Transformative Climate Change Education for Graduate Students: Developing a Theory of Change to Increase Equity in Climate Change Science
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| Title: | Transformative Climate Change Education for Graduate Students: Developing a Theory of Change to Increase Equity in Climate Change Science |
|---|---|
| Language: | English |
| Authors: | Tara Pozzi (ORCID |
| Source: | Environmental Education Research. 2025 31(11):2351-2373. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2124838 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Climate, Graduate Students, Environmental Education, Equal Education, Transformative Learning, Doctoral Students, Masters Programs, Doctoral Programs, College Faculty, Teacher Attitudes, Researchers, Student Attitudes, Change, Theories, Models |
| Geographic Terms: | California |
| DOI: | 10.1080/13504622.2024.2411310 |
| ISSN: | 1350-4622 1469-5871 |
| Abstract: | Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student's scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student's learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503151 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGeFJ22l3o9hlwHytmTgngIAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLoDS5ViMT-fYiNq2QIBEICBm7nYc_gz5MHAm_DNfvJRLE-4babCSBs7iYkfGmN49CqAtaJHbqzOD57Xy0wgtChWL9CB5lcfCOPOd7pZt1V5CQvByDDpoIgy8RyKAUMsc5UdVKKWfJGNpahIqkbj7S3spkIqKC_XkZblSH8OicSq4QkDNAtw7qmj1JA4aRQEvrZtEhSYvAhEtSElEIR_QX-M8m9NBh1pTu51yYS2 Text: Availability: 1 Value: <anid>AN0189325152;eed01nov.25;2025Nov18.00:09;v2.2.500</anid> <title id="AN0189325152-1">Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science </title> <p>Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student's scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student's learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes.</p> <p>Keywords: Theory of change; transformative learning; climate change education; equity; graduate education</p> <hd id="AN0189325152-2">Introduction</hd> <p>There is widespread recognition of the need for science and policy solutions that address the disproportionate climate injustices faced by marginalized communities (USGCRP [<reflink idref="bib88" id="ref1">88</reflink>]; IPCC [<reflink idref="bib40" id="ref2">40</reflink>]; UNDESA [<reflink idref="bib85" id="ref3">85</reflink>]). Graduate students studying climate change represent the next generation of leaders who are actively invested in learning and developing their technical skills to address climate impacts. Thus, graduate education is an important tool for increasing workforce capacity to design and implement equitable climate solutions (UNESCO and UNFCCC [<reflink idref="bib87" id="ref4">87</reflink>]; Swim and Bloodhart [<reflink idref="bib82" id="ref5">82</reflink>]; UNFCCC [<reflink idref="bib86" id="ref6">86</reflink>]). Students are typically not exposed to action-oriented climate change education in their educational experiences leading up to graduate school. By developing a climate change curriculum that emphasizes diverse knowledge sources, leadership strategies, justice principles, and the social sciences, graduate education can transform how students approach their research, teaching, and engagement outside the university (e.g. Monroe et al. [<reflink idref="bib62" id="ref7">62</reflink>]; Schienke et al. [<reflink idref="bib76" id="ref8">76</reflink>]; Walsh and Sover [<reflink idref="bib93" id="ref9">93</reflink>]; Kovacic and Marcos-Valls [<reflink idref="bib49" id="ref10">49</reflink>]). However, we lack a framework for analyzing how education impacts the multiple dimensions of a student's scientific training to implement equity-focused practices. A key step toward filling this gap is to design a transformative climate change education program from these perspectives and establish methods to track the program's impact over time.</p> <p>The goal of this article is to develop a theory of change framework for a transformative climate change education program at the graduate-level. The theory of change approach offers a way to systematically identify opportunities and barriers for changing practices (Weiss [<reflink idref="bib95" id="ref11">95</reflink>]; Connell and Kubisch [<reflink idref="bib19" id="ref12">19</reflink>]) and can inform educational programs on how to train emergent scholars and industry practitioners to produce more ethical, effective, and relevant research (Connolly and Seymour [<reflink idref="bib20" id="ref13">20</reflink>]; Kezar, Gehrke, and Elrod [<reflink idref="bib44" id="ref14">44</reflink>]). Theories of change are primarily built around a series of program goals. Activities and supports are then identified to achieve those goals. As a result, a clear framework emerges to articulate the program's structure and to evaluate the program's impact on student learning across multiple dimensions.</p> <p>We develop our theory of change in the context of a graduate training program at University of California, Davis (UC Davis) called 'Asking Different Questions in Climate Change Science' (ADQCS). ADQCS integrates curriculum from the humanities and social sciences into graduate education of climate and environmental scientists at the masters and doctoral level. ADQCS evolved from an existing graduate training program at UC Davis called Asking Different Questions (ADQ), which applied equity research concepts to science, technology, engineering, and mathematics (STEM) education more broadly (Vora, McCullough, and Giordano [<reflink idref="bib91" id="ref15">91</reflink>]). The experiences of students and faculty involved with these programs provide the basis for developing a formal theory of change that can be applied to ADQCS going forward.