This page is dedicated to any current happenings, teachings, conferences, workshops, and events that may be taking place around the world.
Events are not necessarily related to or sponsored by Ecotone & Pedagogy unless otherwise specified.
These events are listed here as items of interest and as a poster board for folks who may want to attend current happenings in their own, related, or other fields of educational practice and pedagogy.
If you would like to post current events that are taking place in your area please send the information via the Trail Book page or email: [email protected] and it will be posted upon approval for you.
Events are not necessarily related to or sponsored by Ecotone & Pedagogy unless otherwise specified.
These events are listed here as items of interest and as a poster board for folks who may want to attend current happenings in their own, related, or other fields of educational practice and pedagogy.
If you would like to post current events that are taking place in your area please send the information via the Trail Book page or email: [email protected] and it will be posted upon approval for you.
________________________________________________
Had the Wonderful opportunity to co-present with my fellow colleague Dr. Alison Binger at the "Global Collaborations in Science, Technology, Education, Mathematics (STEM) & Humanities to Advance the Frontiers of Knowledge & Innovation" in India today (March 8, 2021). A wonderful conference and a great way to start any Monday. ________________________________________________ |
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Great Local Garden Project Initiation and Help Needed:
About this project:
Food Happens: A Teaching Garden will provide an environment where all are welcome to come and learn about where our food comes from.
It all started when the creator of the garden project and founder of Weight Wellness Center was doing a nutrition intervention at an elementary school for first and second graders. She was discussing different foods and held up ripe, red tomatoes. She asked the class what they were. "Cherries" exclaimed one girl, " Apples" said another, "Zucchini", "Limes" ... many answered were offered but none of them correct until finally a child yelled out, "Tomatoes!" That alone was bothersome. Then she asked where they came from. "Shop Rite!" was the resounding response. This was when it became apparent that children, especially, need to connect with the food on their plate. But adults have to be on board too to make this happen!
There is an overweight and obesity epidemic in this country. The CDC states that, "If left unchecked, Americans born after the year 2000 will be the first generation of Americans to die at a younger age than their parents." WOW. Connecting families to their food is one step towards helping to address this epidemic.
Research findings published March 2015 in the journal Circulation: Cardiovascular Quality and Outcomes found that of the 9,000 children they studied 40 percent did not have good cholesterol levels, almost none ate a healthy diet regularly, and 30 percent were overweight or obese. If a child starts off with a healthy diet and active lifestyle, he or she is far less likely to develop chronic, expensive diseases that can take years off a productive life. More than 90 percent of children got too little fruits and vegetables, according to the report. Discussions about food, cooking at home, limiting sugary beverages, teaching children about food sources, including them in food shopping and meal preparation are some things parents can do to introduce these concepts to children from a young age. Food Happens: A Teaching Garden will be a way to make this happen.
The Food Happens: A Teaching Garden project will help community members get back to "playing in the dirt" and understanding how much effort goes into producing one red tomato, from so many aspects. Then, when finally experiencing that moment when a ripe tomato, warmed by the sun, is picked, sprinkled with a little salt and bitten into; As those warm juices run down a forearm, it all comes together!
"Garden Angels" have already donated a standing garden bed so people with back or joint troubles, those in wheelchairs, anyone that can't bend or kneel can still participate. A shade canopy has also been pledged, and an outdoor portable garden sink too! This is important because the garden will be made available to the Special Angels Recreation program for children and young adults with Autism. Fragile X, Down Syndrome, Cerebral Palsy, ADD, ADHD and other different needs.The location is ADA compliant and accessible to all. Straw bale planters will be featured predominantly and will complete the space.
Weight Wellness Center™ will donate time in their teaching kitchen to continue the education. By providing cooking demos, tasting events and more, they will fully engage the participants in making the most of the garden bounty in ways that are easy, delicious, nutritious and budget friendly.
Surplus from the garden will be made available to local soup kitchens through the Rock and Wrap It Up™ food recovery program.
The passion that we have for all things food is abundant and will be shared free of charge!
Risks and challengesChallenges ... having a successful Kickstarter campaign! But we have faith that people will help us reach our goal so we can get this program started.
Local community garden clubs that already do straw bale gardening are on board to lend their help and expertise. Students from area colleges and universities will be able to earn credits through internships and practicums, senior centers have agreed to post volunteer opportunities for those individuals that had to give up their gardens when they moved into senior living apartments but who still have a passion for "playing in the dirt", scouts can earn badges and so much more. So - we think hands on help won't be a problem.
With the crazy weather that this area is experiencing, a drought and water restrictions are possible this season, but having learned from my Dziadziu (Grandfather in Polish) a garden can grow anywhere (Passaic, NJ) and water falls from the sky - you just have to grab it. So rain water barrels will be used to hydrate the garden as much as possible. Pests, maybe. Sustainable gardening practices will be used and critters like lady bugs will be released.
