UC Santa Barbara

April 28th - May 1st, 2021: Climate Justice Symposium for Transforming Education; July 2021 CHESC

Climate Justice Symposium for Transforming Education

In addition to our annual conference, this year, CHESC is providing support to the Climate Justice Symposium for Transforming Education, a project funded by the UC Carbon Neutrality Initiative and the UC Global Climate Leadership Council.  This symposium is being co-organized by California State University and University of California Faculty.

Climate Justice is both a movement and a way of approaching the climate crisis that foregrounds connections between global warming and social injustice.   Climate Justice must be imagined and produced from the standpoint of the impactful work of ongoing Environmental Justice scholarship and activism, which demands that Climate Justice be achieved through Anti-Racism.  Climate justice holds that though U.S. communities of color in the Global North and communities throughout the Global South have contributed less to climate change than communities with more privilege, they are the most likely to experience the worst effects of climate change. Because climate change is an extension of other forms of oppression, these communities’ traditions of resistance must lead the way for identifying climate solutions.

During the symposium, we will be exploring:

  • How to integrate climate justice into higher education curriculum (including into medical school curriculum) and how to scale up these efforts;
  • Community engagement through climate justice curricula;
  • Just and transformative pedagogies; and
  • The role of health in the climate crisis dialogue.

This event is free and open to anyone interested in attending. Sessions will be offered in a mix of pre-recorded and live formats.  All live components of the conference will also be recorded and available after the event, so if the timing doesn’t work for you, we still encourage you to register so that you can receive instructions on how to access the free post-event recordings.  

The virtual event will be hosted April 28th through May 1st. Live sessions will occur between 10am-12pm and 2-4pm each day in addition to pre-recorded sessions available at your convenience.

Registration Link for Attendance:


Recordings of Live Sessions:

*If you require sub-titles, please contact Katie Maynard

Scaling Up Climate Justice in Curriculum

Both the CSU and UC systems have been working on infusing climate change and sustainability into curriculum for many years. How do we build on these early successes to scale up our efforts? Hear from several panelists who have been doing just that. Models for massive open online courses (MOOCs), nearly climate neutral conferences, digital platforms for climate educators, and networks of educators will be discussed.


  • V. Ram Ramanathan, Distinguished Professor of Atmospheric and Climate Sciences, Scripps Institution of Oceanography, UC San Diego.
  • Tracey Osborne, Associate Professor, Presidential Chair, Ernest and Julio Gallo MIST Program, Department of Management of Complex Systems, UC Merced
  • Ken Hiltner, Professor, Environmental Humanities, Director of the Environmental Humanities Initiative, UC Santa Barbara
  • John Foran, Professor, Sociology, UC Santa Barbara
  • Richard Widick, Visiting Scholar, UC Santa Barbara


Climate Change (and Justice) as a Fundamental Learning Objective for Public Health

Dr. Michael Schmeltz along with other members of the American Public Health Association (APHA) are filing an issue brief with the Council on Public Health Education (CEPH) to advocate for climate change as a fundamental learning objective that is built into accreditation requirements for schools and programs of public health. Climate justice plays a key role in defining the inclusion of climate education in the accreditation requirements as climate change is not only environmental or physical in nature, but an inherently social issue and is tied closely with health and social inequities. Children and youth today will continue to face worsening climate impacts that affect their health throughout their lifetime. Future public health professionals will need to be trained to provide clear guidance on ways to prevent and minimize health risks while combating health inequities associated with our changing climate.

