Offered in the context of the global climate negotiations, this program challenges student teams around the world to propose ideas for local-scale projects that will yield measurable results over the course of six months. This program is free and open to students at all levels of their higher education journey. It is offered by the University of Pennsylvania Environmental Innovations Initiative on behalf of the International Sustainable Campus Network. The deadline to submit a proposal is March 30.
The Global University Climate Forum brings student activists together to share ideas, learn, connect, and act on the global imperative of addressing climate change. Offered in the context of the global climate negotiations, this program challenges student teams around the world to propose ideas for local-scale projects that will yield measurable results over the course of six months. Accepted teams become a cohort that learns together, networks, shares ideas, and contributes to a growing body of inspirational projects that demonstrate the capacity of today’s youth to lead and have an impact.
All proposals must be actionable by students without extensive contingencies and should be designed to yield measurable results over the course of six months. Proposals may reflect ongoing projects and activities so long as they are the intellectual capital of the students applying and there is a projected measurable outcome during the duration of the Forum implementation period. Students will be required to attend online workshops and encouraged to interact with each other over the six months of the Forum. Final projects will be collected into an online publication and showcased in an event after the 2023 climate COP in Abu Dhabi.
The Environmental Innovations Initiative at the University of Pennsylvania leads the Global University Climate Forum on behalf of the International Sustainable Campus Network as a way to engage and inspire the next generation of climate leaders and showcase the value of academic institutions as the Knowledge Sector.
Learn more about the 16 projects in the 2022 cohort here. The outcomes of the 2020-2021 and 2022 cohorts are featured in the publication, The Knowledge Sector: The role of Higher Education Institutions in addressing Global Environmental Challenges, which contains contributions from Christiana Figueres and Patricia Espinosa, previous Executive Secretaries of the UN Framework Convention on Climate Change.
30 March 2023: application deadline (midnight EST)
15 April 2023: selected teams to be announced
April 2023: Students are required to participate in orientation workshops
May 2023: Monthly reporting and online events commence
16 October 2023: final reports due
30 November to 12 December 2023: COP28 in Abu Dhabi
Critical Energy Literacy: Intersectional Approaches to Research, Pedagogy, and Activism
Manuscript submission deadline: January 31st, 2023
Amidst the growing climate crisis, critically informed understanding of energy sources and associated socioenvironmental impacts is more important than ever. The theory of critical energy literacy was developed in response to such dynamics (Lowan-Trudeau and Fowler, 2022). Critical energy literacy employs an intersectional lens in drawing upon critical and decolonizing approaches to STEM (Bang and Medin 2010; Bullock 2017); considerations for collaborative multi-, inter-, and transdisciplinary pedagogy (Bernstein 2015; Choi and Pak 2006); critical place-based inquiry and pedagogy (Gruenewald 2003; Tuck and McKenzie 2015); critical gender perspectives (Gough and Whitehouse 2020; Lloro 2021; Maina-Okori et al. 2018); and critical media literacy and engagement (Kellner and Share 2007; Milstein et al. 2017; Takahashi and Rosenthal 2018) to foster understanding of the social, environmental, political, and economic challenges, benefits, and impacts of various energy sources, developments, and technologies.
For this special issue of the Journal of Environmental Studies and Sciences (JESS), we seek submissions related to a range of energy sources (e.g., oil and gas, wind, solar, geothermal, hydro, nuclear) and socioenvironmental contexts from other scholar-educator-activists that will expand and deepen our collective understanding of critical energy literacy. We welcome original manuscript submissions from early career and established scholars from a range of disciplinary and sociocultural perspectives that incorporate research, theory, practice, case, and/or community-based insights through conventional prose as well as visual representations such as maps, diagrams, and other illuminating imagery.
Given the interdisciplinary nature of critical energy literacy, obliquely related works may be identified in a number of fields such as critical environmental studies (Black et al. 2014), environmental humanities (Szeman and Boyer 2017), media studies (Parks 2015; Starosielski and Walker 2018), gender studies (Pulé and Hultman 2021), (renewable) energy studies and education (Henderson 2014; Hoicka and MacArthur 2018; Jennings 2009), and geography (Delgado 2016; Dow and Downing 2016). The aim of this collection is to bring together such fields for the first time.
Similarly, this special issue will serve as a new pedagogical resource that will provide detailed discussions of critical energy literacy in multiple contexts upon which educators may draw to facilitate more critically informed understanding of various energy sources in their course work and graduate supervision. Strong examples of critical energy theory, pedagogy, activism, and creative practice will be provided in relation to the sciences, humanities, social studies/sciences, teacher education, geography, and environmental studies. This approach is unique as most energy research and education initiatives focus on either the scientific or technical aspects of a given source or the sociocultural benefits and impacts, but they are rarely collectively addressed (Delgado 2016; Jennings 2009). As such, this special issue will be of interest to researchers, educators, and students in a variety of disciplines.
