Podcasts about sustainability education

Guiding Question How might we integrate education for sustainability into teaching and learning in schools?Key TakeawaysWhat is education for sustainability, and what is it not?How might we integrate education for sustainability into our existing curriculum?Where might we utilize education for sustainability to inspire hope for the future?If you have enjoyed the podcast, take a moment to subscribe so you don't miss these inspiring stories from young people around the world, and also leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Resources from The Cloud Institute for Sustainability Education StandardsBenchmarksRationale for Curriculum Documentation and MappingOther recommended resources from Jaimie CloudProject Drawdown Project RegenerationThe En-Roads Climate Solutions Simulator Inspire Citizens Learn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary Jaimie Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York. As a pioneer in the field of Education for Sustainability (EfS), Jaimie is an international keynote speaker, author, thought leader and educational consultant. She is a leadership advisor and curriculum development coach to administrators, teachers and curriculum specialists in schools and school districts around the country and in other parts of the world. She writes and publishes extensively, and is currently working on Response-able, a book project addressed to young people. I am a big fan of Jaimie and her work and much of what she has created has inspired our work at Inspire Citizens. Join us as I get to have a conversation with Jaimie about her work in Sustainability Education, what inspires her, and her aspirations for the future.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

This week on the podcast we spoke with Drs. Rutger Engels and Ginie Servant-Miklos, who recently staged the "Bildung Climate School," a part-type summer pilot program in Rotterdam, the Netherlands that draws inspiration from the model of the Danish folk high school as described by Lene Rachel Andersen in The Nordic Secret as well as from the microcolleges in the United States. Carefully structured from a research perspective to test pedagogical strategies and program impacts for future prototypes and initiatives, the Bildung Climate School brought together students from differing tracks of the Netherlands' highly stratified post-secondary education system for 2 hours per day for 9 weeks during the summer of 2024. The program they experienced put into practice elements of what Ginie calls "the pedagogies of collapse," combining a frank examination of the sobering ecological and economic challenges facing humanity with embodied artistic and social practices and techniques for working through anxiety, building community, and even having fun.Ginie Servant-Miklos is an engaged environmental educator with fifteen years of experience in education practice, research, and advocacy. She currently holds an Assistant Professorship in behavioural sciences at the Erasmus School of Social and Behavioural Sciences in Rotterdam, The Netherlands. Her research and education work focuses on developing innovative pedagogies for societal impact. She developed the Experimental Pedagogics educational design framework, co-founded the Bildung Climate School with Prof. Rutger Engels, and is the author of Pedagogies of Collapse: A Hopeful Education for the End of the World as We Know It. She is a Senior Fellow of the Comenius Network for educational innovators in the Netherlands. She is the founder and chair of the board of the FairFight Foundation, an organisation that provides girls and women from Zambia, Zimbabwe, and India with the mental and physical benefits of martial arts practice, as well as educational support. Ginie is a vocal activist for sustainability and gender equality, advocating for change through public engagements like TEDx talks, debates, podcasts, and other digital media outlets. Ginie obtained a Bachelor of Arts in Politics, Philosophy and Economics from the University of Kent, an LLM in International Law from Kent Law School, an MA in International Relations from Sciences Po Lille, a PhD in Education Philosophy and Psychology from Erasmus University Rotterdam, and a post-doctoral research grant in Sustainability Education from Aalborg University. She was also a visiting professor in Experimental Pedagogics at Tyumen University.Rutger Engels, PhD, is an award-winning full professor in Developmental Psychopathology, at the Erasmus University Rotterdam (EUR), and a board member of the venture philanthropy ‘De Verre Bergen'. Dr Engels received his MA in Psychology at the University of Groningen, his Ph.D. at the Faculty of Medicine, University of Maastricht, followed by a post-doc at Utrecht University. In 2001, he was appointed as a professor in Nijmegen. From 2014-2018, he was CEO of the Trimbos Institute, the National Institute for Mental Health and Addictions, and a distinguished professor in Developmental Psychopathology at Utrecht University. From 2018-2021, he was Rector Magnificus of EUR, one of the top public research universities of Europe. Currently, he is cofounding a specialized mental health clinic on psychedelic-assisted treatments. His fundamental and applied research focuses on mental health and substance use in adolescents and adults. In the last decades, he has coordinated programs aiming to design, test, and ship (technology-enabled) interventions for mental health, addictions, resiliency, and personal growth.

We all have a connection to water. More than the reason that it keeps us alive, we are also connected to nature and its bodies of water. Corinna Bellizzi sits down with Dr. Scott Ramsey, core faculty for Prescott College, who shares how he integrates Blue Mind science in their Sustainability Education doctoral program. They explore how our unique connection to water transcends emotional, cultural, and economic aspects. He also talks about his foundation of the Alaska Outdoor Science School that offers multi-day programs centered on social and environmental justice. Corinna and Dr. Scott also take time to remember Dr. Wallace J. Nichols, marine biologist, author, and creator of Blue Mind science, who recently passed away. Together, they celebrate his efforts that inspired both of them to take care of the environment.About Dr. Scott RamseyDr. Scott Ramsey (he/him) is core faculty for Prescott College's Sustainability Education doctoral program, teaching a wide range of courses including Climate Advocacy and Praxis, Sustainability Principles and Practice, and Academic Writing.As a lifelong learner, Scott's passion for the natural world fuels his desire to teach, engage, and inspire students to create a sustainable and just future through education and stewardship.Scott's decades of involvement as a wilderness guide and environmental educator compelled him to start the Alaska Outdoor Science School, which celebrates the wisdom of nature through multi-day programs that highlight the nexus between social and environmental justice. Guest Website: http://www.alaskaoss.comGuest Social:https://www.instagram.com/exploreaosshttps://www.facebook.com/ExploreAOSS Additional Resources Mentioned:https://www.wallacejnichols.orghttps://prescottcollege.eduPlease subscribe on your favorite podcasting platform – and join the Care More Be Better Community! When you visit our website and join our email list, you'll receive a FREE 5-Step Guide To Unleash Your Inner Activist!Website: https://www.caremorebebetter.comYouTube: https://www.youtube.com/@caremorebebetterInstagram: https://www.instagram.com/CareMore.BeBetterFacebook: https://www.facebook.com/CareMoreBeBetterLinkedIn: https://www.linkedin.com/company/care-more-be-betterTwitter: https://twitter.com/caremorebebettr Join the Care More. Be Better. Community! (Social Links Below)Website: https://www.caremorebebetter.comYouTube: https://www.youtube.com/channel/UCveJg5mSfeTf0l4otrxgUfgInstagram: https://www.instagram.com/CareMore.BeBetterFacebook: https://www.facebook.com/CareMoreBeBetterLinkedIn: https://www.linkedin.com/company/care-more-be-betterTwitter: https://twitter.com/caremorebebettrClubhouse: https://www.clubhouse.com/club/care-more-be-better Support Care More. Be Better: A Social Impact + Sustainability PodcastCare More. Be Better. is not backed by any company. We answer only to our collective conscience. As a listener, reader, and subscriber you are part of this pod and this community and we are honored to have your support. If you can, please help finance the show (https://www.caremorebebetter.com/donate). Thank you, now and always, for your support as we get this thing started!

Send us a Text Message.Hi there! It's Roz Chandler here, and I'm thrilled to bring you another insightful episode of The Cutflower Podcast. Today, we're diving into the fascinating world of sustainable floristry with our special guest, Jo Thompson from Wye Valley Flowers. Jo's journey from sustainability education to becoming a renowned florist and flower farmer is truly inspiring. Let's get started!Episode SummaryIn this episode, we chat with Jo Thompson, a third-generation flower farmer with an extensive background in sustainability education. Jo shares her unique journey, highlighting the transition from academia to floristry and how her commitment to sustainability has shaped her business practices. We delve into the challenges and triumphs of running a flower farm, the importance of sustainable practices in floristry, and the impact of consumer education on the industry.Key TakeawaysSustainable Floristry: Jo discusses the significance of sustainability in floristry, emphasising the environmental impact of traditional flower farming practices and the benefits of local, sustainable flower production.Journey from Academia to Floristry: Learn about Jo's transition from a 25-year career in sustainability education to becoming a flower farmer, and how her academic background influences her business approach.Challenges in Flower Farming: Jo candidly shares the challenges she faces in flower farming, from weather-related issues to market competition, and how she navigates these obstacles. Discover the perfect artisan gift at Brunchi.shop! From aromatherapy and candles to gemstones, jewelry, home & garden items, yoga supplies, and more, our eco-friendly treasures are sourced from around the world. Enjoy the convenience of worldwide delivery and find unique, thoughtful gifts for every occasion. Proud sponsors of The Cutflower Podcast. Elevate your gift-giving game today at Brunchi.shop. This podcast episode is sponsored by First Tunnels, leaders in domestic and commercial product tunnels. A polytunnel is an amazing protective environment for plants, vegetables and flowers, extending any growing season, whether you're growing for pleasure or commercially. Whether you go for a small or a large tunnel, you can be assured of the same high quality product from First Tunnels, poly tunnels. Do pop over to their website and take a look at their range

In honor of J, and my spirit animal, the sea turtle I am reposting this interview with him. His indelible mark in my life will continue to make a positive impact in the world. I will continue to bring the principles of the Blue Mind Movement to fruition through my work with this show, and as I explore the possibility of earning my PhD in Sustainability Education. --The concept of Blue Mind has been around since the beginning of recorded human history. At present, Marine biologist Dr. Wallace J. Nichols advocates for this very concept, spreading the positive impact of water on our lives. Joining Corinna Bellizzi, he talks about his book “Blue Mind” and how being in, on, or under water delivers profound transformation deep within yourself. He discusses how spending as little as 23 minutes around water – or just the feeling of it – could elevate your health and bring happiness to your state of mind. He also shares how he uses a small blue marble to spread awareness about his advocacy, educating everyone regarding their important role in saving our beloved water planet.About Guest:Dr. Wallace J. Nichols (J) has been called a water warrior, one who commits to helping others access their “blue mind state.” His visionary ideas related to ocean and aquatic ecosystems, migratory species, marine protected areas, fisheries management and plastic pollution inspire others to find a deeper connection with nature and embrace inventive approaches to issues ranging from protection of ocean life to global water supply to the mental health benefits of a life spent on or near the water. Formerly a senior scientist at Ocean Conservancy, J holds a M.E.M. degree in Natural Resource Economics and Policy from Duke University and a Ph.D. degree in Wildlife Ecology and Evolutionary Biology from the University of Arizona. He received a Bradley Fellowship to study the impacts of sea level rise at Duke University Marine Lab, a Marshall Fellowship to study at the University of Arizona, and a Fulbright Fellowship to study at the Universidad Autonoma de Mexico marine station in Mazatlán. In 2011 he was inducted as a Fellow National member of the Explorers Club. In 2014 he received the University of Arizona's Global Achievement Award. J has authored more than 200 publications, lectured in more than 30 countries and nearly all 50 states, and appeared in hundreds of media outlets including NPR, BBC, PBS, CNN, MSNBC, National Geographic, Animal Planet, Time, Newsweek, GQ, Outside Magazine, USA Today, Elle, Vogue, Fast Company, Surfer magazine, Scientific American, and New Scientist. His book Blue Mind, published in summer 2014 by Little, Brown & Company, quickly became a national bestseller. It has been translated into numerous languages, most recently Mandarin, and inspired a wave of media and practical application.Guest LinkedIn: https://www.linkedin.com/in/wallacejnicholsGuest Website: http://www.wallacejnichols.orgGuest Social:https://www.facebook.com/wallacejnicholshttps://www.instagram.com/wallacejnicholshttp://www.patreon.com/bluemindLove the show? Subscribe, rate, review, & share! https://caremorebebetter.com Follow us on social and join the conversation! YouTube: https://www.youtube.com/c/caremorebebetterInstagram: https://www.instagram.com/CareMore.BeBetterFacebook: https://www.facebook.com/CareMoreBeBetterLinkedIn: https://www.linkedin.com/company/care-more-be-betterSupport Care More. Be Better: A Social Impact + Sustainability PodcastCare More Be Better answers only to our collective conscience and aims to put more good into the world. As a listener, reader, and subscriber you are part of this pod and this community and we are honored to have your support.

This episode shares research findings around children's nuanced understanding of fairness, extending beyond material possessions and entering the complexities of equality vs equity. We discuss how to embed sustainability within the curriculum, the production, consumption and distribution of resources, sociocultural and economic influences on sharing, a multi-disciplinary approach to sustainability and much more. To read and listen to the whole research series visit: https://thevoiceofearlychildhood.com/articles/sustainability/ Tune into next week's episode on: Sense belonging and connection in early childhood education: A pathway to social sustainability If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy's Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/  Episode break down: 00:00 - Does fairness mean equal sharing?  06:00 - 'Modern tragedy of the commons' 07:50 - An adult's influence on fairness 12:00 - Compromising their own needs for others 17:09 - Sociocultural and economic influences on sharing 20:33 - Challenging unjust situations 22:53 - Developing a sense of fairness 26:23 - Production, consumption and distribution of resources 29:11 - A multi-disciplinary approach to sustainability 33:20 - Sustainability embedded within the curriculum 37:30 - Educator training in sustainability 38:00- Where sharing results in exclusion 41:15 - Final episode... For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Dr Matthew Zylstra is a systems ecologist passionate about deepening the human-nature relationship for the healing of people and planet. He has 20 years of international experience in social-ecological research and outdoor education. With an MSc in Environmental Science and PhD in Conservation Ecology & Sustainability Education, his doctorate research explored how meaningful nature experiences and nature connectedness motivate pro-environmental behaviour and regenerative leadership, which - 10 years on - remains relevant today more than ever. Insights from this research and his publications have informed several global initiatives and university curricula. Matthew is Programme Director with the Kwendalo Institute and Research Fellow with the Centre for Sustainability Transitions at Stellenbosch University. He lives in South Africa with his family and finds happiness and healing in exploring intertidal life above and below the surface along his local coastline.  Accompanying this episode, Matthew has gifted 2 PDF books to our patron community: Cave and the Contemplator, which he wrote in 2015, and Cultural and Spiritual Significance of Nature in Protected Areas (edited by Bas Verschuuren and Steve Brown).For more on Matthew's past research visit eyes4earth.org and for current endeavours, see earthcollective.net .   See also  https://bio.site/drmattz.If you'd like to learn more about our work at Rooted Healing, you can head to rootedhealing.org and join us at our ceremonial nature-led gatherings or online courses in animistic deep ecology.  We have a very special gathering coming up this summer in Eryri, North Wales, called Ancestral, where you can join us and embody ancestral village life, full of songs, ancient stories, craft and ceremonies, all to bring us closer to our early ancestors and our role for the next generations to come, to the land and to our more-than-human kin.  The music in this episode is from Bonnie Medicine.Receive additional resources via patreon.com/rootedhealingSupport the showSupport the show

Join hosts Doctor Xand van Tulleken and Dr Rochelle Burgess for Season 4, Episode 3 of Public Health Disrupted. "It's not our children who are disordered, it's the environment in which we're expecting them to operate." In this month's episode, our experts explore the pressing issue of children's mental health in the UK. With one in five young individuals facing probable mental health disorders, the urgency for effective support systems is undeniable. Joining the conversation are Kate Silverton, renowned broadcaster turned qualified child therapist, and Professor Nicola Walshe, a proponent of climate change and sustainability education. Together, they dissect the challenges faced by schools and parents in supporting children's mental health and the innovative ways to foster well-being through nature and the arts. Kate Silverton shares her insights on the variability of mental health support in schools and the critical need for standardised, professionally trained mental health professionals on-site. She emphasises the importance of understanding the neuroscience behind children's behaviour and offers a sneak peak of some of the practical, science-backed strategies found in her latest book, ‘There's still no such thing as naughty: parenting for the primary years'. Professor Nicola Walshe discusses her work with the UCL Centre for Climate Change and Sustainability Education, highlighting the transformative power of combining arts with nature to improve children's mental and emotional well-being. She presents compelling evidence from the Eco-Capabilities project, illustrating how such practices not only benefit the students but also reinvigorate teachers' passion for their profession. This episode is an impassioned call to disrupt the status quo of public health and education systems, advocating for a holistic approach that prioritises emotional well-being and connection to nature as the foundation for learning and growth. Public Health Disrupted with Rochelle Burgess and Xand Van Tulleken is produced by Annabelle Buckland at Decibelle Creative / @decibelle_creative For the transcript: https://www.ucl.ac.uk/health-of-public/transcript-redefining-classroom-nurturing-mental-health-through-nature-and-arts Date of episode recording: 2024-02-19T00:00:00Z Duration: 00:40:00 Language of episode: English Presenter: Xand van Tulleken; Rochelle Burgess Guests: Kate Silverton; Nicola Walshe Producer: Annabelle Buckland

Host Jeremy C. Park talks with Dodd Galbreath, Associate Professor of Sustainability and Director of Graduate Programs at Lipscomb University, who talks about the importance of sustainability careers and how the graduate program at the Lipscomb University Institute for Sustainable Practice is preparing individuals to create positive change with a triple bottom line. The triple bottom line is a sustainability framework that measures a business's success in three key areas: profit, people, and the planet.During the interview, Dodd talks about some of the current environmental challenges and how energy plays a critical role, talks about how these challenges and the triple bottom line are woven into the graduate program, and how sustainability careers are meeting these challenges and creating success. He also shares some success stories and talks about the power of a graduate degree within the field of sustainability, and then highlights the upcoming 2024 webinar sustainability education series and how the community can get involved.

