Abstract Deadline: accepted on a rolling basis
Essays Due: Typically, 4 weeks from acceptance
Contact: Dr. Molly Buckley- Marudas (firstname.lastname@example.org)
Submit your 250-word abstract here https://forms.office.com/r/hT7KzyALgj
In May 2020, the Cleveland Teaching Collaborative was conceived as a network of educators across disciplines and teaching grade levels. Our first cohort of authors joined us as we reflected on emergency remote learning that took place March-May 2020 and planned for an uncertain coming year. Their essays provided the foundation for critical conversations about pedagogy, accessibility, technology, social/emotional needs, and the challenges of meeting students where they are. Since the inaugural cohort, the CTC has grown to 5 cohorts of educator-authored case studies.
The Cleveland Teaching Collaborative is committed to sharing teaching and learning practices across NEO, and each case study is an opportunity to spotlight innovative and creative instruction such as this essay “Moving Walls” by Charles Ellenbogen and Jason White.
Given the increasing concerns about issues related to climate change, and the urgency of educating the next generation, the Cleveland Teaching Collaborative in partnership with the Cyrus Eaton Foundation will focus the Spring 2022 cohort on climate change and sustainable environments.
For this special theme, we seek 10-15 case studies from Northeast Ohio instructors that highlight the work of teachers and young people engaging with and addressing climate change and sustainability. For this cohort, the Cleveland Teaching Collaborative is excited to partner with local educators and local organizations such as the NEO Youth Climate Action Fund, to highlight this important theme.
This collection of case studies aims to amplify the work of teachers in NEO who are actively engaged in the effort to raise awareness about climate change, finding meaningful ways to involve students in this work and integrating this issue into their school’s curriculum. In addition to writing a case study essay, authors will have the opportunity to join a reflective group discussion to discuss the challenges and rewards of teaching climate change with the rest of the cohort.
Submit a 250-word abstract of your proposed case study when you are ready. Honorariums are available, with priority given to first-time case study authors. Please contact Dr. Molly Buckley-Marudas (email@example.com) with any questions.
These essays are supported by funds from the Cyrus Eaton Foundation.