Timeline & Review Process
January 31st, 2023: Manuscript submission deadline
February 2023: Guest editors vet submissions
February-March 2023: Potential manuscripts sent out for anonymous peer review
April-May 2023: Reviewers submit assessments
May-June 2023: Guest editors assess reviews and decide on next steps for authors
June-August 2023: Accepted authors revise manuscripts based on editor and peer feedback
August 31st, 2023: Revised manuscripts submitted
September 2023: Guest editors review revised manuscripts and provide final feedback to authors
October-November 2023: Authors complete final revisions
December 1st, 2023: Authors submit final manuscripts
December 2023-January 2024: Final copy editing and proofing
January-February 2024: Anticipated publication
Manuscript Submission Guidelines
Please submit manuscripts via the JESS submission portal(link is external), noting the special issue.
Manuscripts should align with all relevant JESS policies(link is external) and submission guidelines(link is external).
Contact
Special Issue Guest Editors:
Greg Lowan-Trudeau, University of Calgary: gelowan@ucalgary.ca(link sends e-mail)
Teresa Anne Fowler, Concordia University of Edmonton: teresa.fowler@concordia.ab.ca(link sends e-mail)
JESS Editor-in-Chief:
Teresa Lloro, California State Polytechnic University, Pomona: jesseic@aessonline.org(link sends e-mail)
References
Bang, M, Medin, D (2010) Cultural processes in science education: Supporting the navigation of multiple epistemologies. Sci. Educ. 94(6):1008-1026. https://doi.org/10.1002/sce.20392(link is external)
Bernstein, JH (2015) Transdisciplinarity: A review of its origins, development, and current issues. J Res. Practice 11(1): 1-20.
Black, T, D’Arcy, S, Weis, T, Kahn Russell, J (Eds.)(2014) A line in the tar sands. Between the Lines, Toronto.
Bullock, EC (2017) Only STEM can save us? Examining race, place, and STEM education as property. Educ. Stud. 53(6): 628-641. https://doi.org/10.1080/00131946.2017.1369082(link is external)
Choi, BCK, Pak, AWP (2006) Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Med., 29(6): 351–364.
Delgado, E (2016) Energy geographies: Thinking critically about energy issues in the classroom. J of Geog. in High. Ed., 40(1): 39–54. https://doi.org/10.1080/03098265.2015.1089475(link is external)
Dow, K, Downing, TE (2016) The atlas of climate change. University of California Press, Berkeley.
Gough, A, Whitehouse, H (2020) Challenging amnesias: Re-collecting feminist new materialism/ecofeminism/climate/education. Env. Educ. Res., 26(9-10): 1420-1434. https://doi.org/10.1080/13504622.2020.1727858(link is external)
Gruenewald, DA (2003) The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4): 3–12. https://doi.org/10.3102/0013189X032004003(link is external)
Henderson, M (2014) Solar-powered learning: Educating for an ecological literacy. In: Deer F, Falkenberg, McMillan, B, Sims, L (eds.) Sustainable well-being: Concepts, issues, and educational practices, ESWB Press, Winnipeg, pp 95-104.
Hoicka, CE, MacArthur, JL (2018) From tip to toes: Mapping community energy models in Canada and New Zealand. Energy Policy, 121:162–174.
Jennings, P (2009) New directions in renewable energy education. Renewable Energy, 34(2): 435–439. https://doi.org/10.1016/j.renene.2008.05.005(link is external)
Kellner, D, Share, J (2007) Critical media literacy, democracy, and the reconstruction of education. In: Steinberg, S, Macedo, D (eds.) Media literacy: A reader, Peter Lang, New York, pp 3-23.
Lloro, TK (2021). An intersectional feminist food studies praxis: Activism and care in the COVID-19 context. J of Env. Educ., 52(5): 303-313. https://doi.org/10.1080/00958964.2021.1981209(link is external)
Lowan-Trudeau, G, Fowler, TA (2021) Towards a theory of critical energy literacy: The Youth Strike for Climate, renewable energy, and beyond. Aust. J of Env. Educ., 38(1): 58-68. https://doi.org/10.1017/aee.2021.15(link is external)
Maina-Okori, NM, Koushik, JR, Wilson, A (2018) Reimagining intersectionality in environmental and sustainability education: A critical literature review. The Journal of Environmental Education, 49(4): 286-296. https://doi.org/10.1080/00958964.2017.1364215(link is external)
Milstein, T, Pileggi, M, & Morgan, EL (eds.) (2017). Environmental communication pedagogy and practice. Routledge, New York.
Parks, L (2015) Signal traffic: Critical studies of media infrastructures. University of Illinois Press, Champaign.
Pulé, PM, Hultman, M (eds.) (2021) Men, masculinities, and earth: Contending with the (m)Anthropocene. Springer Nature, New York.
Starosielski, N, & Walker, J (eds.) (2016). Sustainable media: Critical approaches to media and environment. Routledge, New York.
Szeman, I, & Boyer, D (eds.) (2017) Energy humanities: An anthology. Johns Hopkins University Press, Baltimore.
Takahashi, B, Rosenthal, S (eds.) (2018) Environmental communication among minority populations. Routledge, New York.
Tuck, E, & McKenzie, M (2015) Relational validity and the ‘where’ of inquiry: Place and Land in qualitative research. Qualitative Inquiry, 21(7): 633–638. https://doi.org/10.1177/1077800414563809
]]>AASHE has two openings for paid Internships!
