Cassidy Joyce

To me, climate change education is about more than just knowledge and skills—it’s an ongoing practice of critical thinking, relationship-building, and self-reflection. Climate justice adds another layer, requiring me to engage with the disproportionate effects of the climate crisis, not just in theory but in daily practice. It means developing relationships that expose me to new ideas, being open to change, and cultivating empathy for the communities around me. This work is not just about action but about a mindset—one that evolves as I grow.

I am a fifth-year student at Drexel University, graduating in spring 2025 with a B.S. in Environmental Science and minors in Climate Change and Sociology. My academic focus allows me to approach environmental issues from a humanities perspective, and I am particularly interested in how universities can act as liaisons between communities, government, and private entities in climate-based initiatives. I have worked at The Environmental Collaboratory, supporting community-based climate transition projects through project management, promotional materials, and institutional organization. I am also contributing to a literature review with Dr. Gwen Ottinger on Community Environmental Monitoring’s relationship to pollution, which will be published in The Handbook for Pollution (Brown University).

One of the most valuable lessons I’ve learned through the Climate Pedagogy Incubator is that meaningful climate justice work starts with relationships. Through this experience, I have come to understand how building connections rooted in honesty, understanding, and humility strengthens my engagement with climate justice movements. Reflection and listening exercises have helped me integrate these principles into my life, making climate justice not just something I work on, but something I live. As I look toward my future, I know I want to dedicate my career to managing and mitigating the climate crisis in ways that are both equitable and interdisciplinary.