</p> <p>ADQCS is a useful case study because it embodies key aspects of a 'transformational' program—relationality, bias reduction, agency, interdisciplinary research development—and therefore contains the principles emblematic of transformative education programs (Boyd and Myers [<reflink idref="bib11" id="ref16">11</reflink>]; Paul and Quiggin [<reflink idref="bib70" id="ref17">70</reflink>]). Furthermore, since ADQCS stems from earlier iterations of a training program, some students and faculty are familiar with its strengths and challenges, offering valuable insights for improvement. Others, less aware or influenced by ADQ, bring perspectives that reflect the broader student body. Together, these insights offer rich material for guiding the development of a theory of change to be effective across diverse student motivations and backgrounds.</p> <p>The remainder of this paper describes our approach for creating a theory of change, which could be applied to other transformational education programs. First, we summarize the relevant literature on approaches to transformative climate change education at the graduate-level, and the principles and theories of change utilized in existing programs. Second, we provide more details on our case study of ADQCS. Third, we describe our participatory planning approach which was used to understand the experience of UC Davis graduate students and faculty involved in climate science. The participatory planning approach explores individual motivations and barriers to include equity in research, feedback on desired program outcomes, and recommended strategies and resources to increase program efficacy. Fourth, the results section outlines our theory of change and presents qualitative findings for course activities and supports that transform individual capacity and motivations into equity-focused practices. These findings are categorized into social, institutional, and cultural contexts to capture the holistic environmental sphere of a student's learning experience. It is important to note that our goal of this study is not to test a theory of change or evaluate the effectiveness of ADQCS, but rather to develop a theory of change that will guide program implementation and evaluation going forward.</p> <p>We provide a thorough description of our theory development to inspire others to consider adapting this theory of change for their educational purposes or creating their own unique theory of change for their educational programming. When instituting a new education program, granting agencies or university administrators will request information on an educational model that aligns with the needs of the graduate population, articulates metrics of success, and supports the broader goals of the funding body. A theory of change, such as the one created in this study, provides a framework built around specific outcomes and themes that can be measured through pre- and post-course surveys to estimate the effect of the programming on students. Furthermore, the participatory research process we used to create our theory of change could be replicated elsewhere to either customize the framework presented here or develop a novel theory of change for a different type of transformative program.</p> <hd id="AN0189325152-3">Background: theories of change for transformative climate change education</hd> <p>This section summarizes different approaches to transformative climate change education used by universities and four key principles that characterize successful programs: relationality, bias reduction, agency, and interdisciplinarity. We then review how theories of change have been applied in these programs in order to inform our participatory planning approach for ADQCS.</p> <hd id="AN0189325152-4">Approaches to transformative climate change education</hd> <p>Transformative education aims to fundamentally expand the agency of an individual by shifting their core values, beliefs, and preferences (Paul and Quiggin [<reflink idref="bib70" id="ref18">70</reflink>]). The process of 'transformative learning' entails individuals critically examining their perspectives to become more 'inclusive, discriminating, open, emotionally capable of change, and reflective' (Mezirow [<reflink idref="bib60" id="ref19">60</reflink>], 7). When a transformative learning approach is applied to scientific training, students learn to critically examine how they do science and the implications of their work.