The Education Intern will provide ongoing administrative support for AASHE's professional learning programs, including webinars, workshops and courses. See position description.
The STARS & Resources Intern will assist in the submission review of AASHE's Sustainability Tracking, Assessment & Rating System (STARS) and provide administrative and technical support in the ongoing development of AASHE resources. Ideal candidates will have prior STARS experience. See position description.
Interested applicants can apply using the links listed above no later than April 17, 2022.
]]>National Wildlife Federation Graduate Student Fellows help to inform and strengthen NWF Education and Engagement programs through dedicated research projects. Monetary fellowship grants are awarded to graduate students working with NWF staff on research that helps to expand the content and development of a variety of efforts across NWF's Education and Engagement programs. Fellows join a national network of current and alumni fellows, many of whom have gone on to lead new businesses, agencies, and programs for sustainability all across the U.S. NWF is currently accepting applications for the six graduate student Fellowship Positions.
Benefits of participation include:
2022 Fellowship Opportunities:
Community Partnerships Research Fellow
In an effort to better serve the hundreds of communities we work with, the Community Partnerships Research Fellow will support the growth and expansion of National Wildlife Federation’s community-based programs by researching Black, Indigenous, and People of Color (BIPOC), or women-led organizations that are doing community based environmental/conservation work. This research should grasp the models and practices such organizations use to create meaningful relationships and enact lasting change in historically marginalized communities.
EcoLeader Community Research Fellow
(2 Fellowship Positions Available)
In an effort to better serve the NWF EcoLeaders community, the NWF EcoLeader Community Fellows will support the growth and development of EcoLeaders and EcoCareers programs based on research of best practices in related leadership and career development programs, the advancement of equity and justice principles, stakeholder engagement, and the development of new or revised content.
EcoLeader Tribal Colleges and Universities Research Fellow
In an effort to strengthen the NWF EcoLeaders community, the NWF EcoLeader Community Fellow will support the growth and development of EcoLeaders and EcoCareers programs based on research of best practices related to strengthening and building relationships with Tribal Colleges and Universities (TCUs), and the advancement of equity, justice, and inclusivity principles within these programs.
Environmental Action Research Fellow
In an effort to assist NWF’s Earth Tomorrow Program in developing new Environmental Justice education tools and promoting “education to action” opportunities, the Environmental Action Research Fellow will inventory the current environmental justice resources NWF has for youth, research new education tools for youth and share recommendations for which tools should be incorporated in an “education to action” toolkit.
K-12 Education Research Fellow
In an effort for National Wildlife Federation to better serve the K-12 education community, the goal of this Fellowship includes researching the changing landscape of education in the U.S. today as a result of the continuing pandemic. How has learning and the tools used to reach students changed? How much of this change will define new ways of learning post-pandemic, and what strategies will NWF need to develop and incorporate into our environment-based programming to meet these needs. This Fellowship will also explore the development of an NWF K-12 Educator Advisory Board to provide staff with input from practicing teachers. The research will include how best to strategically set up an advisory board, criteria for choosing educators, compensation, and structure the process. Fellows will have the opportunity to utilize this research to support staff in developing the advisory board.
Learn more and share this opportunity with your network.
]]>]]>The Rachel Carson Council is pleased to announce that the Rachel Carson Council Fellowship Program is now accepting applications for the academic year 2022 - 2023.
The RCC Fellowship Program will select 25 environmental leaders from colleges and universities across the nation. To apply to the program, students propose their own projects that are focused on sustainability and environmental justice to be carried out on their campuses and in their communities. Former fellows have run projects ranging from divestment campaigns to podcasts on environmental justice issues and campaigns for renewable energy infrastructure on their campuses. Learn more about our current RCC Fellows here.
Have an idea and want to partner with UMBC Sustainability?! Get in touch with us to discuss further! Sustainability@umbc.edu
Fellowships are for the academic year 2022-2023 and provide $2,000 for current undergraduates (or master’s level graduate students) to carry out climate and environmental justice projects and campaigns for the RCC from their respective campuses. In July, those selected as RCC Fellows will travel to Washington DC to be in residence for the five-day RCC American Environmental Leadership Institute (AELI) at the Rockwood Manor Retreat Center adjacent to the C&O Canal National Park. Fellows will further develop their writing, organizing, and advocacy skills and begin plans for their projects and campaigns for the coming year. Faculty for the AELI will include RCC staff and some members of the RCC National Advisory Council Throughout the academic year, RCC Fellows will receive mentorship from RCC staff, access to the Advisory Council, and the opportunity to publish.
Find the application for the Fellowship program here.
Application Deadline is April 1
FootPrint Coalition's Science Engine is a new hub where leading scientists can share their research and engage directly with our audience to support it. The a platform, powered by Experiment.com, is one where individual researchers working on technologies combating our climate and biodiversity crises can receive fast grants and funding from engaged coalition members like you. The research is selected from esteemed partners, whom we call "Science Leads," to spearhead these efforts in vitally important fields. Folks exploring mitigation and restoration solutions should APPLY NOW!
https://www.footprintcoalition.com/scienceengine
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