Host Jeremy C. Park talks with Dodd Galbreath, Associate Professor of Sustainability and Director of Graduate Programs at Lipscomb University, who talks about the importance of sustainability careers and how the graduate program at the Lipscomb University Institute for Sustainable Practice is preparing individuals to create positive change with a triple bottom line. The triple bottom line is a sustainability framework that measures a business's success in three key areas: profit, people, and the planet.During the interview, Dodd talks about some of the current environmental challenges and how energy plays a critical role, talks about how these challenges and the triple bottom line are woven into the graduate program, and how sustainability careers are meeting these challenges and creating success. He also shares some success stories and talks about the power of a graduate degree within the field of sustainability, and then highlights the upcoming 2024 webinar sustainability education series and how the community can get involved.

SELECTED LINKS FROM THE EPISODETeach Your Kids: LinkedIn | Website | X | Instagram | Substack | Facebook | TikTokManisha:  LinkedIn | X | Instagram | FacebookLisa Julian Keniry: LinkedIn | XJoin our premium community with expert support and adviceTeach Your Kids PodcastsClimate Education and Hope is a Verb with Elizabeth BagleyBooks, Articles, and PublicationsEcodemia: Campus Environmental Stewardship at the Turn of the 21st Century : Lessons in Smart Management from Administrators, Staff, and Students - Julian Keniry The Different Drum: Community Making and Peace - M. Scott PeckOrganizationsGreen Teach for OpportunityGreen UpSkill ChallengeProject DrawdownGlobal Council for Science and the EnvironmentBrandeis University Time Codes00:00:00 — Introduction of the episode and its focus on sustainability education 00:02:00 — Discussion on the importance of student-led campus sustainability projects 00:05:10 — The role of communities in fostering sustainable practices 00:06:00 — Exploring sustainability on different scales00:10:00 — Examining exemplary sustainability work in Washington, D.C.00:13:00 — Creating templates for sustainable communities00:16:13 — Promoting equal participation in sustainability discussions00:22:20 — Highlighting the need for greater teacher engagement in sustainability and the role of parents and community organizers in sustainability education00:24:20 — Addressing job demand and sustainability career opportunities00:25:00 — Connecting passion with sustainability career paths00:32:56 — Assessing waste and sustainability metrics and options for waste reduction and management00:34:40 — Exploring materials flow and sustainable practices00:37:02 — The process of baseline assessment, critical thinking, and problem-solving in sustainability projects00:38:52 — Introducing the Green Up Skill Challenge00:42:20 — The impact of simple actions on sustainability education This podcast was recorded on Riverside and is made possible through a generous grant from the Vela Education FundVELA Education Fund is catalyzing a vibrant alternative education ecosystem. VELA provides trust-based funding to entrepreneurs, fosters community-building and knowledge-sharing, and increases visibility through storytelling that promotes cultural awareness and acceptance of the out-of-system space. Today, VELA serves the largest community of out-of-system education entrepreneurs in the country, with over 2,000 community members. About half of VELA's community members operate small learning environments, and the other half are ecosystem and community builders offering direct services and support across the out-of-system space. Learn more at velaedfund.org.This site contains product affiliate links. We may receive a commission if you make a purchase after clicking on one of these links.

• News & developments:  The 2023 international education trends that will extend into 2024• Main topic: How growth and sustainable development goals can co-exist in international education• Keys to the market:  South KoreaWithSarah MinesFounding Member, Director of Sustainable GrowthAlethea Global CooperativeStephen RobinsonDirector and ProfessorChamplain College, Dublin CampusCraig Riggs Editor in Chief ICEFMartijn van de Veen (host)CBDOICEFMain Sponsor • ICEF Finance

In this episode. Poppy is joined by Dr Elsa Lee. Elsa is an academic working at the intersection of environmental sustainability education, environmental justice. and place-based education. After ten years as a secondary school science teacher in the UK and abroad, Elsa returned to university to study a masters and doctorate in Environmental and Sustainability Education. Elsa has led UKRI research projects investigating the links between environmental sustainability, global citizenship, water and education with young adults in international contexts, and the links between the arts, wellbeing and nature in primary schools.

As a trainee teacher, you have a huge amount to grapple with when it comes to developing expertise in the suite of subjects within the primary national curriculum. Subject knowledge cannot be developed in isolation. It must relate to the curriculum knowledge and pedagogical knowledge, enabling ways to teach the subject with confidence. This book takes you through a journey of the national curriculum, supporting you to think about each subjects' positioning within the national curriculum, the subject knowledge you need to know and how to teach each subject in a creative way. Highlighting the importance of diversity, equity and inclusion across all chapters, this book enables new teachers to bring new voices and perspectives to the classroom. Nasreen Majid is the Editor and Author of one of the chapters in this book, part of the Primary Teachers Now series. She has been an educator for over 25 years Her career started in primary schools. In addition to being a class teacher, Nasreen worked as an Advanced Skills Teacher, supporting curriculum development and professional learning in schools. Nasreen's career in Higher Education includes working with pre-service teachers to develop their skills in Climate Change and Sustainability Education (CCSE) and developing primary mathematics knowledge and understanding. Her current role at UCL is on the MA in Education programme. Nasreen is an Associate Fellow for UCL's Centre for Climate Change and Sustainability Education.   

The effervescent Eloisa Lewis, a climate scientist with a unique background in philosophy and cognitive science, joins us for an in-depth conversation on the circular regenerative economy. Her eclectic journey, spanning from academia to cannabis education, provides a fascinating perspective on environmental sustainability. Eloisa's transformative insights remind us of our inherent capacity for self-learning and knowledge creation in an ever-evolving world.Together with Eloisa, we explore how our earthly problems are not only solvable but already have existing solutions. We delve into the idea of a cultural shift from conflict towards embracing available solutions while discussing the role of education in distinguishing greenwashing from real solutions. Eloisa emphasizes the significance of fostering safety and resilience in our volatile world, drawing from her experiences with Project Drawdown and her permaculture school.In an enlightening discussion, we explore the wonders of nature, the critical role of biodiversity, and the potential of regenerative natural processes. Eloisa offers thought-provoking insights into how nature's self-sustaining mechanisms could tackle issues like air purification. We also touch upon the intersection of epistemology, art, and community in our conversation, highlighting the role that creativity and imagination can play in finding harmonious solutions. Join us as we delve into an empowering discourse on environmental sustainability with Eloisa Lewis.Guest Bio: Eloisa Lewis aka Elsa Worldwide is a climate scientist and metaphysical healer who founded their organization “New Climate Culture” in the pursuit of helping the world enter into deeper ecological harmony and in the pursuit of world peace. She/he/they promote biodiversity with permaculture and indigenous techniques across sectors and industries. Their clients and mentees range from academic research institutes to blockchain, with a focused emphasis on human connectivity and rehabilitation over disconnection and retribution. Her expertise can be considered: decolonization, indigenization, astrobiology, agriculture, as well as grief and trauma relief. She's available for consulting, training, mentorship, design implementation, policy advising, community building, and metaphysical healing services. Find her on YouTube @NewClimateCulture @CultureBored, on Instagram @NomadSoulful @NewClimateCulture @CultureBored, or via her website NewClimateCulture.com.Support the showThanks for listening to another episode. Follow, review, and share to help Consciously Clueless grow! Shop my fav conscious brands. Click here for information on how to work with me.Join the conscious community on Patreon. Instagram | Facebook | LinkedIn | Youtube | Tiktok Music by Matthew Baxley

As a climate advocate, you want to stay well informed, up to date, and equipped in the work you do.  On today's show the Citizens Climate Radio Team willI help you do just that. In today's show they feature the newest and best books and podcasts related to climate advocacy. They also speak to the creators behind these excellent new resources.  Find a full transcript here: https://citizensclimatelobby.org/blog/podcast/episode-89-the-best-new-climate-change-books-and-podcasts/ New Nonfiction about Climate Change The Twenty-One, The True Story of the Youth Who Sued the U.S. Government over Climate Change by Elizabeth Rusch “I feel like we adults need kids to tell us the obvious, and the obvious is that all citizens do have a constitutional right to a stable climate. There is no life, no liberty and no property without a stable climate and their government, our government should not be allowed to continue to contribute to this problem.” Elizabeth Rusch, author of The 21. This book dives into the ongoing landmark federal climate change lawsuit Juliana versus the United States of America. She introduces us to the 21 young people who came from different states to sue the US government. They have accused the federal government of denying them their constitutional right to life and liberty by not acting to address the causes of climate change. Elizabeth sat down with us to tell stories from the book. You'll hear about young people courageously stepping up in a big way and the importance of this historic case. “Not only should more people pay attention to the case, we believe anyone reading Elizabeth's book will be inspired to do great things.” -Horace Mo Follow Elizabeth Rusch on X. She is also on Instagram.  2. California Against the Sea: Visions for our Vanishing Coastline by Rosanna Xia “When I first submitted my manuscript to my book editor and she read just the entirety of what I was trying to write, she said, wow, this feels like such an incredible blend of old school journalism, radical listening, and deep hanging out.” -Rosanna Xia, author of California Against the Sea The author tells us about the big themes that emerge in the book. She also shares expert tips for the work we do as climb advocates connecting with the public and public officials. Oh, and she talks about hope. How much hope should we include in our stories? Can sharing too much hope make people complacent? “This is not a dry book with nonstop facts and figures. Instead, Rosanna brings together a community of vibrant stories and memorable people. Through these human connections Rosanna explores issues like private ownership along the coast, public accessibility to nature and the need to build resilient communities and infrastructure, even if you're not a Californian.” -Karina Taylee Follow Rosanna Xia on X and read more of her writing at the LA Times 3. Am I Too Old to Save the Planet? A Boomer's Guide to Climate Action by Lawrence MacDonald “We've reached a point where an individual action is going to be too little too late. And so we really need collective action to have rapid policy change. And that's one of the reasons that I am actually a big admirer of Citizens Climate Lobby. The idea of carbon fee and dividend I think is a very powerful driver for action. I think that can be very powerful. And it's going to need a bipartisan consensus.” -Lawrence MacDonald, author, Am I Too Old to Save the Planet?” This book delves into how the generation with the potential to enact change allowed climate issues to escalate into a global crisis - and offers solutions.Lawrence MacDonald, a former international correspondent and former vice president of the World Resources Institute, shares his personal transformation into a dedicated climate advocate. Brimming with actionable insights, this book may be the gift that opens us a meaningful conversation with a grandparent or older relative.  “Lawrence hopes younger people like me, will use his book to help us connect with older Americans about climate change.” -Horace Mo Follow Lawrence MacDonald on X and read his writing on Medium.  4. The Quickening: Creation and Community at the End of the World by Elizabeth Rush In 2019 57, scientist and crew embarked on the ship the Nathaniel B. Palmer. They were there to explore Thwaites Glacier. This is a mysterious and potentially catastrophic site for global sea level rise. Elizabeth Rush's new book, The Quickening, chronicles their journey. She mixes sublime moments like seeing icebergs up close. With everyday activities like ping pong and lab work. It also delves into the personal question of bringing a child into a changing world. This Antarctica story also focuses on imagining a better future understanding the continent's history, and highlighting the roles of women and people of color and expeditions Hear Elizabeth Rush talking about her first book, Rising: Dispatches from the New American Shore. She appeared in Episode 26 of Citizens Climate Radio, Deep Water.  “In Rising, Rush wove in narratives from coastal residents around the USA, along with her own research and personal reflections about sea level rise. It was beautifully written in a way that humanized global warming for me. In her newest book, Quickening, she is back to weaving stories while helping us nudge nearer to the biggest story of our time, Climate Change.” -Peterson Toscano The Ultimate Climate Fiction (Cli-Fi) List Dr. Krista Hiser has been a regular guest and contributor to Citizens Climate Radio. She helps educators find creative ways to incorporate climate change into the curriculum. She does this work in several ways. Currently she is the Senior Lead and Advisor for advancing Sustainability Education over at the Global Council for Science and the Environment. She is also a professor of Composition & Rhetoric. But perhaps one of her most exciting endeavors is a successful online group she started. It's called The Ultimate Cli-Fi Book Club. She shares four books that will help deepen your understanding of climate change and empathy for everyone impacted by extreme weather and global warming.  Night in the World by Sharon English A Canticle for Leibowitz by Walter M. Miller Jr. The Man with the Compound Eyes by Wu Ming-Yi, Darryl Sterk (Translator) The Ministry for the Future by Kim Stanley Robinson The Memory of Water by Emmi Itžranta  Here are some books and authors that have been featured on Citizens Climate Radio Mr. Eternity by Aaron Thier, Episode 10. Gold Fame Citrus by Claire Vaye Watkins, Episode 22. Code Blue and Code Red by Marissa Slaven, Episodes 33 and 65. Find even more books on this lists Compelling Climate Fiction to Read Before it Becomes Non-Fiction, New York Public Library. 20 Climate Fiction Books: From Apocalypse to Budding Hope, Libro Maniac 7 Climate Fiction Recommendations to Start your Cli-Fi Journey, Talk Dharti to Me Environmental Novels: Juvenile and Young Adult Fiction, Illinois University LIbrary Six Podcasts that creatively address climate change Green Tea Party Radio “It's really hard finding content out there for environmental conservatives, in particular, young environmental conservative, 18 to 25, within that age range, you know, high school, college, young professional. I had known Hannah and Zachfrom working at Citizens Climate Lobby and we would bump into each other at conferences, and while we were all there, we were all talking. We all kind of looked at each other, and we said, “Well, what if we made something to kind of fill that gap?” -Katie Zakrzewski, co-host of Green Tea Party Radio. This podcast is produced by three young Conservatives for other young Conservatives. Katie Zakrzewski, Zach Torpie, and Hannah Rogers offer fresh perspectives on climate change as they offer up conservative friendly solutions. No matter where you fall in the political spectrum, this podcast fosters productive discussions around this critical global issue               2. The Change: Women, Technology and the Anthropocene “The future is looking especially uncertain, and I really wanted the podcast for it to be sort of an opportunity for people like yourself, who are young people, or people who are looking to make a change in their life, to understand what they can do, to sort of get involved in the climate space, but be that professionally or on social level.” -Zara Amer, producer of The Change podcast   The Change podcast brings together women who bridge some of the boundaries that exist and persist between women and technology in the Anthropocene.  Learn more about the podcast and the other programs offered through The Climate Change Project.    3. EcoRight Speaks Podcast hosted by Chelsea Henderson This is another Conservative Climate Change podcast that's been around for a couple of years. EcoRight Speaks, is a project of RepublicEN, the group founded by Bob Inglis, former US representative from South Carolina and a member of the CCL advisory board. He appears in Episode 57 The Tide is Rising. 4. Climate Changed hosted by Nicole Diroff and Ben Yosua-David The Climate Changed podcast speaks directly to faith leaders and community leaders. It is sponsored by The BTS Center in Portland, Maine. Their goal is to develop spiritual leadership for a climate-changed world. 5. Sustainable Cents hosted by Veda Ganesan Veda, a high school student and an active volunteer with Citizens Climate Youth, dives into all things money, economy, investing, climate, and environment, one episode at a time. 6. America Adapts, hosted by Doug Parsons The America Adapts podcast explores the challenges presented by adapting to climate change, the global movement that has begun to drive change, and the approaches that are already working. Take a Meaningful Next Step Each month we will suggest meaningful, achievable, and measurable next steps for you to consider. We recognize that action is an antidote to despair. If you are struggling with what you can do, consider one of the following next steps.  Podcast Engagement Subscribe and listen to one of the recommended climate change podcasts. Share the knowledge and insights you gain with your friends. Whenever possible, rate and review the podcasts to boost their visibility. Increased listenership and discussions can accelerate climate change awareness and action. Carbon Fee and Dividend Movement (For College Students) Explore the Carbon Fee and Dividend movement, which advocates for effective climate policies.They creatively engage college students, faculty, and staff in their campaigns. This movement also facilitates direct connections with lawmakers Utilize the hashtag #carbonfeeanddividend on social media. Learn more at CFDmovement.com and follow them on Instagram @carbonfeeanddividend. Citizens Climate Lobby National Youth Action Team (For Middle and High School Students) Students can get involved with the CCL National Youth Action Team. Participate in initiatives such as the Great School Electrification Challenge. Visit Youth.CitizensClimatelobby.org to learn more and follow them on Instagram @CitizensClimateYouth. Additional Climate Action Resource (For anyone at any time     For those seeking more ways to take action, explore the action page at CCLusa.org/action. Meet Karina Taylee, a new CCR Team Member Karina Taylee, hails from the vibrant cultural mosaic of Miami, Florida, where she's witnessed the firsthand impacts of climate change. Miami's diverse heritage, with Latin bakeries and conversations in Spanish, is deeply cherished by Karina. Her resolve to protect her city led her to become a CCL volunteer in 2021, now serving as a liaison with her district, setting up lobbying appointments with congressional offices. Through this journey, she discovered a community of dedicated individuals, who foster her aspirations in science communication as she pursues a master's degree in Global Strategic Communications. Karina aims to creatively share the climate movement's story at Citizens Climate Radio, emphasizing that everyone plays a vital role in overcoming climate change. When not advocating, she enjoys beach time with her three adorable dogs and looks forward to connecting with the audience en español in upcoming episodes.  Karina is currently working on a new CCR limited podcast series,  Voces del Cambio: Explorando el Clima en Latinoamérica. Voices of Change, exploring climate in Latin America. Good News  Lila Powell tells us about Virginia's annual Clean the Bay Day, which she experienced this year. It has been an important tradition since 1989. Thousands of volunteers gather on the first Saturday of June for a three-hour cleanup of the Chesapeake Bay watershed. This year, over 4,000 volunteers removed 114 pounds of debris, including surprising finds like a plastic hippo and a packaged pork tenderloin. The cleanup significantly benefits the ecosystem and engages the community. While it's specific to Virginia, those in the Chesapeake Bay watershed can participate in their own cleanups. Visit cbf.org/clean to join the cause.. Listener Survey We want to hear your feedback about this episode. After you listen, feel free to fill in this short survey. Your feedback will help us as we make new decisions about the content, guests, and style of the show. You can fill it out anonymously and answer whichever questions you like.  You can hear Citizens' Climate Radio on: iTunes Spotify SoundCloud Podbean Stitcher Radio Northern Spirit Radio PlayerFM TuneIn Radio Also, feel free to connect with other listeners, suggest program ideas, and respond to programs in the Citizens' Climate Radio Facebook group or on Twitter at @CitizensCRadio.  

