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Local ecology education typically focuses on mainly plants, it would be more engaging to also learn about the animals such as birds. 

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Local ecology education typically focuses on mainly plants, it would be more engaging to also learn about the animals such as birds. 

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get in contact with native elders and other environmental experts in our communities. I think it is also important to create a space that makes environmental efforts seem more important, instead of hiding the office of sustainability in a tiny room creating a center of environmental justice would foster more conversation and a more positive attitude toward the subject.

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Teaching about seeds and expanding the initiatives of the seed library! Continuing the lessons of environmental justice classes, especially in centering bipoc voices. 

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Teaching about seeds and expanding the initiatives of the seed library! Continuing the lessons of environmental justice classes, especially in centering bipoc voices. 

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Similar to the separate ewaste containers in LME I wish we had somewhere to drop mixed material beauty and self care containers like shampoo bottles or skincare products!

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Identify faculty and departments who can head short-term immersions that will meet Core requirements and engage with global vulnerable communities.

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Identify faculty and departments who can head short-term immersions that will meet Core requirements and engage with global vulnerable communities.

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Partner with local CEL experiences or immersions on existing City projects -- e.g. Portola Greenway, DragonSpunk in the Bayview

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Partner with local CEL experiences or immersions on existing City projects -- e.g. Portola Greenway, DragonSpunk in the Bayview

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I’m curious how we can expand these ideas not only in the curriculum, but extracurricular. (Ie; Student Life initiatives, and office of development). How can we bring events and speakers that are already happening to the present and cross-collaborate.

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The Berkeley Unified Board of Education unanimously passed Climate Literacy Resolution 22-018, Educational Response to the Climate Emergency at its November 3, 2021 meeting. The Resolution, co-authored by School Board Director Laura Babitt, Berkeley High School junior Ella Suring, and BUSD parent Sarah Ranney, was the result of a community-wide effort that involved students, staff, families and community members. The Resolution is a sweeping directive to graduate students well-versed in climate change science, issues, and solutions .

"I am extremely grateful that the Board of Education voted unanimously to approve the Climate Literacy Resolution, approved the $65,000 needed to fund the first 18 months of curriculum development, and voiced a strong commitment to fund the resolution efforts through implementation," said School Board Director and resolution co-author Laura Babitt. " I am honored to have been able to serve the community as the Board sponsor for such an important global priority, and I am confident that BUSD will reach its goal of graduating students who are well prepared to be the caretakers of this planet and each other."

Recognizing it is time to define what it means to educate students for a future with human-induced climate change and integrate educational programs, the Climate Literacy Resolution commits to:

Graduating students who are well versed in climate change science, issues, and solutions;

Graduating students who are well versed in environmental and climate justice as a civil rights issue;

Implementing the vision for Environmental Literacy articulated in the 2018 BUSD Sustainability Plan adopted in 2018;

Recognizing that climate change disproportionately affects marginalized communities and seek to engage, center and elevate voices and existing work of the most vulnerable communities to climate change - Black, Brown, Indigenous and low income communities;

Recognizing the district is joining a group of California educators who pledge to share ideas, resources, successes and challenges in order to promote climate change literacy; and

Assisting to mobilize the education community to address the climate emergency by sending copies of this signed resolution to the following: California State Superintendent of Public Instruction, California School Boards Association, California County Boards of Education, and the National School Boards Association.

"Berkeley Unified continues to be a school district that takes a lead addressing critical issues that will impact our students throughout their lives," said Superintendent Brent Stephens. "The comprehensive climate change science and social justice instruction detailed in this resolution will empower our students to be climate science leaders and changemakers long after they leave BUSD."

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Board of Education Unanimously Passes BUSD Climate Literacy Resolution No 22-018 Educational Response to the Climate Emergency | Berkeley Unified School District

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The Berkeley Unified Board of Education unanimously passed Climate Literacy Resolution 22-018, Educational Response to the Climate Emergency at its November 3, 2021 meeting. The Resolution, co-authored by School Board Director Laura Babitt, Berkeley High School junior Ella Suring, and BUSD parent Sarah Ranney, was the result of a community-wide effort that involved students, staff, families and community members.