Risks are part of life ... handling them knowledgeably and with respect for all people, plants, animals, and the environment will be first and foremost in our approach. Oh - and the key to addressing risks and challenges is not being afraid to ask for help!
Learn about this great project by following the link below:
https://www.kickstarter.com/projects/1486696387/food-happens-a-teaching-garden
About this project:
Food Happens: A Teaching Garden will provide an environment where all are welcome to come and learn about where our food comes from.
It all started when the creator of the garden project and founder of Weight Wellness Center was doing a nutrition intervention at an elementary school for first and second graders. She was discussing different foods and held up ripe, red tomatoes. She asked the class what they were. "Cherries" exclaimed one girl, " Apples" said another, "Zucchini", "Limes" ... many answered were offered but none of them correct until finally a child yelled out, "Tomatoes!" That alone was bothersome. Then she asked where they came from. "Shop Rite!" was the resounding response. This was when it became apparent that children, especially, need to connect with the food on their plate. But adults have to be on board too to make this happen!
There is an overweight and obesity epidemic in this country. The CDC states that, "If left unchecked, Americans born after the year 2000 will be the first generation of Americans to die at a younger age than their parents." WOW. Connecting families to their food is one step towards helping to address this epidemic.
Research findings published March 2015 in the journal Circulation: Cardiovascular Quality and Outcomes found that of the 9,000 children they studied 40 percent did not have good cholesterol levels, almost none ate a healthy diet regularly, and 30 percent were overweight or obese. If a child starts off with a healthy diet and active lifestyle, he or she is far less likely to develop chronic, expensive diseases that can take years off a productive life. More than 90 percent of children got too little fruits and vegetables, according to the report. Discussions about food, cooking at home, limiting sugary beverages, teaching children about food sources, including them in food shopping and meal preparation are some things parents can do to introduce these concepts to children from a young age. Food Happens: A Teaching Garden will be a way to make this happen.
The Food Happens: A Teaching Garden project will help community members get back to "playing in the dirt" and understanding how much effort goes into producing one red tomato, from so many aspects. Then, when finally experiencing that moment when a ripe tomato, warmed by the sun, is picked, sprinkled with a little salt and bitten into; As those warm juices run down a forearm, it all comes together!
"Garden Angels" have already donated a standing garden bed so people with back or joint troubles, those in wheelchairs, anyone that can't bend or kneel can still participate. A shade canopy has also been pledged, and an outdoor portable garden sink too! This is important because the garden will be made available to the Special Angels Recreation program for children and young adults with Autism. Fragile X, Down Syndrome, Cerebral Palsy, ADD, ADHD and other different needs.The location is ADA compliant and accessible to all. Straw bale planters will be featured predominantly and will complete the space.
Weight Wellness Center™ will donate time in their teaching kitchen to continue the education. By providing cooking demos, tasting events and more, they will fully engage the participants in making the most of the garden bounty in ways that are easy, delicious, nutritious and budget friendly.
Surplus from the garden will be made available to local soup kitchens through the Rock and Wrap It Up™ food recovery program.
The passion that we have for all things food is abundant and will be shared free of charge!
Risks and challengesChallenges ... having a successful Kickstarter campaign! But we have faith that people will help us reach our goal so we can get this program started.
Local community garden clubs that already do straw bale gardening are on board to lend their help and expertise. Students from area colleges and universities will be able to earn credits through internships and practicums, senior centers have agreed to post volunteer opportunities for those individuals that had to give up their gardens when they moved into senior living apartments but who still have a passion for "playing in the dirt", scouts can earn badges and so much more. So - we think hands on help won't be a problem.
With the crazy weather that this area is experiencing, a drought and water restrictions are possible this season, but having learned from my Dziadziu (Grandfather in Polish) a garden can grow anywhere (Passaic, NJ) and water falls from the sky - you just have to grab it. So rain water barrels will be used to hydrate the garden as much as possible. Pests, maybe. Sustainable gardening practices will be used and critters like lady bugs will be released.
Risks are part of life ... handling them knowledgeably and with respect for all people, plants, animals, and the environment will be first and foremost in our approach. Oh - and the key to addressing risks and challenges is not being afraid to ask for help!
Learn about this great project by following the link below:
https://www.kickstarter.com/projects/1486696387/food-happens-a-teaching-garden
Upcoming Event posted for a Friend and Colleague: Wonderful Opportunity!
Department of History and Social Science Presents the 2015 Journeys and Passages Grant Series
Religious Epistemology Through A Kuchipudi Dancer’s Journey Shri Krishna Lecture and Dance Presentation
by: Dr. Sabrina D. MisirHiralall Pedagogy and Philosophy Montclair State University
Date: April 9, 2015 Time: 6:00 p.m. to 7:30 p.m.
