Check out the PIELC.org brochure for several days worth of potentially
relevant presentations that were not presented in Eugene, but may be
ready to go.
Some went ahead as webinars and may be available. The panelists are
part of a generous community that often provides guest lectures. I am
confident that the student organizers would enjoy seeing their efforts
put to good use.
Stay well,
Travis
On 3/18/2020 7:35 AM, Roopali Phadke wrote:
Thanks everyone for your thoughts today. I have one month left in my
environmental policy course and my challenge, which I am sure is
shared, is do I continue business as usual or lean into this crisis
and throw out what I had planned in favor of the kinds of questions
Susi posed.
I am also not confident that Zoom will see us through our "regular"
schedule. On top of that, I think students will burn out after a week
or two and just stop participating if I don't make it feel relevant.
Our campus has given them all the option of taking the semester
pass/fail and most of them have done well enough to just quit and
still pass.
The idea of creating smaller working groups of students who can meet
asynchronously most of the time, with virtual office hour support from
me, seems the way to go. I'd love to know if others are interested in
collectively coming up with a GEP-related COVID question /*and
resource*/ repository.
Best,
Roopali
On Wed, Mar 18, 2020 at 7:22 AM promu...@susannemoser.com
<mailto:promu...@susannemoser.com> <promu...@susannemoser.com
<mailto:promu...@susannemoser.com>> wrote:
Thank you, Ron, for getting my thinking in gear this morning.
I love the emerging ideas of bartering and a cooperative exchange
of speakers. You could also put your budgets together and record a
speaker who then is shared virtually.
BUT, I wonder if you all might consider going beyond form and
logistics, i.e. the HOW of teaching and speakers, to the WHAT?
Somewhere I saw a note about prioritization, but that is just
about weeding out and I doubt you all feel like you had tons of
fluff in your classes to begin with.
So, my thinking this morning went off into a whole new direction,
taking off from the "not burden shifting but burden sharing" idea
I emailed about earlier.
I mean, for a group like this one assembled on this listservs,
doesn't this crisis raise whole new (or new once again) questions
such as:
* how does a global crisis like this affect the conditions for
(international) political and policy cooperation?
* how does a pandemic positively and negatively change the
conditions and outlook for environmental policy making and
implementation?
* what does precarity mean in global environmental politics?
* what can we learn from this health-cum-economic crisis about the
weak spots in our globalized systems?
* how do we make the path to the SDGs more robust to disruption?
Oh, I am sure you all could add fascinating other questions and
all of a sudden the contents of your classes gains a whole new
level of immediacy and relevance. Students will be way more
engaged because everyone's brains are already in this crisis. And
because none of us have the answer to this, you may use zoom
classes and discussion fora and assignments as collective thinking
and learning events than just trying to figure out "delivery
mechanisms."
Heck, universities could once again be places for true
intellectualism and serve society well in this difficult time.
Ok, enough from me in one day. But this was fun! I can imagine so
many variants for any number of classes. The toilet paper case
study will be an utterly real teaching device for oh so many things...
Susi
Sent from tiny phone. Forgive typos
-------- Original message --------
From: Ronald Mitchell <rmitc...@uoregon.edu
<mailto:rmitc...@uoregon.edu>>
Date: 3/17/20 11:31 PM (GMT-05:00)
To: GEPED <gep-ed@googlegroups.com <mailto:gep-ed@googlegroups.com>>
Subject: [gep-ed] just a thought
One other thought on the whole online learning thing – Zoom or
other apps for streaming lectures might be an excellent,
low-carbon way to bring in guest speakers. We could each “trade”
guest lectures on our well-known subjects (the lectures we can
give in our sleep), reducing workload of developing lectures for
us while giving our students better content.
I am not offering to coordinate this – just a suggestion in case
anyone thinks it’s a good idea.
Ron
Ronald Mitchell, Professor
Department of Political Science and Program in Environmental Studies
University of Oregon, Eugene OR 97403-1284
rmitc...@uoregon.edu <mailto:rmitc...@uoregon.edu>
https://rmitchel.uoregon.edu/
IEA Database Director: https://iea.uoregon.edu/
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Macalester College
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