  • Michael Schmeltz, Assistant Professor, Department of Health Sciences, CSU East Bay



Climate Justice Integrated Learning
Presentation by Heather Price

Hear from Heather Price, North Seattle College about the Climate Justice Project. From the Climate Justice Project Website “Our students learn about climate change in many of our classes and then they are hungry for what to do with that knowledge and how to connect it within their careers and communities. Climate touches and belongs in every subject we teach, from Humanities (English, art, history, journalism, drama), to business, economics, health sciences, and all areas of STEM.  This project seeks to build bridges between our disciplines to help faculty incorporate climate justice and civic engagement into their core curriculum, in ways that empower students and encourages student retention and success. Faculty who take part in a Climate Justice Institute, or Workshop, design an assignment, lesson, or module, that weaves climate justice and civic engagement into one or more of their classes. This project at North Seattle College is thanks to funding from the National Science Foundation, and additional support from the Office of Instruction and the Office for Equity, Diversity, and Inclusion at North Seattle College.”  Dr. Price will discuss the decision of this project to focus on Climate Justice, what different approaches are needed to infuse Climate Justice into the curriculum rather than sustainability or climate change.   Dr. Price will also address where do we go as a movement to infuse climate justice in curriculum next?  How do we scale up from here?  

  • Heather Price, Lead for the Climate Justice Project, Professor, Chemistry, North Seattle College. 




Why We Have to Transform Curriculum; A Student and Recent Alumni Keynote Panel Discussion

Central to a social justice approach to curriculum, is a commitment to centering the voices of students. During this panel we will hear from students and recent alumna on why they feel it is imperative that we transform curriculum. What topics do our students want and need to learn about? Students are actively planning for their futures and are thinking forward to the challenges ahead and anticipating what they will need in their toolbox to address those challenges. What learning methodologies are most effective for themselves and their peers? Through this panel, we will get to hear the advice of our students.

  • Karly Hampshire, Student, UC San Francisco; Founder and Director, Planetary Health Report Card
  • Neda Ibrahim, Student, Community Resilience Co-Lab, UC Irvine
  • Jessica Parfrey, Recent graduate, EcoVista Transition Initiative, UC Santa Barbara; Programs Coordinator, Transition US; Fellow, Cooperation Santa Barbara



Establishing Sustainability and Climate Justice into the Core Requirements and Expectations for All Students

Climate justice curriculum was first developed by individual faculty who saw the importance within their own teaching and then was expanded though best practice sharing between faculty, growing peer reviewed literature on the importance of climate and sustainable literacy, curriculum workshops, and through the development of networks of faculty who were doing this in their own courses. In order to scale up, it is critical that faculty across our campuses come together to identify the central importance of climate justice in our curriculum. Hear from campuses who have integrated climate and sustainability in general education requirements such as CSU Chico did and into the core academic mission of the University such as UC Merced did in their Hallmarks of Baccalaureate Degrees.

  • Mark Stemen, Professor, Geography, CSU Chico 
  • Catherine Keske, Associate Professor, School of Engineering, UC Merced 


Overview of Climate Health and Justice Plenary

The climate crisis will continue to profoundly impact the planet and human health. Organizations worldwide have issued calls for education on the impacts of climate change on human health and underscored fundamental principles, objectives, and pedagogies for climate-health and eco-health literacy including the focus on climate justice. Although the health sciences schools have not kept up with educating learners about this important societal health impact, individual institutions, students and faculty world-wide have begun to design and implement education in this area.

In this two-part keynote, participants will first hear about the work of the Global Consortium on Climate and Health Education (GCCHE), born from a meeting at the December 2015 COP-21 conference in Paris, and launched in 2017 with the vision that all health professionals throughout the world will be trained to prevent, mitigate, and respond to the health impacts of climate change. This first part of the plenary will address the charge, mission, and work to date of GCCHE in educating at the intersection of human health and climate change and the need to address climate justice in health.

The second part of the keynote will focus on core principles which form the foundation of education about climate justice and health, the powerful and fundamental ways in which climate health and justice education can be taught successfully, and the educational frameworks which can make for transformative teaching moments and educational opportunities.

