The Climate Resiliency Fellowship is a year-long professional learning opportunity for educators committed to learning and teaching about climate change through interdisciplinary and place-based approaches. The Fellowship is primarily for educators working with grades 6-12 who are interested in improving their content knowledge in climate literacy, exploring the Next Generation Science Standards’ three dimensional learning methodology, and using place-based education to provide students with authentic learning opportunities that also serve their communities. Educators are supported throughout the year at different gatherings in a variety of locations.
For questions or inquiries about the Climate Resiliency Fellowship please contact Kerri McAllister: [email protected]
May 5-6, 2017: Marsh-Billings-Rockefeller National Historical Park, Woodstock, Vermont
July 10-13, 2017: Shelburne Farms, Shelburne Vermont
Sept 22-23, 2017: Alnoba Center, New Hampshire
January 26-27, 2018: Follansbee Inn, New Hampshire
May 4-5, 2018: Lake Morey Resort, Fairlee, Vermont
Build knowledge of climate change science and climate change education.
Participate in and share lessons and learnings between peers and mentor teachers.
Examine NGSS expectations and natural and human-impacted aspects of climate change in relation to educating youth.
Gather at different locations throughout the year in the Northeast to focus on climate change in different ecosystems (farm, forest, mountains, coast).
Enhance skills for building agency in students through climate change action and community projects.
Encourage participation and/or presentation at regional conferences.
Climate Resiliency Fellowship - Summer 2017 from Courtney Ley Photography.
Climate Resiliency Fellowship - Fall 2017 from Courtney Ley Photography.
Educators will be expected to participate in the following activities:
Participants will choose from a reading list of relevant topics to read and reflect on three articles between each gathering.
Written reflections will primarily be integrated into course time. Reflections can include but are not limited to reactions to content, implications in work or practice, and/or new information gained.
Peer to Peer Teaching:
Participants will take an active role in the emergent design of the course content based on prior knowledge and intended learning outcomes. Facilitators will strive to draw out and include the strengths of participants in peer to peer teaching whenever appropriate. Participants will be responsible for sharing knowledge and activities with peers.
NGSS Lesson and Presentation on Climate Science:
Participants will conduct research on a specific climate science topic outlined in the Next Generation Science Standards. They will report on their findings, consider the educational implementation, evaluate the sources identified, and create an annotated bibliography to share with other educators.
Student Perspective Groundtruthing:
Participants will reflect upon the hopes, fears, and level of understanding of their youth audience. Upon returning to school participants will engage in conversation and assess or ‘groundtruth’ their perceptions of students hopes, fears, and level of understanding. Participants will then compare their perceptions with the information they gained from students and share how these were similar or differed with the group.
Service Learning Project with Participant Group:
Participants, as a group, will engage in the process of selecting and pursuing a service learning project. Participants will be guided through this process as a model for undertaking this process with their youth audiences.
Service Learning Project with Student Group:
The Service Learning Project with students mirrors the process undertaken with the participant group but is completed independently and is lead by each participant with their students.
Documentation and Presentation of Coursework:
Throughout the course, participants will collect and compile evidence of their efforts and learning. The medium that this documentation will be presented in at the discretion of the participant. Participants will be encouraged to explore and employ new technologies to present their efforts and learnings. The documentation of coursework will be presented to the participant group in closing and will also serve as a platform for sharing coursework, efforts, and learning publicly with peers, online, or at conferences.