Tremeur Denigot’s Post

“No one should graduate from your school or college without knowing what planet they’re on and how to operate it.” The always inspirational David Orr speaking this afternoon at the closing of the AASHE conference in LA. He claimed that the average Harvard graduate only has an 8th grade level of knowledge about earth sciences. “What about your board of governors?” he asked the audience. “How many of them could pass?” “Democracy too, must be part of the core curriculum [if we are to solve the climate crisis]. We need a generation that is as prescient and wise as the founders [of the USA]. We need to expand our current version of democracy to include the rights of species and the rights of future generations [as well as other upgrades].” David W. Orr is the Paul Sears Distinguished Professor of Environmental Studies and Politics Emeritus at Oberlin College, and presently Professor of Practice at Arizona State University. During his tenure at Oberlin, Orr demonstrated how institutions of higher learning can teach ecological literacy while practicing sustainable design and encouraging more eco-friendly lifestyles on campus. Orr's books, Ecological Literacy: Education and the Transition to a Postmodern World (1992) and Earth in Mind (1994-2004), proposed ways in which education should evolve to emphasize sustainability, not only in the narrow parameters of ecology-based programs, but in wider curricula, from political science and economics to liberal arts. (Wikipedia) #educationforsustainability Emma Brady Mashal Mush Kiran Hira Stephen Marcopoto

What do policy leaders need to know about climate change, environmental degradation, and the political-economic structures that are harming our planet and every living thing on it? To that end, FERSA (Faculty of Education Research Student Association) had the pleasure of organising a meeting yesterday between graduate students at the University of Cambridge Faculty of Education and colleagues at the Cambridge University Press & Assessment to discuss how to collaborate on initiatives to promote climate and sustainability education fellowship program! What was especially exciting was that participants brought such diverse expertise and experiences to the conversation - from scholars working on climate adaptation with indigenous communities in China to researchers investigating how global children's literature and creative education can influence one's relationship to the environment to philosophers theorising about how colonialism has created a global world order that needs to be questioned, reimagined and resisted in order to counter the economic exploitation that is pushing the globe way past the tipping point! Stay tuned for exciting updates in the future, and do reach out if you are interested in collaborating!

Penn State ranks No. 4 in the United States and No. 51 overall among the top international institutions assessed by the 2024 Times Higher Education (THE) University Impact Rankings. These rankings aim to assess universities against the United Nations’ Sustainable Development Goals (SDGs), global goals adopted by all U.N. member states that look to improve life for all people and protect the planet.  🌎 This ranking places Penn State in the top 2.6% of higher education institutions worldwide: https://ow.ly/Ww0V50SijFH

I shared on a call with some colleagues that most days I feel like a hospice nurse as an ecologist. Seeing living systems become less diverse, the disappearance of organisms at various trophic levels...the food deserts emerging across the food chain and science communications that use a range of tactics from shame to fear...leave me feeling sometimes heavy hearted. Having a science literate society doesn't mean our strategies and solutions will be agreed upon. Do we use our money to plant trees or photobioreactors filled with algae that can remove carbon dioxide efficiently and faster? How do we invest our time for seeking solutions and are we solving our problems at the scale of impact? This semester my students were faced with "hard questions" in our courses using present day and real time issues. Managing the curriculum to include global news was the best change for my syllabus. My goal wasn't to scare them but to hold their attention long enough that they saw the benefits of possessing an understanding. If I could give them an opportunity where at least two favorable outcomes have been self realized I'm not pitching to them how important this information is...they understand how to apply their new knowledge for their personal and professional benefit. Reminding them of their brilliance also matters. Challenging them to see how valuable their voices are right now is essential. Inviting them to see themselves as early career professionals and thought peers is invaluable. Today was my final lecture for the fall semester at Loyola...I've grown in so many ways. We finished the entire book...every chapter! This final week students gave presentations in the form of film reviews of environmental documentaries and paired feature length films. Each group displayed impressive use of climate change literacy supported by a robust understanding of the scientific concepts that buttress the environmental problems. I think of the courses in SES this one was absolutely brilliant for non STEM majors and I'm inspired to be a better communicator for spring semester students. #lifeofanadjunct

How can we educate about the #climatecrisis in a way that gives students the tools they need to move towards hopeful visions for the future? Check out this new course offered at McGill University in Montreal.

