Overview

This book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source ofengagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field. This is an open access book.

Full Product Details

Author:   María S. Rivera Maulucci ,  Stephanie Pfirman ,  Hilary S. Callahan
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2023
Volume:   7
Weight:   0.712kg
ISBN:  

9783031135385

ISBN 10:   3031135385
Pages:   447
Publication Date:   21 June 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

IntroductionPart I: Framing and reframing sustainability Chapter 1: Sustainability, research, and the undergraduate science curriculum Maria S. Rivera Maulucci, Barnard College, Education   Chapter 2: Ecology’s White nationalism problem Ralph Ghoche, Barnard College, Architecture; Unyimeabasi Udoh, School of the Art Institute of Chicago   Part II: Environmental justice and the undergraduate science curriculum Chapter 3: Teaching chemistry in context: Environmental lead exposure – quantification and interpretation. Rachel Narehood Austin1, Ann McDermott2, Katrina Korfmacher3, Laura Arbelaez1, Jamie Bousleiman1, Arminda Downey-Mavromatis1, Rahma Elsiesy1, Sohee Ki1, Meena Rao1, Shoshana Williams1 (1: Department of Chemistry, Barnard College; 2: Department of Chemistry, Columbia University; 3: Department of Environmental Medicine, University of Rochester Medical Center)   Chapter 4: What does cell biology have to do with saving pollinators? Jonathan Snow, Barnard College, Biology   Chapter 5: Finding the most important places on Earth for birds Terryanne Maenza-Gmelch, Barnard College, Environmental Science   Chapter 6: Brownfield action: A web-based active learning simulation Peter Bower, Barnard College, Environmental Science; Sedelia Rodriguez, Barnard College, Environmental Science   Part III: Undergraduate students, sustainability, and health in the urban environment Chapter 7: What We Make and What We Use: Environmental Impacts of Reuse in Design and Production Sandra Goldmark, Barnard College, Theater   Chapter 8: It turned into a BioBlitz: urban data collection for understanding and connection Kelly O’Donnell, Macaulay Honors College, CUNY; Lisa Brundage, Macaulay Honors College, CUNY   Chapter 9: Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory courses Matthew Rhodes; Krista McGuire,   Chapter 10: The everyday action project: Teaching hygiene through art Emma Ruskin, Barnard College; Tal Danino, Columbia University     Part IV: Climate change, politics, students, and the undergraduate curriculum Chapter 11: Perspectives on teaching climate change: Two decades of evolving approaches Stephanie Pfirman, Barnard College, Environmental Science; Gisela Winckler, Columbia University, Lamont–Doherty Earth Observatory   Chapter 12: Moved to teach beyond political and geographic polarization Deborah Becher, Barnard College, Sociology     Chapter 13: Volcanoes, climate change, and society Sedelia Rodriguez, Barnard College   Chapter 14: Teaching about climate change from an astronomical perspective Laura Kay, Barnard College, Physics and Astronomy   Chapter 15: Barnard’s fossil fuel divestment decision: Aligning endowments with institutional values Robert Goldberg, Barnard College, Chief Operating Officer;  Stephanie Pfirman, Barnard College, Environmental Science; Rajiv Sethi,, Barnard College, Economics; Sandra Goldmark, Barnard College, Theatre   Part V: Ecojustice pedagogies and enhancing college access Chapter 16: The UNPAK project: fostering friendships in science Hilary Callahan, Barnard College, Biology; Michael Wolyniak, Hampden-Sydney College, Biology   Chapter 17: Inclusive Pedagogy: Marching from Classroom to Community Joshua Drew, Columbia University, Ecology, Evolution and Environmental Biology; Jonathan Richardson Providence College, Biology; Laura Williams, Providence College, Biology   Chapter 18: Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classrooms Mary Heskel, Woods Hole Marine Biological Laboratory   Chapter 19: Lamont-Doherty Secondary School Field Research Program Robert Newton, Columbia University, Lamont-Doherty Earth Observatory; Susan Vincent, Columbia University, Lamont-Doherty Earth Observatory   Chapter 20: The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in Science Paul E. Hertz, Barnard College; Kyoko M. Toyama, LaGuardia Community College, City University of New York 