As a climate advocate, you want to stay well informed, up to date, and equipped in the work you do. On today's show the Citizens' Climate Radio Team willI help you do just that. In today's show they feature the newest and best books and podcasts related to climate advocacy. They also speak to the creators behind these excellent new resources. Find full show notes and transcript here: https://citizensclimatelobby.org/blog/podcast/episode-89-the-best-new-climate-change-books-and-podcasts/ 1. "The Twenty-One, The True Story of the Youth Who Sued the U.S. Government over Climate Change" by Elizabeth Rusch: This book delves into the ongoing landmark federal climate change lawsuit Juliana versus the United States of America. It focuses on 21 young people who sued the US government for not addressing the causes of climate change and explores their courage and the significance of this case. 2. "California Against the Sea: Visions for our Vanishing Coastline" by Rosanna Xia: The author discusses the themes of her book, which explores issues related to California's coastline, including private ownership, public accessibility to nature, and the need for resilient communities and infrastructure. 3. "Am I Too Old to Save the Planet? A Boomer's Guide to Climate Action" by Lawrence MacDonald: This book reflects on how older generations can contribute to climate action and emphasizes the need for collective action and bipartisan consensus to address climate change. 4. "The Quickening: Creation and Community at the End of the World" by Elizabeth Rush: The book chronicles a scientific expedition to Thwaites Glacier in Antarctica, highlighting the potential consequences of sea level rise. It also explores personal questions about bringing a child into a changing world. Additionally, the text provides a list of climate fiction (Cli-Fi) books recommended by Dr. Krista Hiser, aimed at deepening understanding and empathy for the impact of climate change. It mentions other books and authors featured on the Citizens Climate Radio podcast. The Ultimate Climate Fiction (Cli-Fi) List Dr. Krista Hiser has been a regular guest and contributor to Citizens' Climate Radio. She helps educators find creative ways to incorporate climate change into the curriculum. She does this work in several ways. Currently she is the Senior Lead and Advisor for advancing Sustainability Education over at the Global Council for Science and the Environment. She is also a professor of Composition & Rhetoric. But perhaps one of her most exciting endeavors is a successful online group she started. It's called The Ultimate Cli-Fi Book Club. She shares four books that will help deepen your understanding of climate change and empathy for everyone impacted by extreme weather and global warming. Night in the World by Sharon English A Canticle for Leibowitz by Walter M. Miller Jr. The Man with the Compound Eyes by Wu Ming-Yi, Darryl Sterk (Translator) The Ministry for the Future by Kim Stanley Robinson The Memory of Water by Emmi Itžranta Here are some books and authors that have been featured on Citizens Climate Radio Mr. Eternity by Aaron Thier, Episode 10. Gold Fame Citrus by Claire Vaye Watkins, Episode 22. Code Blue and Code Red by Marissa Slaven, Episodes 33 and 65. These nonfiction books and Cli-Fi recommendations offer valuable insights into climate change and its effects on the environment and society.

Shawna Weaver, PhD, Climate Grief, From Coping to Resilience and Action Shawna Weaver is a career-long educator and mental health advocate. She spent her early career as a mental health therapist and school counselor. The climate crisis compelled her to return to graduate school to earn a PhD in Sustainability Education and explore the intersection of nature and human wellness. She has presented on environmental justice topics to audiences all over North America, Australia, and Europe. She is currently focused on education program development, household sustainability, and wellness advocacy. When she isn't working or traveling, she is home in northern Minnesota, exploring trails with her three legged canine companion.

"We're on a planet, and that planet has everything that we need to survive and thrive," says Rob Andrejewski, Director of Sustainability at the University of Richmond.   In this episode of the Sustain AI Planet podcast, host Dylan Singla speaks with Rob Andrejewski, the Director of Sustainability at the University of Richmond. They discuss a range of topics, including sustainability initiatives at the university, individual and collective efforts to promote sustainability, and the importance of connection to nature in fostering environmental responsibility.    Rob shares his journey into sustainability and highlights various projects he's proud of, such as the Eco Corridor restoration, solar energy initiatives, and the Rethink Waste program. They also delve into the concept of leadership in sustainability and the university's goal to become a sustainability leader by 2025. Rob emphasizes the significance of individual actions, group efforts, institutional changes, and policy considerations in achieving a more sustainable future.   This episode sheds light on the importance of sustainability in higher education and how individual efforts, collective action, and institutional changes can drive meaningful progress. Rob Andrejewski's insights showcase the significance of leadership in fostering a more sustainable and equitable future for both campuses and the broader community. As we strive to address pressing environmental challenges, Rob reminds us that every small action contributes to the greater cause of building a more sustainable planet.   Quotes "What does it mean to be a sustainability leader? It is when we will be really able to help other people achieve their goals. Which is, I think, a good definition of leadership." (17:57 | Rob Andrejewski) "Think about what you care about and what you might be good at, and try to combine those." (24:26 | Rob Andrejewski) "Don't stop at yourself. Think about the influence you might have in a group. Think about how you might change the institution." (25:21 | Rob Andrejewski) "The goal to me is not one spot; it's two different levels of influence that you might have based on your connections, passions, intelligence, and interests." (26:31 | Rob Andrejewski)   #SustainabilityPodcast #HigherEducation #ClimateAction #EnvironmentalResponsibility #SustainableFuture   Links Connect with Rob Andrejewski: https://spcs.richmond.edu/contact/randreje/ https://sustainability.richmond.edu/index.html   Connect with Dylan: Website: https://www.sustainaiplanet.com Podcast production and show notes provided by HiveCast.fm

  Robert Fleming is an AIA, LEED AP, NOMA, an award-winning educator, author, keynote speaker, sustainability advocate, and architect. In all his work, Rob strives to: Advocate for social equity in the built environment; Regenerate the natural world, Design beautiful places; and Bring economic viability to sustainability projects.    Rob is an educator He is the Director of Online Innovation at the University of Pennsylvania's Weitzman School of Design and he Is the Director of the Design Leadership Program. From 1996 to 2021, Rob served as the Founding Director and Professor for the Award-winning Master of Science in Sustainable Design Program at Thomas Jefferson University, where he taught hundreds of emerging sustainability professionals who have made important contributions in the world.    Rob is an author  His 4th book, Sustainable Design for the Built Environment, has become a required textbook for many college courses around the country. In all his books, Rob breaks down complex topics using straightforward language and compelling graphics, leading to a better understanding of how we can address the challenges of the climate emergency.   Rob is a speaker  He has delivered over 250 public presentations on sustainability where he brings humor, enthusiasm, inspiration and hope for a sustainable future to audiences around the world.   Rob is an advocate  Rob co-founded the Justice Alliance for Design Education which features an alliance of six universities and six non-profit organizations all working together to transform the principles and practices of design programs across the Commonwealth of Pennsylvania. Starting in 2022, Rob will become the President-Elect of the Philadelphia AIA.    Rob is an architect Rob works with clients and design firms around the country to facilitate integrative design charrettes using co-creative, stakeholder driven design processes. In this way, built environment projects reach higher levels of sustainability and the design teams themselves develop stronger bonds through a shared sense of purpose   Show Highlights Design education has a long way to go before it begins to transform the curriculum to be authentically sustainable.  NOMA, National Organization of Minority Architects is an influential group of young emerging leaders in architecture.  Robert shares pet peeves with the building industry and how to fix them. Shifting away from mitigation into resilience to prepare for “survivability.”  The debate if Sustainability and resiliency fit under one another or they are separate. One of the greatest challenges that we face with wellness and climate change. AI framework for design excellence and how we need it to get through the challenges that we're facing in the future. Joining organizations is critical and effective to pull out the best in yourself through collaboration.      Show Resource and Information Connect with Charlie Cichetti and GBES   GBES is excited our membership community is growing. Consider joining our membership community as members are given access to some of the guests on the podcasts that you can ask project questions. If you are preparing for an exam, there will be more assurance that you will pass your next exam, you will be given cliff notes if you are a member, and so much more. Go to to learn more about the 4 different levels of access to this one-of-a-kind career-advancing green building community!   If you truly enjoyed the show, don't forget to leave a positive rating and review on .  We have prepared more episodes for the upcoming weeks, so come by again next week! Thank you for tuning in to the !   Copyright © 2023 GBES  

Jenny Finn has designed structures that foster vitality in people, communities, and organizations for nearly 30 years. She holds a Ph.D. in Sustainability Education and is a co-founder of Springhouse Community School in Pilot, Virginia. Jenny's research, mentoring, and teaching invites people to strengthen the relationship they have with themselves in order to serve the world with greater clarity, courage, compassion, and creativity. Her work has taken many forms including non-profit leadership, trauma and hospice care, chaplaincy, clinical private practice, community-building through the expressive arts, and education. Jenny lives on a farm in the Blue Ridge Mountains with her husband Andy and their many furry friends, and she is the mother of Andrew and Lizzie. She loves riding the Peloton bike, swimming, spending time with family and friends, and watching a good British mystery.Springhouse Community School: https://springhouse.org/Find Jenny on Linkedin: https://www.linkedin.com/in/jenny-finn-a7752a131?original_referer=https%3A%2F%2Fwww.google.com%2FLearn more about Thoreau College and the microcollege movement at https://www.thoreaucollege.orgDriftless Folk School: https://www.driftlessfolkschool.org

True Mental Health Is Feeling Appropriately Anxious At The State Of Our Planet: Reflections On How The Coming Pandemic Of Climate Anxiety Is True Sanity Join us in this enlightening discussion with environmental philosopher Rupert Read as he unpacks the complexities surrounding climate change, the future of our planet, and the anxiety that stems from it. Reflecting on the interconnectedness of true mental health and appropriate concern for our environment, Rupert argues that the impending 'climate anxiety pandemic' is a sign of true sanity. Explore the need for societal adaptation, the role of activism, and ways to build local resilience. Prepare to be challenged and inspired. Disclaimer:Medical and Health information changes constantly. Therefore, the information provided in this podcast should not be considered current, complete, or exhaustive. Reliance on any information provided in this podcast is solely at your own risk. The Real Truth About Health does not recommend or endorse any specific tests, products, procedures, or opinions referenced in the following podcasts, nor does it exercise any authority or editorial control over that material. The Real Truth About Health provides a forum for discussion of public health issues. The views and opinions of our panelists do not necessarily reflect those of The Real Truth About Health and are provided by those panelists in their individual capacities. The Real Truth About Health has not reviewed or evaluated those statements or claims. 

In Universities on Fire: Higher Education in the Climate Crisis (Johns Hopkins UP, 2023), futurist Bryan Alexander explores higher education during an age of unfolding climate crisis. Powered by real-world examples and the latest research, Alexander assesses practical responses and strategies by surveying contemporary programs and academic climate research from around the world. He establishes a model of how academic institutions may respond and offers practical pathways forward for higher education. How will the two main purposes of education—teaching and research—change as the world heats up? Alexander positions colleges and universities in the broader social world, from town-gown relationships to connections between how campuses and civilization as a whole respond to this epochal threat. Brady McCartney is an environmental educator and the Consortium Director of the EcoLeague, an environmental education consortium currently based at Dickinson College's Center for Sustainability Education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Universities on Fire: Higher Education in the Climate Crisis (Johns Hopkins UP, 2023), futurist Bryan Alexander explores higher education during an age of unfolding climate crisis. Powered by real-world examples and the latest research, Alexander assesses practical responses and strategies by surveying contemporary programs and academic climate research from around the world. He establishes a model of how academic institutions may respond and offers practical pathways forward for higher education. How will the two main purposes of education—teaching and research—change as the world heats up? Alexander positions colleges and universities in the broader social world, from town-gown relationships to connections between how campuses and civilization as a whole respond to this epochal threat. Brady McCartney is an environmental educator and the Consortium Director of the EcoLeague, an environmental education consortium currently based at Dickinson College's Center for Sustainability Education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/environmental-studies

In Universities on Fire: Higher Education in the Climate Crisis (Johns Hopkins UP, 2023), futurist Bryan Alexander explores higher education during an age of unfolding climate crisis. Powered by real-world examples and the latest research, Alexander assesses practical responses and strategies by surveying contemporary programs and academic climate research from around the world. He establishes a model of how academic institutions may respond and offers practical pathways forward for higher education. How will the two main purposes of education—teaching and research—change as the world heats up? Alexander positions colleges and universities in the broader social world, from town-gown relationships to connections between how campuses and civilization as a whole respond to this epochal threat. Brady McCartney is an environmental educator and the Consortium Director of the EcoLeague, an environmental education consortium currently based at Dickinson College's Center for Sustainability Education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In Universities on Fire: Higher Education in the Climate Crisis (Johns Hopkins UP, 2023), futurist Bryan Alexander explores higher education during an age of unfolding climate crisis. Powered by real-world examples and the latest research, Alexander assesses practical responses and strategies by surveying contemporary programs and academic climate research from around the world. He establishes a model of how academic institutions may respond and offers practical pathways forward for higher education. How will the two main purposes of education—teaching and research—change as the world heats up? Alexander positions colleges and universities in the broader social world, from town-gown relationships to connections between how campuses and civilization as a whole respond to this epochal threat. Brady McCartney is an environmental educator and the Consortium Director of the EcoLeague, an environmental education consortium currently based at Dickinson College's Center for Sustainability Education. Learn more about your ad choices. Visit megaphone.fm/adchoices

Many people associate the word “sustainability” with a few specific activities such as composting or recycling. Our guests for this episode, Dr. Liz-Potter-Nelson and Sarah Meyers, point out that sustainability is actually much broader, encompassing all the future-oriented practices that promote the continued flourishing of individuals, cultures, and life on earth. Dr. Potter-Nelson and Meyers have sought not only to make education a tool for sustainability but to make it a sustainable activity itself. In this episode, they describe how they created the Sustainability and Climate Change Across Learning Environments (SCALES) project, a curated repository of open-source, easily adaptable educational resources, many of them originally adapted from course materials on MIT OpenCourseWare. These resources, which are categorized according to a set of six main pedagogical approaches and six chief competency areas, draw from a surprisingly wide range of academic fields, but each was selected for its potential to support sustainability in the classroom and in the world. After all, Dr. Potter-Nelson and Meyers say, sustainability is an inherently interdisciplinary subject, one that can inform–and be informed by–teaching in nearly any field of study.Relevant Resources:MIT OpenCourseWare The OCW Educator Portal Dr. Potter-Nelson's website Sarah Meyers at MIT's Environmental Solutions Initiative Teaching with Sustainability resource on OpenCourseWare The SCALES Project Dr. Potter-Nelson's white paper on sustainability education United Nations Sustainable Development Goals Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our site On Facebook On Twitter On Instagram  Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter.  Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going!  CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

Today with us on the Incite Change Podcast, Coach Mauro sits down with Amyann Faul. Amyann is a holistic healthcare provider and Tantric Embodiment Coach with a Master's Degree focused in Environmental and Sustainability Education from York University. She is also a New Earth Priestess, Magdalene of the Rose Lineage, and Womb Shaman. ⠀ Like many, she was born into a fundamentalist Christian home and grew up believing that femininity, the body, sensual/sexual expression, and pleasure were wrong and shameful. She shares with us the MANY blocks she experienced around pleasure for herself.  Amyann found tantra and sacred sexuality in 2012 and has been on this path ever since, studying from different teachers, mentors, shamanic priestesses, and lineages. In June 2018, she was taken into a spontaneously altered state of awareness and given profound visions and a deepened understanding of my life path. This began with Womb Awakening, and my Kundalini Awakening followed soon after. Today, she is committed to guiding others to the Truth of their innermost being. She helps us remember that we are our own healers, and we can turn our shame into pleasure and our trauma into power.  Episode Timestamps ●        [01:03] Who is Amyann Faul? ●        [02:40] How It All Began ●        [10:51] Orgasmic Healing ●        [19:51] Transmutation ●        [23:54] King Making & Queen Making ●        [28:11] Steps in Orgasmic Healing ●        [37:46] Take the Full Route to Heal ●        [41:18] Sexological Bodywork for Men ●        [42:53] Get Present with Yourself ●        [48:04] Before you Start Tantric Healing Resources Mentioned ●        Facebook: Amyann Faul ●        Instagram: @amyann.art ●        Orgasmic Healing with Amyann Faul ●        Book: Think and Grow Rich by Napoleon Hill Thanks so much for tuning in. Join us again next week for another episode! Contact us! If you would like to get in touch, leave us a comment! Visit our website - www.healthyincite.com Follow us on Instagram - https://www.instagram.com/incitecoaching/?hl=en Follow us on Twitter - https://twitter.com/healthyincite?lang=en  Like us on Facebook - https://www.facebook.com/incitecoaching/ 

Amy speaks to Old Mutual's Head of Sustainability Portia Bangarezako, and General Manager for Public Affairs and Sustainability, Tabby Tsengiwe. They discuss OM's new Creating Mutual Futures campaign which aims to assist South African businesses in not only becoming more sustainable.See omnystudio.com/listener for privacy information.