Venue: L'Hommedieu Hall Amphitheatre Second Floor This event is designed to promote interreligious, interfaith, and intercultural dialogue across the campus community through the phenomenology of religious expression.
See attached flyer for details:
Department of History and Social Science Presents the 2015 Journeys and Passages Grant Series
Religious Epistemology Through A Kuchipudi Dancer’s Journey Shri Krishna Lecture and Dance Presentation
by: Dr. Sabrina D. MisirHiralall Pedagogy and Philosophy Montclair State University
Date: April 9, 2015 Time: 6:00 p.m. to 7:30 p.m.
Venue: L'Hommedieu Hall Amphitheatre Second Floor This event is designed to promote interreligious, interfaith, and intercultural dialogue across the campus community through the phenomenology of religious expression.
See attached flyer for details:
misirhiralall_flyer_4-9-15.pdf | |
File Size: | 1269 kb |
File Type: |
Publishing Opportunity (Posted March 22, 2015):
This wonderful publishing opportunity was shared by one of Ecotone & Pedagogy's FaceBook community members:
Call for Book Chapters:
Pedagogy of Environmental Communication
Co-Editors: Tema Milstein (University of New Mexico), Mairi Pileggi (Dominican University of California), Eric Morgan (New Mexico State University)
We are seeking chapter and assignment/activity submissions for an edited book on the scholarship of innovative and effective teaching and learning in environmental communication. Each semester, more environmental communication courses are added to higher education curricula. Overwhelmingly, those of us who teach environmental communication are developing the courses for the first time for our academic homes. While there have been numerous communities formed through professional associations to assist those of us who teach environmental communication and a few textbooks, the goal of this volume is to reach a wide community of environmental communication scholars and practitioners to provide a resource that helps organize and integrate diverse pedagogical practices, connect and inspire those interested in environmental communication learning, and feature thoughtful, creative, and highly effective approaches to environmental communication pedagogy.
The book will have an international and diverse focus to represent the range of environmental communication learning spaces and approaches, as well as the range of global and local issues our teaching engages. The book currently has interest from a top publisher and the editors are entering the second proposal stage.
The chapter sections of the book include but are not limited to:
(Re)conceptualizing the Environmental Communication Classroom
Diverse Approaches to Teaching Environmental Communication
Transformative Practice: Creating and Empowering Change Agents
An additional section of the book will be devoted to practical sharing of highly effective teaching gifts:
High Impact Environmental Communication Teaching Activities and Assignments
Our call, therefore, is for two types of contributions:
I. Chapters: These scholarly papers will address environmental communication pedagogical practice based on, but not limited to, the themes of: (Re)conceptualizing the Environmental Communication Classroom, Diverse Approaches to Teaching Environmental Communication, Transformative Practice: Creating and Empowering Change Agents
II. Activities/Assignments: These will be particular in-class and out-of-class activities and assignments you as teachers have found highly effective in your own classrooms. They will include a concise essay-like description (400 words max) about the activity/assignment and how it has been effective in teaching, followed by highly accessible and detailed how-to instructions, including learning objectives and evaluation approach.
Consider the following when contemplating your submissions: What are you doing to deepen and connect learning in your environmental communication classes and what innovative strategies are you using that have been highly effective? What approaches have you used to make learning relevant to your students and the world beyond the classroom? How do you design your course, your assignments, develop rubrics, and assess student learning to address environmental communication-specific learning outcomes? How do you include a diversity of voices (race, gender, socioeconomic class, sexuality, global south, animal other, more than human world, etc.) in the learning conversation? How are you integrating praxis and service? How are you collaborating across disciplines? How do graduate environmental communication courses differ from undergraduate? What high impact research and other creative projects have you undertaken with your students? How do you embed your course in local spaces, places, community, practitioner teachers, and environments? How do social media or other 21st Century skills figure in your environmental communication instruction? If reflection is a key component in your courses, how do you achieve this? How are you empowering and supporting yourself and your students to be transformative change agents in both thought and action? Finally, consider how the delivery or format of your submission can be as innovative, interactive, and/or evocative as the pedagogical content you discuss.
Scholars, educators, practitioners, and students across the discipline (and related fields) are invited to submit chapter and/or activity/assignment submissions:
CHAPTER SUBMISSIONS INCLUDE:
(1) a completed version of a paper (5,000-8,000 words including references) or an extended abstract (400-500 words) (APA 6th edition) and (2) a 200-word bio.
ACTIVITY/ASSIGNMENT SUBMISSIONS INCLUDE:
(1) a short essay-like description (400 words max) and how-to instructions, objectives, and evaluation and (2) a 200-word bio.
