Journal of Science Policy & Governance | Volume 17, Issue 01 | September 30, 2020

Policy Memo: ​Standardizing Climate Education in New York State​

Ingrid J. Paredes, Steven Farrell, Omar Gowayed

New York University, Tandon School of Engineering, Chemical and Biomolecular Engineering, Brooklyn, New York
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https://doi.org/10.38126/JSPG170118
Keywords: climate education; climate curriculum; schools; climate change; New York Senate; New York
Executive Summary: In July 2019, the New York State legislature signed the Climate Leadership and Community Protection Act into law. The ambitious act sets targets to establish climate resiliency statewide through initiatives including reducing gas emissions, improving infrastructure, and providing job training. In response, several state senators have called for education reform to accordingly prepare the next generation for the climate crisis. We evaluate three climate education bills (S7341, S6837, and S6877) currently in committee in New York State. S7341, sponsored by Senator Andrew Gounardes and known as the Model Curriculum bill, proposes an environmental education curriculum for K-12 students. S6877, sponsored by Senator Rachel May and called the Regents Climate Amendment, makes recommendations to the Board of Regents on climate science in high school science classes. S6837, a Climate Education Grants Program sponsored by Senator Todd Kaminsky, provides support for teacher training and local climate resiliency projects. We examined these bills with respect to their effectiveness, administrative burden, and efficiency in the delivery of a climate education. We found the Model Curriculum bill to be the most effective way to educate and prepare students for the climate crisis. However, New York State must support educators with proper training and funding to provide quality climate education. We therefore recommend that the New York Senate pass the Model Curriculum bill and the Climate Education Grants Program.

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Ingrid J. Paredes is a Ph.D. candidate in chemical engineering at NYU Tandon School of Engineering in Brooklyn, NY as a member of the Hybrid Nanomaterials Laboratory. The focus of her thesis research is the development of novel nanomaterial systems for clean energy technologies. She currently serves as co-chair of March for Science NYC.
 
Steven Farrell received his B.S and M.S. in Chemical Engineering from Drexel University, and is pursuing a Ph.D. in Materials Chemistry at New York University Tandon School of Engineering as a member of the Hybrid Nanomaterials Laboratory. He studies two-dimensional nanostructures and materials for sustainable catalysis applications and previously was a coordinator of NYU’s Science Policy and Diplomacy course. Additionally, he has coordinated the #StreamForScience digital event collaboration with March for Science NYC.
 
Omar Gowayed is a Ph.D. Candidate in Materials Chemistry at New York University Tandon School of Engineering, and currently serves as a co-chair of March for Science NYC. He specializes in Non-Photochemical Laser Induced Nucleation, a technique of shooting high powered lasers to induce phase changes in certain liquid materials. Although his research is with lasers, he teaches a vertical farming class called Urban Food Lab in which students run sustainability and farm focused mini-projects to learn about research and design while working on an aquaponic farm. He was also a coordinator of NYU's Science Policy and Diplomacy course.
DISCLAIMER: The findings and conclusions published herein are solely attributed to the author and not necessarily endorsed or adopted by the Journal of Science Policy and Governance. Articles are distributed in compliance with copyright and trademark agreements.

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