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details:<br>
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-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;"><strong
style="box-sizing: border-box; font-weight: bolder;">CS Talk
Thursday, <i><u>February 8th in the ASH Auditorium at 3:30</u></i></strong></p>
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-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;">Please
join us for this talk, given by a candidate for the Jonathan Lash
Endowed Chair of Environmental Education. <br>
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-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;">Dr.
Aaron Strong, Assistant Professor of Marine Policy at the
University of Maine</p>
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39, 39); font-family: "Open Sans", sans-serif;
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-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;">Environmental
learning and environmental behavior in the Anthropocene: Advancing
sustainability practice through community-engagement and
decision-support tools</p>
<p style="box-sizing: border-box; margin: 1.5rem 0px; color: rgb(42,
39, 39); font-family: "Open Sans", sans-serif;
font-size: 16px; font-style: normal; font-variant-caps: normal;
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-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;">As
the effects of climate change become manifest, the decisions being
made now – by organizations, by governments and by individuals –
about how we attribute and assess climate risk and climate
responsibility and about how we develop, frame and teach
sustainability curricula, have enormous implications for whether
proposed solutions will ultimately advance sustainability and
climate justice or impede it. Here, I present two qualitative
empirical studies which examine the factors that create successful
linkages between experience, learning and pro-environmental
behaviors. Within these two studies, and in all of my work, I
seek to become a part of the solution-space to the challenges of
global environmental change through participatory action research
that normatively seeks to advance sustainability through the
uptake of pro-environmental behaviors across decision-making
scales. First, the last decade has witnessed a large-scale
proliferation of the use of decision support tools, billed as
‘boundary-spanning’ objects that can help decision-makers,
individuals, communities, or policy-makers visualize and trust
information about the changing environment and evaluate trade-offs
in decision-making. Decision-support tools, such as interactive
climate risk maps and carbon footprint calculators, are frequently
being coupled with participatory structured decision-making
processes to enhance the credibility and legitimacy of
sustainability decisions. Here, through a series of two cases, I
present qualitative data that I use to examine the factors that
lead conservation organizations, community-organizers, and
individual resource users to adopt the use these tools. I also
explore the barriers and equity issues that arise in the
deployment of these processes with the goal of informing
participatory sustainability practice. Second, I present evidence
for the effects of community-engaged learning in shaping student
internal narratives about how environmental scientific information
can support sustainability practices in community- and place-based
environmental contexts, and discuss ideas for scaling up these
insights through the development of a novel and broad
sustainability leadership curriculum in higher education.
Collectively, these studies are designed to provide insights into
how our rapidly developing sustainability practices in education
and community engagement can be improved to continue to advance
sustainability and justice in the Anthropocene.</p>
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<pre class="moz-signature" cols="72">--
Timothy D. Zimmerman
Visiting Assistant Professor of Cognition and Education
School of Cognitive Science
Hampshire College
893 West Street
Amherst, MA 01002
p - 413-559-6621
w - <a class="moz-txt-link-freetext" href="https://www.hampshire.edu/faculty/timothy-zimmerman">https://www.hampshire.edu/faculty/timothy-zimmerman</a> and <a class="moz-txt-link-freetext" href="http://sites.hampshire.edu/tzimmerman/">http://sites.hampshire.edu/tzimmerman/</a>
e - <a class="moz-txt-link-abbreviated" href="mailto:tzimmerman@hampshire.edu">tzimmerman@hampshire.edu</a></pre>
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