The youth of our world will be relied upon for behavior change for a sustainable world to a much greater extent than many of us are now. They will most likely inherit a much greater climate crisis, and hopefully, will have grown up with a much greater awareness of what to do about it.The K-12 education system is a pervasive cultural establishment that could have considerable impact on how the next generation(s) view climate change, and more importantly what to do about it.In this panel discussion students, educators, and curriculum developers will describe their own efforts in both increasing their own and other’s “green behavior” and how school communities and environmentally aware curriculum can help spread awareness and most importantly, behavior change.The panelists and the audience will be encouraged to discuss ways in which curriculum can go from knowing “about” to knowing “how”, and what behavior analysis has to offer to help make effective K-12 green behavior change a reality.
Conference attendees who plan to participate in this breakout session are asked to add this event to their personal schedules (below) to help with discussion planning.
Janet S. Twyman, Ph.D., BCBA. A career educator, Dr. Twyman has been a preschool and elementary school teacher, a principal, administrator, and university professor. She has worked directly with typically developing students, preschoolers with intellectual disabilities, adolescents with emotional and behavioral problems, and learners with autism spectrum disorders, and for more than a decade has worked at the forefront of merging evidence-based educational methods with new and emerging technologies. As a vice president at Headsprout, she led the design, development, and dissemination of the company’s Internet-based reading programs and oversaw their implementation in more than 1,500 public and private schools. Dr. Twyman is invited to present nationally and internationally on effective instructional practices, including a 2011 presentation on technology and education for learners in developing countries at the United Nations. She is active on the boards of numerous organizations including the Cambridge Center for Behavioral Studies (as Education Group Chair) and PEER International (assisting township schools in Port Elizabeth, South Africa).In 2007-2008 she served as president of the Association for Behavior Analysis International. Currently an associate professor of pediatrics at the University of Massachusetts Medical School, Dr. Twyman’s research interests involve understanding basic learning processes to build meaningful instructional technology programs with for use with all learners.
Brian Cooper is a math teacher at Stanley Middle School and one of the teachers who lead its environmental club. He has a graduate degree in mathematics education from San Francisco State University. He was nominated as Earth Team's Teacher of the Month in May, 2012, for the new environmental practices at his school.
Emily Carr will be an eighth-grader at Stanley Middle School in the 2012-2013 academic year and helped to implement its new food waste management system. Next year, she will be in her school's Leadership Class and continue Sustainable Stanley's efforts to be more environmentally responsible.
Annie Page recently graduated from eighth grade at Stanley Middle School in Lafayette, CA. Annie has been involved in Sustainable Stanley, her school's environmental club, which endeavors to minimize waste. She helped plan, design, and implement the new food waste-management system at her school.
Kimberly Lightle, Ph.D., is director of Digital Libraries, College of Education and Human Ecology, The Ohio State University. As the principal investigator on three active National Science Foundation-funded teacher education projects, Dr. Lightle investigates how digital tools can be used to support the creation and sharing of knowledge as well as build communities around exemplary STEM content and pedagogy.
Julia H. Fiebig, M.S., BCBA, is a behavior analyst and clinical director at the Center for the Early Intervention of Autism in the San Ramon Valley Unified School District in the San Francisco Bay Area and teaches in The Chicago School for Professional Psychology’s BCBA certification program. Dr. Fiebig’s interests include generalizing applications of behavior analysis to promote human behavior that positively contributes to environmental conservation, effective organizational leadership, and quality programming and effective consultation systems in public school districts. Since 1998, she has participated in facilitating international summer camps intended to teach children skills of leadership, social responsibility, and tolerance through international understanding. This collaborative work has included developing on-site systems for water conservation in rural areas and teaching young children to live simply and engage in conservation and environmentally friendly behaviors in day-to-day tasks while establishing a functioning international community over the course of six weeks. She is currently involved in projects that address the development of effective staff training and consultation systems in public school district programs, as well as, evaluating elementary science curriculum and how it relates to targeting student behavior change related to environmental issues. She is a founding member of Bay Area School District Behavior Analysts, a working group of BCBAs in the San Francisco Bay Area interested in planning quality teaching programs in public school district classrooms, and also has been actively involved in the development of the Behavior Analysis for Sustainable Societies Special Interest Group, serving as co-chair for its inaugural year. An avid musician and lover of all things outdoors, she has lived in the San Francisco Bay Area since 2005, where she spends much of her free time composing and performing music and staying involved in community initiatives that address environmental conservation and sustainability practices.