Bridget is a Sustainability Educator at Keep Australia Beautiful NSW (and PhD candidate at University of Technology Sydney), helping deliver the "EnviroMentors" program to improve community awareness and engagement on local sustainability issues and initiatives. In this chat, we talk about the "Keeping Waterways Clean" module aimed at preventing stormwater pollution, and other effective education methods for kids (and adults) to help save our planet. Ocean Protect has been proudly supporting the "Keeping Waterways Clean" module since 2019. Useful links:Bridget on LinkeIn (here)https://www.kabnsw.org.au/enviromentors/ For further information about Ocean Protect, check us out at www.oceanprotect.com.au Hosted on Acast. See acast.com/privacy for more information.

Mai Shalaby is an educator and sustainability professional with more than ten years of work experience in both fields. She has worked in Egypt, India, Kenya, and now the UAE on education programmes with people of almost all ages, from kindergarten to adults and everything in between. The programs she worked on span various fields such as environmental conservation, cultural exchange and diplomacy, business management and consulting, agriculture and food security, and natural resource management. She is passionate about education and the environment and sees their confluence as key to a sustainable future. Article behind this Podcast: https://thirtytonetzero.com/index.php/op-eds/item/352-sustainability-in-education. Podcast resources. Kenya project: https://lpct.or.ke/ Rising urbanization: https://www.migrationdataportal.org/themes/urbanization-and-migration FT article on modular education: https://www.ft.com/content/96e8099a-0154-4f31-beb1-d66ffa9837d6 Education creates virtuous cycles: https://www.economist.com/international/2022/06/01/climate-change-is-harder-on-less-educated-people. WEF video on the three countries with climate education: https://www.linkedin.com/posts/world-economic-forum_these-countries-have-put-the-climate-crisis-activity-6989646624725549057-uoFw/?trk=public_profile_like_view&originalSubdomain=ng BS Index in FT “Forget ESG, Bring on the BS Index”: https://www.ft.com/content/9a6dfa08-1efc-4e70-8e4c-056edd663078?accessToken=zwAAAYEFmo5kkdOabfoIHvxOcNOOTAVu3WYweA.MEUCIQDcouu8xc7lNtXjrnEm4G_CtkLemg9dK4-g7lip3mHyCAIgQtANcciiGtDwSQyPbj5gDy8iK9LPzhXOPYAm9sO850c&sharetype=gift?token=98946ab8-a47a-4a23-a620-90e8c07ecc85. Get in touch with Mai. Current company: https://www.falconandassociates.ae/en/ Current project: https://dubaibusinessassociates.ae/ Past projects: https://www.biosaline.org/projects/expo-live-project-phase-ii-desert-farm-fork-value-chain-development-innovative-halophyte; https://www.emiratessoilmuseum.org/ LinkedIn profile: https://www.linkedin.com/in/mai-shalaby-5a691a1a/ Emails: maishalaby28@gmail.com ; Mai.Shalaby@FalconAndAssociates.ae ------- GLC aims to share knowledge and education with our cherished listeners through this Podcast. It's about time we connect the pieces: sustainability is a sacrifice but are we ready? Congratulations

The Farmers Market in Canton, MA (in front of Canton High until October 23) had a special sustainability education event held recently. Canton Community Tv's Tim O'Connor interviews vendors at the event to talk about what they do (and what we might do) to help with a sustainable ecology. 

Welcome to Season 3, Episode 6, Letting Knowledge and Nature In: Science and Sustainability Education in Prison. This season is all about the Sustainability in Prisons Project (SPP), how they bring education, nature and training into the prisons to reduce recidivism and protect and enhance our environment. This season is seven episodes long. If you've missed any episodes, you can go back in our arc-hives and listen. So far, you've heard how it all started; a background on the prison system and an introduction to SPP; how SPP is a network of partners working to bring education and nature into the prison system; we've also learn more about the SPP Conservation Programs and the Native Plant Nurseries; and rearing endangered Taylor's Checkerspot Butterflies at the Mission Creek Correctional Facility.In this episode we will have our final interview of the season with Kelli Bush, SPP Co-Director and introduce Emily Passarelli, Education and Outreach Manager for SPP. We'll be chatting with them about SPP's science education programs in Washington prisons.Guests in this EpisodeKelli BushKelli Bush is the Co-Director of the Sustainability in Prisons Project. She helps bring nature, science and environmental education into prisons in Washington. She also leads staff from The Evergreen State College that coordinate programs in the prisons. She has a Bachelor's degree in Agriculture Ecology from The Evergreen State College.Emily PassarelliEmily Passarelli is the Education and Outreach Manager at The Sustainability in Prisons Project (SPP). She first worked with SPP as a graduate student from 2015-2017 as the Green Track Program Coordinator. While there she helped coordinate Roots of Success and helped develop the framework for the statewide Beekeeping Program. After she graduated, she went on to work with Centralia College at the Washington Corrections Center as their Education Program Manager. In 2021, she rejoined the SPP Team as the Education and Outreach Manager.SPP Education ProgramsKelli Bush starts us off by explaining what the Education Programs portion of SPP is. While all of SPP's programs include education, there were some programs they weren't sure how to categorize so they created a catch-all Education bucket. Some of the programs in this bucket include peer-led gardening and composting, beekeeping certifications, and the environmental engagement workshop series. Education in Prison Offering education in prison definitely has its challenges, because prisons weren't designed with education in mind. Finding classroom space, accessing technology, lack of internet, and the difficulty of bringing traditional science labs into prisons are some of the major barriers. SPP is creative and is developing science curriculum and labs that work in a prison setting. They are also looking into ways of developing secure internet within prisons, as other states have done. Having hard copy materials is the most resilient way to deliver content, because it can be broadly shared and even consumed by incarcerated individuals who need to be separated from others and are unable to attend regular classes.The workshop series is a program where scientists, professors, nonprofits, and others with knowledge to share come into the prisons to share 90 minute presentations on a variety of topics the incarcerated population is interested in learning about. The program has been very popular and workshops were always filled to capacity. The program has unfortunately been put on hold due to the pandemic, but SPP hopes to start it back up in the future. In the meantime, SPP is working to develop education modules, which are presentations of 5-20 pages that can be delivered through printed materials. We wanted to tap into our listener hive mind, so if any listeners (or blog readers) feel like they have science or sustainability educational content they would like to share, SPP welcomes idea pitches! If they are interested in your idea, they will even guide you through creating content by providing the format and tips on making the content most effective for the prison audience.Kelli rounds out her time with us by telling us about a new composting curriculum currently being developed and giving us an update on how those individuals participating in some of these science education programs can earn college credit. They are working to offer college credit for more of the programs and to offer transferable credit while still incarcerated rather than individuals getting a certificate that they can “redeem” for college credits if they attend Evergreen.We'd really like to thank Kelli for being such a big part of this season by not only being interviewed for 5 out of the 7 episodes, but also for helping us produce this season and introducing us to all of our amazing interviewees. She is the bees' knees! We really couldn't have brought you this season without Kelli Bush!Gardening Program Emily Passarelli joins us next to talk more in depth about some of the Education Programs offered by SPP. The Foundations in Gardening Course has a robust manual and can be taught in a peer-led classroom environment, or through self study. Peer-led education means classes are facilitated by other incarcerated individuals, and can take different forms. Classes can have one peer instructor, or they can trade off and each teach a different module to each other. This model really draws people in and shows them that if their peers are learning and teaching that they can see themselves doing the same and people start to bee-lieve in themselves.Emily shares that there are gardens in each of the 12 prisons. These can take different forms, such as flower gardens, food gardens, native plant gardens, gardens with culturally significant meaning to different populations, and planter boxes people can rent in some of the prisons to grow anything they want (within reason). There are huge therapeutic benefits to gardening, or even seeing gardens (I can personally attest to this) and studies have shown that gardens can reduce stress and tension and improve cognitive ability, among other benefits. In this vein, there is a Nature Imagery program where incarcerated people who are in intensive management units (or IMUs) can go into a room with a television for an hour and view nature imagery. These people are stuck in a cell for 23 hours a day (luckily not for punishment anymore) and aren't able to experience nature directly, so at least being able to view images of nature can have similar stress-reducing effects. Emily shares a lot more information about gardens, including who can participate in gardening, how much time incarcerated people who work in the gardens spend there, and what happens to produce grown in the gardens.Beekeeping Program Some of the prisons in Washington have beekeeping programs. These are offered in partnership with local beekeeping associations. Expert beekeepers train new beekeepers and help facilities get new hives and materials. Washington has certified 507 beekeepers! Emily “schools” us on our misconceptions of prisons being gray, concrete behemoths and educates us on the beekeeping program. We learn that bees eat lots of sugar, not just plant nectar! We are also shocked by the fact that a lot of the hives are lost over the winter. They are always trying new things to try to make the hives more successful, so hopefully they will make strides and be able to share that knowledge with others. If they are successful, they hope to start a queen rearing program! Emily shares that the incarcerated beekeepers unfortunately don't get to keep any of the honey, but they are very creative and each program has designed their own labels and logos! Sometimes they can try the honey during tasting workshops. Other times it is given out to staff or special guests, or even sold and the proceeds go back into more beekeeping materials or other educational programming for the incarcerated.Emily's Master's thesis was on the effects of environmental education on incarcerated students. Emily shares more about her research and findings with us. She had some expected results, but also some that were more unexpected. It turns out that working with living things has huge impacts on incarcerated individuals, including shifts in empathy for other beings, other people, and themselves.After making me feel like my heart was growing three sizes bigger hearing about people learning their self-worth, Emily regales us with the time she started a fire in prison. Ha!Until Next Time…Thank you so much for joining us this episode! We hope you have learned more about learning in this episode…at least pertaining to education in the WA State Prison System.All of SPP's programs include education, but today we focused on those that SPP puts into their “Education” bucket. SPP is great at finding ways to make science education happen, even with the many hurdles in front of them. They have found the peer-led education model to be very effective in prison settings, particularly during a pandemic!Gardening and beekeeping are two programs under SPP's broad “Education” bucket. It's great to hear that all of the Washington prisons have gardens since they have been shown to reduce stress, and I imagine prisons can be a very stressful place for all involved. There is even a special garden for “lifers”! It's also encouraging that they have beekeeping programs, because we need bees to pollinate most of our food. It was eye-opening to hear about some of the struggles, especially with keeping the bees alive over winter, and hopefully some of the things they are trying will lend itself to saving more hives in and out of prisons.As Kelli mentioned, the highly popular workshop series has been suspended due to the Covid pandemic and we're not quite sure when it will be starting up again. However, if you have an idea for a workshop or training, you can still pitch your ideas and develop education modules! SPP can help guide you with formatting and give you tips on making the content effective for the population, as well as being delivered through written content. We hope some of our listeners were inspired by this episode to develop some science education materials for the incarcerated on topics near and dear to their hearts!Please join us for our next episode which will be the 7th and final episode of Season 3! We'll be hearing just a tiny bit more from Emily Passarelli, and we'll speak with Grady Mitchell about the Roots of Success program, another prison education program. That episode will be coming your way in two weeks, on Tuesday, August 30.Please don't forget to rate, review and subscribe on Apple Podcasts, Google Podcasts, Spotify, Stitcher, or wherever you get your podcasts (like Tune In, Castbox Himalaya, iheartradio, etc). Please let us know what you think in the comments below or on our Facebook, Instagram or Pinterest pages.Until next time, Will We Make It Out Alive?

What is sustainability education, and what are its requirements?How does it differ from the way education is often practiced today?Would it be the savior of these urgent and dramatic challenges the planet faces? In this episode, Dr. Evren Tok answers these questions and more about sustainability education.Dr. Evren Tok is an Associate Professor in the College of Islamic Studies at HBKU and the Coordinator of the Islam and Global Affairs program. Dr. Evren is also the College's Assistant Dean for Innovation and Community Development. Amongst his many research projects, Dr. Evren is currently leading a 5-year, QNRF-funded project on global citizenship and sustainability education.See omnystudio.com/listener for privacy information.

On this episode, hear from Feed the Planet's Chris Koetke and Shonah Chalmers about the launch of the online Sustainability Education for Culinary Professionals course. Free and accessible on the worldchefsacademy.com platform, people around the world can take the course and learn new skills on sustainable foodservice at their own pace. World on a Plate is supported by Nestlé Professional.

