Transforming Education for Sustainability

Introduction.- Part I: Framing and reframing sustainability.- Chapter 1. Sustainability, research, and the undergraduate science curriculum (Maria S. Rivera Maulucci).- Chapter 2. Ecology's White nationalism problem (Ralph Ghoche, Unyimeabasi Udoh).- Part II: Environmental justice and the undergraduate science curriculum.- Chapter 3. Teaching chemistry in context: Environmental lead exposure - quantification and interpretation (Rachel Narehood Austin).- Chapter 4. What does cell biology have to do with saving pollinators? (Jonathan Snow).- Chapter 5. Finding the most important places on Earth for birds (Terryanne Maenza-Gmelch).- Chapter 6. Brownfield action: A web-based active learning simulation (Peter Bower).- 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).- Chapter 8. It turned into a BioBlitz: urban data collection for understanding and connection (Kelly O'Donnell).- Chapter 9. Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory courses (Matthew Rhodes).- Chapter 10. The everyday action project: Teaching hygiene through art (Emma Ruskin).- Part IV: Climate change, politics, students, and the undergraduate curriculum.- Chapter 11. Perspectives on teaching climate change: Two decades of evolving approaches (Stephanie Pfirman).- Chapter 12. Moved to teach beyond political and geographic polarization (Deborah Becher).- Chapter 13. Volcanoes, climate change, and society (Sedelia Rodriguez).- Chapter 14. Teaching about climate change from an astronomical perspective (Laura Kay).- Chapter 15. Barnard's fossil fuel divestment decision: Aligning endowments with institutional values (Robert Goldberg).- Part V. Ecojustice pedagogies and enhancing college access.- Chapter 16. The UNPAK project: fostering friendships in science (Hilary Callahan).- Chapter 17. Inclusive

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