In this session, I will describe my introductory organismal biology lab in which students conduct research projects that trace the historical origins of inequities in human health and ecosystems within local communities. First, I will describe how we scaffold student learning using a case study that explores racial differences in urban ecologies and human health in Richmond, Virginia. Through this case study, they explore databases and articles, building an ‘inequities model’ that explains how policies like red-lining and urban renewal led to racial disparities in urban ecosystems (e.g., canopy cover, heat islands), and racial disparities in asthma. In addition, they learn about community-led efforts that bring together community members, researchers, and policymakers to challenge these inequities and build a more just world. The case study also introduces students to core ecological concepts and practices, exploring how conducting ecological investigations could add new, meaningful information to their ‘inequities maps’. Next, I will describe how students then apply these concepts and practices to design and implement group projects that explore ecological and health inequities in their local contexts and communities. I will reflect on the planning process, key insights and challenges, and preliminary data on student learning. Through this talk, I invite you to join me in envisioning how we can support our students in envisioning ecology as a path to social justice.

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Following the workshop, email Toacca Roberts (.2384) to confirm your attendance for the full event time. If you were not able to attend the full event, email Toacca Roberts to discuss the possibility of 5001 course points.