It is always a great honour to co-create and share with you each and every conversation on Better World Leaders. It's an even deeper pleasure to co-create a conversation with someone who I have been knowing for some time, and deepen my knowing of their being as we create a shared dialogue, which we then share with you. The conversation with Dimity Podger is a beautiful combination of these strands woven throughout this flowing exploration of how we nurture conditions to regenerate ourselves, our role on the planet and the ways we come together. Dimity is a fellow regenerative practitioner, and has been immersed in exploring values-centred organisations and communities for several decades, focusing a PhD in Sustainability Education on values-centred approaches to social transformation and organising. Her work flows along several channels, partnering with organisations across corporate, government and for-purpose sectors enabling leaders to rise to pursue their life's purpose striving in the fullest expression of both their personal, and their collective organisations' values. She leads the purpose-driven leadership consultancy, Barasa Consulting Group, and most recently, has been exploring the pathways to regeneration on a national-scale here in Australia, working as Regenerative Communities Project Manager for the WWF's Innovate to Regenerate Challenge. I hope our conversation brings you both cause for reflection on your connection with values, purpose and the many ways to regenerate. Dimity and I had a rich and playful experience co-creating this conversation, which we hope you will receive yourselves in listening and merging with our energies. We both welcome your thoughts and reflections via the connection links below if you'd like to reach out. Here's a review of the key messages from this episode, based on extracts from the dialogue; Purpose - When people connect with the needs in the world, and have a sense of agency, they become awake and alive to what they can contribute to the world. - When we have a sense of purpose the ego can quieten and open up to greater energy and potential - When you experience awe or wonder, there's both a smallness and expansiveness Role - We need to regenerate humanity's role on the planet - There's a mutual unfolding, a recognition of responsibility for our own development, those qualities we use in service of the world - Core to our purpose on this planet is to bring spirit to the material world Regenerating ourselves - How do we regenerate our capacities for cooperation? - Peer acknowledgement is really important to create the kind of shifts we want to see.[DP1] - How do we support the shifts in conditions and enable contexts to be conducive for people to be their noble selves? - What are the living systems principles that are unfolding in the world that ? - That's why I've worked so closely with virtues, values & principles; they are the substance of value - There's an essential need for us to develop spiritual acumen - Leaders are hosts of conversation, gathering and surfacing insights, not the holders of dominant views We learn about ourselves through the context of service to development, and contribution to health and healing of the Natural world Potential - We're revealing this extra-ordinary limitlessness - How do we hold space for perspective to emerge to build capacity to seek truth? - Who will we be no matter what? Find out more about Dimity and her work here: LinkedIn profile -

In this podcast we hear about how UCL aims to support students, their parents and teachers in understanding the climate crisis through the curriculum and where history education fits in learning about these issues. Dr Alison Kitson's background and expertise in history education places her in an important position - Emily MacLeod finds out how this has led to her interest in the environment and her current role as Programme Director of the UCL Centre for Climate Change and Sustainability Education. The centre has hit the ground running to explore how schools are dealing with climate change and sustainability. Inspired by the model of the UCL Centre for Holocaust Education, Dr Kitson demonstrates how they are working with teachers to find meaningful and constructive ways through professional development. Dr Kitson also explains why history, together with geography, is such an important subject to teach through an environmental lens. Full show notes and links: https://www.ucl.ac.uk/ioe/news/2022/jul/how-looking-back-can-help-us-move-forward-fighting-climate-change-rftrw-s16e02

Dorian welcomes back sustainability in education gurus Alex Catallo and John Cannings who both have a huge wealth of experience working in the IB itself and also specifically with sustainability programmes in a range of different contexts. Alex and John are back for a deeper dive on sustainability education, what is working and how can it be better? Hot off of the heels of the UK government's recently published strategy for sustainability and climate change in schools, we examine the current provision of sustainability education in the IB and pick out what we feel is done well - providing some ideas for other programmes (like A Levels) to learn from. We also identify areas where it can be ‘better' across the IB, not just in the curriculum provision but through the training of school staff and teachers. The discussion importantly explores current (and future) possibilities with sustainability education, ranging from small actions to radical changes in educational philosophies, beliefs and systems. Expect your own thoughts on sustainability education to be challenged in this enthrallingly philosophical and introspective show! Case studies for change: http://www.casestudies4change.com/  Sustainability Education website https://www.sused.org/ Find out more about the educational programmes offered by the IB https://www.ibo.org/programmes/  Developing the climate citizens of tomorrow (IB & SDGs) https://www.ibo.org/news/news-about-the-ib/developing-the-climate-citizens-of-tomorrow/

Sustainability Education & Outreach Coordinator for Brightside St. Louis discusses the various items we can and cannot recycle today on Earth Day. https://stlcityrecycles.com/

Joining Dorian this week for another dander through sustainability in education is Alex Catallo and John Cannings, both extremely experienced and relentlessly enthusiastic about the importance of sustainability education. John and Alex run webinars through sused.org with the aim to empower school teacher, leaders and governors to lay the foundations to enable more sustainability education and sustainable actions within our schools. Students are also involved in the webinars to highlight their central role and demonstrate the effectiveness of a range of initiatives. With such expert and exuberant guests, this show is spilling over with ideas and talking/thinking points that can be taken back to classrooms, meeting rooms and even boardrooms. Look out for future shows with either John and Alex as we are only at the tip of the iceberg!!   Sign up for the Shifting Minds webinar on 27th March (1115BST) here: https://docs.google.com/forms/d/e/1FAIpQLSe7LLnVan6fweEOVlpcsbjq9j0FpKt7vfSVY-L6VLTtxL3JYg/viewform  Case studies for change: http://www.casestudies4change.com/  Sustainability Education website https://www.sused.org/

I am currently employed as a Digital Technology teacher Year 1-6 and coordinate STEM education and Sustainability at Dunsborough Primary School. Previously I taught Drama and Media Arts for many years developing confidence in students and giving them the opportunity to participate in whole school community Musical performances. I have developed and led whole school and community initiatives in sustainability education, the Arts and STEM education in Regional Western Australia for over 20 years. In the past 15 years at Dunsborough Primary I have had great impact in the sustainability education of the whole school community. 9 years of Annual Bay OK Day whole school environmental, science and marine education Excursion (750 + providers and community), 12 years of Active Transport Walking School Bus, 11 Years Waterwise, 11 Years Waste Wise, Solar Schools Project, 4 Sustainability Expos at Centrepoint Shopping Centre, developed an outdoor classroom, Science in the Veggie Garden, Chooks, Compost and a seasonal frog habitat. I manage the school partnership with Dunsborough Coast and Land Care to improve biodiversity, protecting the critically endangered western ringtail possum, and through revegetation of the Blythe Reserve and other locations. In 2019 I added soft plastics recycling to our regime and significantly reduced our landfill. In teaching digital technology I use the United Nations 17 Sustainable Development Goals as an underlying context for project work where students create digital solutions to real problems using robotics and coding applications. Students share their learning and develop an increased global awareness through these projects. In 2020 my involvement in the new Dunsborough Djiljit Mia Aboriginal Themed Nature Based Gathering Place saw me work with the local custodians to determine culturally sensitive, appropriate reconciliation outcomes to be achieved through the project. These included acknowledgement of people place and country, caring for country through revegetating the adjacent Brook and 'Wongi' sharing stories. Students are contributing to the revegetation element which will help connect them to the place and its purpose. See omnystudio.com/listener for privacy information.

No Paralelo 30 desta segunda-feira, 14 de fevereiro, vamos conversar sobre VIII Seminário Corpo, Gênero e Sexualidade, IV Seminário Internacional Corpo, Gênero e Sexualidade e IV Luso-Brasileiro Educação em Sexualidade, Gênero, Saúde e Sustentabilidade: Memórias, lutas e insurgências nas educações que acontece entre os dias 14 e 17 de setembro. O seminário é uma parceria entre cinco universidades federais brasileiras e uma universidade portuguesa. Lideram o evento a Universidade Federal do Rio Grande (FURG), a Universidade Federal de Uberlândia, a Universidade Federal do Pará e a Universidade do Minho. Para essa nossa conversa teremos: Joanalira Corpes Magalhães, Professora Associada do Instituto de Educação e do Programa de Pós-Graduação Educação em Ciências da Furg. Tem Pós-Doutorado em Educação na Universidade Federal do Rio Grande do Sul – UFRGS e doutorado em Educação em Ciências pela Universidade Federal do Rio Grande – FURG. Vice-líder do Grupo de Pesquisa Sexualidade e Escola (Gese), atuando principalmente nos seguintes temas: gêneros, gênero e ciência, sexualidades, artefatos culturais. Juliana Lapa Rizza, Professora Adjunta do Instituto de Educação da Universidade Federal do Rio Grande – FURG. Tem Pós-Doutorado em Educação em Educação em Ciências: Química da Vida e Saúde na FURG e doutorado em Educação Ambiental também pela FURG. Professora permanente do Programa de Pós-Graduação em Educação em Ciências – PPGEC/FURG. Pesquisadora no Grupo de Pesquisa Sexualidade e Escola – GESE/FURG, atuando com os seguintes temas: gênero, sexualidade, infâncias e formação de professores/as. Teresa Vilaça, Professora Auxiliar no Instituto de Educação da Universidade do Minho (UM), Braga, Portugal. É doutora em Educação - Metodologia do Ensino de Ciências. É Presidente do Grupo de Investigação “Contextos, Quotidianos e Bem-Estar da Criança” e membro da Comissão Diretiva do Centro de Investigação em Estudos da Criança (CIEC-UM) (2019/02 até ao presente). Foi membro do Grupo Coordenador do geupo de investigadores da Fundação Europeia Escolas para a Saúde na Europa (the Schools for Health in Europe) (entre 2013 a 2021), e presidente da Comunidade de Investigação e Desenvolvimento “Educação para a Saúde, Ambiente e Sustentabilidade” (“Health, Environmental and Sustainability Education”) da Associação de Educação de Professores na Europa (Association for Teacher Education in Europe)(entre 2013 e 2019). É co-organizadora da Rede de Investigação em “Saúde e Bem Estar” (Research on Health and Wellbeing Education) da Associação Europeia de Investigação em Educação (the European Educational Research Association) (de 2014 até o presente). Para acompanhar esse papo vem com a gente, ao vivo, às 13h30min, pelo Facebook e YouTube @paralelo30aptafurg. Paralelo30 um espaço para debater e expressar opiniões!

About Darcy Winslow, Magnolia Moonshot 2030 and Academy for Systems Change: Darcy Winslow Darcy Winslow is the Founding President (2010-2020) and co-founder of the Academy for Systems Change, an organization focused on advancing the field of awareness-based systemic change in order to achieve economic, social, and ecological wellbeing. Darcy also founded the recently launched Magnolia Moonshot 2030 (MM2030), a new narrative for women's leadership, creating the conditions to activate our collective power to address the greatest challenges we face today. By convening networks of women leaders urgently addressing the climate crisis, the United Nations Sustainable Development Goals, deep equity, conscious leadership and the divine feminine, MM2030 amplifies our collective ability for positive impact. Darcy worked at Nike, Inc. for 21 years. She led large scale systems change efforts within Nike, and held several senior management positions, most notably starting the Sustainable Business Strategies in 1999, Global Director for Research Design and Development, General Manager/VP for Nike's Global Women's Footwear, Apparel and Equipment division, and Senior Advisor to the Nike Foundation. Darcy participates as a Board Member for The Carbon Underground, The Cloud Institute for Sustainability Education, and Regenerative Earth. She is an avid athlete and draws inspiration from her time in nature. Magnolia Moonshot 2030 (MM2030) Magnolia Moonshot 2030 (MM2030) is a new narrative for women's leadership, creating the conditions to activate our collective power to address the greatest challenges we face today. By convening networks of women leaders who are urgently addressing the climate crisis, MM2030 amplifies our collective ability for positive impact. As a project within the Academy for Systems Change, our specific Magnolia approach is comprised of 3 parts: Awareness-based systems thinking, Connecting, collaborating and cross-pollinating solutions, ideas and innovations for grounding our work in the United Nations Sustainable Development Goals, Climate Justice and Equity and Equality. We believe each person's ‘inner work' is as crucial as the ‘outer work' if we are to affect large scale systems change. Academy for Systems Change The Academy for Systems Change is a nonprofit organization focused on advancing the field of awareness-based systemic change in order to accelerate ecological, social, and economic well-being. We are a network of individuals, organizations, and other networks focused on cultivating thriving systems in education, marine ecosystems, business, sustainable communities, finance, and more. We work with leaders across multiple domains and ecosystems, recognizing the interconnectedness between them and the applicability of capacity building tools and frameworks across all.

Connect with kindred educators in an emerging community of practice in this participatory session offering frameworks and tools for designing an effective Education for Sustainability (EfS) initiative in your community and/or school. Hosted by Kirk Bergstrom, filmmaker, educator, social entrepreneur, founder and Executive Director of WorldLink. With: Jaimie Cloud, President, Cloud Institute for Sustainability Education; Linda Booth Sweeney, award-winning author and systems educator.

Dr. Jennifer Jones, director of Florida Gulf Coast University's Center for Environmental and Sustainability Education. Pembroke Pines is the latest of a growing number of towns and counties across the state to eliminate recycling programs.

Most of us are familiar with the environmental impacts of our physical technology, like the e-waste generated from cell phones or the minerals required to run our laptops, but have you ever wondered about the connections between digital media and resource extraction? This week we are joined by guest Antonio López to explore how ICT (Information and Communications Technology), and digital media and information, have not only transformed Earth but are also contributing to our collective carbon footprint. Dr. Antonio López is a leading international expert bridging ecojustice with media literacy. He is a founding theorist and architect of ecomedia literacy. He received professional training at the Center for Investigative Reporting in San Francisco, earned his BA in Peace and Conflict Studies at UC Berkeley and MA in Media Studies at the New School for Social Research. He earned a Ph.D. in Sustainability Education from Prescott College. He has written numerous academic articles, essays and four books: Mediacology: A Multicultural Approach to Media Literacy in the 21st Century, The Media Ecosystem: What Ecology Can Teach Us About Responsible Media Practice, Greening Media Education: Bridging Media Literacy with Green Cultural Citizenship, and Ecomedia Literacy: Integrating Ecology into Media Education. He is currently Chair and Associate Professor of Communications and Media Studies at John Cabot University in Rome, Italy. Music by Justin Crawmer, Sam Sycamore, and Marty O'Reilly and the Old Soul Orchestra. Visit our website at forthewild.world for the full episode description, references, and action points.

Sustainability Education & Outreach Coordinator for Brightside St. louis discusses the do's and dont's of recycling and what are the things we need to remember to recycle. https://www.brightsidestl.org/

This is Teacher Voicemail, where we give teachers a voice every week to reach thousands of other teachers and strengthen our community! This week on Teacher Voicemail, we're bringing you a sneaky outtake from one of our interviews from "Climate Change Education: Collective Action Starts in Schools". Finnish early years teacher Viveka tells us all about a sustainability unit she is running in her class for the next couple of weeks. Have you subscribed to Teach Starter? Don’t forget! It means you’ll be the first to know whenever a new episode is released. At Teach Starter, we don't only make this great podcast for teachers! We also make quality, downloadable teaching resources!See omnystudio.com/listener for privacy information.

One of the central Quaker values ( “SPICES”) is “stewardship.” Hear from SSFS faculty Linda Garrettson (4th-grade teacher), Steffany Cartellone (6th-grade & MS teacher), and Joe Heathcock (SSFS community farmer), as well as SSFS alum and former faculty member Kip Kelly (owner of Full Cellar Farm), as they discuss how we teach an appreciation for and understanding of the importance of stewardship of the earth, and provide opportunities for students to observe firsthand the natural cycles of growth.

