The MEDA Board of Directors is very pleased to announce the Rhonda Joy Ray Scholarship. This Scholarship will be made to a MEDA student member or non-member* taking credit courses in Public Policy, Economic Development, or a related field. Students must attend a Maryland public or private Community College or four-year University and be a resident of Maryland. One scholarship award of up to $500 will be made in the Fall and Spring semesters when funds are available. Scholarship funds are to be used towards credit courses in the required fields and will be distributed directly to the student’s higher education institution on their behalf.

More info here: https://www.medamd.com/professional-development/rhonda-joy-ray-scholarship-application/

Critical Energy Literacy: Intersectional Approaches to Research, Pedagogy, and Activism

Manuscript submission deadline: January 31st, 2023

Amidst the growing climate crisis, critically informed understanding of energy sources and associated socioenvironmental impacts is more important than ever. The theory of critical energy literacy was developed in response to such dynamics (Lowan-Trudeau and Fowler, 2022). Critical energy literacy employs an intersectional lens in drawing upon critical and decolonizing approaches to STEM (Bang and Medin 2010; Bullock 2017); considerations for collaborative multi-, inter-, and transdisciplinary pedagogy (Bernstein 2015; Choi and Pak 2006); critical place-based inquiry and pedagogy (Gruenewald 2003; Tuck and McKenzie 2015); critical gender perspectives (Gough and Whitehouse 2020; Lloro 2021; Maina-Okori et al. 2018); and critical media literacy and engagement (Kellner and Share 2007; Milstein et al. 2017; Takahashi and Rosenthal 2018) to foster understanding of the social, environmental, political, and economic challenges, benefits, and impacts of various energy sources, developments, and technologies.

For this special issue of the Journal of Environmental Studies and Sciences (JESS), we seek submissions related to a range of energy sources (e.g., oil and gas, wind, solar, geothermal, hydro, nuclear) and socioenvironmental contexts from other scholar-educator-activists that will expand and deepen our collective understanding of critical energy literacy. We welcome original manuscript submissions from early career and established scholars from a range of disciplinary and sociocultural perspectives that incorporate research, theory, practice, case, and/or community-based insights through conventional prose as well as visual representations such as maps, diagrams, and other illuminating imagery.

Given the interdisciplinary nature of critical energy literacy, obliquely related works may be identified in a number of fields such as critical environmental studies (Black et al. 2014), environmental humanities (Szeman and Boyer 2017), media studies (Parks 2015; Starosielski and Walker 2018), gender studies (Pulé and Hultman 2021), (renewable) energy studies and education (Henderson 2014; Hoicka and MacArthur 2018; Jennings 2009), and geography (Delgado 2016; Dow and Downing 2016). The aim of this collection is to bring together such fields for the first time.

Similarly, this special issue will serve as a new pedagogical resource that will provide detailed discussions of critical energy literacy in multiple contexts upon which educators may draw to facilitate more critically informed understanding of various energy sources in their course work and graduate supervision. Strong examples of critical energy theory, pedagogy, activism, and creative practice will be provided in relation to the sciences, humanities, social studies/sciences, teacher education, geography, and environmental studies. This approach is unique as most energy research and education initiatives focus on either the scientific or technical aspects of a given source or the sociocultural benefits and impacts, but they are rarely collectively addressed (Delgado 2016; Jennings 2009). As such, this special issue will be of interest to researchers, educators, and students in a variety of disciplines.

Timeline & Review Process

January 31st, 2023: Manuscript submission deadline

February 2023: Guest editors vet submissions

February-March 2023: Potential manuscripts sent out for anonymous peer review

April-May 2023: Reviewers submit assessments

May-June 2023: Guest editors assess reviews and decide on next steps for authors

June-August 2023: Accepted authors revise manuscripts based on editor and peer feedback

August 31st, 2023: Revised manuscripts submitted

September 2023: Guest editors review revised manuscripts and provide final feedback to authors

October-November 2023: Authors complete final revisions

December 1st, 2023: Authors submit final manuscripts

December 2023-January 2024: Final copy editing and proofing

January-February 2024: Anticipated publication

Manuscript Submission Guidelines

Please submit manuscripts via the JESS submission portal(link is external), noting the special issue.