  • Brittany Shea, Project Director, Global Consortium on Climate and Health Education 
  • Arianne Teherani, Professor of Medicine and Education Scientist at UC San Francisco School of Medicine; Founding Co-director, UCSF Center for Climate, Health and Equity


Forming Interdisciplinary Collaborations: Patience, Listening, and Relationships

Interdisciplinary research must be founded on patience, listening, and building relationships with colleagues from other disciplines. Hear how Computer Science and Public Health faculty are developing partnerships between graduate students to pursue interdisciplinary research.

  • May Wang, Professor, Department of Community Health Sciences, UC Los Angeles
  • Nathaniel Osgood, Professor, Computer Science, University of Saskatchewan


Communicating the Results of Community Based Courses in a Just Way

The perspective of a researcher is a powerful voice in our society. How should we be training the next generation of researchers to communicate the results of their work? Community based course projects offer an important opportunity to discuss how to best represent community voices; how to be aware of your own privilege as a researcher; how to effectively communicate science to the public, policy makers, and to the communities you are serving; and how to uplift the voices of community organizations who have shared their expertise, lived experience, and hard work.

  • Fonna Forman, Associate Professor, Political Science; Director, Center on Global Justice, UC San Diego
  • Jonathan London, Associate Professor, Department of Human Ecology; Director, Center for Regional Change; Co-director, Community Engagement Core, Environmental Health Sciences Center
  • Nia Jones, Graduate Student, Interdisciplinary Graduate Program, UC Berkeley



Applying Student Measures of Success to a Climate Change and Disaster Management Course

Miryha Runnerstrom is an Associate Professor of Teaching and the Associate Director for the Undergraduate Program in the Program of Public Health at the University of California, Irvine. Miryha teaches courses on environmental quality and health (PH60), climate change and disaster management (PH172), health and global environmental change (PH173), and public health and wellness (PH150). Miryha also teaches the public health honors thesis course (PH H192). Miryha’s research interests include behavioral and environmental influences on health and well-being, the scholarship of teaching and learning, as well as how rapid global environmental changes are affecting the health of the world’s populations.



Keynote with Catherine Flowers 

Catherine Flowers, Founder and Director, Center for Rural Enterprise and Environmental Justice; Professor of Practice, Duke University (she/her) is the founder of the Center for Rural Enterprise and Environmental Justice, which seeks to address the root causes of poverty by seeking sustainable solutions. She is the Rural Development Manager for the Equal Justice Initiative which serves the citizens of Lowndes County, one of the ten poorest counties in Alabama’s Black Belt; Catherine brings significant resources to address its many environmental and social injustices. Her work there addresses the lack of sewage disposal infrastructure and the legacy of racism and neglect stretching back to the time of slavery.

Catherine is an internationally recognized advocate for the human right to water and sanitation, and she works to make the UN Sustainable Development Agenda accountable to frontline communities. She is a Professor of Practice at Duke University.


Developing Successful Masters Thesis Projects with Community Partners

Sustainability and climate themed Masters programs often dedicate a substantial portion of the learning experience to working with real-world clients. Though these projects are of a large scale, they have many best practices to share in terms of how to develop and maintain relationships with off-campus partners, how to ensure their students gain the best learning experience while still meeting the client’s needs, and how to use these real world challenges to expose students to holistic thinking about climate justice.

  • Sean Kerr, Academic Programs Manager, Bren School of Environmental Science & Management, UC Santa Barbara 
  • Donald Strauss, Founding Chair, Urban Sustainability Master of Arts Program, Antioch University Los Angeles.

Educating Public Health Students for the Future of our Climate

Jason Smith is the Chair of the CSUEB Public Health Program where they integrated climate as a core learning objective in 2018. Dr. Smith will highlight what our students know about climate and health and what they will need to know to be successful in public health moving forward.

