princeville
North Carolina State University
Princeville Town Hall, Town of Princeville
Conservation Trust for North Carolina (CTNC)

Keywords

 Applied Research Design Pedagogy Community Collaboration Prototype Practice Based Resilience Co Design Methods

Disciplines

 Education Landscape Architecture Conservation Climate Change Sustainability

Views

 189 views

Collection

 Creating Knowledge in Common

Collection Indexing Tags

 #Action Research #Design-Build #Placemaking #Service Learning #Redistribution #Reproducibility #Scalability #Capacity building #Infrastructure #Representation