The way we understand equity in our schools is constantly evolving. Students and staff in our communities reflect a broader and richer spectrum of identity, heritage, and self-discovery at this moment than at any other moment in American history. Yet educational practice is still catching up, and the students most likely to be heavily impacted by trauma, such as the spectrum of recent events, are students of color, students with disabilities, and learners from other marginalized communities. How can a deeper understanding of the struggle for true equity in education inform the way we design schools and learning opportunities in the future? And what opportunities would exist for our school communities if we learned how to design education to be truly inclusive of all voices and perspectives from the very beginning?As educators and school leaders hone their methods in response to a growing understanding of the importance of representation and culturally responsive practices in the classroom, New View EDU dives into the subject with a transformative conversation on the power of structured imagination in creating inclusive cultures. Guests Lonny Brooks and Ahmed Best are, together, the co-hosts of the Afrofuturist podcast and creators of the game Afro-Rithms From the Future. Lonny is also a futurist, scholar, professor of communications, and co-principal investigator for the Long Term and Futures Thinking in Education Project; Ahmed is an award-winning actor best known for his role as Jar Jar Binks in the Star Wars films, as well as a writer, director, producer, futurist, and science fiction devotee. They delve into how their shared understanding of the future-thinking orientation inherent in the Black American experience, and the lack of representation of the Black community in the science fiction and gaming worlds, led to their creation of a communal game experience devoted to “democratizing the future.” They also share what their work means for educators and schools everywhere.“For every algorithm of oppression, we have to have an Afrorithm of liberation.” What are Afrorithms? What does the concept of an “algorithm of oppression” mean for the way we build systems and structures throughout our society? Lonny and Ahmed trace the importance of futurist thinking from the historical realities of the slave trade, through the Drinking Gourd and the Underground Railroad, to the present day. With a keen eye toward the voices that are invited to tell and shape stories, and the perspectives that are left out, they examine how marginalization of different communities has shaped a culture that doesn't fully reflect its full diversity of heritage, ethnicity, experience, or thought. In this episode, hosts Tim Fish and Lisa Kay Solomon ask Lonny and Ahmed to share the inspiration and process behind the creation of their imaginative gameplay experience, and how they have consciously structured a virtual world that invites inclusive participation. Exploring how sensitivity to the importance of every individual's perspective and intrinsic value develops student agency, Lonny and Ahmed reflect on the ways in which educational and social structures may stifle the emergence of vitally needed new voices and points of view. A rich and nuanced discussion sheds light on the growth of Afrofuturism and the potential the discipline holds for transforming the way we learn, share, communicate, and build our future worlds, In what ways do we need to interrogate our well-meaning current practices and beliefs to create meaningful long-term change? And what would education for the next generation look like if we radically shifted practices to bridge divides and intentionally design a more inclusive future?Some of the key questions Tim and Lisa explore in this interview include:How do we bring structured imagination into our classrooms and communities to reimagine more just, equitable, and abundant futures?What role does the future—or futurism—play in helping us better understand the present?In what ways can school leaders and communities intentionally bring more future-oriented practices into their planning and into their classrooms?What is the value of being “seen,” and what does it take to become a “seer” of our students and community members?Resource List:The Afrofuturist Podcast: Learn more about Afrofuturism and Lonny and Ahmed's work by listening to their podcast.Afro-Rithms From the Future: Check out Ahmed and Lonny's immersive game to democratize the future.Institute for the Future: Familiarize yourself with Lonny's work as a research affiliate for IFTF.The Long Now Foundation: Check out the work of a foundation dedicated to long-term thinking.Afro-Rithms in Action: See Afro-Rithms From the Future played in this video from Fathomers.Community Futures School: Learn about Lonny's work to bring futures thinking and imagination to education.Black Speculative Arts Movement: Dive deeper into the world of Afrofuturism and structured imagination.In This Episode:“Afrofuturism is a combination of speculative fiction and science fiction and fantasy to envision alternative futures and memories about—about the future, leveraging our ancestral intelligence from the Black Diaspora, indigenous, people of color, but fundamentally based in the Black experience of the Middle Passage.” (2:12)“I think African people and those of African descent have always had the futurist mindset, the futurist thinking, and you know what I, what I like to talk about when we play Afro-Rithms, our game, is how as enslaved Africans were brought throughout the Western world, we had no choice but to look forward to a time where enslavement wasn't a possibility. Even the idea of the Civil Rights movement, and even before that, when we're talking about, you know, the 14th, 15th, 16th amendments in the United States, you have to be a futurist in the thinking in order to convince a body, a governmental body of which you have no representation in, that you are worth being moved from commodity to an actual human being.” (4:48)“A lot of times with futures thinking, people don't invest the amount of time that I think is necessary into futures thinking because they believe they can't afford it. Right. I think most people look at the past and try to learn from the past, and hedge the present on the past without looking forward to the future.” (10:03)“The screen is a portal to the universe. And if you are not taking advantage of the portal to the universe, the students are going to find another way to do it.” (11:25)“And I just think, you know, like with any language, the kids come to it more naturally. They are like the natural linguists in adopting that language and implementing it. So my students, you know, have access to putting in—implementing their voices, and especially their own cultural experiences into the game, that really expands and gets them excited about doing this work.” (22:00)“What I am interested in is letting you know that you are the only you in this universe, and that is special. And I want to hear what you have to say, right? I don't want you to do algebra. I want you to do your algebra. What does that mean? I don't want you to learn history. I want you to be able to learn history your way, right?” (30:21)“But I think what's tantamount, what's really important, is we have to, to stop thinking about the 20th century industrial age type of thinking where everybody's going to be on an assembly line and get a job. I think we have to move more toward the individual idea of the process of each person. Believe that each student is special in their own right. And give the student the ability to get a dream rather than get a job.” (34:12)Full TranscriptAbout Our Guests:Ahmed Best was a founding member of the acid jazz group The Jazzhole and starred in the Broadway musical Stomp. He then went on to be the first CGI lead character in a motion picture, starring as Jar Jar Binks in Star Wars: The Phantom Menace, Attack of the Clones, and Revenge of the Sith.A graduate of the American Film Institute, Ahmed is an Ovation Award, LACC Award, Stage Raw Award, and Annie Award winner. He's the executive producer of The DL Chronicles (GLAAD award winner for Best Anthology series); co-director of the web series Bandwagon; and the creator, writer, and director for the web series This Can't Be My Life and the sci-fi comedy The Nebula. Ahmed is addicted to culture and devoted to the future.Lonny J Avi Brooks is an associate professor in the communication department at California State University, East Bay, which is, in turn, part of the newly formed School of Arts Media. He teaches in the public, professional, and organizational concentration in communication, and he is the co-principal investigator for the Long Term and Futures Thinking in Education Project. He has piloted the integration of long term and futures thinking into his communication courses for the last four years.His current manuscript is Working in the Future Tense@Futureland: Circulating Afrofuturetypes of Work, Culture and Racial Identity (in review). His latest articles include the forthcoming “Minority Reports from 2054: Building Collective and Critical Forecasting Imaginaries and Afrofuturetypes in Game Jamming” for the special 2018 issue of the Canadian journal TOPIA: Black Lives, Black Politics, Black Futures, and “Cruelty and Afrofuturism,” a special commentary section for the Communication and Critical/Cultural Studies journal. With Dr. Reynaldo Anderson, Lonny published “Student Visions of Multiple Urban Futures 2050” in Envisioning Futures for Environmental and Sustainability Education. Hosted on Acast. See acast.com/privacy for more information.

Today Laura sits down with Amanda Goetsch, Program Manager for the Sustainable Management Certificates & Programs at the University of Wisconsin Extended Campus. They talk about how sustainability can fit into higher education at both the undergraduate and graduate degrees, the benefits of online programs, and the direction of business hiring for sustainability professionals. Some of the resources mentioned in the episode are listen below, and follow our Instagram for more book and newsletter recommendations from Amanda and other guests.  Homepage: https://sustain.wisconsin.edu/Careers: https://sustain.wisconsin.edu/sustainability/careers/Student stories: https://sustain.wisconsin.edu/blog/category/student-stories/Sustainable Brands: https://sustainablebrands.com/GreenBiz: https://www.greenbiz.com/WSBC: https://www.wisconsinsustainability.com/Sustain Dane: https://sustaindane.org/Support the show (https://www.waukeshacountygreenteam.org/donate)

Get more info at: https://www.knowcommons.ca/podcast/toc-as-conventional-wisdom-in-sustainability-education

Darcy Winslow is the co-founder and President (2010-2020) of the Academy for Systems Change, an organization focused on advancing the field of awareness-based systemic change in order to achieve economic, social, and ecological well being. The Academy designs, develops and delivers a range of programs to support, coach and build community among emerging and existing leaders who are at the pioneering edge of systems change work. Unlike conventional leadership training organizations, the Academy’s approach fosters deep understandingof the powerful connection between change within the individual and changing the systemsin which they work. The Academy was in part founded to create a network of networks to contribute to the growth of the emerging field of ‘awareness based systems change’, thus accelerating our impact on the critical global ecosystems we rely on to thrive.Darcy also founded the recently launched Magnolia Moonshot 2030 (MM2030), a project within the Academy, which is a new narrative for women’s leadership, creating the conditions to activate our collective power to address the greatest challenges we face today. By convening networks of women leaders who are urgently addressing the climate crisis, the United Nations Sustainable Development Goals, deep equity, conscious leadership and the divine feminine, MM2030 amplifies our collective ability for positive impact.Darcy also worked at Nike, Inc. for 21 years. She led large scale systems change efforts within Nike, and held several senior management positions, most notably starting the Sustainable Business Strategies in 1999, Global Director for Research Design and Development, General Manager/VP for Nike’s Global Women’s Footwear, Apparel and Equipment division, and Senior Advisor to the Nike Foundation.Darcy participates as a Board Member for The Carbon Underground, The Cloud Institute for Sustainability Education, and Advisory Board for Regenerative Earth. She is an avid athlete and draws inspiration from her time in nature.Resources:Academy for Systems ChangeMagnolia Moonshot 2030Generative CouncilOregon Coast TrailClubhouse app- drop-in audio chatSwimply app- to rent a local pool by the hourWay of Nature | Sacred PassageDarcy’s recommended books:Presence: Human Purpose and the the Field of the Future (Senge, Scharmer, Jaworski, Flowers)The Residence (Brower)A Promised Land (Obama)Morning Altars (Schildkret)The Great Disruption (Gilding)

Episode #64: Sandeep Dutt in conversation with Jenny Finn, Hundred Ambassador, Country Lead and Academy Member from the United States. Jenny is the Head of School at Springhouse Community School in Floyd, Virginia, where they are reimagining the purpose and practice of education and articulating educational design oriented around vitality and the Earth's wisdom. Jenny Finn's research, mentoring, and teaching invites people to deepen the relationship they have with themselves to serve the world with greater clarity, courage, compassion, and creativity. Her work has taken many forms including non-profit leadership, trauma and hospice care, chaplaincy, private clinical practice, community building through the expressive arts, and education. Jenny holds a PhD in Sustainability Education and is co-founder of Springhouse Community School in Floyd, Virginia. She sees education as a primary agent to transform culture and its reimagining education in ways that foster the vitality within and around us all. In a candid conversation, she shares how she became a teacher and the fivefold path for educational transformation. --- Send in a voice message: https://anchor.fm/learningforward/message Support this podcast: https://anchor.fm/learningforward/support

Should children receive an eco-education? Is permaculture the solution for sustainability? This week on Sustain-a-Pod, Paco and Kadence speak with Jenny Quinton, the founder of Ark Eden. We talk about her work, her previous experience as a teacher, her beliefs, and most of all, what we, as consumers, can do to fight climate change. Ark Eden is looking for eco-leaders to head their holiday camps. If you are interested go ahead to our Instagram bio to apply!

Natascha is a Professor in Marketing and Sustainable Business at the British School of Fashion. She recently launched the innovative Sustainable Luxury MBA Module which develops students’ sustainability literacies and expertise. Natascha is also a National Teaching Fellow, Vice Chair of The Costume Society and Editor-in-Chief for Bloomsbury Fashion Business Case Studies. She has extensive experience teaching in Europe, Asia and North America and her cross-disciplinary research spans creative industries practice; sustainable fashion; social enterprise and responsible business; cultural heritage, consumer behaviour and international fashion marketing.   We met through our work online and I was honoured to be invited to speak to Natascha’s sustainable luxury MBA students.   In this episode we talk about the future of responsible fashion, the importance of coming to work as yourself and leaving our legacy through meaningful work. We discuss simplifying complex topics and opening the gates as an educator, the disconnect between sustainable fashion interests and fast fashion habits, how rewarding work is aligned with your values, the journey of lifelong learning, the new meaning of success, how to put what you want out there so it comes back to you, the importance of listening to your body and finding balance, and how to nurture your positivity.   Discover show notes, Natascha’s book recommendation and more on www.goingconscious.com.   Connect with Natascha:LinkedIn: Professor Natascha Radclyffe-ThomasInstagram: @fashionnataschaTwitter: @fashionnatascha   Connect with Nikki:Instagram @nikkitrottwww.nikkitrott.com

Randiesia Fletcher, winner of the 2017/2018 Tucson Public Voices Fellowship is an author, educator, and public speaker, but on the streets, she's heralded as an "urban missionary." Her passion is fueled by helping the under-served populations society often ignores. Fletcher grew up in L.A.'s Skid Row slums—reared by drug-addicted parents. Her childhood was plagued with abuse, neglect, and homelessness, so as a teen, she enlisted into the USMC. It proved to have its own challenges of racism and sexism and was subsequently retired as a Disabled Veteran. Not defeated, Fletcher completed a Bachelors of Arts in Creative Writing/ Anthropology—University of Arizona, and a Master's of Arts in Education—University of Phoenix. She completed research abroad in Women's Occupations in the Republic of Fiji. To highlight her struggle, she published Scratches, Needles, and the Glass Pipe: Coping with Rejection, Hurt, and Abandonment and Social Mindfulness: Child Soldiers: Stories 1-3. Dedicated to volunteering, she founded I Can Do All Things, Inc., a nonprofit organization, to help alleviate generational poverty through teaching Sustainability Education, and she co-created the nonprofit organization, Refugee Resource Center, to advocate for refugees, asylees, and others victimized by poverty and sexual assault. In 2018, she and her husband started Harris-Fletcher Enterprises, a Social-Enterprises geared at helping American Descendants of Slaves (ADOS) and Black Indigenous People of Color BIPOC who experience housing, food, and financial insecurities become socially responsible by providing affordable housing located on an urban food forest through life and social mindfulness training through art and other mediums. The wife and mother of three, continues to write her own story. --- Send in a voice message: https://anchor.fm/sowpodcast/message Support this podcast: https://anchor.fm/sowpodcast/support

Randiesia Fletcher, winner of the 2017/2018 Tucson Public Voices Fellowship is an author, educator, and public speaker, but on the streets, she’s heralded as an "urban missionary." Her passion is fueled by helping the under-served populations society often ignores. Fletcher grew up in L.A.’s Skid Row slums—reared by drug-addicted parents. Her childhood was plagued with abuse, neglect, and homelessness, so as a teen, she enlisted into the USMC. It proved to have its own challenges of racism and sexism and was subsequently retired as a Disabled Veteran. Not defeated, Fletcher completed a Bachelors of Arts in Creative Writing/ Anthropology—University of Arizona, and a Master's of Arts in Education—University of Phoenix. She completed research abroad in Women’s Occupations in the Republic of Fiji. To highlight her struggle, she published Scratches, Needles, and the Glass Pipe: Coping with Rejection, Hurt, and Abandonment  and  Social Mindfulness: Child Soldiers: Stories 1-3. Dedicated to volunteering, she founded I Can Do All Things, Inc., a nonprofit organization, to help alleviate generational poverty through teaching Sustainability Education, and she co-created the nonprofit organization, Refugee Resource Center, to advocate for refugees, asylees, and others victimized by poverty and sexual assault. In 2018, she and her husband started Harris-Fletcher Enterprises, a Social-Enterprises geared at helping American Descendants of Slaves (ADOS) and Black Indigenous People of Color BIPOC who experience housing, food, and financial insecurities become socially responsible by providing affordable housing located on an urban food forest through life and social mindfulness training through art and other mediums. The wife and mother of three, continues to write her own story.

We are joined by Ian Christopher, CEO of Galley Solutions, and Kirsten Van Fossen, Head of Sustainability & Education of Galley Solutions, on ORION to discuss the modernization of the restaurant industry. Galley Solutions is a data-drive foodservice software that helps restaurants understand costs, simplify production, optimize purchasing, and embrace innovation.SHOW LESS

Classic 1027 — Andrew Watson, co-director of Sustainability Education

Dr. Jay Antle, Director, and Dr. Kristy Howell, Coordinator for Sustainability Education and Engagement reflect on the pandemic, how the Center for Sustainability can help you make the transition to teaching online, and offer a little hope for the future.