| Climate University Express Blog | "What if the university was a meeting place? Universities are no longer the ‘ivory towers’ they once were. The need for partnerships with society to address sustainability issues is broadly recognised and transdisciplinary research is becoming more and more widespread. Still, interactions with society mainly take the form of highly structured, formal and goal-oriented processes, such as public lectures or large research consortia. Universities’ windy campuses, prestigious buildings and big lecture halls offer little space for spontaneous encounters. This seems like a missed opportunity; it is through spontaneous encounters that new ideas arise and networks are built..." Read the 4th blog by Lisette van Beek for the Strategic theme Pathways to Sustainability (Utrecht University) here: https://lnkd.in/e7GAiMxy In the #ClimateUniversityExpress blog series she writes about inspiring examples of transformative research and education that she encounters on her train journey visiting European universities. The ecological crisis, growing climate anxiety and continued social injustices requires the university to rethink its role. Each month, Lisette explores a 'what if' question, an inspiring story of how the university could be otherwise. #climate #university #academia #climatechange #climatecrisis #education #sustainability

Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science | Open Access Tara Pozzi, Elaina Legg, Sarah McCullough & Mark Lubell Pages: 1-21 | DOI: 10.1080/13504622.2024.2411310 Abstract Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student’s scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student’s learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. #theoryofchange #transformativelearning #climatechangeeducation #equity #graduateeducation #SDG4 #qualityeducation https://lnkd.in/gcqc2PMF

More top marks for Penn State! Penn State ranks No. 4 in the United States and No. 51 overall among the top international institutions assessed by the 2024 Times Higher Education (THE) University Impact Rankings.

Why Academicians Should Participate in Shaping Geo-Education Policies? Have you ever stopped to think about the pivotal role academicians play in shaping not just the minds of our future leaders, but also the policies that govern our understanding of the world? As educators, we often focus on the immediate impact within our classrooms. But what if I told you that our influence can extend far beyond the confines of our schools and universities? Geo-education policies, those that define how we teach and learn about our planet, are at the heart of this discussion. Here are 5 compelling reasons why academicians should actively participate in shaping these policies: 👉 Empowering Future Generations: By actively participating in geo-education policy formulation, academicians can ensure that future generations are equipped with the knowledge and skills needed to understand and address global challenges like climate change, natural disasters, and sustainable development. 👉 Driving Innovation and Research: Collaboration between academia and policy-makers fosters an environment conducive to innovation and research. According to a report by UNESCO, such collaboration has led to groundbreaking discoveries in environmental science and technology, paving the way for sustainable solutions. 👉 Promoting Global Citizenship: Geo-education policies can instill a sense of global citizenship among students, encouraging them to think beyond borders and work towards common goals. This aligns with the United Nations Sustainable Development Goals, particularly Goal 4 (Quality Education) and Goal 13 (Climate Action). 👉 Addressing Environmental Challenges: A study published in the Journal of Geography highlighted that countries with robust geo-education policies experienced better environmental stewardship and resilience. Academicians' inputs can contribute significantly to crafting effective strategies for mitigating environmental challenges. 👉 Enhancing Career Opportunities: Geo-education isn't just about theoretical knowledge; it opens doors to diverse career opportunities in fields such as geospatial technology, environmental conservation, urban planning, and disaster management. Engaging in policy discussions ensures that education aligns with industry demands. Let's come together and discuss: How can we harness the collective wisdom of academicians to create impactful geo-education policies? Share your thoughts and experiences in the comments below! Himannshu Sharma, COSCU #HimannshuSharma #COSCU #GeoEducation #AcademicInfluence #FutureLeadership #GlobalCitizenship #SustainableDevelopment

COMING SOON! My new book “Climate Justice and the University: Shaping a Hopeful Future for All” (Johns Hopkins University Press, December 2024). Imagine if our universities were structured to promote peace, justice, and a regenerative future for all! Instead of reinforcing destructive and exploitative systems, what if higher education was transformed to advance human well-being and promote ecological health? Preorder here: https://lnkd.in/eEApmevk 30% off with CODE HTWN at checkout. All author proceeds support the Climate Justice Universities Union https://lnkd.in/erFuRdU6