Transforming Education for Sustainability : : Discourses on Justice, Inclusion, and Authenticity.

• Superior document: Environmental Discourses in Science Education Series ; v.7
• Author: Rivera Maulucci, María S.
• TeilnehmendeR: Pfirman, Stephanie.; Callahan, Hilary S.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2023.; {copy}2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Series: Environmental Discourses in Science Education Series
• Physical Description: 1 online resource (448 pages)

Table of Contents

Intro -- Preface -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- Chapter 1: Education for Sustainability: Connecting with Signs of Hope -- 1.1 Setting the Scene -- References -- Part I: Framing and Reframing Sustainability and Environmental Justice -- Chapter 2: A History of Ecojustice and Sustainability: The Place Where Two Rivers Meet -- 2.1 Mamaroneck Land Acknowledgement -- 2.2 Sustainability: A Concept Rooted in Forest Management -- 2.3 Civil Rights, Ecojustice, and Environmental Protection -- 2.4 Ecojustice, the Fight for Healthy Communities and Sustainable Development -- 2.5 EcoJustice and Indigenous Communities: Shared Concerns -- 2.6 Coming Up to the Present: Climate and Indigenous Environmental Justice -- References -- Chapter 3: Diversity in Academia and Sustainability Science: The STEM Blindspot -- 3.1 Change, Without the Change -- 3.2 Systemic Stereotype Threats -- 3.3 Reflecting on My Own Response Patterns -- 3.3.1 To Prove I Can? Or Is It … Who I Am? -- 3.3.2 An Attempt to 'Confront the Threat' -- 3.3.3 "I'll Just Sit Quietly in the Corner …" -- 3.3.4 Sustaining Self in the Presence of Threat -- 3.3.5 Is There a Right Response? -- 3.4 Moving Forward -- References -- Chapter 4: Building Authentic Connections to Science Through Mentorship, Activism, and Community, in Teaching and Practice -- 4.1 Introduction -- References -- Chapter 5: A Commons for Whom? Racism and the Environmental Movement -- 5.1 A Commons for Some: Garrett Hardin's Enclosures Act -- 5.2 "A White, Racist Plot" -- 5.2.1 Misanthropic Ecologies -- 5.3 The Return of the Commons -- References -- Chapter 6: Pathways to Sustainability: Examples from Science Teacher Education -- 6.1 Why Do We Need Education for Sustainability? -- 6.2 What Is Education for Sustainability?.

6.3 What Are Some of the Challenges of Science Education for Sustainability? -- 6.4 What Are Some of the Possibilities of Science Teacher Education for Sustainability? -- 6.5 What Are Some Examples of Teacher Education for Sustainability? -- 6.5.1 Introducing and Justifying the Need for EfS Standards -- 6.5.2 Summer STEM Teaching Experiences for Undergraduates Program -- 6.5.3 How Do the TEU Interns Envision Planning and Teaching About Sustainability? -- 6.5.4 What Are Some Recommendations for Improving the Sustainability Curriculum? -- 6.6 Concluding Thoughts on Education for Sustainability -- References -- Part II: Sustainability and Ecological Perspectives on Biodiversity -- Chapter 7: When a Titan Arum Blooms During Quarantine -- 7.1 The Arthur Ross Greenhouse at Barnard -- 7.2 Of All the Times … -- 7.3 Making the Best, of the Best -- 7.4 Improvise, Adapt, Overcome -- 7.5 Looking Back -- References -- Chapter 8: What Does Cell Biology Have to Do with Saving Pollinators? -- 8.1 Introduction -- 8.2 Sustainability in the Classroom -- 8.3 Beyond Honey Bees -- 8.4 Full Circle from Teaching to Research -- 8.5 Conclusions and Reflections -- References -- Chapter 9: Finding the Most Important Places on Earth for Birds -- 9.1 Birds as Gauges of Changes in the Environment -- 9.2 Our Relationship with Birds -- 9.2.1 Bird Stories: Purification of Drinking Water -- 9.2.2 Bird Stories: Coffee -- 9.2.3 Bird Stories: Migration of the Red-Eyed Vireo -- 9.3 What Do Birds Need from Us? -- 9.3.1 How to Identify Ecologically Important Places for Birds -- 9.4 Black Rock Forest -- 9.4.1 Getting Students into the Field -- 9.4.2 Data Collection Using the Soundscape -- 9.4.3 Land Protection Is Not the Only Issue We Need to Address for Bird Conservation -- 9.5 How Do I Engage and Prepare Students for Bird Projects? -- References.