</p> <p>In practice, transformative learning takes many forms depending on the assumptions, educational goals, and participants of the educational experience at hand (e.g. Haak et al. [<reflink idref="bib33" id="ref20">33</reflink>]; Jacobs [<reflink idref="bib41" id="ref21">41</reflink>]; Levkoe, Brail, and Daniere [<reflink idref="bib52" id="ref22">52</reflink>]; Nicolaides and Dzubinski [<reflink idref="bib65" id="ref23">65</reflink>]). We also find that the structure of transformative learning programs vary greatly in terms of their length, level of impact, and structure. There are nationally-funded programs (e.g. Denham et al. [<reflink idref="bib25" id="ref24">25</reflink>]; Madden et al. [<reflink idref="bib56" id="ref25">56</reflink>]; Martin and Umberger [<reflink idref="bib58" id="ref26">58</reflink>]), university departments and centers (e.g. Liboiron [<reflink idref="bib53" id="ref27">53</reflink>]; Cronin et al. [<reflink idref="bib23" id="ref28">23</reflink>]), workshops (e.g. Pennington et al. [<reflink idref="bib71" id="ref29">71</reflink>]), and activist groups (e.g. Godden et al. [<reflink idref="bib31" id="ref30">31</reflink>]; Science for the People [<reflink idref="bib77" id="ref31">77</reflink>]). Focusing on graduate education, we explore how research programs in universities conceptualize transformative learning processes for climate change science graduate students.</p> <p>One approach to transformative learning is exposing an individual to diverse epistemic materials and experiences outside of their discipline. For STEM students, this may include materials from the humanities, science and technology studies, and social sciences, among other disciplines. For example, Max Liboiron's Civic Laboratory for Environmental Action Research teaches students anticolonial scientific practices aligned with Indigenous concepts of land, ethics, and relations (Liboiron [<reflink idref="bib53" id="ref32">53</reflink>]). At the departmental-level, the U.S. National Science Foundation (NSF) funded Climate Adaptation Science specialization at Utah State University emphasizes a broad technical literacy, diverse scientific perspectives (e.g. training in informatics, leadership, risk assessment), multiple mentorship opportunities, and varied career options through internships with non-academic partners (Utah State University [<reflink idref="bib89" id="ref33">89</reflink>]).</p> <p>Another approach is 'convergence research', which tackles a compelling problem like climate change by integrating multiple disciplines and bridging the gap between science and society (Roco [<reflink idref="bib73" id="ref34">73</reflink>]). Helgeson et al. ([<reflink idref="bib38" id="ref35">38</reflink>]) show that a convergence project on sustainable climate risk management supported participants in carrying out interdisciplinary climate research and understanding the role personal values play in research; however, participants remained challenged in translating 'value-focused science' into research. Educational training on research methods and approaches that provide specific examples of how to take values into account can help overcome this. One program that aims to do that is the Public Scholars for the Future Program at UC Davis, which is an interdisciplinary and cohort-based program that introduces graduate students to public scholarship, supports community-building between students, connects them to faculty mentors, and grants $1,000 in research funds to participants (UC Davis Public Scholarship and Engagement [<reflink idref="bib84" id="ref36">84</reflink>]).</p> <p>A third approach is the Just Transition framework, which aims to shift from a fossil fuel energy system to renewables through social and technological changes that consider social justice issues (Wang and Lo [<reflink idref="bib94" id="ref37">94</reflink>]). Like the convergence research literature, the Just Transition framework emphasizes the importance of educational opportunities to develop and support young people in carrying out justice minded work. One example of this is the United Nations Framework Convention on Climate Change's work program on just transition pathways, which aims to eliminate structural inequalities through transitioning to a low emission economy (UNFCCC [<reflink idref="bib86" id="ref38">86</reflink>]). The University of Colorado, Boulder School of Education supports a Just Transition Collaborative that implements just transition work through community partnerships (Ciplet and Pezzullo [<reflink idref="bib17" id="ref39">17</reflink>]). Efforts include digital storytelling, podcasting, and radio stories to increase public engagement, as well as a Climate Justice Leaders Program to develop climate policy leaders amongst community members in the area (Ciplet and Pezzullo [<reflink idref="bib17" id="ref40">17</reflink>]).</p> <p>Transformative climate change education exists beyond just graduate education, which creates opportunities for extending and adapting the theory of change developed here. Additional examples of transformative climate change education exist in primary and secondary school education, as well as undergraduate programs. For example, Education for Sustainable Development programming, developed to teach students about community development that addresses inequities in a changing world, is widely implemented and proven to improve student awareness on international issues, collaboration, and problem-solving skills (O'Flaherty and Liddy [<reflink idref="bib67" id="ref41">67</reflink>]). Education efforts outside of the classroom also hold potential to be transformative for civil society more broadly. Community science programming has been found to increase individual resilience actions (e.g. Ruiz-Mallén et al. [<reflink idref="bib75" id="ref42">75</reflink>]) and community-led environmental justice movements can improve governmental decision-making to address disproportionate exposure to pollution (e.g. Garoupa et al. [<reflink idref="bib29" id="ref43">29</reflink>]; Johnson, Lora-Wainwright, and Lu [<reflink idref="bib43" id="ref44">43</reflink>]).