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Provide faculty training on how to integrate sustainability into a wide range of classes

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Provide faculty training on how to integrate sustainability into a wide range of classes

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Have student environment ambassadors in each dorm to raise awareness, organize activities.  Possibly combine with other areas of interest, like social/racial justice, so organizing events/activities in both these areas

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Have student environment ambassadors in each dorm to raise awareness, organize activities.  Possibly combine with other areas of interest, like social/racial justice, so organizing events/activities in both these areas

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Include sustainability information and practices in orientation (e.g., why/how to recycle and compost; why/how to save electricity; why/how to avoid paper waste)

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Include sustainability information and practices in orientation (e.g., why/how to recycle and compost; why/how to save electricity; why/how to avoid paper waste)

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From community forum chat:
Perhaps, to have student voices we have 1 ASUSF student rep and 1 GSS student rep w/ titles in this space. They run town halls and can move resolutions forward regarding this initiative. https://myusf.usfca.edu/graduate-student-senate  https://myusf.usfca.edu/asusf-senate/senators — then these senators are also connected in to the board of trustee committees via the president of ASUSF and GSS?

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Is the Laudato Si included in USF101? Could there be a nature immersion experience as part of that class?

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https://docs.google.com/document/d/1eiOvB5EhIRvbZ4hdCnfEIpFjmvjPJmyCabN9eIYtaEg/edit

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Indigenous Peoples Day Resource Guide USF 2022

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Environmental Issues are reportedly important to our students.  In my experience, students making change for water and energy use, waste reduction etc.  is much lower. How do we better connect their values into action?

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Perhaps, to have student voices we have 1 ASUSF student rep and 1 GSS student rep w/ titles in this space. They run town halls and can move resolutions forward regarding this initiative. https://myusf.usfca.edu/graduate-student-senate  https://myusf.usfca.edu/asusf-senate/senators — then these senators are also connected in to the board of trustee committees via the president of ASUSF and GSS?

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Prior to my undergraduate experience, I participated in a 4 day backpacking trip which gave me insight into water, food and waste. It could be a great experience for USF students.

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Visiting the Recology center and seeing the volume of waste can be a powerful experience for students.

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Weaving integral ecology content into curricula and extracurricular activities. 

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Weaving integral ecology content into curricula and extracurricular activities. 

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Weaving integral ecology content into curricula and extracurricular activities can be a powerful way to engage students in understanding the interconnectedness of environmental, social, and economic systems. Here are some ways to incorporate integral ecology into curricula and extracurricular activities:

Integrate integral ecology into existing courses: Integral ecology concepts can be incorporated into a wide range of subjects such as biology, physics, social studies, literature, and art. For example, in a biology class, students can learn about the importance of biodiversity and how it is essential for ecosystem health. In a literature class, students can read and analyze works that highlight environmental issues and their impact on society.

Develop new courses and programs: USF can create new courses and programs that specifically focus on integral ecology. These courses can include topics such as sustainable development, climate change, conservation, and environmental justice. USF can also organize workshops and seminars for students to explore these topics in-depth.

Engage students in hands-on learning: Engaging students in hands-on learning experiences is a great way to incorporate integral ecology content into extracurricular activities. USF can organize outdoor activities such as hiking, camping, and birdwatching, to help students connect with nature and learn about the importance of environmental conservation. Students can also participate in community service projects that focus on environmental sustainability.

Collaborate with local organizations: USF can partner with local organizations that are working towards environmental sustainability to provide students with opportunities to learn about integral ecology concepts. For example, students can work with local farmers to learn about sustainable agriculture or participate in beach cleanups to understand the impact of plastic waste on marine life.

Encourage critical thinking and problem-solving skills: USF can encourage students to think critically and develop problem-solving skills by providing them with opportunities to explore real-world environmental issues. Students can analyze data, create proposals for sustainable solutions, and present their ideas to their peers and teachers.

Incorporating integral ecology content into curricula and extracurricular activities can help students develop a deeper understanding of the interconnectedness of environmental, social, and economic systems. By engaging students in hands-on learning experiences and encouraging critical thinking and problem-solving skills, schools can help prepare the next generation to become stewards of the planet.

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Make the education about climate interdisciplinary

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Make the education about climate interdisciplinary

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Day of community service to benefit local environments, in partnership with local organizations

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Day of community service to benefit local environments, in partnership with local organizations

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Create a "teaching activity bank" of materials for faculty, and teaching notes on how to integrate them into classroom sessions, e.g. an activity related to global water scarcity with connected resources (video, readings, podcasts) for a one or two hour active learning session.

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Create a "teaching activity bank" of materials for faculty, and teaching notes on how to integrate them into classroom sessions, e.g. an activity related to global water scarcity with connected resources (video, readings, podcasts) for a one or two hour active learning session.

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Create a required online module with interesting content (reading, videos, quizzes) on each chapter of Laudato Si

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Create a required online module with interesting content (reading, videos, quizzes) on each chapter of Laudato Si