Chapter 10: Going Up: Incorporating the Local Ecology of New York City Green Roof Infrastructure into Biology Laboratory Courses -- 10.1 Introduction -- 10.2 Background -- 10.2.1 The Problem with Cities -- 10.2.2 Green Infrastructure to the Rescue -- 10.2.3 Green Infrastructure Around New York City -- 10.2.4 Don't Forget the Microbes -- 10.3 Course Descriptions -- 10.3.1 Microbiology Project Laboratory (Fall 2013) -- 10.3.2 Molecular Biology Project Laboratory (Spring 2017) -- 10.4 Course Results -- 10.4.1 Microbiology Course Results -- 10.4.2 Molecular Biology Course Results -- 10.5 Reflections on an Ecological Project Lab -- 10.5.1 From the Professors -- 10.5.2 From a Student -- 10.5.3 From Both Sides of the Table -- 10.6 Would We Do This Again? (Concluding Remarks) -- References -- Chapter 11: It Turned into a Bioblitz: Urban Data Collection for Building Scientific Literacy and Environmental Connection -- 11.1 The Macaulay Honors College -- 11.2 The Birth of Science Forward and the Macaulay BioBlitz -- 11.3 How the BioBlitz Happens -- 11.4 The Macaulay BioBlitz as an Authentic Research Experience -- 11.5 "So, You Want to Do a Bioblitz…" -- 11.6 The Value of the Macaulay BioBlitz -- References -- Chapter 12: Syndemic: Using Game-Based Learning to Engage Students in the Human Microbiome -- 12.1 Introduction -- 12.2 Microbial Ecology and Human Health: Catching the Curriculum Up to the Research (Tal Danino) -- 12.3 The Testing Phase: Bringing Syndemic to Students (Emma Ruskin) -- 12.4 Testing Syndemic Across New York City -- 12.4.1 Digital Game-Based Learning in STEM Education -- 12.4.2 Designing and Implementing the Study -- 12.4.3 Results -- 12.4.4 Analysis -- 12.5 Expanded Testing: Syndemic Goes to Nicaragua (Emma Ruskin) -- 12.5.1 Why Nicaragua? -- 12.5.2 Syndemic Workshops at the Learning Center -- 12.6 Concluding Thoughts -- References.

Part III: Sustainability and Environmental Justice Perspectives in Undergraduate Science Education -- Chapter 13: Teaching Chemistry in Context: Environmental Lead Exposure: Quantification and Interpretation -- 13.1 Framing the Issues -- 13.2 The Chemistry of Lead Toxicity and Environmental Justice -- 13.3 Detailed Teaching Examples -- 13.3.1 Small Project-Based Course for Incoming Students: A Bridge Course -- 13.3.2 Large, General Chemistry Courses -- 13.3.3 Non-majors Course Without a Laboratory Component -- 13.4 Responding to the Legal and Ethical Implications of Lead Assessment -- 13.5 Conclusions -- References -- Chapter 14: Brownfield Action: A Civic-Oriented, Web-Based, Active Learning Simulation -- 14.1 Brownfields -- 14.2 Brownfield Action -- 14.3 Pedagogical Rationale -- 14.4 Simulation Overview -- 14.5 Assessment -- 14.6 Collaborative Network of Users -- 14.7 Conclusions -- Appendix: Brownfield Simulation Materials -- References -- Chapter 15: Learning from the Many, Teaching to the Many: Applying Ecojustice Principles to Undergraduate Pedagogy in Environmental Science, Ecology, and Sustainability Classrooms -- 15.1 Perspectives in and on Undergraduate Classrooms -- 15.2 Perspectives Matter - Here Are Ours -- 15.3 A Role for Environmental Justice and EcoJustice in Undergraduate Science Classes -- 15.4 Strengthening Teaching and Learning by Including Multiple Perspectives -- 15.4.1 Courses, Pedagogy, and Classroom Practice -- 15.4.2 Sources of Knowledge -- 15.4.3 Token Inclusion of TEK and Indigenous Perspectives -- 15.4.4 Assessments That Connect Authenticity with Curiosity, Inclusion, and Identity -- 15.5 Guiding Questions for Developing Classrooms That Integrate EcoJustice -- References -- Chapter 16: The UNPAK Project: Much More Than a CURE -- 16.1 Introduction -- 16.2 UNPAK and Its People.

16.3 UNPAK as Plant, Agricultural and Sustainability Science -- 16.4 UNPAK Prioritizes the Undergraduate Experience -- 16.5 UNPAK Supports Access and Persistence in STEM Training -- 16.6 UNPAK as a Philosophy and a "Way of Being" -- 16.7 Coda -- References -- Part IV: Climate Change: Engagement, Politics, and Action -- Chapter 17: Teaching About Climate Change from an Astronomical Perspective -- References -- Chapter 18: Volcanoes, Climate Change, and Sustainability -- 18.1 Introduction to the Participants -- References -- Chapter 19: Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches -- 19.1 Setting the Stage -- 19.2 History of Earth's Environmental Systems: Climate -- 19.3 Student Perspectives -- 19.4 Professor Perspectives -- 19.4.1 Pfirman Perspectives -- 19.4.2 Winckler Perspectives -- 19.5 Other EES: Climate Professor and Teaching Assistant Perspectives -- 19.5.1 Integration of "Denier" Perspectives -- 19.5.1.1 Focus on the Science -- 19.5.1.2 Consideration of Values -- 19.5.2 Considering Justice -- 19.5.2.1 Outside class scope or personal expertise -- 19.5.2.2 Social Justice of Impacts and Responses -- 19.5.2.3 Cultural/Intergenerational Complexity -- 19.5.3 Teaching about Actions -- 19.5.3.1 Focus on Understanding Climate Science -- 19.5.3.2 Understanding the Science of Actions -- 19.5.3.3 Recommending Action -- 19.6 Outlook -- References -- Chapter 20: Building a Circular Campus: Consumption, Net Zero Emissions, and Environmental Justice at Barnard College -- 20.1 Welcome to Your First Year Seminar: Please Wear Gloves -- 20.2 Why Circularity? -- 20.3 Why Higher Education? -- 20.4 Why Barnard? -- 20.5 What, Exactly, Is a Circular Campus? -- 20.6 Barnard's Circular Campus Framework: Beyond the Trash -- 20.7 Three Barnard Case Studies: Reuse, Renovation, and Reallocation -- 20.8 Challenges to Circularity.

20.9 Pathways to Circularity: Starting Small, Thinking Big.