</p> <hd id="AN0189325152-5">Key principles that lead to success in transformative education programs</hd> <p>We uncovered four key principles for program success through our assessment of different approaches and examples of transformative climate change education. These key principles—relationality, bias reduction, agency, interdisciplinary research development—provide a set of characteristics to anchor the design of transformative education programs.</p> <p>The first key principle is relationality, where the programs focus on fostering meaningful relationships among program participants and affiliates. Practices like discussion-based pedagogy, prioritizing justice and care norms, and tools for community building promote relationality in programs (e.g. Misawa and McClain [<reflink idref="bib61" id="ref45">61</reflink>]; Godden et al. [<reflink idref="bib31" id="ref46">31</reflink>]; Verlie [<reflink idref="bib90" id="ref47">90</reflink>]). Relation building can introduce students to interdisciplinary opportunities and establish deeper understandings of one another through sharing lived experiences (Roy [<reflink idref="bib74" id="ref48">74</reflink>]; Crawley, Lewis, and Mayberry [<reflink idref="bib21" id="ref49">21</reflink>]; Secules et al. [<reflink idref="bib78" id="ref50">78</reflink>]). These relationships provide support and resources for students as they engage with equity in their work, as well as inspire climate change solutions that better align with the needs and desires of historically marginalized populations.</p> <p>The second key principle is bias reduction, which seeks to mitigate the implicit cultural biases that researchers and educators may build into their assumptions, topical foci, methods, and analyses. These implicit biases sometimes lead to work that does harm by perpetuating and magnifying existing inequities (Benjamin [<reflink idref="bib6" id="ref51">6</reflink>]; Noble [<reflink idref="bib66" id="ref52">66</reflink>]; O'Neil [<reflink idref="bib69" id="ref53">69</reflink>]). Failing to address implicit biases may also degrade the integrity and validity of scientific study and public trust in science (Kimura [<reflink idref="bib46" id="ref54">46</reflink>], Callison [<reflink idref="bib15" id="ref55">15</reflink>]). Transformative learning can address these biases through training one's positionality, emotional engagement, openness to change, and how identities impact academic experiences (Haraway [<reflink idref="bib35" id="ref56">35</reflink>]; Longino [<reflink idref="bib55" id="ref57">55</reflink>]; Bianchini, Cavazos, and Helms [<reflink idref="bib7" id="ref58">7</reflink>]).</p> <p>The third key principle is generating 'agency', where individuals feel empowered to shape their work (e.g. Frenk et al. [<reflink idref="bib27" id="ref59">27</reflink>]; Grabove [<reflink idref="bib32" id="ref60">32</reflink>]; Mezirow [<reflink idref="bib59" id="ref61">59</reflink>]). As a well-established goal for many educational programs across disciplines (Biesta and Tedder [<reflink idref="bib8" id="ref62">8</reflink>]; Mameli, Grazia, and Molinari [<reflink idref="bib57" id="ref63">57</reflink>]), agency is marked by an individual's capacity to take independent action in response to an issue. Walsh and Sover ([<reflink idref="bib93" id="ref64">93</reflink>]) assert that programs that focus only on behavior change often operate on a deficit model, which perpetuates systems of oppression by unjustly holding historically marginalized communities responsible for the inequities they face. Consequently, there is a need to go beyond individual behavior change to teach students to be agents of change across the system (Klinsky [<reflink idref="bib47" id="ref65">47</reflink>]; O'Lear [<reflink idref="bib68" id="ref66">68</reflink>]; Walsh and Sover [<reflink idref="bib93" id="ref67">93</reflink>]). By focusing on what can be done, rather than what ought to be done, students can choose the behavioral changes that align most with their values and beliefs. Further, supporting graduate students in developing agency is particularly fruitful since these students often go on to work in positions of influence and power where their actions can determine the direction and effectiveness of climate solutions.</p> <p>The fourth key principle of successful transformative education programs is the development of 'T-shaped researchers' with depth in their core discipline and breadth across other disciplines (Brown, Deletic, and Wong [<reflink idref="bib13" id="ref68">13</reflink>]). Transformative climate change education programs often compliment core disciplinary programming about climate change science with co-curriculum on intersectional disciplines such as ethics, environmental justice, social sciences, and science and technology studies (e.g. Armstrong and Krasny [<reflink idref="bib4" id="ref69">4</reflink>]; Pennington et al. [<reflink idref="bib71" id="ref70">71</reflink>]). Integrating this type of training into established graduate programs can be an effective way to build interdisciplinary capacity in the future workforce, a skill that many current leaders and educators were not taught but expected to be able to do (Killion et al. [<reflink idref="bib45" id="ref71">45</reflink>]; Denham et al. [<reflink idref="bib25" id="ref72">25</reflink>]).