Dr. Amilcar Challu (Associate Professor and Chair of History at BGSU) and Dr. Nathan Hensley (Assistant Professor of Sustainability Education in the School of the Earth, Environment, and Society at BGSU) discuss their research as the first recipients of the ICS Team Teaching Program grant, which supports innovative interdisciplinary curriculum revision. In their course, Dr. Challu and Dr. Hensley plan to bring together the humanities and environmental studies, and aim to develop a new place-based curriculum at BGSU, with the goal of shaping students into stewards and sustainers of nature who can effectively narrate powerful human experiences of the environment.    Transcript: Introduction: From Bowling Green State University and the Institute for the Study of Culture and Society, this is BG Ideas. Intro Song Lyrics: I'm going to show you this with a wonderful experiment. Jolie S.: Welcome to the Big Ideas Podcast, a collaboration between the Institute for the Study of Culture and Society and the School of Media and Communication at Bowling Green State University. I'm Dr. Jolie Sheffer, Associate Professor of English and American Culture Studies and the Director of ICS. Jolie S.: Today I have the pleasure of speaking with Dr. Amilcar Challu and Dr. Nathan Hensley. Dr. Challu is Associate Professor and Chair of History at BGSU. His research focuses on the history of poverty, nutrition, and economic inequality in Latin America. He teaches courses ranging from Latin American history surveys, to the History of Capitalism, to the History of Environmentalism in the U.S. Jolie S.: Dr. Hensley is an Assistant Professor of Sustainability Education in the School of the Earth, Environment, and Society here at BGSU. His research interests include understanding the intersection between curriculum theory, place-based education, and sustainability studies. In his most recent scholarship, he explores how to prepare young people to face challenges such as climate change, harmful algal blooms, and promoting an ethic of stewardship. Jolie S.: These two, together, are the first recipients of the ICS Team Teaching Program grant, which supports innovative interdisciplinary curriculum revision. In their course, Dr. Challu and Dr. Hensley plan to bring together the humanities and environmental studies. The team teaching project grew out of their National Endowment for the Humanities Grant called the Black Swamp Project. The Black Swamp Project aims to develop a new place-based curriculum here at BGSU with the goal of shaping students into stewards and sustainers of nature who can effectively narrate powerful human experiences of the environment. Jolie S.: Thanks for joining me today. Amilcar C.: Thank you. Nathan H.: Thank you for having us. Jolie S.: Let's start by talking about how each of you came to focus on sustainability. Nathan, can you tell us a little bit about your background and how it relates to your interest in the local landscape? Nathan H.: Absolutely. I want to say again, thanks for having us here. We're really excited to talk with you. Nathan H.: So my background in terms of sustainability I would say started way back in my junior year in high school. I participated in an outdoor education program that was called the Student Conservation Association, SCA for short, and it was a five-week wilderness-based program where we did conservation projects such as trail-building, trail maintenance, and outdoor recreation, you can't forget about that. That's important stuff there. And what we did is we were able to grow together as a group. There were six high school students that were there and one crew leader. And that really inspired me to pursue the field of sustainability, although it wasn't really called that at that time, and also to explore outdoor education. It catalyzed my passion for being able to take care of the earth and moved me in the direction of studying the field of sustainability. Nathan H.: And so after that I studied outdoor education for my undergraduate program way up in northern Wisconsin and absolutely loved it. It was up by Lake Superior, so another Great Lake connection there. And shortly after my four years over there I went to do some work with wilderness-based programs, such as Outward Bound, where we spent 21 days out in the wilderness. And by doing these experiences with students that had, usually emotional and behavioral challenges, they were able to be transformed. And I always would joke with them [inaudible 00:03:59] I noticed that it was very intense in more ways than one. Sometimes it would be in tarps, but that's kind of a different thing. And while we were out there on the trails, I was able to actually see these transformative experiences and how it would help shape these students into going a new direction in their life. Nathan H.: And so for me, I decided to go on and I wanted to be able to also incorporate that into sort of an academic direction. So after a few months of doing, probably about half a year or almost a year, of Outward Bound-type work I went on to get my Master's Degree in Experiential Education, so using direct experience as a way to instruct and also to learn. I fell in love with that and I was like, "Okay, I want to be able to do this some more." But I also, at that time, I met my wife in that graduate program. So we moved together at that point, after we graduated, to Vermont and I was able to do work with Killington, which is a ski mountain over there. It was amazing. Nathan H.: But what I wanted to do, though, is to build upon this background in experiential ed and also try to think about ways that I could potentially do some publication and be able to teach in a university setting. So after that I went to get my doctorate degree in curriculum studies. You could say that I almost had enough degrees to contribute to climate change, perhaps. And in curriculum studies my focus was on sense of place and sustainability and that's sort of what led me down the path of getting into higher education and this position here, actually, where I'm a tenure-track faculty member in sustainability education. A big focus of mine, though, is bringing students into the outdoors and finding ways to cultivate that connection to the land and encourage stewardship through direct interaction with one another and with the landscape. Amilcar C.: I ask that myself every day, I think. I think it's more serendipity that's a different approach, or a different way, in which I got into this. So part of my research, or my research, deals with famine and that famine is connected to drought, and that drought is connected to climatic crisis. I always analyze [inaudible 00:07:01] more from an economic point of view, but I was getting more and more interested in other sides of [inaudible 00:07:08] that had to do with how people use the land, what were the practices, how they coped with drought, and how those mechanisms to coping with drought change dramatically based on institutions, on institutional change. Amilcar C.: So that was a little bit my entry point. With that in mind, I started teaching a class, or I taught once, a class on Latin American environmental history. And I talked a lot with a colleague of mine, Dr. Ed Danziger, who passed last year, and he taught American Environmental History. And he sold that class for me. I said, "I want to do what he's doing." So he retired two years later and I took over that class, and that's been the happiest takeover ever because it's a great class. A) it's out of my comfort zone, I'm not an American historian. Amilcar C.: But more and more I've been drawn to comparative topics, so I've been attaching on American history a little bit more. And the fact that it's not my core specialty also freed me from lots of inner censorship, in a way. When you are planning a class that know a lot about, you overthink it, and this class was more simple to be to teach. It had a more clear narrative. So it's by teaching the class that I got more and more immersed in this. Amilcar C.: If I were to go back to my formative years in childhood, et cetera, yeah, I enjoyed a lot being outside. But I was a city person in a city of 50 million people and our yard was as big as this table, maybe. And that was too much, actually. We were lucky to have that. But yeah, I never thought that I was going to find a passion in this. Amilcar C.: Now, more locally, the way that my colleague approached the class was by dealing with the national narrative, but also with local examples. So he had something, I don't recall exactly the title of the assignment, but something like a place paper, and that's something that actually other scholars in environmental history do. And so you pick one location and you study the history of that location through [inaudible 00:09:44] interviewing people, looking at other [inaudible 00:09:47] newspapers, whatever you can find about it. And you choose the place, you own that location. And that gives, I think, a sense of ownership of the project you are doing. You have to go to the archive and you don't know what you're going to find. Amilcar C.: Typically, probably most cases, I don't know if one of you have done [inaudible 00:10:07] it could be a little bit boring, that you'll get one deed after another. And then suddenly, boom, you have like an oil lease and you figure out that this little place you are working with had an oil well and was part of the big oil boom. Amilcar C.: Anyway, so the interesting thing is, and I shouldn't confess this, I didn't do that research myself. So I was learning from each paper exponentially and I was getting more and more interested in it. I would be walking around the city and I would say, "Oh, there were like 10 oil wells in this super fancy Gulf neighborhood." And it's, I mean, the land where you're sitting is basically land that wouldn't be in such a pristine state 50 years ago and the same with many of the parks. I started learning a lot about [inaudible 00:11:01] anyway, that got me very interested [inaudible 00:11:03] place itself. Amilcar C.: Now, another way of working through this class was that we take a look at native views about the land. And gradually, I was getting more and more into it, and more interested in Native American perspectives, and particularly this idea of reciprocity and giving thanks, or Thanksgiving. So we are in the right season, as this is being taped the week before Thanksgiving. But that idea of reciprocity, giving to the land, receiving from the land, but also thinking about our activities in the land that's contributing to nature. That, to me, changed a lot of the ways that I approached my surroundings, but also how I approach the class because I figure out, "Okay, I'm giving something to this class, but I'm getting so much." Amilcar C.: And so the last iteration of that is more recently what I have been doing in the class is that the students are explaining [inaudible 00:12:02] the history of the land that they are studying so that we give back, in a way, what we are getting. Jolie S.: Both of you work together on the Black Swamp Humanities Project that was funded by the National Endowment for the Humanities. What was the genesis of the project, and how did interdisciplinarity fit into that? Nathan H.: So there's a lot of different pieces that came together. I guess [inaudible 00:12:28] very similar sort of theme to the serendipity that Amilcar mentioned earlier on in his remarks, a lot of really cool pieces came together. And part of it was I asked Amilcar if he'd be willing to be a mentor for me. That was my first year back here at BGSU on the tenure track and it was part of the College of Arts and Sciences program for mentorship with new faculty to try to help with retention and help increase the research productivity of new faculty members and also just help with the collegiality factor. Nathan H.: And so when I talked with Amilcar, and actually I was part of one of his learning communities the first and second semester of my tenure-track position here, so I think that was 2015 through 2016, something like that. And on that journey it was Amilcar and Holly Myers, who is a colleague of mine, that was running this learning community and I just thought that this was fantastic, it's great. We're talking about sustainability, we have different people that are part of this group that represent the humanities, the sciences, and political and social sciences, and also even the arts were represented. Nathan H.: And so through these different interactions I knew that Amilcar would be a good mentor. After that, I talked with him and said, "Hey, would you be willing to be my mentor?" And he said, "Heck no," actually. No, just kidding! He did not. He said, "Okay." And so that next year is when we kind of started the mentorship connection. And throughout our interactions we were talking about different programs that would be available to fund curriculum initiatives built around sustainability. And I remember at one point there was one through the National Endowment for the Humanities, I believe, that you told me about it, right? Do you remember? Amilcar C.: [inaudible 00:14:40]. Nathan H.: Or [inaudible 00:14:40] maybe something related to that. Amilcar C.: [inaudible 00:14:42]. Nathan H.: And so I kind of put an earmark on that and was going to explore it later, and I did some research that following semester after I started the mentor program and was being the mentee. I had mentee breath, I guess you could say. Had to throw that in there. And so then we would meet probably once or maybe even twice a month and I started this research looking at programs that could actually fund curriculum initiatives related to sustainability that would be interdisciplinary and bring in the humanities. And we found this National Endowment for the Humanities grant called the Connections Grant, and it was planning-level grant that we put in for. It's very highly competitive so we knew that there was a chance that we wouldn't get it, but we still did it even with that possibility. Nathan H.: But I guess in terms of the other pieces that came together is my passion to bring faculty and students into the outdoor environment and kind of connecting that with the curriculum needs that exist in terms of the multidisciplinary component, the MDC element that the College of Arts and Sciences is really getting behind, and then also the idea of trying to be more interdisciplinary. Nathan H.: And so all these different pieces came together and we were able to get another person, Ian Young, from the Philosophy Department. I was talking with him at one of the Faculty Association gatherings and I said, "Hey, what do you think? Would you be interested in exploring this grant?" And he said yes. So we got the three of us together and we all became co-directors on this initiative. And then we started to write the grant based on what our passions were and then we started thinking about the team that would assemble. And I think we'll talk a little bit about that. Jolie S.: Yeah. So Amilcar, for you, how did this grant project and working with colleagues across disciplines, how did it change your thinking about the subject of sustainability and about contemporary curricula on our campus? Amilcar C.: Yeah. Well, one interesting thing, when you are collaborating with a biologist, for instance, is that they see everything from the perspective of a fox, you know, or a bison or a fish, and that helps de-center your view in a way and start thinking in a different way. Historians, we are very naturally human-centered, and environmental history pushes you to think beyond that. So that, to me, was something that was helpful. Amilcar C.: The other issue, from the point of view of curriculum, is how many good ideas people have and they are willing to do. When you own the idea you want to carry it forward, and so we did not think initially... part of our planning design was that it was open-ended. So we wanted to do this grant not so much to conclude a project, but to open up possibilities, and we outlined the different possibilities. Amilcar C.: And eventually [inaudible 00:18:22] the two areas that we focused on were A) developing a sustainability minor, but B) developing classes. One of them is the one we are going to teach next semester, but then one is one that has been taught this semester by Margaret Weinberger in Sociology. It's a BGSU 1910 class about the Black Swamp. It's the third time that she's teaching it, but this time she incorporated a lot of the stuff that we were working with in our NEH grant. Amilcar C.: So it's amazing to see all these ideas coming forward. And then just in these meetings we had people having these ideas of a Black Swamp Festival, and cheering things up in a way. Jolie S.: So Nathan, could you start telling us a little bit about the class you'll be teaching next semester, Sustainability (Hi)stories, with both history and stories. Why did you want to teach this class as a team and what are some of your goals for the course? Nathan H.: Well, so it started when I saw the posting through the ICS website about the opportunity to put a proposal together to team-teach an interdisciplinary course. And as soon as I saw that, I knew that it would be great to contact Amilcar and then start this process of putting together an application. When I saw that, it almost looked like it had our names on it because it's just the kind of work that we were doing. And again, that idea of being open-ended that Amilcar mentioned, I think there's always going to be some more room for development and growth on this type of course. Nathan H.: But yeah, the course's name I think does tell a lot about it, just the idea of Sustainability (Hi)stories, with the H-I in parentheses, because there's a focus on stories and narrative and also that historical perspective. And we also were limited with the characters we could have in the name, so that was part of it. We had a much longer name that we were going to initially use. Nathan H.: And in terms of the genesis of the idea, we definitely wanted to incorporate what we had been talking about throughout the planning grant process last academic year, and this sort of served as a great sort of capstone for that particular aspect of the grant, the planning process, to implement a course that involves the stories of the landscape and incorporates students from several different disciplines and then also involves students in a way with the land that pushes them to go outside of what they're familiar with, from a disciplinary perspective. So the scientists will be working within the humanities' realms of thinking and the students that are coming in [inaudible 00:21:30] from the humanities will have the chance to also work with the scientific realms of inquiry. That's going to be a big part of the discussion that will happen throughout the semester. Nathan H.: And so it just fits it really well with the research that I've been doing in terms of the scholarship and the publications that I've been generating all fall along with these lines about sustainability, sense of place, stories, ecology, and the human experience. So that's a big part of it, too, is what does it mean to be in the natural environment and to go through that natural immersion even when it's winter. So we'll have field trips even in February when there's a few feet of snow on the ground. If there's two feet on the ground it might walk away, but that's kind of a different story. And we'll get to see the changes throughout the season from winter into spring. So that spring transition, now that classes go into May, will allow more of the story to be told from the landscape perspective. Nathan H.: And we both have a lot of ideas in terms of how we'd like to keep the course to be very active learning-based, project learning and focusing on the realms of the humanities' forms of inquiry that really focus on deep reading. So, reading material very deeply and then finding ways to kind of build on the conversation that's there, and then also recognize that there's these complexities that we may not know the answers to. And that will be a part of it, too [inaudible 00:23:18] being comfortable with not knowing. And I think that's a lot of what happens when you're doing interdisciplinary work, that even though these different fields intersect with one another, a lot of it is the recognition that we don't know certain answers. And it's possible we never will know, but it's an excellent adventure to work towards getting closer to having more understanding. Amilcar C.: It is an open-ended design in that it will depend a lot on what the students in the class are going to be doing and what they want to do. Jolie S.: And Amilcar, what are you most excited to kind of explore? Amilcar C.: Well, "explore" is an interesting word, right? So I imagine myself suddenly as Alexander von Humboldt, exploring the world and telling about it and talking about it. I'm very interested in this storytelling idea throughout the class. The other issue that I'm personally very interested in is, and from the point of view of curriculum design, it's like we shouldn't have done it and we did it on purpose because one learning outcome and one big requirement of the university says "contemplate" and how you measure that I don't know, but we plan on that. Because contemplation, I think it's essential to that deep reading that Nathan was talking about. So I'm very interested in seeing how that contemplation works and what kind of framework we can create in the class for that contemplation to happen based on the readings, but also based on that immersion in place. Amilcar C.: The field trips, and we're still working on that more, but basically the students are going to be going to the same place over and over to see the differences, although they may not be organized field trips. We may leave that. We're still debating about that, and that's the interesting thing about team teaching, too. But there's going to be a lot of observation and reading and putting these together. And at the same time that they are reading, observing. They are putting together a story that they want to tell. And I think that that's a fascinating thing. We don't know what you guys are going to be doing and that opens up lots of opportunities, I think. Jolie S.: We're going to take a quick break. Thanks for listening to the Big Ideas Podcast. Speaker 1: If you are passionate about Big Ideas, consider sponsoring this program. To have your name or organization mentioned here, please contact us as ics@bgsu.edu. Jolie S.: Welcome back to the Big Ideas Podcast. Today I'm talking to Dr. Amilcar Challu and Dr. Nathan Hensley about sustainability education and the environmental humanities. Jolie S.: Amilcar, could you tell us about the project that you developed this semester about integrating place-based storytelling into local nature education? Amilcar C.: Yeah. It's an environmental history class taught as a graduate seminar, although I also have an undergraduate that's a visiting student in the class. Not visiting, a regular student that is an undergrad. And again, as I was planning it I sent an email over December saying, "These are big themes, ideas, but tell me what you want to do," and... yeah, actually, we shouldn't do that because it's a terrible idea. You get nine different, completely different ideas of what to do. But one question I asked is, "Would you be interested in a service learning project?" And the majority of the replies I got were "not really." One said, "I'm kind of intrigued." One said, "No, because I don't think it adds much to what I want to accomplish in the class." Amilcar C.: So, over the summer I was thinking, "Okay, service learning idea, thumbs down." Then I was walking in the woods in the Nature Preserve close to my house, Wintergarden/St. Johns, and they put like these yard signs with blown-up picture books or photos taken from picture books, and so you could read these picture books by walking in the woods and following the sign one-by-on. And it was very simple and I liked it. I didn't read the whole thing, and it was more planned for kids than for adults, even the height, but I loved the idea. And I suddenly started thinking because of all the work that [inaudible 00:28:25] done on that property in particular, I knew a lot about the history of that place. And I said, "Wow, that would be a great way of telling a story, the history of the place, through signs," and again, getting into those other modes of narrative and storytelling. Amilcar C.: So I went the first day of class and I said, "Okay, you told me not to do service learning project, but we're going to do this," right, and "Guess what? We are still going to be reading our one, fat heavy book as well. And we're going to be putting the two things in dialogue, how we operate at the local level with this creation of a trail, plus all this other global knowledge [inaudible 00:29:15] and global knowledge about environmental history and we are going to put the two dimensions in dialogue." Amilcar C.: And it has been working really well. The students designed nine signs. I designed one. Mine is about the Boy Scouts. But we uncovered a fascinating story about this place, things that we never knew about. Someone who got lost in the woods, it's 60 acres, but someone got lost for hours and hours and finally could find his way back because he overheard the train in the background and then could get back his bearings. So you kind of get an idea that this was really thick, at least underbrush, that you couldn't really move that easily if you were lost in 60 acres. Amilcar C.: Other stories about the wild man lost from a circus and lost in these woods or appeared in these woods, many different stories like that, like the Nature Center used to be a youth hostel. So you would have activities related to outdoor recreation, and then suddenly you would have a camper who crashed into this place coming on a bike from another youth hostel in another place in Ohio. Amilcar C.: So stories like that, that each one made one sign. Of course, in a sign you cannot tell much. And historians, we love being long-winded, we cannot count our words. And you have to put this in 50 words and a photo, very visual. But the idea is to just spark the interest, and then if you're more interested in that there's [inaudible 00:31:09] and you can check that out. Amilcar C.: We have been working with City Parks and the Park Naturalist, Cinda Stutzman, and the Natural Resource Coordinator, Chris Gajewicz, from Bowling Green City. They have been fantastic, very supportive. We met with them three times. We did a marketing spiel, "This is what we want to do, but how does it work for you and what do you want to accomplish in this?" For City Parks, it's important to broaden the base. They want to make sure that the parks reach all the community. And so this was a way to enhance the experience of the parks. Amilcar C.: And right now, yeah, it's a trail that we designed. We went through a design thinking process in The Collab Lab here in the university, talked to a graphic designer who told us, "Just be careful with how many words," font size, and things like that. Consistent appeal. So we had put that all together and last we looked at it all together we said, "Okay, we have here something that we can actually implement. It's not just an idea." And so City Parks is absolutely on board, or at least Cinda and Chris in the Wintergarden park, they are on board to implement this in April. Amilcar C.: But we need funding for that. So we put a grant proposal to Ohio Humanities. It's actually going into [inaudible 00:32:45] in a couple of weeks, so we don't know if we are going to get it or not. But it's been an exciting experience overall. And I think for the students, it's another way to think about history. Yes, it's a lot of deep reading, discussion, writing. But also it's a lot of collaboration, thinking a lot about your audience, about those who are going to implement this project as well. So it's been a lot of fun. Jolie S.: Great. Let's now turn to our studio audience and hear some questions from BGSU students. Please introduce yourself and ask your question. Rob F.: Hello, my name is Rob Fountain and I'm a senior here at Bowling Green State University studying environmental science. And this question is for both Dr. Challu and Dr. Hensley. So, going behind the curtain a little bit, as professors do you guys ever get nervous when you're planning and proposing a new class? And then on top of that with the class that you guys are going to be teaching together, how do you see yourselves working together to bring the best of both of your background to make the class interdisciplinary experience? Amilcar C.: No, you're never nervous preparing [inaudible 00:33:59]. Jolie S.: Liar. Amilcar C.: Yeah, I mean, you never know what you're getting into. And even when you teach the same class over and over, it's very different each time. And it's fascinating, I think, to think about your last experience and what you're going to change. But you never know how it's going to work. When I was interviewing here a professor, my interviewer, asked, "What errors do you make?" And I said, "Wow, I never thought about that. I was here supposedly to talk about my strengths." Amilcar C.: And then I don't know what I answered but then the follow-up question is how do you learn from those mistakes, right? And that's what I feel in every class, every time I'm getting into a classroom, is how am I going to screw this up and how I'm going to fix it and how I'm not going to repeat the same mistake next year. So yeah, that's [inaudible 00:35:07]. Nathan H.: Yeah. Well, it's funny because it makes me think about that quote from the Wizard of Oz, "Pay no attention to the man behind the curtain," because you were talking about kind of going behind the curtains there in terms of the planning of a new course, even proposing a new course and applying for grants, and things like that. Yeah, I'd say I would agree. That uncertainty is always there, even when something is being implemented, but I feel like there's much more growth from something that is so new for both of us. Nathan H.: So I'm hoping that that's one thing that, with this particular class that we're going to be team-teaching in the spring semester, is that not only will we grow as professors but also students that are in the class, the learning community, perhaps will find ways to be more patient and also feel like they have more ownership in the direction that the class is going. Nathan H.: And I would say also, if you think about what is sort of behind the curtain there, we have so many different perspectives that we're also going to bring to the table. And sometimes what can be difficult is to try not to talk. Amilcar C.: Yeah. Nathan H.: Sometimes that's the hardest thing. For example, even in the class that I'm teaching right now, when I'm able to, we have student-led discussions. There's a time period, about 20 minutes, where I'm committed to not talk at all when the students are having their discussion. And I feel that that's where, from my perspective, I feel like there's more learning that happens there even compared to when I do a lecture, which, actually, I don't feel like there's a lot of learning that happens in a lecture format but I do think it's important. Nathan H.: But I think that also brings in there's also discomfort for me. And it's a good thing. But as the professor, we realize that we don't really have control over everything. And so especially in those student-led discussions, they could go any direction. But I see the role of professor, in a situation like we're going to be teaching in spring, is to be a guide on the side instead of the sage on the stage. And I would say being a guide on the side can be uncomfortable and, I guess going back to that Wizard of Oz metaphor, "there's no place like home." I think that in terms of the teaching that I intend to do, one of the goals is to help students feel that they're finding elements in this location that make them feel more at home and more home-like because I feel like students are more likely to be invested in their local community, which has so many cool things connected to that. Nathan H.: Thanks for the question. Jason G.: Hello, my name is Jason George. I'm a junior here at Bowling Green. I'm studying environmental policy. So this is a question for both of you. Were there any sort of conflicting ideologies or directions that came up while you were talking to so many different faculty members and planning the grant and the course? Amilcar C.: Yeah. Nathan H.: Yes. Amilcar C.: Yeah, I mean I think the interesting aspect of all this is you never know exactly what you're getting into. There are many different perspectives. But you gain a deep respect for each different way of approaching an issue. And I think, yeah, sometimes defining... what was it? Defining what was sustainability. That was a few years ago. It was very controversial. Nathan H.: Hot topic, yeah. Very hot topic. Amilcar C.: Yeah. Very, very. Nathan H.: Hotter than climate change. Amilcar C.: Yeah. But I gained new perspectives from that discussion that I never thought. I always thought my ideas were the best and then I [inaudible 00:39:11] with a new realization. Nathan H.: Then you realized that mine are the best, right? No, I'm just kidding. Amilcar C.: Yeah, so then that's why... But yeah, there are different ways of approaching. But I don't feel that that makes it harder. In a way, it makes it more fun. Nathan H.: Yeah, I agree. I think conflict can be a vehicle to growth. And through these points of disagreement that we as faculty, in our learning community, that we had when I first moved here I think is the example Amilcar was giving, when there was some contention around trying to define sustainability. And a lot of that was because we had so many disciplinary viewpoints and there were some individuals that were so married to the way that they saw sustainability that there was resistance to being able to see it from a different way. And that resistance came out in different ways. Nathan H.: In terms of the different disciplinary perspectives that we bring in, we always have different viewpoints on how different... well, even just the way that an assignment could be created, the way that it could be graded, and then also what the content of that assignment is going to be. Those are always fun things. But I feel like we've worked together in several different capacities already that I think we've figured out how to use our boxing gloves in more productive ways than ways that could be destructive, I guess. Amilcar C.: It's more like sumo [inaudible 00:41:00]. Nathan H.: Yeah, that's right. Yeah, Tai Chi, right? Jolie S.: [inaudible 00:41:03]. Nathan H.: Yeah. It's more of a dance than a fight. Great questions. Jolie S.: Thank you both so much. It was great talking with you. Jolie S.: Our producers for this podcast are Chris Cavera and Marco Mendoza. Research assistance was provided by ICS intern Renee Hopper, with editing by Stevie Scheurich. This conversation was recorded by Erin Dufala in the Stanton Audio Recording Studio in the Michael and Sara Kuhlin Center at Bowling Green State University.  