  • Jason Smith, Chair, Associate Professor, Department of Health Sciences, CSU East Bay


Climate Justice in Continuing Education 

The Environmental & Climate Advocacy, Leadership & Activism Professional Certificate empowers students to become a leader for change – students learn how to transform the climate crisis into an opportunity for deep and positive social change! This certificate enables the next generation of leaders, advocates, and scholar-activists in environmental and climate justice by providing them with essential learning and skills that will make them more attractive to employers looking for environmental leaders.

  • David Pellow, Chair, Professor, Environmental Studies, UC Santa Barbara
  • John Foran, Professor, Sociology, UC Santa Barbara

Teaching Holistic Perspectives

Holistic thinking is as important to a student’s development as critical thinking. In the past, efforts to infuse sustainability or climate into curriculum often focused on easy tools to embed a module or single lesson into an existing class.  This is an important starting place, but can result in Climate Change being isolated to a distinct portion of a course.  Faculty on this panel will make the argument that we should be applying climate justice and holistic thinking into assessments of each reading, case study evaluation, paper review, etc.  Holistic thinking must take into account social justice, climate justice, health equity, and environmental justice more broadly.

  • Catherine Carpenter, Adjunct Professor, UC Los Angeles
  • Jennifer Mangold, Director of Fung Fellowship, UC Berkeley
  • Nia Jones, Graduate Student, Interdisciplinary Graduate Program, UC Berkeley
  • Oladele Ogunseitan, Presidential Chair, Professor, Public Health, UC Irvine


Planetary Health as a Lens for Interdisciplinary Thinking and Collaboration

Planetary health refers to the health of human civilization and the state of the natural systems on which it depends. (Rockefeller Foundation-Lancet Commission on Planetary Health). This session will explore how the framework of Planetary Health has been used to explore interdisciplinary teaching and research partnerships.

  • Samantha Ying, Assistant Professor, Soil Biogeochemistry, Co-Director, UCGHI Planetary Health Center of Expertise
  • Katie Maynard, Sustainability Officer, UC Santa Barbara


From Counting Carbon to Communities of Care: How justice has transformed the climate movement.

Keynote Talk with Gopal Dayaneni

Over the past decade the center of gravity of the movement to address the Climate Crisis has shifted from talking only about atmospheric concentrations of CO2 to centering the questions of justice and equity not only in understanding the causes and consequences of the crisis, but how we approach the science and solutions. Gopal will share some of how he is attempting to integrate justice, ecology, science and systems thinking into his teaching about climate.

Embedding Climate Justice in Non-didactic Medical School Programs

After the first two years of medical school, students have completed most of their didactic courses, but still have several more years of school. How can Climate Justice be integrated into this important part of a medical student’s education? The panel will explore the use of grand rounds, direct engagement in local projects that integrate health and climate justice, and how faculty are introducing students to the importance of leadership and public service.

  • William Pevec, Professor, Chief, Division of Vascular Surgery, Department of Surgery, UC Davis Health
  • Helene Margolis, Associate Adjunct Professor, UC Davis Health 


Closing Reflections Climate Justice Symposium for Transforming Education

Please join the California State University and University of California Faculty Planners of the event for a reflection on the sessions of the conference and a discussion of where we go from here.  

  • Sarah Ray, Professor, Sarah Ray, Environmental Studies, Humboldt State University 
  • Ugo Nwokeji, Associate Professor, African American Studies and African Diaspora Studies, UC Berkeley
  • Arianne Teherani, Professor of Medicine and Education Scientist at UC San Francisco School of Medicine; Founding Co-director, UCSF Center for Climate, Health and Equity
  • Tracey Osborne, Associate Professor, Presidential Chair, Ernest and Julio Gallo MIST Program, Department of Management of Complex Systems, UC Merced
  • Ken Hiltner, Professor, Environmental Humanities, Director of the Environmental Humanities Initiative, UC Santa Barbara
  • John Foran, Professor, Sociology, UC Santa Barbara
  • Richard Widick, Visiting Scholar, UC Santa Barbara
  • Mark Stemen, Professor, Geography, CSU Chico 


Lightning talks 

Check out our lightning talks here. You can share your feedback and provide a score for lightning talks you attended here on our audience ranking form. Please note that you can submit a new response to this form for each lightning talk you watch.  


