Transforming Education for Sustainability : : Discourses on Justice, Inclusion, and Authenticity.
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| Superior document: | Environmental Discourses in Science Education Series ; v.7 |
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| TeilnehmendeR: | |
| 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
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| Online Access: | |
| Physical Description: | 1 online resource (448 pages) |
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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.