Manuscripts should align with all relevant JESS policies(link is external) and submission guidelines(link is external).

Contact

Special Issue Guest Editors:

Greg Lowan-Trudeau, University of Calgary: gelowan@ucalgary.ca(link sends e-mail)

Teresa Anne Fowler, Concordia University of Edmonton: teresa.fowler@concordia.ab.ca(link sends e-mail)

JESS Editor-in-Chief:

Teresa Lloro, California State Polytechnic University, Pomona: jesseic@aessonline.org(link sends e-mail)

References

Bang, M, Medin, D (2010) Cultural processes in science education: Supporting the navigation of multiple epistemologies. Sci. Educ. 94(6):1008-1026. https://doi.org/10.1002/sce.20392(link is external)

Bernstein, JH (2015) Transdisciplinarity: A review of its origins, development, and current issues. J Res. Practice 11(1): 1-20.

Black, T, D’Arcy, S, Weis, T, Kahn Russell, J (Eds.)(2014) A line in the tar sands. Between the Lines, Toronto.

Bullock, EC (2017) Only STEM can save us? Examining race, place, and STEM education as property. Educ. Stud. 53(6): 628-641. https://doi.org/10.1080/00131946.2017.1369082(link is external)

Choi, BCK, Pak, AWP (2006) Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Med., 29(6): 351–364.

Delgado, E (2016) Energy geographies: Thinking critically about energy issues in the classroom. J of Geog. in High. Ed., 40(1): 39–54. https://doi.org/10.1080/03098265.2015.1089475(link is external)

Dow, K, Downing, TE (2016) The atlas of climate change. University of California Press, Berkeley.

Gough, A, Whitehouse, H (2020) Challenging amnesias: Re-collecting feminist new materialism/ecofeminism/climate/education. Env. Educ. Res., 26(9-10): 1420-1434. https://doi.org/10.1080/13504622.2020.1727858(link is external)

Gruenewald, DA (2003) The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4): 3–12. https://doi.org/10.3102/0013189X032004003(link is external)

Henderson, M (2014) Solar-powered learning: Educating for an ecological literacy. In: Deer F, Falkenberg, McMillan, B, Sims, L (eds.) Sustainable well-being: Concepts, issues, and educational practices, ESWB Press, Winnipeg, pp 95-104.

Hoicka, CE, MacArthur, JL (2018) From tip to toes: Mapping community energy models in Canada and New Zealand. Energy Policy, 121:162–174.

Jennings, P (2009) New directions in renewable energy education. Renewable Energy, 34(2): 435–439. https://doi.org/10.1016/j.renene.2008.05.005(link is external)

Kellner, D, Share, J (2007) Critical media literacy, democracy, and the reconstruction of education. In: Steinberg, S, Macedo, D (eds.) Media literacy: A reader, Peter Lang, New York, pp 3-23.

Lloro, TK (2021). An intersectional feminist food studies praxis: Activism and care in the COVID-19 context. J of Env. Educ., 52(5): 303-313. https://doi.org/10.1080/00958964.2021.1981209(link is external)

Lowan-Trudeau, G, Fowler, TA (2021) Towards a theory of critical energy literacy: The Youth Strike for Climate, renewable energy, and beyond. Aust. J of Env. Educ., 38(1): 58-68. https://doi.org/10.1017/aee.2021.15(link is external)

Maina-Okori, NM, Koushik, JR, Wilson, A (2018) Reimagining intersectionality in environmental and sustainability education: A critical literature review. The Journal of Environmental Education, 49(4): 286-296. https://doi.org/10.1080/00958964.2017.1364215(link is external)

Milstein, T, Pileggi, M, & Morgan, EL (eds.) (2017). Environmental communication pedagogy and practice. Routledge, New York.

Parks, L (2015) Signal traffic: Critical studies of media infrastructures. University of Illinois Press, Champaign.

Pulé, PM, Hultman, M (eds.) (2021) Men, masculinities, and earth: Contending with the (m)Anthropocene. Springer Nature, New York.

Starosielski, N, & Walker, J (eds.) (2016). Sustainable media: Critical approaches to media and environment. Routledge, New York.

Szeman, I, & Boyer, D (eds.) (2017) Energy humanities: An anthology. Johns Hopkins University Press, Baltimore.