</p> <hd id="AN0189325152-6">Theories of change for transformative education</hd> <p>Theories of change can be used to guide the design and implementation of transformative education programs. The plurality in the framework name denotes how there is not just one theory of change; rather, a theory of change is constructed to specifically meet the needs of the intervention it is designed to implement. A theory of change can be constructed through a participatory planning process, where interested parties identify the desired outcomes and then work backwards from these outcomes to determine activities and contextual supports (Connell and Kubisch [<reflink idref="bib19" id="ref73">19</reflink>]). Key elements include a final goal, activity, intermediate outcomes, assumptions, evidence, and enablers and can be represented visually or narratively (Harries, Hodgson, and Noble [<reflink idref="bib37" id="ref74">37</reflink>]).</p> <p>For transformative education, the theory of change should be explicit and explain how and why a time-bound intervention will work, identify essential elements for change, and clearly state the underlying assumptions for evaluation (Kezar, Gehrke, and Elrod [<reflink idref="bib44" id="ref75">44</reflink>]). Programs are less effective when they rely on implicit theories of change because individuals are unaware of how their beliefs change (Connolly and Seymour [<reflink idref="bib20" id="ref76">20</reflink>]). Implicit theories of change may also reinforce harmful educational structures, such as those from colonial processes, that perpetuate inequities (Jickling [<reflink idref="bib42" id="ref77">42</reflink>]; Stein [<reflink idref="bib81" id="ref78">81</reflink>]). Thus, the more information shared about the process that creates a theory of change, the more opportunities there are for interested parties to provide feedback and improve it.</p> <p>Our understanding of theories of change is also shaped from literature in feminist theory and activist projects, particularly Black feminist theory, and the Movement for Black Lives, which focuses on enacting change against systems of oppression and for a world where Black lives can flourish (Collins [<reflink idref="bib18" id="ref79">18</reflink>]; Crenshaw [<reflink idref="bib22" id="ref80">22</reflink>]; Taylor [<reflink idref="bib83" id="ref81">83</reflink>]; Movement for Black Lives [<reflink idref="bib63" id="ref82">63</reflink>]). This genealogy offers a rich legacy of how to grow autonomy in the face of power structures that devalue one's contributions. They offer insight into what factors must be accounted for to enhance individual and collective agency. For example, legal scholar Crenshaw ([<reflink idref="bib22" id="ref83">22</reflink>]) crafted the concept of intersectionality to create space for Black women's experience of workplace discrimination in a legal system that could not accommodate it. Collins ([<reflink idref="bib18" id="ref84">18</reflink>]) matrix of domination describes how change must occur on multiple levels of power, from the interpersonal to the cultural and institutional. Brown, a leader in the Movement for Black Lives, offers a nuanced theory of change called Emergent Strategy that centers collectivity and relationality to shape change (Brown [<reflink idref="bib12" id="ref85">12</reflink>]). Similarly, feminist science studies, Indigenous, and Chicanx scholars emphasize attending to context, power, and norms when seeking to understand how to enact change and increase autonomy (Anzaldúa [<reflink idref="bib3" id="ref86">3</reflink>]; Haraway [<reflink idref="bib35" id="ref87">35</reflink>]; Harding [<reflink idref="bib36" id="ref88">36</reflink>]; Hernandez [<reflink idref="bib39" id="ref89">39</reflink>]). They all posit theories of change that (<reflink idref="bib1" id="ref90">1</reflink>) seek broad, cultural transformation, (<reflink idref="bib2" id="ref91">2</reflink>) focus on systems of power, (<reflink idref="bib3" id="ref92">3</reflink>) center experiences of oppression, and (<reflink idref="bib4" id="ref93">4</reflink>) use frameworks rooted in relational, collective action. These lessons are highly applicable to educating researchers that seek to improve the feasibility of mitigation or adaptation strategies and bring about greater equity in the face of climate change. In summation, they offer valuable insights into how we might intervene in the learning environment to improve student autonomy to enact change.</p> <p>This study provides an empirical example of how to construct a theory of change for a transformative climate change education program. Our exploration of the literature suggests that theories of change must account for individual-level factors, as well as the historic structures and processes that reinforce systems of oppression. Both these individual-level and contextual factors affect the emergence and persistence of climate injustice and the development of agency to integrate equity into scientific research.