Pre-Conference, June 26
Wednesday workshops are designed with professional development in mind. Reserve your spot in one of these popular sessions during registration.
Attendees have half- and full-day options with popular topics like “getting published,” support for the “lone wolf” managing new ESS programs, collaborative leadership, theory and pedagogy and more.
Which one will you choose?
Skipping workshops this year? Make sure you plan to be in town for the Opening Reception and Keynote.
Thursday, June 27
NEW in 2019: Thursday evening mixer for students, young-professionals and early career folks. Anyone who thinks they may benefit from this is welcome to attend!
Start the conference by participating in the opening plenary about “Sustainable Futures.” Panelists will address opportunities and challenges.
Which lunchtime roundtable will you attend? Don’t forget to order lunch.
Ready for student poster presentations?
Friday, June 28
New to AESS? Already a member? Come one, come all to the annual member state of affairs meeting in the morning.
Association membership not required to attend this meeting.
Do you show films in your classroom? You won’t want to miss our mini-film fests during Session E & F.
After sessions have concluded, we hope you’ll make plans to join in the Friday Reception where AESS will present awards and our closing keynote will speak. Guest tickets available.
Saturday, June 29
Don’t skip town just yet.
We have an awesome line-up of field trips for you to experience some of the best Orlando and surrounding areas have to offer. See a manatee while kayaking, view a gator (safely!), spot an endangered species while touring the wetlands, learn about UCF’s sustainability practices or take in an urban garden tour. We’ve got something for everyone.
Pre-Conference - Wednesday, June 26
|9:00-4:00||Energy, Earth and Environmental Education – a community-building workshop|
|9:00-12:00||Science Isn’t Neutral: A Workshop on Inclusive Pedagogy in Environmental Science|
|9:00-12:00||Collaborative Leadership 101. From Now to New|
|1:00-4:00||EcoTypes: Theory and Pedagogy|
|1:00-4:00||Getting Published Workshop|
|1:00-4:00||Growing pains and lone wolves: A skill-sharing and network mapping workshop for faculty managing new environmental studies and science programs|
|4:00-7:00||Networking Reception, Welcome and Opening Keynote Speech|
|7:00-||Evening Activities (sights to see, meeting with colleagues, etc.)|
9:00-4:00 | Energy, Earth and Environmental Education - a community-building workshop
How are you teaching your environmental and Earth systems students about energy solutions to climate change? Join fellow Energy, Earth and Environmental Educators (E4) to share best practices and learn new techniques. The E4 community building workshop will take place on June 26 at the start of the AESS conference. Explore classroom issues (content, curriculum and pedagogy), advancing diversity, connecting with campus and community practices, secondary education and creating and sustaining degree and sub-degree programs in presentations and small group discussion. Marilyn Brown, Regents’ and Brook Byers Professor of Sustainable Systems in the School of Public Policy at Georgia Tech will speak about Why and How to Connect Energy, Earth and Environmental Education. This workshop will be organized by the National Association of Geoscience Teachers (NAGT) in collaboration with AESS. It builds on workshops previously held at AESS conferences and at three National Energy Education Summits, organized by the National Council for Science and the Environment (NCSE), one of which was held at the 2016 AESS conference.
9:00-12:00 | Science Isn’t Neutral: A Workshop on Inclusive Pedagogy in Environmental Science
As Howard Zinn put it, “You can’t be neutral on a moving train.” Those of us who teach science are not exempt from his indictment. Here’s why. Representation Matters. One day as a substitute teacher for a second-grade classroom, I pulled out my deck of Black History flashcards and spread them out on the rug. The students gathered around. One gazed at the faces on the cards with a puzzled expression and queried, “Are all those MLK?” Another snatched up the Mae Carol Jemison card and demanded urgently: “Wait, wait…do you mean I could be an astronaut?” Do the authors of assigned readings reflect the diversity of your students? When selecting images for PowerPoint slides that aim to represent unmarked human models, what message do they send about what “normal” looks like? Context Matters. Science is too often taught in a way that obscures the political context in which research is undertaken, funded, and written about. How do we create a learning community that prefigures the society we hope our students will help shape? How do we teach the fundamentals of science without reinforcing oppression? We will learn from each other’s missteps and epiphanies in a light-hearted, non-judgmental space.
