Are you teaching a class this fall which addresses how climate change might impact higher education?
If so, I’m available to contribute, if it makes sense for your pedagogical and curricular purposes.
To explain: for several years now I’ve been researching the topic of the higher education-global warming relationship. That’s led me to create numerous blog posts, presentations, articles, and a recent book, Universities on Fire. My hypothesis is that climate change will have a deep impact on post-secondary education, and that academics have many actions we can take to respond to – and, better yet, anticipate the unfolding crisis. It may be the greatest challenge facing academia in the decades ahead, starting now.
So why am I interested in participating in classes? Partly because I’m fascinated by how global warming appears in the curriculum and want to learn more (that’s part of University on Fire‘s fourth chapter). Yet also because I find students to be more interested in the topic than their faculty and staff elders, generally speaking, and I want to connect with that energy and learn from it. They might become the prime movers for getting colleges and universities to seriously grapple with climate change.
In a given class I can give a talk, facilitate discussion, take questions, lead a simulation game, or follow whichever pedagogical format best fits class design and goals. As an experienced presenter and classroom teacher I can make it all work.
Logistically, I’m happy to video into a live session via Zoom, Teams, Shindig, Skype, etc. Participating asynchronously, such as through a class blog or learning management system/virtual learning environment, is also fine. If you’re within a day’s travel from northeastern Virginia, I could visit in person.
For faculty interested in me as guest on the topic, please reach out here.