[ecrea] Call for Book Chapters: Pedagogy of Environmental Communication

Call for Book Chapters:

Pedagogy of Environmental Communication

Co-Editors: Tema Milstein (University of New Mexico), Mairi Pileggi 
(Dominican University of California), Eric Morgan (New Mexico State 
University)

We are seeking chapter and assignment/activity submissions for an edited 
book on the scholarship of innovative and effective teaching and 
learning in environmental communication.  Each semester, more 
environmental communication courses are added to higher education 
curricula.  Overwhelmingly, those of us who teach environmental 
communication are developing the courses for the first time for our 
academic homes.  While there have been numerous communities formed 
through professional associations to assist those of us who teach 
environmental communication and a few textbooks, the goal of this volume 
is to reach a wide community of environmental communication scholars and 
practitioners to provide a resource that helps organize and integrate 
diverse pedagogical practices, connect and inspire those interested in 
environmental communication learning, and feature thoughtful, creative, 
and highly effective approaches to environmental communication pedagogy.



The book will have an international and diverse focus to represent the 
range of environmental communication learning spaces and approaches, as 
well as the range of global and local issues our teaching engages. The 
book currently has interest from a top publisher and the editors are 
entering the second proposal stage.



The chapter sections of the book include but are not limited to:

(Re)conceptualizing the Environmental Communication Classroom

Diverse Approaches to Teaching Environmental Communication

Transformative Practice: Creating and Empowering Change Agents

An additional section of the book will be devoted to practical sharing 
of highly effective teaching gifts:

High Impact Environmental Communication Teaching Activities and Assignments

Our call, therefore, is for two types of contributions:

I.           Chapters: These scholarly papers will address environmental 
communication pedagogical practice based on, but not limited to, the 
themes of: (Re)conceptualizing the Environmental Communication 
Classroom, Diverse Approaches to Teaching Environmental Communication, 
Transformative Practice: Creating and Empowering Change Agents

II.          Activities/Assignments: These will be particular in-class 
and out-of-class activities and assignments you as teachers have found 
highly effective in your own classrooms. They will include a concise 
essay-like description (400 words max) about the activity/assignment and 
how it has been effective in teaching, followed by highly accessible and 
detailed how-to instructions, including learning objectives and 
evaluation approach.



Consider the following when contemplating your submissions: What are you 
doing to deepen and connect learning in your environmental communication 
classes and what innovative strategies are you using that have been 
highly effective?  What approaches have you used to make learning 
relevant to your students and the world beyond the classroom?  How do 
you design your course, your assignments, develop rubrics, and assess 
student learning to address environmental communication-specific 
learning outcomes?  How do you include a diversity of voices (race, 
gender, socioeconomic class, sexuality, global south, animal other, more 
than human world, etc.) in the learning conversation?  How are you 
integrating praxis and service? How are you collaborating across 
disciplines?  How do graduate environmental communication courses differ 
from undergraduate?  What high impact research and other creative 
projects have you undertaken with your students?  How do you embed your 
course in local spaces, places, community, practitioner teachers, and 
environments?  How do social media or other 21st Century skills figure 
in your environmental communication instruction?  If reflection is a key 
component in your courses, how do you achieve this?  How are you 
empowering and supporting yourself and your students to be 
transformative change agents in both thought and action?  Finally, 
consider how the delivery or format of your submission can be as 
innovative, interactive, and/or evocative as the pedagogical content you 
discuss.



Scholars, educators, practitioners, and students across the discipline 
(and related fields) are invited to submit chapter and/or 
activity/assignment submissions:

CHAPTER SUBMISSIONS INCLUDE:

(1) a completed version of a paper (5,000-8,000 words including 
references) or an extended abstract (400-500 words) (APA 6th edition) 
and (2) a 200-word bio.

ACTIVITY/ASSIGNMENT SUBMISSIONS INCLUDE:

(1) a short essay-like description (400 words max) and how-to 
instructions, objectives, and evaluation and (2) a 200-word bio.
Due date for consideration:  May 11, 2015

By May 11, 2015, email submissions to: either Tema Milstein at 
(tema /at/ unm.edu) OR Mairi Pileggi at (mairi.pileggi /at/ dominican.edu)

Note: All submitters will be contacted with decisions by the editors by 
June 8, 2015. Those given revise/resubmits and those submitting 
abstracts the editors want to consider further will be expected to 
submit revisions and/or complete papers by July 31, 2015.






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