Due date for consideration: May 11, 2015
By May 11, 2015, email submissions to: either Tema Milstein at [email protected] OR Mairi Pileggi at [email protected]
Note: All submitters will be contacted with decisions by the editors by June 8, 2015. Those given revise/resubmits and those submitting abstracts the editors want to consider further will be expected to submit revisions and/or complete papers by July 31, 2015.
This wonderful publishing opportunity was shared by one of Ecotone & Pedagogy's FaceBook community members:
Call for Book Chapters:
Pedagogy of Environmental Communication
Co-Editors: Tema Milstein (University of New Mexico), Mairi Pileggi (Dominican University of California), Eric Morgan (New Mexico State University)
We are seeking chapter and assignment/activity submissions for an edited book on the scholarship of innovative and effective teaching and learning in environmental communication. Each semester, more environmental communication courses are added to higher education curricula. Overwhelmingly, those of us who teach environmental communication are developing the courses for the first time for our academic homes. While there have been numerous communities formed through professional associations to assist those of us who teach environmental communication and a few textbooks, the goal of this volume is to reach a wide community of environmental communication scholars and practitioners to provide a resource that helps organize and integrate diverse pedagogical practices, connect and inspire those interested in environmental communication learning, and feature thoughtful, creative, and highly effective approaches to environmental communication pedagogy.
The book will have an international and diverse focus to represent the range of environmental communication learning spaces and approaches, as well as the range of global and local issues our teaching engages. The book currently has interest from a top publisher and the editors are entering the second proposal stage.
The chapter sections of the book include but are not limited to:
(Re)conceptualizing the Environmental Communication Classroom
Diverse Approaches to Teaching Environmental Communication
Transformative Practice: Creating and Empowering Change Agents
An additional section of the book will be devoted to practical sharing of highly effective teaching gifts:
High Impact Environmental Communication Teaching Activities and Assignments
Our call, therefore, is for two types of contributions:
I. Chapters: These scholarly papers will address environmental communication pedagogical practice based on, but not limited to, the themes of: (Re)conceptualizing the Environmental Communication Classroom, Diverse Approaches to Teaching Environmental Communication, Transformative Practice: Creating and Empowering Change Agents
II. Activities/Assignments: These will be particular in-class and out-of-class activities and assignments you as teachers have found highly effective in your own classrooms. They will include a concise essay-like description (400 words max) about the activity/assignment and how it has been effective in teaching, followed by highly accessible and detailed how-to instructions, including learning objectives and evaluation approach.
Consider the following when contemplating your submissions: What are you doing to deepen and connect learning in your environmental communication classes and what innovative strategies are you using that have been highly effective? What approaches have you used to make learning relevant to your students and the world beyond the classroom? How do you design your course, your assignments, develop rubrics, and assess student learning to address environmental communication-specific learning outcomes? How do you include a diversity of voices (race, gender, socioeconomic class, sexuality, global south, animal other, more than human world, etc.) in the learning conversation? How are you integrating praxis and service? How are you collaborating across disciplines? How do graduate environmental communication courses differ from undergraduate? What high impact research and other creative projects have you undertaken with your students? How do you embed your course in local spaces, places, community, practitioner teachers, and environments? How do social media or other 21st Century skills figure in your environmental communication instruction? If reflection is a key component in your courses, how do you achieve this? How are you empowering and supporting yourself and your students to be transformative change agents in both thought and action? Finally, consider how the delivery or format of your submission can be as innovative, interactive, and/or evocative as the pedagogical content you discuss.
Scholars, educators, practitioners, and students across the discipline (and related fields) are invited to submit chapter and/or activity/assignment submissions:
CHAPTER SUBMISSIONS INCLUDE:
(1) a completed version of a paper (5,000-8,000 words including references) or an extended abstract (400-500 words) (APA 6th edition) and (2) a 200-word bio.
ACTIVITY/ASSIGNMENT SUBMISSIONS INCLUDE:
(1) a short essay-like description (400 words max) and how-to instructions, objectives, and evaluation and (2) a 200-word bio.
Due date for consideration: May 11, 2015
By May 11, 2015, email submissions to: either Tema Milstein at [email protected] OR Mairi Pileggi at [email protected]
Note: All submitters will be contacted with decisions by the editors by June 8, 2015. Those given revise/resubmits and those submitting abstracts the editors want to consider further will be expected to submit revisions and/or complete papers by July 31, 2015.
A Mindfulness Event at Montclair State University:
Come check out the First Annual Mindfulness Day at Montclair State University on Monday September 22, 2014!
This event organized by: Research Academy for University Learning, the Contemplative Pedagogy and Practice Fellows, in partnership with the Office of Equity and Diversity, the Office of Health Promotion, and the Council of Faith and Spirituality
Guest speakers, fellow colleagues, and I will be presenting on mindfulness practices, pedagogy, and exercises all day!
Download the file below to check out the poster...
Annual Mindfulness Day at MSU | |
File Size: | 527 kb |
File Type: |