About Emily Affolter, Ph.D. Dr. Emily Alicia Affolter is the Director of Prescott College’s Ph.D. program in Sustainability Education. Her work involves program evaluation and research, resource development, and facilitating interventions to advance and bolster diversity, equity, and inclusion in workplaces, academic environments, and beyond. Emily earned her Ph.D. in Curriculum and Instruction with a focus on Multicultural Education from the University of Washington. Her most current research interests explore culturally responsive interventions for teachers, students, and leaders in STEM fields. Show Highlights Effective Culturally Responsive Professional Development Five elements to a successful Culturally Responsive Professional Development for educators Element 1: Make frame fit what the school is doing Element 2: Make the PD mandatory and sustained Element 3: Modeling vulnerability and humility Element 4: Recognizing privilege and positionality Element 5: Recognize discomfort motivates action Feedback, feedback, feedback Professional Development at different levels Connect with Emily Email: eaffolter@prescott.edu Additional Resources Staying Woke on Educational Equity through Culturally Responsive Teaching Connect with me on Twitter @sheldoneakins For more episodes visit: www.sheldoneakins.com For professional development visit: www.leadingequitycenter.com

#010: The conversation continues with Mandisa Amber Wood who is a California Bay Area, artist, dancer, educator, a food justice activist, and a Ph.D. student in the Sustainability Education program at Prescott College. She is a tenure-track faculty member at a local California community college in the Philosophy/Humanities Department. Her courses are grounded in theories and approaches that are inclusive and accessible to those impacted by systems of oppression, while also providing a critical lens for the analysis of structural racism, femicide, and other social issues.  Mandisa incorporates intuitive painting, performance, regenerative and permaculture design, and transformative learning in all of her teachings. Her emergent sacred research focuses on the embodied practices of women who perform indigenous dance forms for personal and collective healing. Mandisa is initiated in the Lucumí tradition; a nature-based spiritual tradition indigenous to West Africa and present throughout the diaspora. She is grateful for the opportunity to travel, teach, and learn in places where love is a key to resilience, wellbeing, and liberation. Points covered in this episode:  Intersectional Feminism Shifting Structural Oppression Cultural Appropriation Resources shared by Mandisa Love vs fear    

#009: Mandisa Amber Wood is a California Bay Area, artist, dancer, educator, a food justice activist, and a Ph.D. student in the Sustainability Education program at Prescott College. She is a tenure-track faculty member at a local California community college in the Philosophy/Humanities Department. Her courses are grounded in theories and approaches that are inclusive and accessible to those impacted by systems of oppression, while also providing a critical lens for the analysis of structural racism, femicide, and other social issues.  Mandisa incorporates intuitive painting, performance, regenerative and permaculture design, and transformative learning in all of her teachings. Her emergent sacred research focuses on the embodied practices of women who perform indigenous dance forms for personal and collective healing. Mandisa is initiated in the Lucumí tradition; a nature-based spiritual tradition indigenous to West Africa and present throughout the diaspora. She is grateful for the opportunity to travel, teach, and learn in places where love is a key to resilience, wellbeing, and liberation. Points covered in this episode:  Intersectional Feminism Shifting Structural Oppression  Cultural Appropriation Resources shared by Mandisa Love vs fear    

Sophy and Kelly speak with Neil Leary, the Director of the Center for Sustainability Education at Dickinson College in Carlisle, Pennsylvania. Dickinson is rated one of the greenest colleges in America by several rating agencies and has incorporated sustainable practices into every aspect of the institution, from facilities to academics.

Sophy and Kelly speak with Neil Leary, the Director of the Center for Sustainability Education at Dickinson College in Carlisle, Pennsylvania. Dickinson is rated one of the greenest colleges in America by several rating agencies and has incorporated sustainable practices into every aspect of the institution, from facilities to academics.

In this episode, we are speaking with Jenny Finn, Head of School, and Co-Founder for Springhouse Community School. She has worked in the healing arts field for over twenty years serving in various areas including non-profit management, trauma and hospice care, spiritual care and chaplaincy, clinical private practice, and education. She holds a Ph.D. in Sustainability Education from Prescott College and…Read more

Guest: Brian CampbellDirector of Sustainability EducationCentral College of Pella, IowaSpecial Guest and Co-host: Rob McKennaPrincipal, Fovea, LLCHost: Dave KarlsgodtPrincipal, Fovea, LLCIn this episode you’ll hear an interview with Brian Campbell, Director of Sustainability Education at Central College in Pella Iowa. Joining me in this episode is Fovea, Principal, Rob McKenna. Together we discuss Central College’s recent climate action plan with a focus on a unique landfill-gas flaring project that came out of that planning effort.

In the 3rd Ringbahnsession we talked to Prof. Dr. Welp about “Science, Sustainability & Education”. Prof. Dr. Martin Welp is a professor for Socioeconomics and Communication at the Eberswalde University for Sustainable Development and is an expert on the topic and the interconnections. Through the “Ringbahnsessions”, MIND THE GAP Berlin tries to bring the topic of sustainability directly to the people, in this case in the Ringbahn in Berlin. The idea is to simplify the academic discourse, bring it more into the public focus, and create a connection between society and science. More infos on www.facebook.com/MTGBerlin Music: Scott Holmes www.scottholmesmusic.com

Nicole Apelian - History Channel's Alone Show - Dr. Nicole Apelian is a scientist, mother, educator, researcher, expeditionary leader, safari guide, herbalist and traditional skills instructor. A leader in the field of transformative nature education, Nicole is excited to share her knowledge and expertise of nature connection, indigenous knowledge, natural wellness and survival skills with the world. https://www.nicoleapelian.com/Nicole’s first exposure to true wilderness living began while working as a field biologist in Botswana. Following a job as a game warden with the US Peace Corps, she began tracking and researching lions in southern Africa. Nicole immediately fell in love with the African landscapes and the San Bushmen’s way of life, and later, while working with the San Bushmen, Nicole completed her doctorate, focused in Cultural Anthropology within the field of Sustainability Education. Years of visiting the San Bushmen and developing strong relationships within the tribe allowed Nicole to learn many of the primitive skills and ways she practices and teaches today.Nicole was also a challenger on the second season of History Channel’s TV series “Alone”. She thrived in the wilderness totally solo for 57 days with little more than her knife and her wits!https://www.nicoleapelian.com/http://preppingacademy.com/Support the show (https://www.patreon.com/preppingacademy)

How can you make your flowers and memories last a lifetime? Plus free ways to learn how to be sustainable! We are talking with John Bekiou and Gallery Andrea plus tunes from Jason Henry

On this episode of the Discover Palm Coast Radio Show - Environmental sustainability, education and outreach. With special guests: City of Palm Coast Administration Coordinator Denise Bevan and City of Palm Coast Environmental Specialist Brian Matthews.

Welcome to the third episode of the Climate, Mind and Behavior Podcast. Each episode, we’ll explore groundbreaking intersections between climate change, resilience, contemplative practice and human behavior. Jaimie Cloud is the founder and president of the Cloud Institute for Sustainability Education in New York City. The Cloud Institute is dedicated to the vital role of education in creating awareness, fostering commitment, and guiding… The post Ep 3: Moving Towards Action with Jaimie Cloud appeared first on Garrison Institute.

(Published on Oct 9, 2013) September 18, 2013, Hillsborough, NJ - Educators call for action and 'thinking forward' during a Sustainability Summit at Duke Farms in central New Jersey. "Something needs to be addressed right now," says Dr. Nicky Sheats, Director of the Center for Urban Environment, Thomas Edison State College. Jaimie Cloud of the Cloud Institute for Sustainability Education defines sustainable living as when "a society is far-seeing enough, wise enough, and flexible enough to actually contribute to the health of the systems upon which we depend." Shana Weber, Sustainability Director at Princeton University, notes that today's students are better prepared to resolve environmental issues. Keynote speaker Mathis Wackernagel, President of the Global Footprint Network, acknowledges that "a 'true' sustainable future is possible, but we must choose it." The Summit was presented by Sustainable Jersey (sustainablejersey.org), at the 2700-acre Duke Farms in Hillsborough, NJ, and attended by more than 200 educators, civic leaders and conservation activists.

July 10, 2014 - Read the full Your Mark on the World article and watch the interview here: http://bit.ly/U4ZaTB. Subscribe to this podcast on iTunes by clicking here: http://bit.ly/ymotwitunes or on Stitcher by clicking here: http://bit.ly/ymotwstitcher. Stephanie Stettler takes doing good seriously. Beginning with a masters degree in Leadership for Sustainability from Portland State University, she has built her career around having impact. Today, she helps lead the Salt Lake Impact Hub. Stephanie will be speaking at the Social Enterprise and Crowdfunding Conference (SECFC14) on September 26, 2014 at Snowbird. Stephanie’s bio: Stephanie Stettler is Programming Director and on the founding team of Impact Hub Salt Lake. Stephanie is working to build an ecosystem of social enterprise that cultivates learning, mobilizes stakeholders, and accelerates new ventures. She brings to Impact Hub Salt Lake 8 years of experience developing programs for purpose driven organizations that improve environmental, economic and social impact. Previously, Stephanie developed programs for sustainable business conferences and social cause summits across the United States, at Portland-based event company Social Enterprises, Inc. There she led sustainability initiatives and impact measurement to become a certified B Corp and a leading sustainable event production company. Stephanie holds a BS in Economics from the University of Utah and an MS in Leadership for Sustainability Education from Portland State University.

Kennedy High School is the alternative high school in Cottage Grove, Oregon which has undergone a reincarnation in the past five years under the leadership and vision of Principal Tom Horn. Emphasizing sustainability and place-based learning, students engage academically while carrying out projects that help the community.

Ray Jimenez, Ph.D. of Vignettes Learning is our guest this week as we explore how sustainability in the eLearning space can help transform this industry and others.   Dr. Jimenez has been in the learning industry for over 25 years. He is an international consultant and author on e-Learning systems and instructional development. Dr. Jimenez worked Top Fortune 500 companies and medium size organizations - including Cisco, Microsoft, Boeing, Countrywide Home Loans, Dollar Tree Stores and others.