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Introduction

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H5P Activities

26 results

Climate Justice in Your Classroom

CC BY-NC-SA (Attribution NonCommercial ShareAlike) English

Author(s): Affiliates of the UW Program on Climate Change

Editor(s): Isaac Olson, Madeline Brooks, Miriam A. Bertram

Subject(s): Educational: Environmental science, Climate change, Social impact of environmental issues, Social discrimination and social justice, Higher education, tertiary education

Institution(s): University of Washington, North Seattle College

Last updated: 08/09/2023

With the increased effect of anthropogenic climate change, the impact of environmental issues on human societies has never been more essential to understand. With science-backed research showcasing that human activities are actively worsening the effect of many environmental issues including severe temperatures, natural disasters, and biodiversity loss, there is severe need for all, whether we are scientists, activists, educators, or policy-makers, to take action. However, the global nature of both our society and the dangers we are facing necessitates careful consideration in analyzing and combatting environmental issues in a modern world. To properly adapt to and mitigate these issues, which may directly target specific communities or affect societies across the globe, not only do we need a proper grasp of environmental and climate science, but we need to ensure that solutions are mindful of the communities and ecosystems that are affected. We must not be content with climate and environmental solutions that fail to consider diversity, equity, inclusion, and accessibility as key tenets. In short, justice must be at the heart of our climate and environmental work going forward.

Yet, facilitating just solutions cannot be done while the institutions that teach the next generation fail to highlight climate and environmental justice in their teachings. Without a natural and focused inclusion of DEIA values in environmental courses in higher education, there is reduced capacity for students who wish to engage to garner an understanding of what just solutions look like and how to implement them. This book seeks to remedy that gap.

Throughout this book, we synthesize the current efforts towards including climate, environmental justice, and civic engagement in courses taught at the University of Washington – Seattle. These examples range from specific lessons on environmental injustice to course-long integration of climate justice values, and include course details, lesson plans, and other resources provided by course instructors in an easy-to-access format. The chapters in this book each constitute a real method of integrating climate and environmental justice into a course, and thus provide a bounty of instruction for increasing the inclusion of justice in course material for instructors across any discipline. Lessons will be regularly added to the book as they are implemented and adapted. The existence of this book marks not only the history of environmental justice in courses at the UW, but also the emphasis on the topic of justice that the college is placing in the current day, as well as serving as a guide or model for instructors to use as more courses begin to fully integrate justice into their curriculum. Through this work, we can be more reliably assured that the people we are training to practice civic engagement and climate and environmental action can not just protect the planet, but preserve the life of the people, communities, and ecosystems who depend on it.

This book has been created with support from the University of Washington Program on Climate Change, the UW Program on the Environment, and the University of Washington College of the Environment, especially from material created at our annual Climate and Environmental Justice Faculty Institute.

Our Voices: A Guide to Citing Personal Experience and Interviews in Research

CC BY-NC-SA (Attribution NonCommercial ShareAlike) English

Author(s): Emily Willard, Emma Macdonald-Scott, Jake Lally

Subject(s): Education, Research methods: general, Higher education, tertiary education, Social pedagogy

Institution(s): University of Washington

Publisher: UW PressBooks

Last updated: 23/05/2023

Our hope is that this guide to citing personal experience and interviews meets our goal of supporting students to produce their own knowledge, as well as honoring the academic value of their lived experience and the experiences of their families and communities. Through the use of a set of guidelines we created for students to cite personal experience and interviews, we found students self-reported increase in engagement and success in academic assignments. We propose this set of guidelines are an important practical tool for critical, feminist, and anti-racist pedagogy, as well as a method for teaching ethical research.

Black Lives Matter Collective Storytelling Project

CC BY-NC-ND (Attribution NonCommercial NoDerivatives) English

Author(s): A University of Washington Tacoma cross-course collaboration between TSOC 265 and TCOM 347 courses.

Subject(s): Cultural and media studies, Society and culture: general, Sociology

Publisher: University of Washington Tacoma and University of Washington Libraries

Last updated: 22/05/2023

Stories From The Place of Sports in The University, 2022 Edition

CC BY-NC-SA (Attribution NonCommercial ShareAlike) English

Author(s): Students in The Place of Sports In The University

Editor(s): Jennifer Lee Hoffman

Subject(s): Moral and social purpose of education, Higher education, tertiary education, Sports and Active outdoor recreation

Institution(s): University of Washington

Last updated: 25/10/2022

This book showcases student exploration the role of sports in cultivating the collegiate ideal in their own college going experiences. Topics include the influence of esports, recreational activities, intramural, club, and spectator sports on pre-college choices and campus life. Students individually and collectively investigate how sports activities cultivate the collegiate ideal through ceremonies, stories, rituals and rites of passage, and unique language; all of which are most well understood by insiders to the campus community (Toma, 2010; Toma & Kezar, 1999). Using the inquiry tools of autoethnography, students highlight their individual and shared experiences of ‘going to college’ and the role of the collegiate ideal.