</p> <hd id="AN0189325152-7">Case study program: asking different questions in climate change science</hd> <p>Our analysis builds on ADQ, a transformative learning program at UC Davis that leverages frameworks from science and technology studies (STS) and feminist science to expose STEM researchers to the importance of incorporating historical and sociocultural factors into research design (Vora, McCullough, and Giordano [<reflink idref="bib91" id="ref94">91</reflink>]). ADQ was offered as a 10-week long class five different times, and individual learning modules from the class were also taught as one-off workshops or as a shorter series. The number of people engaged in ADQ ranged from 10 to 200+ participants at a time, depending on the format. Sessions were 1 − 1.5 h for 1–2 credit courses and modules, and 3 h for 4-credit courses. For the first half hour, students listened to a lecture on a specific topic (e.g. identity and belonging in science, identifying bias, restructuring norms). Then, the students took part in facilitated small group discussions of the material with the goal of applying the knowledge to their own field and research. Lectures from the ADQ training series are also available online for the public to view (ADQ video series).</p> <p>In 2021, the UC Davis Feminist Research Institute received funding from NSF's Office of Multidisciplinary Activities to adapt the ADQ program for climate scientists resulting in creation of ADQCS, the case study program of this paper. The goal of ADQCS is to train graduate students on equity and ethics in climate science. Training programs like ADQCS are needed because climate change impacts, mitigation policies and adaptation strategies reflect climate injustices that cause disproportionate impacts and burdens on historically underserved communities (e.g. Althor, Watson, and Fuller [<reflink idref="bib2" id="ref95">2</reflink>]; Femia and Werrell [<reflink idref="bib26" id="ref96">26</reflink>]; Koren, Bagozzi, and Benson [<reflink idref="bib48" id="ref97">48</reflink>]; Waldron et al. [<reflink idref="bib92" id="ref98">92</reflink>]; Walsh and Sover [<reflink idref="bib93" id="ref99">93</reflink>]). Climate policies failing to consider equity will only provide partial solutions (Bruggink [<reflink idref="bib14" id="ref100">14</reflink>]). For instance, strategies such as urban greening programs, aim to provide multiple benefits such as shade during hot days, cleaner air, recreational opportunities, and other ecosystem services. However, studies find that tree canopy cover is lower in Black, low-income, and renter neighborhoods making it so those populations have less access to urban greenery, and its benefits, than others (Landry and Chakraborty [<reflink idref="bib51" id="ref101">51</reflink>]). ADQCS will provide curriculum about addressing the heterogeneity of local climate change impacts, such as designing more equitable urban forestry policies.</p> <hd id="AN0189325152-8">Methods</hd> <p>The goal of this study is to create a theory of change for a transformative climate change education program at the graduate-level that could be replicated by others. Replication could mean adapting the theory of change to another type of transformative education program, and/or implementing the participatory planning approach used to develop the theory of change. Thus, the following section describes our study's methods in detail by providing information on our participatory approach, where students and faculty shared their experiences and provided insights on potential design principles for ADQCS.</p> <hd id="AN0189325152-9">Participatory planning approach</hd> <p>We implemented Connell and Kubisch ([<reflink idref="bib19" id="ref102">19</reflink>]) participatory planning approach for developing our ADQCS theory of change. This approach utilizes semi-structured faculty interviews and student focus groups to investigate desired program outcomes, strategies that could increase the efficacy of ADQCS, and aspects of their environments of support that provide resources or facilitate including equity in their work. We also asked participants about motivations to include equity, hoping to make ADQCS effective for a range of students. The qualitative approach grounds our theory of change in UC Davis student and faculty experiences. The combination of interviews and focus groups capture both rich, detailed information from individuals as well as common understandings that evolve from group deliberation (Lambert and Loiselle [<reflink idref="bib50" id="ref103">50</reflink>]).</p> <hd id="AN0189325152-10">Study participants</hd> <p>Data collection occurred February to April 2022. We interviewed nine faculty: four involved in the ADQCS grant application, and five other equity-focused or interdisciplinary climate change researchers recommended by ADQCS-affiliated faculty. Four faculty identified or presented as female, one as non-binary or gender non-conforming, and four as male. Faculty averaged 14 years of employment at UC Davis. Six faculty were from natural science departments, one from engineering, and two from the social sciences. Additionally, several of these faculty mentored students who previously participated in ADQ.</p> <p>We conducted four focus groups with 11 graduate students. Five students were former ADQ students who worked on climate change research and six were non-ADQ students who enrolled in a climate change graduate course at UC Davis called Climate Change, Water, and Society. The non-ADQ students represent potential participants in ADQCS. Both of the non-ADQ student focus groups and one of the ADQ student focus groups had three participants. The other ADQ student focus group had two participants. Ten students were pursuing their doctorate and one was pursuing a masters. Almost all students identified or presented as female. For simplicity, we refer to the responding students (both former ADQ and non-ADQ participants, unless specified otherwise) simply as 'students' and responding faculty (both ADQ and non-ADQ faculty, unless specified otherwise) simply as 'faculty'.