Project-based, community-engaged, cross-campus efforts to address climate and climate justice issues on regional scales

By Daniel Fernandez

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This talk addresses the implementation of the international “Educational Partnerships for Innovation in Communities Network” (EPIC-N) program, how it has been implemented at CSUMB in a program known as the “Sustainable City Year Program” and how versions of it have been (and can be) implemented at other universities, resulting in an enormous leverage of student energy and enthusiasm applied to address critical regional challenges. A common feature of EPIC-N programs is the partnership between an institution of higher education and the regional community with a goal of integrating multiple different university classes of students across the curriculum into projects that address regional climate-related, health-related, educational, and justice-related topics.

In addition to providing much-needed assistance to many of our public institutions that are grappling with understanding and communicating the scope of disparities and climate-induced changes, this model provides students with the opportunity to engage in projects that very meaningfully and practically implement the skills that they learn within the participating classes. Successful implementation of this program typically represents a “win” for all parties involved, the participating students, the faculty and staff at the university, and the engaged community partner.

Education for Sustainable healthcare in the Local Context

By Arya Nikjoo 

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Education for sustainable healthcare (ESH) refers to curriculum that integrates the relationship between the climate, environment, and human health. It is essential for future healthcare professionals to have a solid foundation in ESH to care for and educate their patients about the impact of climate on health. To date, the literature on ESH has been sparse in the health professions. For students to comprehend the impact of climate and environment on patient care, connecting these changes to a local health context is critical. Community-engaged medical education (CEME) underscores an interdependent and reciprocal relationship between the community served and health professions school. We aimed to determine how ESH can be integrated within CEME, in order to incorporate local community issues into the health professions curriculum. Fifty-one student, faculty, and community experts were identified and interviewed to gather their perspectives. Participants underscored that ESH should be incorporated within a local context by engaging with community members, integrating community-relevant issues in the curriculum, and partnering with local organizations. These changes will allow for students to see relevant climate and health concerns encountered within their communities.

Student-Driven Climate Change Elective in the Preclinical Medical School Curriculum

By Charlotte Young 

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Despite the significant threat climate change poses to human health, the US medical curriculum requires little content about the science of climate change or its health impacts. The UCSF School of Medicine is an innovator in education and clinical care, but includes little required learning about climate justice. We describe a student-driven elective on climate and health designed to provide learning opportunities, connect learners to faculty mentors and form peer support and advocacy networks. Our elective equipped students with knowledge of superstructures potentiating climate change, data about associated health outcomes and community level efforts to impart meaningful change, by inviting expert discussants from various domains (reproductive health, nutrition, public policy, etc.) to present their research and field student questions. Holding the course remotely for the first time in 2020 allowed the recording of these talks, which could be disseminated to learners unable to attend live sessions, and for their eventual publication on the UCSF Center for Climate Health and Equity website for public viewing. Our ultimate goal is to garner student interest to catalyze integration of this vital content into the formal curriculum across institutions.

Curiosity and Empowerment in American Education

By Marc Vukcevich

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The K-12 American education systems dulls students into being unthinking and uncritical. This effect lingers into colleges and universities. When people, do not even think to ask ‘why’ or ‘how’ or ‘what is the effect of that’ we accept the world as it is rather than challenging it to be better. It makes climate change either a completely unstoppable force or something we will eventually and inevitably solve. The moral arc of the universe does not bend towards justice naturally — we, the people and the organizers and the community leaders, we bend it.

