Fernanda Campos da Cruz Rios

To me, climate justice means co-creating solutions that improve quality of life through participatory and respectful engagement, especially for vulnerable communities. I believe equitable, just, and resilient cities are interconnected goals that require addressing systemic inequalities alongside environmental challenges. Climate justice is both a moral responsibility and a practical necessity—every action we take should consider how it affects different people, particularly those with limited political power, such as low-income communities, communities of color, and those with lower educational attainment. 

As an educator and researcher, I am dedicated to fostering critical thinking, innovation, and social responsibility among my students. My teaching philosophy centers on co-creating knowledge through participatory learning, where students are encouraged to question assumptions, consider diverse perspectives, and collaborate across disciplines. I integrate systems thinking and social justice into my courses, challenging students to reflect on the social and environmental implications of their work. My research focuses on creating sustainable, resilient, and equitable built environments through the lens of the circular economy. 

In my environmental life cycle assessment (LCA) course, I include a module on environmental justice and introduce social life cycle assessment to help students critically examine the social impacts of engineering decisions. Alongside Amanda Carneiro Marques, I am currently co-leading a project on circular water strategies in Camden, NJ, supported by a Longsview Fellowship. This initiative assesses the potential of circular water solutions—like greywater reuse and rainwater harvesting—to mitigate flooding in disadvantaged communities, particularly low-income Hispanic households affected by combined sewer overflows.