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Author Information

"María S. Rivera Maulucci joined the faculty at Barnard College in 2004 and is the Ann Whitney Olin Professor of Education. Prior to Barnard, she served as Director of the Science & Technology Professional Development Center for Region One in the Bronx and as the Director of Urban Forestry for the Environmental Action Coalition. Her expertise in STEM pedagogy and teacher education draws on 16 years of teaching mathematics, science, and technology at the elementary, secondary, and postsecondary levels. She has worked with both school and community-based education programs. Her interdisciplinary scholarship focuses on how inservice and preservice teachers learn to teach for social justice, particularly in STEM fields, and the role of language, identity, and emotions in teacher development. Professor Rivera was the Principal Investigator for the Barnard Noyce Teacher Education Scholars Program (BNTSP) and Co-PI for the Summer STEM Teaching Experiences for Undergraduates Program, both funded by the National Science Foundation. She is currently the Co-PI for a Carnegie Foundation grant, Joint Barnard-American Museum of Natural History Summer STEM Teaching Experiences for Undergraduates, a project that provides STEM pedagogical training for undergraduates who teach math and science summer enrichment courses for high school youth. She has served on the Board of the National Association for Research in Science Teaching (NARST) and on the Editorial Boards of the Journal of Research in Science Teaching and Cultural Studies of Science Education. She has been a strong supporter of diversity, inclusion, and sustainability initiatives at the college and in professional organizations, including NARST and the Association for Science Teacher Education.  Stephanie Pfirman is a Foundation Professor at the School of Sustainability and a Senior Sustainability Scientist at the Julie Ann Wrigley Global Institute of Sustainability and Innovation at Arizona State University. Before joining ASU in 2018, Pfirman was Hirschorn Professor of Environmental and Applied Sciences and co-Chair of the Department of Environmental Science at Barnard College. She held a joint appointment with Columbia University’s Earth Institute and the Department of Earth and Environmental Sciences as an Adjunct Research Scientist at the Lamont-Doherty Earth Observatory.  Pfirman focuses on understanding and responding to the changing Arctic, developing innovative approaches to formal and informal education, and exploring the intersection between diversity and interdisciplinarity. Pfirman’s Arctic research addresses implications of changes in sea ice origin, drift, and melt patterns, including defining the Last Ice Area, recently established as a protected area by Canada. She is an elected fellow of the American Association for the Advancement of Science. As a former co-PI of a National Science Foundation Advancing Women in the Sciences (ADVANCE) grant, past President of the Council of Environmental Deans and Directors, and Chair of the Columbia Earth Institute's Faculty Development Committee, Pfirman has helped to understand and foster the career trajectories of women and interdisciplinary scholars. Pfirman co-designed EcoChains: Arctic Life, a card-game that earned a Parent’s Choice award. A longtime advocate for action on climate change, as a senior scientist at the Environmental Defense Fund, Pfirman co-developed one of the first climate change exhibitions, ""Global Warming: Understanding the Forecast,"" produced jointly with the American Museum of Natural History.       Hilary S. Callahan, an Ann Whitney Olin Professor of Biology, joined the faculty at Barnard College in 1999 and today serves as department chair and directs the Arthur Ross Greenhouse; she is also an affiliate of Columbia University's Department of Ecology, Evolution, and Environmental Biology. She learned her early love for nature from knowledgeable relatives, and gained her identity as a botanist and activist during her undergraduate, graduate, and postdoctoral years in New Haven, Connecticut, Madison, Wisconsin, and Knoxville, Tennessee, where she fostered friendships with scholars across disciplines and with labor activists, grassroots conservationists, community journalists, and progressive politicians. Today, she resides in The Bronx. She has received multiple National Science Foundation funding awards for her research projects and mentoring of experiences in STEM research for undergraduates, including UNPAK: Undergraduates Phenotyping Arabidopsis Knockouts, described in this volume. Her writings in plant ecological genetics focus on plant responses to environmental change. As part of the Barnard Teaches digital initiative, she created an interdisciplinary course in botany and its history in collaboration with the New York Botanical Garden and the Columbia Center for Science and Society. Over the years, she has contributed to the Barnard Noyce Teacher Scholar Program (BNTSP), founded Barnard's Beckman Scholars Program, and served on many sustainability committees and working groups. Since 2018 she has served as President of the Board of Directors of Black Rock Forest in Cornwall, New York."

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