Swedish Hydrogen House, A Case Study

By David Blekhman 

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The video presents a trailer for a full 15 min documentary that is an introduction to a case study for the environmental justice expressed through green technology and innovation by a Swedish inventor and entrepreneur Hans-Olof Nilsson. The documentary presents the Hans-Olof’s vision to live off-grid in a net-zero house. And if that can be accomplished in Sweden, it can be applied everywhere. The house contains all of the green technologies collected in one place: solar power, battery energy storage, electrolysis, hydrogen storage, fuel cells, underground thermal well and many more. This house is a poem to the environmental justice-an opportunity of carbon free living and respecting the nature around you. For the author, who is foremost an educator, this video was an opportunity to create a record of this magnificent technological marvel to serve as an introduction to a case study in the Sustainable Energy and Transportation program at Cal State LA. From the beginning it was planned to be an educational, training video with technical details added throughout the video explaining how this house operates by storing solar-hydrogen energy in summers and using it during sunless winters. The video was also placed on YouTube for public access and available though “Sikand Hydrogen House” search.

Radical Graphics: Climate Justice through Creative Expression

By Stephen Nachtigall

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Radical Graphics: Activism & Climate is a collaborative, interdisciplinary art class taught at Humboldt State University. In this class, students communicate their ideas and research via creative expression in a supportive, multi-disciplinary community. This talk will highlight some of the work produced in the class and present frameworks for applying artistic expression to climate justice.

Implementation and Relevance of Climate and Health Education (CHE) for Medical Students

By Raj Fadadu

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As the climate crisis intensifies, it is increasingly important for medical students to learn to incorporate its associated health effects on their list of differential diagnoses. They must also recognize the inequitable distribution of health effects that resonate throughout communities and systems. Currently, however, medical education does not sufficiently cover climate and health topics. It must be reformed to teach medical students about these topics and present them within an interdisciplinary framework that addresses sources, effects, solutions, and justice. This talk will describe key thematic components of climate and health education (CHE) for medical students, their relevance for clinical practice and public health, and pedagogical approaches for curriculum implementation. In addition, it will highlight useful frameworks for teaching students about health inequities related to climate change and preparing them to advocate for climate justice. If we expect that physicians address the health effects of the climate crisis in their clinical practice and beyond, medical schools are ideally positioned to drive this transformation by integrating CHE.

The Planetary Health Report Card: An Institutional Advocacy Tool

By Karly Hampshire

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The Planetary Health Report Card is a metric-based institutional advocacy tool developed in 2019 by medical students at the University of California, San Francisco School of Medicine. The report card is divided into five sections—curriculum, research, community outreach and advocacy, support for student-led initiatives, and sustainability– each comprised of actionable metrics with point tiers corresponding to levels of planetary health and climate justice engagement. Annually, student-led teams elect to complete the report card in collaboration with faculty and administrators. In doing so, they join a community of like-minded students from medical schools all over the world, sharing ideas for effective institutional advocacy, relating struggles, and sharing examples of successful proposals to address metrics. Since 2019, the initiative has grown from a grassroots pilot at two bay area medical schools to an international initiative consisting of over 60 medical schools in four countries. This presentation will explore how a metric-based, student-led tool can be implemented to hold institutions accountable, breaking down the immensity of the climate crisis into discrete, actionable steps for curricular reform.

Reimagining Academic Travel in a Post-COVID World

By Stephen Ettinger

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We have the opportunity to reimagine our relationship with academic and business travel. As healthcare providers and scientists, many of us have committed our careers to helping others and disseminating knowledge. However, the carbon emitted from our air travel in those pursuits is literal fuel for a climate crisis that is affecting our patients and communities at home and abroad. Those with the fewest resources are most vulnerable to the effects of climate change. In the same stroke, while much of our community is committed to creating a more equitable and just environment for underrepresented minorities (URiM) in medicine and academics, our relationship with travel perpetuates systems of colloquia that have historically excluded physicians and academics who are women, black, and latinex. The Covid-19 pandemic has halted academic travel, forcing many traditionally ‘in-person’ events online. In doing so, it has leveled the playing field for many who would not otherwise have the resources or time for extensive academic travel, and simultaneously fractioned our global carbon emissions. We are working to change the travel culture at our institution in hopes that as goes UC will go the rest of the academic community.