Takahashi, B, Rosenthal, S (eds.) (2018) Environmental communication among minority populations. Routledge, New York.

Tuck, E, & McKenzie, M (2015) Relational validity and the ‘where’ of inquiry: Place and Land in qualitative research. Qualitative Inquiry, 21(7): 633–638. https://doi.org/10.1177/1077800414563809

New Internships and Jobs for Science Majors!

The Career Center is open and ready to support you remotely through our virtual appointments and online resources. To schedule a 1:1 appointment with our Career Specialists or Career Peers, click here. And don't forget to check out our extensive toolkit to meet your major-related and career-based needs!

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Career Launch Summer Series

The Career Center will be offering the Career Launch Sumer Series, consisting of sessions designed to help you learn about how to build your network and be successful in your job or internship search. Additional details can be found here.

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Launching Your Dream Career – Alumni Panel (STEM)

Tuesday, June 21, 2022 · 11 AM - 12:30 PM

Attend this Career Launch Summer Series session to hear alumni perspectives and learn tips and strategies to help you meet your career goals. Details can be found here. 

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The Circle: Building Relationships that Advance Your Career

Thursday, June 23, 2022 · 12 - 1 PM

Walking into an unfamiliar space and being surrounded by many unfamiliar people with the intent to “network” can feel awkward, even frightening. 

This workshop aims to relieve some of the stress around networking. When you build genuine professional relationships, you become more aware of your skills and professional brand. Learn not only how to expand your professional circle, but how to build stronger relationships in general, no matter where you make them.

More information here! 

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Looking for an internship/research experience for next summer?

The Career Center has a number of resources to help connect students with internship and research experiences - see the full list HERE!

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Got an Internship/Research/Co-op this summer? Make it extraordinary!

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Got a summer internship or job?

Complete our brief UMBC Summer Internship & Job Survey to WIN four premiere Orioles tickets, valued at $85 each! 

On the survey you can also indicate interest in internship credit (optional).

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Become a Career Peer!

The Career Center is recruiting Career Peers for the academic year 2022-2023. It is a great opportunity to gain leadership skills and develop your career.

We encourage you to please consider submitting your application as soon as possible. We would be interested in meeting with you before you leave for summer break.                                     

To Apply:

• Log into your UMBCworks account.
• Enter Job # 9340477

More information here!

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Please note you MUST have your resume approved by a Career Center staff member to apply to positions posted in UMBCworks. To schedule an appointment, click on "Schedule Appointment" from the UMBCworks homepage or call 410-455-2216. 

We are located in Math/Psychology, Room 201. Appointments can be made by calling 410-455-2216. We now have online scheduling too!

Please visit our website to find further information: careers.umbc.edu.

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Having trouble with our links? Please LOG IN directly to UMBCworks before clicking the links in this email.

Jobs New Internships and Jobs in Science!

Teach English in Japan AEON CORPORATION Nationwide, Japan Full-Time - Entry-Level, Full-Time - Experienced

Associate Scientist – Applied Synthesis Technologies Group Pfizer, Inc. Groton, Connecticut, United States Full-Time - Entry-Level

Associate Scientist, Medicinal Chemistry Pfizer, Inc. Boulder, Colorado, United States Full-Time - Entry-Level

Post Doctoral Fellow, Medicinal/Analytical Chemistry Pfizer, Inc. Groton, Connecticut, United States Full-Time - Entry-Level, Full-Time - Experienced, Graduate School Opportunities/Fellowships, Post-Graduate Research Opportunities

Senior Scientist, Computational Chemistry Pfizer, Inc. Boulder, Colorado, United States Full-Time - Entry-Level, Full-Time - Experienced

Data Associate - Contract ChangeMatters Baltimore, Maryland, United States Part-Time, Temporary/Seasonal, Graduate School Opportunities/Fellowships

Math Tutor - Owings Mills Latarsha's Math Tutorial, LLC Owings Mills, Maryland, United States Part-Time

Reading Partners Program Coordinator (AmeriCorps) Reading Partners Baltimore Baltimore, Maryland, United States Full-Time - Entry-Level

Water Quality Intern Patapsco Heritage Greenway Maryland, United States Internship Opportunities

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