Oregon Educators for Climate Education (OECE) is a statewide group of educators working toward PK-12 climate education integration for Oregon students across all the core subject areas.
Join our Next Climate Education Coalition Meeting!
More details to come soon!
email: oregoneducatorsforclimateed@gmail.com
(tinyurl.com/oeces, if you want to share it!)
Education Sub Committee
This group is working with Subject to Climate, a national organization committed to providing high quality resources to teachers for climate education integration.
Check out our Oregon Climate Education Hub.
Sign up for our free Oregon Climate Curriculum Institute July 24-27.
Legislative Sub Committee
SB 854 Climate Education Bill
Presented to the Senate Education Committee (3/9/23)
Presentation to the Senate Education Committee ------>
SB 854 is introduced at 49:23 and testimony is presented at 1:04:21.
<------- Watch the Education Committee Session.
IN THE NEWS
Oregon Education Association (OEA)
Supports Climate Education Legislation!
OEA Representative Assembly Votes YES!
A sea of green cards showing a resounding YES vote from educators all around the State of Oregon.
Educators Seeking Support from Around the State
A Call For Comprehensive Climate Education
By Bhavika Buddi, Our Climate, Student Westview High School
"With climate education, youth can be exposed to the role humans play in causing climate change, how to adapt to the ever-changing world, and ways to take action in their communities. Climate education can give them hope for the future by providing them with the resources and knowledge they need to bring about change." Read More...
By Gavin Jones, Reuters
"International bodies and pressure groups are calling for climate change studies to become a standard part of the school curriculum worldwide, saying the step is vital to reach targets on cutting greenhouse gas emissions. The United Nations Education, Science and Culture Organisation, UNESCO, said this month that environmental studies should be standard teaching in all countries by 2025."
However, as is clear from what students have told us (example, see page 37) almost no explicit attention is given in their education experiences to climate change, climate justice, or associated topics of sustainable agriculture and natural resource use/reciprocity. Even so, empirical data (example) supports the notion that such efforts not only facilitate students' lower-emission decision-making, but also their willingness to promote related structural changes (further reading).
It's time for Oregon
Oregonians LOVE Oregon
No matter what region of the State, Oregonians love Oregon. Known for its wildly diverse environments and ecosystems, the impacts of a changing climate will affect us all. We and our students care deeply for the health of our state, and we suspect that you do too.
(click links below to see some impacts per region)
What Are Other States Doing?
New Jersey
New Jersey has already implemented Climate-Focused Teaching and Learning Standards (they're embedded in all the content areas listed)
Washington
"The UW Institute for Science + Math Education has partnered with ClimeTime, a Washington public schools initiative for climate science education, to put a $4 million science education grant to work, educating teachers and providing equitable access to STEM education."
Minnesota
"While some educators already teach about humans' impact on the climate, they say writing it into state standards would be added muscle if they face pushback from students or parents. And it would help ensure the topic gets taught." -MPR News
Frameworks for Enacting Climate-Focused Education
Climate-focused education resources and leadership
Several solid frameworks for enacting climate-focused education exist (example a; example b), and such teaching and learning is essential for virtually all aspects of quality of life, and even life itself for many species. Colleges and universities are key, as are primary and secondary settings.
Join Us
Interested in joining our statewide coalition?
Please join this discussion to create and refine concrete ideas for climate change/climate justice teaching and learning objectives that could be supported across K-12 (and beyond) in developmentally appropriate ways in virtually all content areas. We are actively drafting legislation ideas, but wish to do so in partnership with as broad a coalition of Oregon students and educators as possible ahead of teaming with many other stakeholders. We believe teacher voice on these objectives, as informed by our students and our professional expertise, is essential to the success of well-rounded policy implementation. Please invite other Oregon students and educators to this opportunity.
With sincerity and solidarity,
Full Summary
As Reuters' Gavin Jones recently reported, "International bodies and pressure groups are calling for climate change studies to become a standard part of the school curriculum worldwide, saying the step is vital to reach targets on cutting greenhouse gas emissions. The United Nations Education, Science and Culture Organisation, UNESCO, said this month that environmental studies should be standard teaching in all countries by 2025."
However, as is clear from what students have told us (example, see page 37), almost no explicit attention is given in their education experiences to climate change, climate justice, or associated topics of sustainable agriculture and natural resource use/reciprocity. Even so, empirical data (example) supports the notion that such efforts not only facilitate students' lower-emission decision-making, but also their willingness to promote related structural changes (further reading).
New Jersey has already implemented climate-focused teaching and learning standards (they're embedded in all the content areas listed), and the states of Washington and Minnesota are developing their own. For so many reasons, Oregon should be next. Our state is bigger than Uganda, Cambodia, or Great Britain, and has wildly diverse environments and ecosystems. We and our students care deeply for the health of our state, and we suspect that you do too. Several solid frameworks for enacting climate-focused education exist (example a; example b), and such teaching and learning is essential for virtually all aspects of quality of life, and even life itself for many species. Colleges and universities are key, as are primary and secondary settings.
Please join this discussion to create and refine concrete ideas for climate change/climate justice teaching and learning objectives that could be supported across K-12 (and beyond) in developmentally appropriate ways in virtually all content areas. We are actively drafting legislation ideas, but wish to do so in partnership with as broad a coalition of Oregon students and educators as possible ahead of teaming with many other stakeholders. We believe teacher voice on these objectives, as informed by our students and our professional expertise, is essential to the success of well-rounded policy implementation. Please invite other Oregon students and educators to this opportunity.
To join or express legislation ideas, please complete this brief survey (tinyurl.com/oeces, if you want to share it!).
With sincerity and solidarity,
Oregon Educators for Climate Education (OECE)