9:00-12:00 | Collaborative Leadership 101. From Now to New
This workshop will provide participants to the opportunity to develop their abilities to lead interdisciplinary collaborative teams composed of diverse members. As a teacher, researcher, or employer, our goal should be to take those who are under your mentorship to some place new. To take them someplace new requires change, and learning is a prerequisite to change. The methods and strategies embedded in the workshop activities will engage the brain to maximize learning about the collaborative leadership action model that will make your teaching, coaching, and leading more effective. A collaborative approach requires at the very minimum the creation of a common vision that unites your team. To create a common vision among the different people requires a range of approaches; this requires knowledge of who you are as a leader and identities of those you are leading so as to minimize assumptions about those you are leading. People are different, yet they are all valuable and can contribute uniquely to the team if given the opportunity. An overall outcome of the workshop will be that participants will be able to create an environment for more effective communication that will be foundational to successful leadership.
1:00-4:00 | EcoTypes: Theory and Pedagogy
EcoTypes (jimproctor.us/ecotypes) is intended primarily for undergraduate students in environment-related courses to learn more about the fundamental ideas that shape how they and others approach environmental issues. Over 2500 participants have completed the EcoTypes survey in the last two years, including roughly 50 U.S. institutions of higher education. The workshop offers instructors a theoretical background to EcoTypes and pedagogical guidance for use in their courses. Participants will get a general background on environmental ideas and typologies, then we will delve into EcoTypes axes (fifteen total), three aggregate themes derived from these axes, and six topics designed to provide concrete applications of EcoTypes. Participants will learn how the EcoTypes survey was constructed and how they may analyze student data, including EcoTypes axis and theme scores, and grid-group survey results, and compare with overall results. We will then share with participants what instructors have learned over the last two years in bringing EcoTypes into their classes, with a variety of workable instructional approaches tailored to the amount of time available. By the end of the workshop, participants will have a concrete plan for teaching with EcoTypes, and sufficient theoretical background to feel comfortable doing so.
1:00-4:00 | Getting Published Workshop
The Workshop is intended for scholars at any stage in their career desiring an opportunity to learn more about how to prepare manuscripts for publication in an interdisciplinary environmental journals such as the Journal for Environmental Studies and Sciences. The workshop will address the review process and the special challenges of writing for interdisciplinary audiences. During the first part of the Workshop, experienced journal editors will discuss how manuscripts are reviewed and suggestions for preparing manuscripts. Generous opportunity will be provided for questions from participants. The second part of the Workshop will involve draft manuscripts which participants are invited to submit in advance of the Workshop. During this session, participants will be divided into small groups, each consisting of 2-4 authors and a Journal editor or otherwise qualified reviewer. Each paper will be read by the other group members in advance of the meeting. Suggestions for revision or improvement will be discussed. Other workshop participants may observe these small group discussions. The workshop will close with a final collective meeting to discuss issues and ideas from the feedback session.
1:00-4:00 | Growing Pains and Lone Wolves: A skill-sharing and network mapping workshop for faculty managing new environmental studies and science programs
Run by early career faculty for new (to ESS) faculty, our workshop addresses the growing pains experienced in new and emerging ESS programs. We offer a safe, conversational, and constructive space to share challenges and successful strategies of professionals working in or responsible for new and growing ESS programs. By engaging in individualized network mapping activities, we will identify, analyze, and strategize solutions to participant case studies dealing with program growth as well as personal and professional support. The workshop will be discussion-driven and solutions-focused, providing each participant the opportunity to explore their situation in the context of colleagues’ experiences. The workshop will also explore ways to create an extended support network comprised of participants and workshop leaders that can supplement on-campus resources.