Our Next Patient: Planet Earth

By Neha Pondicherry

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According to the WHO, 24% of ALL global deaths are linked to the environment, which translates to roughly 13.7 million deaths a year, a statistic staggeringly higher than the rates of worldwide death due to cancer, malaria, TB, and cholera combined. As future health providers, disease and death due to environmental health will affect a vast majority of our patients and is an undeniable urgent public health concern. Given the current rate of global warming and slow rate of change in environmental policies, it is crucial to act and advocate now for environmental justice. It is especially important to focus on how environmental changes have affected population health as a whole, but also how it has disproportionally affected marginalized communities. One avenue to advocate for climate change and its impact on health is through implementation of climate change curriculum into medical schools. I think environmental justice curriculum is critical to learn how we can serve as better advocates for the environment and our patients’ health as a result.

Empowering students to advance climate justice through the Wikipedia Assignment

By: James Riddell

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Advancing climate justice requires students to combat climate injustice and create innovative solutions to the climate crisis in their careers and communities. Therefore, all students need to have an interdisciplinary understanding of climate justice. We are building a model to teach climate justice across all UCSD departments, enabling interested instructors to integrate climate justice into their existing courses without impacting student time-to-degree.

This year Prof. Karl Gerth and I redeveloped his Chinese history course to include climate justice throughout, which is being taught this term. A highlight of this course is the Wikipedia Assignment, where students revise current (or create new) Wikipedia entries focused on how the climate crisis disproportionately impacts minority groups in China within the context of global capitalism and the Chinese state.

The Wikipedia Assignment can be adapted to almost any course as a writing component. This assignment empowers students to advance climate justice through direct engagement with the global Wikipedia community and hone their critical reading, writing, and research skills. Ultimately, our goal is to ensure all students graduate with the knowledge, skills, and confidence necessary to advance climate justice in their careers and communities, whatever and wherever they may be.

Climate Justice on Stolen Lands? Indigenous Cultural Burning and (Re)claiming Traditional Land Stewardship Practices

By Melinda Adams

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Throughout California, Native American Tribes are actively managing the effects of climate change with innovative strategies and Traditional Ecological Knowledge. Prescribed burns are an example of applied TEK and can be viewed as “climate action”. In winter 2019, 2021 and 2021, the course “Keepers of the Flame” was offered through the UC Davis Plant Science Department and Department of Native American Studies. This course introduced students to the significance and long-term benefits of revitalizing cultural fire with the Patwin Peoples of California, whose traditional homelands the University of California, Davis occupies. Here, we offered hands-on learning experiences working with Indigenous cultural practitioners and engaged with Tribes in California to carry out cultural burns. The goals of this work were to: (1) understand and reclaim the reciprocal relationships and land stewardship ethics that Native Americans hold (climate justice) (2) absorb how cultural burns can slow fire frequency/intensity throughout California, and to a greater extent, reduce the effects of climate change. In a broader context, this work will assist in (re)building relationships with the Native American Tribes whose traditional homelands we currently reside. In the spirit of reconciliation, UC Davis must be at the forefront in moving beyond Indigenous Peoples land acknowledgement, toward actionable futurity.

Social, Environmental and Financial Sustainability for Health Professionals

By Miss Kiana Mostaghimi

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Despite growing concern about the climate and ecological emergency, and government commitments on carbon reduction, health professionals lack the knowledge and skills to reduce the environmental footprint of healthcare. Integrating sustainability into quality improvement (QI) addresses environmental justice in healthcare as a core part of professional practice.

This talk introduce sustainable quality improvement principles and examines how they can improve quality and value through the lens of a “triple bottom line” to develop preventative, holistic, lean, low carbon care for all.