</p> <p>There was a mix of disciplinary and interdisciplinary scholars. Four students were interdisciplinary across two biophysical sciences and three students were interdisciplinary across both biophysical and social science fields. Four disciplinary students were from atmospheric science, ecology, civil engineering, and animal biology. Seven out of nine faculty reported interdisciplinary work, some due to their membership in an interdisciplinary graduate group, a unique feature of graduate education at UC Davis, or an interdisciplinary research center on campus. The two disciplinary faculty members were from ecology and social science.</p> <hd id="AN0189325152-11">Study protocol</hd> <p>Interviews and focus groups were led by one of the authors who participated in ADQ as a student. Questions were informed by another author who was the creator, instructor, and evaluator of ADQ. We conducted the interviews and focus groups virtually due to the COVID-19 pandemic. Participants were contacted by their UC Davis email with an initial invitation and a reminder email on the day of the requested response. Graduate students were compensated $25 for their time. Selected participants voluntarily participated and were read the project's informed consent orally at the start of each session. Interviews lasted between 30 to 60 min and focus groups were approximately 60 min each. Each session was video recorded, transcribed, and anonymized at the individual level for qualitative data analysis. The study was approved by the UC Davis Institutional Review Board (12853145-5, exempt status).</p> <p>The protocol included two main sections to address our research question and garner context information as part of the participatory approach to creating our theory of change. The first section asked about motivations to include equity in their research (as a process and topic), environments of support, and if their engagement with equity has changed over time. The second section asked participants to provide feedback on desired ADQCS outcomes, as well as strategies and resources to increase program efficacy. The focus groups used a JamBoard to help facilitate the second section of questions. All questions were open-ended. See Appendix Tables A2 and A3 for the specific interview questions and focus group protocols. To increase the content validity of our interview questions, we tested our protocol with the UC Davis Center for Environmental Behavior and Policy) and received feedback from eight graduate students and three faculty members familiar with both climate change research and the ADQ program.</p> <hd id="AN0189325152-12">Qualitative data analysis</hd> <p>We transcribed and analyzed the interview and focus group recordings using the qualitative data analysis software <emph>Atlas.ti</emph>. Appendix Table A4 displays the coding scheme we used to develop our theory of change themes (see Appendix Table A5 for the complete coding scheme). First, we created structural codes based on each question in our protocol. Second, we applied descriptive codes that we identified as important for the diverse personal and professional backgrounds of our study participants. For example, we had a structural code called <emph>motivator</emph> that was broken into three descriptive codes: <emph>personal background, intrinsically-linked to research,</emph> and <emph>lack of equity in the field.</emph> Then within one of these descriptive codes, say <emph>personal background,</emph> we coded any examples where a participant referred to their background as a motivator for pursuing equity.</p> <p>It is important to note that several structural codes were not broken into descriptive codes during the coding process for two reasons. First, the structural codes <emph>change after ADQ, change over career, resources,</emph> and <emph>strategies</emph> provided enough specification to pull out important sentiments, thus descriptive codes were not necessary. Second, structural codes <emph>support</emph> and <emph>not support</emph> were not descriptively coded during our coding process, rather the responses were used broadly as empirical evidence for the theoretical constructs identified in our background literature and our theory of change framework.</p> <p>We acknowledge several limitations. First, the data we used to inform our study is self-reported and therefore may have recall or response bias, be incomplete, and only represent a sample of the population we are interested in taking ADQCS (Aguinis and Edwards [<reflink idref="bib1" id="ref104">1</reflink>]). Second, while we did provide a monetary incentive for study participation, it is likely that participants self-selected into our study based on a high interest in equity and climate justice. Third, as with all qualitative coding, there is a risk of oversimplification of participant responses and potential to overlook less common themes and experiences.