Telling Our Stories

CC BY-NC-ND (Attribution NonCommercial NoDerivatives) English

Author(s): TCOM 347: Television Criticism

Subject(s): Cultural and media studies

Publisher: University of Washington Tacoma and University of Washington Libraries

Last updated: 02/08/2022

The Telling Our Stories project is designed so students work in teams to document and produce short digital stories highlighting the experiences of other UW-Tacoma students with regards to one or various aspects of their identity, whether related to race, ethnicity, class, gender, sexuality, disability, place of origin, etc. The goal is to understand how student’s identity, and overall way of seeing the world, affect their college experience, whether in the classroom or on other spaces across campus.

Through this course, students have engaged in conversation about their own social identities and their positionality in relationship to the people they are interviewing. The project employs different elements of pre-production, production and post-production, skills the students have begun to learn through this class. In addition to the videos, students have also developed this online platform where the work can be viewed and made accessible to the public.

I'm All Ears

CC BY-NC-ND (Attribution NonCommercial NoDerivatives) 69 H5P Activities English

Author(s): Jorge González Casanova

Subject(s): Language and Linguistics, Language learning: grammar, vocabulary and pronunciation

Last updated: 06/05/2022

Jacob Lawrence in Seattle

CC BY-NC-ND (Attribution NonCommercial NoDerivatives) English

Author(s): Juliet Sperling, Alexander Betz, Thomas Star, Ashley Tseng, Bailee Strong, Elizabeth Copland, Elizabeth Xiong, Grace Fletcher, Kate Whitney-Schubb, Kira Sue, Ryan Hawkins, Samantha Seaver, Mingjie Ma, Maya Green, Nicolas Staley, Monica Ionescu

Editor(s): Juliet Sperling

Subject(s): History of art, Individual artists, art monographs, Public art, Portraits and self-portraiture in art

Last updated: 02/11/2021

Jacob Lawrence (1917-2000) is widely recognized as one of the most important American artists of the 20th century. He is best known for epic multi-panel narratives like the Migration Series (1940-1941) and Struggle: from the History of the American People (1954-56), which he created as a young artist living and working in in New York City. The second half of Lawrence’s career, which he spent in Seattle as a Professor of Art at the University of Washington, has received far less attention. The essays in this volume, researched and written by the participants in the Spring 2021 art history seminar “Art and Seattle: Jacob Lawrence” at the University of Washington School of Art + Art History + Design, fill in this gap. In so doing, we take our lead from the artist’s own framing of the Seattle period as a critical stage in his artistic development, in which conceptual and formal concerns explored across his long career converged and became more of the sum of their parts.

Virtual REACH Program 2020

CC BY-NC-SA (Attribution NonCommercial ShareAlike) 12 H5P Activities English

Author(s): Dr. Kristen Clapper Bergsman, Dr. Eric H. Chudler

Editor(s): Dr. Kristen Clapper Bergsman

Subject(s): Neurosciences, Biomedical engineering, Medical ethics and professional conduct

Publisher: Center for Neurotechnology, University of Washington

Last updated: 14/06/2021

Building a Greener Future: A UW Research Report into Seattle's Climate Justice Movement

CC BY-NC (Attribution NonCommercial) English

Author(s): the English 121 Class

Last updated: 10/02/2021

The Creative Process

CC BY-NC-SA (Attribution NonCommercial ShareAlike) 38 H5P Activities English

Author(s): ART480 Art Honors Fall 2020

Subject(s): The arts: general topics, Ceramics, mosaic and glass: artworks, Paintings and painting, Photography and photographs, Interdisciplinary studies

Publisher: University of Washington

Last updated: 10/02/2021

This book was created by seniors in the 2020-2021 Art BA Departmental Honors program in the School of Art + Art History + Design, University of Washington, Seattle.
The students in the Honors in Art track come from the four concentrations of the
Division of Art:
3D4M: Ceramics + Glass + Sculpture,
Interdisciplinary Visual Arts,
Painting + Drawing,
and Photo/Media.

The book presents first-person accounts of the creative process by a diverse group of makers as they develop artwork, consistently question habits, meanings, and inspirations while interfacing the world during uncertain times.