Students Presented Policy and Practice Briefs to the Youth Climate Action Network

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The course EDUC693F: Teaching Social Justice Through Science, Technology, and Mathematics connects theories about justice in STEM education to meaningful education policy and practice in Massachusetts. As part of this, representatives from the Youth Climate Action Network (YCAN) posed questions/vexations to the class. 

On Thursday, November 21, groups of students in the course presented policy and practice briefs to educators, interested community members, and leaders at YCAN. The groups addressed one of the previously posed issues, offering summaries of relevant research and suggestions for possible policy options and instructional practices in K-12 schools. 

“It’s empowering because the people that we educate, they’re the future leaders, they’re the ones that are going to make change,” said Estefany Argueta, an NSF Graduate Research Fellow and doctoral candidate in the Orgasmic and Evolutionary Biology program in the College of Natural Sciences. Argueta says that through taking the course she’s gained a better understanding of how to best support students and younger generations in getting involved in climate change research and action. She continued, “It’s necessary to have that sense of empowerment early so that they know they are the agents of change and that they are not just learners, they’re doers”

YCAN is a youth-led climate action group based in western Massachusetts with the mission of empowering young people to “add their voices to the climate conversation.” Learn more about and get involved with YCAN.