Wednesday, June 20

9:00-12:00 Morning Workshops
9:00-4:00 All Day Workshops
12:00-1:30 Lunch
1:30-4:30 Afternoon Workshops
4:45-6:00 Reception &  Welcome by AESS President
6:00 Opening Keynote

Thursday, June 21

8:00-5:00 Exhibitions Open
8:30-10:00 Plenary
10:30-12:00 Session A
12:15-1:45 Lunch
12:15-1:45 Lunch Roundtable Discussions
12:15-2:00 Poster Session
2:00-3:30 Session B
3:30-4:00 Coffee Break
4:00-5:30 Session C
finger food/snacks
AESS Member Meeting
7:00pm Film Night

Daily Agenda

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Friday, June 22

8:00-5:00 Exhibitions Open
8:00- Breakfast
Morning Field Trips
12:30-1:30 Lunch
1:30-3:00 Session D
3:00-3:30 Coffee Break
3:30-5:00 Session E
6:00-8:00 Awards Reception

Saturday, June 23

8:30-9:30 Coffee and breakfast
9:00-10:30 Session F
10:30-11:00 Coffee Break
11:00-12:30 Session G
12:30 Lunch 

Closing Plenary


Pre-Conference Workshops

Communicating Science with Anyone and Everyone

Communicating science with anyone and everyone:

This interactive workshop for scientists at all communication experience levels will focus on some of the more difficult aspects of communicating science, including strategies for getting started, tips for engaging various audiences, and advice on avoiding potential pitfalls. Small group discussions and mock interviews will offer veteran communicators and novices alike the chance to practice creating and delivering messages about their science.

Curriculum Development to Improve Student’s Collaborative and Interdisciplinary Capacity to Address Complex Environmental and Sustainability Issues

Curriculum Development to Improve Student’s Collaborative and Interdisciplinary Capacity to Address Complex Environmental and Sustainability Issues

Complex environmental and sustainability problems require working across disciplinary and professional boundaries. Such inter- and transdisciplinary team work presents a variety of unique challenges. A key challenge is the difficulty of combining deep knowledge across diverse perspectives into a system view of the problem that successfully aligns available knowledge and expertise in synergistic ways. In this workshop, participants will engage in the processes, approaches, and products developed by the NSF-funded EMBeRS (Employing Model-Based Reasoning for Socio-environmental Synthesis) model for creating more effective interdisciplinary teams.   Participants will then engage in activities that include using iterative, consensus model-building, reflective practice, and a variety of other experiential learning approaches.  Participants will leave the workshop with activities ready to implement into their curriculum and use with their students.

Being “Spirit-Sick” in the Academy: Teaching for Sustainability Through Social Justice and Creativity

Being “Spirit-Sick” in the Academy: Teaching for Sustainability Through Social Justice and Creativity

The title of this year’s workshop is based on a quote from one of our students who described herself as being “spirit sick” as a result of her frustrations with the state of the environment and her unengaged experiences in many of her classes. Given this twofold state of affairs for many of our students this workshop will investigate, based on some of our own experiences, how to best increasingly integrate practices of social justice work and creative self-exploration into our pedagogy in order to provide our students with vital tools for critical social analysis and creative self-expression to stem the tide of ‘dis-ease’. We will explore recourses and ideas that we have found helpful taken from Jacobs, Donald Trent’s Teaching Truly: A Curriculum to Indigenize Mainstream Curriculum and Julie Cameron’s The Artist’s Way: A Spiritual Path to Higher Creativity and will invite participants to use ideas from these materials and form the workshop to undertake a critical analysis of their own syllabi and pedagogy, as well as their institution’s Environmental Studies and Science (ESS) Programs. The workshop will end with participants agreeing how best to continue sharing our experiences as we resolve to find additional and effective ways of addressing “being ‘spirit-sick’ in the academy.”

Protecting Academic Voice, Intellectual Freedom, and Diversity in an Era of Media Intimidation

Protecting Academic Voice, Intellectual Freedom, and Diversity in an Era of Media Intimidation

The Workshop will describe the magnitude of increasing media harassment organized by individuals and organizations against academic publication and voice. Several faculty, including AESS members, will discuss their recent experience with targeted media attacks and describe strategies they found useful in responding to this harassment. A description of resources available to faculty experiencing targeted attacks will be followed by an exploration of how AESS can assist members to confront media harassment constructively.

How much health should we teach? How much should students know?

How much health should we teach? How much should students know?

Health issues tend to be sensitive, technically complicated, consequential, controversial, and fraught with reputational risk for advocates who are not licensed health professionals. Students need some degree of health literacy and capacity to evaluate the plausibility and context of health claims, to advocate responsibly, and to address health disparities.

This workshop will explore:

  1. What is currently taught to majors or graduate students in environmental studies,
    environmental sciences, and sustainability (env s/s/s) about health?
  2. What are the objectives of health literacy among env s/s/s students?
  3. What concepts of health do students of env s/s/s need in order to understand the basics of their field? For future employment?
  4. What basic skills in health analysis should env s/s/s majors master (assuming they are not going into environmental health careers)?  
  5. What is the minimum health content (fund of knowledge) that env s/s/s students should be expected to know in order to understand health-related issues? (Basic toxicology, microbiology, environmental health practice, children’s environmental health?)
  6. What are the minimum health-related analytical skills that env s/s/s students should be expected to apply or interpret in order to understand health-related issues in a critical manner? (Basic epidemiology, critical thinking, risk science, ?)

Getting Published: Preparing Manuscripts for Journal Submission.

Getting Published: Preparing Manuscripts for Journal Submission.

First conducted at the Vermont AESS Conference and now in its eighth iteration, this workshop is intended for graduate students and young professionals desiring to learn more about the publication process. Specifically, participants will learn about preparing articles for publication and how manuscripts are reviewed by professional journals, such as the Journal for Environmental Studies and Sciences.

EcoTypes: Exploring Environmental Ideas With Your Students

EcoTypes: Exploring Environmental Ideas With Your Students

EcoTypes ( is a self-assessment survey and website your students can use to explore a wide range of environmental ideas; to date over 1000 students have completed the survey. The workshop, led by Prof. Jim Proctor, will train instructors how to use these resources.

The workshop will include (a) a background in environmental ideas, and understanding/measuring these ideas via typologies; (b) an introduction to the theory and methodology behind the EcoTypes survey; (c) guidance toward interpreting individual and group EcoTypes survey results; (d) exploration of all resources currently and potentially available on the EcoTypes website; (e) teaching tips toward effective integration of EcoTypes into courses; and (f) anticipated next steps in the EcoTypes initiative, including potential research collaboration opportunities.

Lone Wolves and Growing Pains: A Collaborative Workshop for Junior Faculty Managing New Programs Alone

Lone wolves and growing pains: a collaborative workshop for junior faculty managing new programs alone

We offer space to share collective challenges and successful strategies as faculty independently managing new and growing ESS programs. We will engage in a network mapping activity to identify key resources and areas for improvement; participants will discuss ideas to leverage their network for both program growth and personal support. We will offer group counselling for each individual attendee, during which we share challenges and evaluate solutions. Finally, we will explore options for an extended support network comprised of participants and workshop leaders that will serve in lieu of on-campus ESS colleagues. The overarching intent is to minimize the isolation felt by lone wolf ESS faculty, especially those developing new ESS programs. The workshop will be discussion-based and solutions-focused, and each participant will have an opportunity to discuss his/her needs with the group.