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Like most undergraduates, I entered my first year of college unsure of what I wanted to do. The one thing I was sure of was my interest in ethics. Drawn toward understanding where I fit in the world, being adopted from Ethiopia and growing up with a deep awareness of the privilege I gained, a privilege I likely wouldn’t have had if I had remained in Ethiopia, I found myself using ethical frameworks to question how I should live a life I was proud of. This curiosity pushed me to participate in the ethics and global citizenship focus group, where I explored topics like environmental justice and international human rights. These courses stood out for their analysis of how our current systems disproportionately impact vulnerable communities. I started to question how policymakers and global leaders make decisions. How can I, someone with privilege, be a part of creating a world that benefits others?

One of the most formative experiences of this certificate was taking Ethics 101 with Dr. Grigoni. This course was pivotal in solidifying my understanding of ethical frameworks. From Aristotle to Kant, I was introduced to a spectrum of philosophies that shaped my thinking. The readings and discussions pushed me to constantly reevaluate my perspectives and decisions. Dr. Grigoni’s emphasis on applying these theories to real-world scenarios resonated deeply with me, as it mirrored the challenges I faced during my DukeEngage experience and subsequent courses. Ultimately, this course laid the foundation for how I approach environmental policy today: grounded not just in science and practicality, but in moral responsibility.

As my first year continued to push me to ask questions, I applied to DukeEngage, a program I felt would allow me to participate in creating and learning more from worldly perspectives and creating equitable decision-making. After being accepted that summer, I traveled to the Bahamas to explore the impacts of environmental science and climate change on island communities. I learned how local traditions and knowledge intersect with environmental challenges, particularly in regions where rising sea levels and stronger hurricanes are becoming increasingly destructive.

This program supplied incredible opportunities. I created and proposed a net-zero emission plan for Lyford Cay International School, partnered with Bahamas Youth and Urban Development to create youth educational programs about the environment and sustainability, and built lasting relationships with the community and various other organizations to learn and understand their lived experiences. This experience was more than academic; it was personal. Seeing the tangible effects of environmental injustice on communities that have contributed the least to climate change solidified my commitment to pursuing environmental justice.

Path to a Greener, More Carbon-Neutral LCIS

Upon returning to Duke, I continued this passion for the environment in the Environmental Conflicts and Peacebuilding course. Here, I engaged deeply with the principles of conflict resolution, learning the importance of environmental impact assessments and decision-making based on risk assessment. Professor Katz used case studies ranging from Israel and Ethiopia to Paraguay to expose a range of issues, such as civil unrest and energy transition issues. I had the opportunity to further delve into transboundary water conflicts between the United States and Mexico, examining the historical, legal, environmental, and economic landscape. This course confirmed what I had observed in the Bahamas: the most effective solutions come from within the communities affected. The course emphasized the necessity of involving local communities in the peace-building process, ensuring that their voices are not just heard but prioritized. The class emphasized international peace-building and sparked my interest in gaining international perspectives.

Examining the Impacts of Climate Change on the U.S. and Mexico Transnational Water Dispute

With this new interest, I wanted to travel abroad to expand my global perspective. I spent a semester in Copenhagen, Denmark. Adapting to a new culture and environment proved challenging, but I found immense personal growth in this experience. This experience broadened my perspective on global environmental policies and practices. Living in Denmark showed me how a country can prioritize and implement sustainability. From green cities and innovative flood infrastructure to the fully renewable energy-powered island of Samsø, getting to see how a country can implement progressive legislation was rewarding. I wanted to take this information and apply it to America. As I returned, I understood how the differences of each country proved as an obstacle in direct implementation. But I continue to hope to use my knowledge and global perspective in the work I do. My time in Copenhagen was a crucial extension of my learning, providing a comparative lens through which I could analyze environmental issues.

Colors of Copenhagen

Furthering my understanding of the intersection between ethics and environmental policy, I enrolled in the Ethical Dimensions of Environmental Science course in my junior spring back at Duke. This class bridged the gap between theoretical ethical frameworks and practical environmental challenges. We delved into the ethical dilemmas faced by community members and institutions like Duke. Specifically, in this course, we produced a qualitative research study focused on the Justice40 Initiative and its impact on communities and research. This class taught me the complexities in the relationship between the Durham community and Duke’s commitment to sustainability. The discussions in this course frequently brought me back to my experiences with DukeEngage, where the ethical considerations of environmental decisions were not just theoretical debates but real-life crises. It helped me understand that pursuing environmental justice is not only about technical solutions, but also about navigating relationships, power dynamics, and ethical obligations, lessons that continue to influence how I approach research and advocacy.

As I continued to build on these experiences, I became involved in a Bass Connections research project that focused on ghost forests (dead trees caused by increased sea salinity). Our team worked on identifying the natural and human causes of ghost forest formations in the Albemarle-Pamilico Peninsula in Coastal North Carolina. Our research highlights the ever-evolving relationships between land use and economic development and raises critical questions about migration, as changing climate and economic pressures guide the movement of people, animals, and plants. This hands-on research allowed me to apply my knowledge from previous courses, particularly the methodologies learned in Conflicts and Peacebuilding at Duke and Sustainable Development in Denmark. It was here that I saw the power of interdisciplinary collaboration, as our project combined elements of history, ecology, and GIS to create a holistic story map. This project has reaffirmed my commitment to community-centered environmental justice work.

Read more about Hiwot Shaw’s Bass Connections team:

Ghost (Forest)Stories: Unearthing History and Climate Change (Bass Connections website)

Check out the team’s ArcGIS StoryMap in a new window or below.

 

My capstone project was a chance for me to extend my academic work and tap into an area of focus that would challenge my environmental and ethical knowledge. Thanks to Professor Summers and Dr. Sinnott-Armstrong, I had challenging and engaging discussions about environmental ethics that pushed me to think more critically. I decided to explore the controversial field of geoengineering through the lens of a risk-risk framework, using it as a foundation to examine Kavka’s Disaster Avoidance Principle. By analyzing the ethical trade-offs between the risks of climate inaction and the risks posed by large-scale climate interventions, my project offers a way to evaluate whether geoengineering might be plausible.

As the climate crisis intensifies, communities will face mounting pressure to act decisively. It was within this context of urgency and complexity that I was drawn to the topic; it challenged my environmental values and pushed me to engage with ethical frameworks I was previously unfamiliar with. One of the most rewarding parts of this project was having the chance to learn from such knowledgeable and insightful mentors. Conversations with my professors continually challenged my assumptions and deepened my understanding, forcing me to critically analyze and support my values. Ultimately, this paper has strengthened my ability to think critically across disciplines and helped me grapple with the real-world complexities of making ethical decisions in the face of climate uncertainty.

Throughout my time at Duke, the throughline of my education has been a constant interplay between theory and practice, ethics and action. Each course and experience built upon the last, creating a cohesive narrative of growth and discovery. My capstone project for the Ethics and Society Certificate is a chance for me to extend my academic work and tap into an area of focus that would challenge my environmental and ethical knowledge. From the classrooms of Duke to the shores of the Bahamas, my education in ethics has been a journey of understanding, questioning, and, most importantly, acting upon the principles I have learned.