The recent UC-CSU Statewide Meeting provided an insightful introduction to professional skills in research , led by graduate student mentors Liyang Wang and Sandra Dansereau . Attendees explored the significance of interpersonal and professional skills such as communication, leadership, problem-solving, and resilience , which are essential for success in both academic and professional settings.

Participants engaged in a word cloud activity to collectively identify and reflect on key soft skills, followed by discussions on how these skills apply in research and daily life. This meeting underscored the transferable value of soft skills in research, emphasizing their role in effective collaboration, navigating challenges, and fostering emotional resilience—particularly in climate-related research.

Stay tuned for future sessions aimed at strengthening both technical and professional competencies within the UC-CSU research community!

Professional skills student interns believe are important in research.

The UC-CSU Climate Change Literacy Internship Program recently hosted a series of fireside chats featuring distinguished experts at the intersection of climate science, education, justice, and innovation. Dr. Deb L. Morrison , ECCLPs Steering Committee member and Coordinator for UC’s Center for Climate Justice, emphasized the importance of systemic change in fostering equitable climate learning and action. She highlighted the need for research-practice-policy partnerships to address socio-ecological challenges while advancing justice and sustainability. Similarly, Dr. Christina Kwauk , a social scientist and policy analyst specializing in gender, education, and climate action, underscored the transformative role of climate education in promoting a feminist planetary consciousness. Her insights on equipping individuals with diverse green skills provided attendees with tangible strategies for advancing a just and inclusive transition to a sustainable future.

In another session, Dr. Branden Brough , Director of the National Nanotechnology Coordination Office (NNCO) and Assistant Director for Nanotechnology at the White House Office of Science and Technology Policy (OSTP), shared his career journey and insights into the Nano4EARTH initiative , which leverages nanotechnology for climate solutions. He encouraged interns to embrace interdisciplinary collaboration, seek mentorship, and explore career pathways that integrate science, policy, and environmental action. Through these fireside chats, UC-CSU interns gained invaluable perspectives on how they can contribute to climate solutions, reinforcing the program’s commitment to developing the next generation of climate leaders.

Education holds the power to transform our approach to climate change, moving beyond traditional models to foster a deeper understanding of its complexities. By emphasizing meaningful connections and holistic learning, we can empower individuals and communities to address the challenges of climate change, while strengthening their relationships with each other and the planet.

This month, we are highlighting the fourth paradigm shift for climate teaching and learning: moving from minimal acknowledgment of climate change’s impacts on social inequity and injustice to adopting a holistic approach. This paradigm emphasizes the interconnectedness of social justice, environmental justice, racial justice, and Indigenous sovereignty. It underscores how climate impacts are unequally distributed and highlights the need to hold systems, rather than individuals, accountable for these disparities.

By recognizing the systemic nature of climate challenges, this shift fosters a more inclusive and collective approach to climate solutions. It calls for empowering students to critically examine structures of inequity and take collaborative action, ensuring climate education reflects the realities and complexities of addressing both social and environmental injustices.

Join us as we explore each of these paradigm shifts and the profound ways they can shape the next generation of climate leaders.Read more about ECCLPs' Six Paradigm Shifts for Climate Teaching and Learning on our website .

The Innovations in Sustainability Education (ISE) journal is a new peer-reviewed, open-access publication supported by the UC-CSU ECCLPs network. We invite submissions showcasing research and practices in environmental and climate change education for PK-12 learners. If you have insights, strategies, or research to share, we encourage you to submit your work! The Call for Papers is open until April 1, 2025 .

For more details and to submit your work, please visit our website . Please share this opportunity with colleagues who may be interested. Thank you for contributing to the future of sustainability education!

Let’s harness our collective expertise, amplify our impact, and support educators together! We’re excited to offer PK-12 teachers access to incredible micro-courses offered by statewide and global partners through our new professional learning platform. This is a fantastic opportunity to elevate your organization’s visibility by showcasing your course and using our network to increase your reach. Submit your micro-learning experiences to be spotlighted to further connect today! Submit interest here.

Dr. Lauren Fletcher , Assistant Professor of Education in Elementary Reading at California State University Stanislaus, has been leading the way in integrating environmentalism into literacy education. As a member of the ECCLPs PK-12 Teaching & Learning Committee, she expands on her work with pre-service teachers. Fletcher bridges environmental education and foundational literacy skills, fostering a new generation of educators who view environmental stewardship as a core component of teaching. Her efforts are rooted in her belief that education shapes not only skills but also the identities, leadership qualities, and global citizenship of students.

Fletcher’s innovative approach involves using children’s literature to explore environmental themes, empowering future teachers to create meaningful classroom experiences that connect literacy to environmental justice. By collaborating with the Environmental Climate Change Literacy Projects (ECCLPs) PK-12 Teaching and Learning Committee, Fletcher has helped design model curricula that align environmental education with California's Teaching Performance Expectations (TPEs). Her research and practice provide a transformative framework for integrating environmental literacy into teacher preparation programs, equipping educators to address climate and social challenges while inspiring action among students.

ECCLPs applauds Fletcher's contributions and encourages educators and community partners to share their stories to expand collective efforts in building K-12 climate literacy education. Through collaboration, Fletcher and ECCLPs aim to amplify the impact of environmental education across California, fostering informed and proactive global citizens. Explore Dr. Fletcher's full story in the ECCLPs Case Study Hub by clicking here!

Grades of Green’s free LAUNCH program provides nearly 50 Step-by-step Eco-Lessons that include instructions, videos, and resources giving teachers and students the ability to take action on climate issues in their schools and communities. LAUNCH is perfect for Educators looking for ready-made NGSS aligned hands-on Eco-Lessons to implement in classrooms, clubs, after school or in the community.

To sign up, people can either visit our LAUNCH webpage or directly use our registration form .

Please use the comment button below to provide your suggestions, comments, or questions for the ECCLPs team. Your input is valuable to us and we appreciate opportunities to connect.