Thursday, June 27
|10:00-12:00||Posters set up by 12:00pm|
|12:15-1:45||Lunch Roundtable Discussions|
|6:00-8:00||Young Professionals, Early-Career Gathering|
Resilience and Environmental Education in Colombia: The key to sustainability
We normally think of how to deal with environmental issues such as climate change or global warming, or on natural events such as hurricanes or earthquakes, and we normally research and generalize on the idea of reducing CO2 emissions, for example, as a preventive measure to fight climate change. But is this true in all the countries? Should all the countries take the same measures? Should environmental education be focused and planned in the same way in every country? According to EPA (United States Environmental Protection Agency), “Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment”, (EPA). There is no doubt that environmental education should be seen as an important topic to everyone because, according to the UN, preserving the environment and creating awareness for present and future generations is part of a sustainable development and, therefore, becomes a responsibility of every person. However, if I take a developed country as the US and compare it to Colombia (recognized as one of the most biodiverse countries in the world), can we take the same measures in terms of environmental education?
Possibilities and Challenges of Creating an Interdisciplinary Environmental Studies Program
This roundtable invites faculty and administrators to share best practices and challenges associated with developing, implementing, and sustaining interdisciplinary undergraduate environmental studies programs. We seek to engage participants with varying levels of experience and expertise, including those who are just embarking on creating programs and those who have experience with long-term well established programs. Points of discussion may include curriculum development, interdisciplinary collaboration, internal and external funding, community partners, multiple stakeholders and assessment of program success.
Protecting Academic Voice, Intellectual Freedom, and Diversity in an Era of Media Intimidation
This symposium concerns the growing media attacks, carefully planned and coordinated, upon academic faculty—particularly Black, Indigenous, and people of color—publishing or speaking publicly on a variety of socio-environmental issues objectionable among some political conservatives (e.g., Ferber, 2017; Grollman, 2015; Lloro-Bidart, 2018; Orr, 2019; Zahara, 2019). We aim to create an open and safe space where facilitators and participants can engage dialogue, which will include personal statements by victims of these attacks, a description of common attack strategies, a discussion of resources available to individuals subject to these assaults, and AESS’ potential contribution to these resources. We seek to alert conference participants to the magnitude and scope of increasing media harassment organized by individuals and organizations against academic publication, and to encourage academic faculty to identify resources available on their own campus to combat media harassment and to support those who have been attacked. We will also recognize and discuss the voices which have been silenced in the public discourse because of fear of these attacks. Further, we plan to provide a list of organizations and individuals active in protecting academic freedom of speech from current attack and to work collectively with participants to identity further resources and activities which AESS can initiate to assist members concerned about contemporary media harassment. Panel organizers will propose these resources to the AESS board and make them available on the AESS website.
Collaborating on Campus-Community Rlimate resilience
Institutions and communities are increasingly incorporating resilience assessment and capacity building as an essential element of climate action planning. Colleges and universities who are signatories to the Resilience Commitment must collaborate with their communities in an inclusive manner to align goals of their own resilience plans with those of their greater community. Developing strategies for effective collaboration and aligning shared goals can be a challenge. This Mealtime Roundtable will afford an opportunity to discuss strategies and challenges in building community resilience, including seeking collaborators, available planning resources, and integrating resilience work into Environmental Studies & Science curriculum. We may even develop new partnerships from among the attendees.
Friday, June 28
|8:00-9:00||Breakfast (coffee service ’til 10:00)|
|8:30-9:30||AESS State of Affairs Meeting (annual member meeting)|
|12:30-2:00||Session E & Films|
|2:15-3:45||Session F & Films|
|5:30-8:00||Awards Reception & Closing Keynote|
Saturday, June 29
Saturday is devoted to off-site visits which will be organized into field trip options.