</p> <hd id="AN0189325152-13">Results: developing a theory of change for ADQCS</hd> <p>Figure 1 summarizes the theory of change that emerged from our participatory planning process. We depict our theory of change as concentric circles radiating inward from practices to the individual, colored by context: social (yellow), institutional (blue), and cultural (green). Connell and Kubisch ([<reflink idref="bib19" id="ref105">19</reflink>]) emphasize the importance of identifying desired outcomes as the starting point for a theory of change. Thus, our description of the diagram moves from the outside in. First, the outer, solid ring, called <emph>practices,</emph> displays the most prominent themes of equity-focused practices that came up in the qualitative data. Next, we worked backwards to determine the contextual supports and activities to achieve these practices. The second colored, striped ring, called <emph>support,</emph> displays the most prominent themes that either enable or constrain an individual's capacity to integrate equity in each context. The third, grey ring, called <emph>educational program,</emph> provides activities to help students understand, navigate, and potentially work on changing their environments of support and implement equity-focused practices. The educational program can be conceptualized as an intervention that aims to transform environments of support and practices. Lastly, the black circle at the center of the diagram, called <emph>individual,</emph> accounts for the individual characteristics, such as lived experiences and academic background, that affect an individual's motivation and capacity to integrate equity into their work. Individual characteristics influence the choice to participate in the program, and how the activities of the program shape learning. The remainder of the results section will provide more details about each ring of the diagram, moving from the outside towards the center.</p> <p>PHOTO (COLOR): Figure 1. ADQCS theory of change.</p> <hd id="AN0189325152-14">Results: practices to support desired outcomes</hd> <p>Figure 2 displays examples of areas of knowledge, skills, and relationships that students expressed as important outcomes from ADQCS. Areas of knowledge included information on climate change inequities, how equity is considered in climate change policies, and examples of equity-focused climate mapping. Skills included how to manage and process the emotional toll of working on climate change topics, science communication techniques, and methods for research with Indigenous groups. In terms of relationships, both faculty and students expressed the importance of developing collaborations with colleagues who tackle equity challenges with their research. From here, we organized the desired outcomes into themes of <emph>practices</emph> within three contexts: social, institutional, and cultural.</p> <p>PHOTO (COLOR): Figure 2. Combined results from two student focus groups about areas of knowledge, skills, and relationships they would like to see to achieve the goal for ADQCS.</p> <hd id="AN0189325152-15">Equity-focused practices</hd> <p>Considering these program outcomes, as well as the authors' expertise in this subject area, Appendix Table A1 details the specific equity focused-practices that support the overall goal of integrating equity into climate change research. Equity-focused practices are explicitly behavioral and can be observed at the individual level. Our theory of change emphasizes the importance of integrating these actions across the social, institutional, and cultural dimensions of student's scientific training.</p> <p>Table 1. Activities for ADQCS programming.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;Activities&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Social&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Peer-to-peer learning&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Group discussions&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Graduate student facilitators&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Small cohort size&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Curriculum on community-engaged research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Curriculum on addressing climate anxiety&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Community and cross-disciplinary science communication&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Institutional&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Embedding modules within required courses when possible&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Offering course to students early in their graduate programs&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Curriculum on systems of oppression in the academy&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Strategies to receive recognition for equity work and transdisciplinary research with current reward systems&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Aligning transformational education with existing degree requirements&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Cultural&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Reflective discussion activities for learning about topics such as objectivity, limiting language, intersectionality, and restructuring norms in science&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Incorporating teachings and readings from different types of knowledge and disciplinary perspectives&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Discussing how a student can integrate what they are learning in the program into their own work and relationships&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Tools for demonstrating how addressing equity improves accuracy and impact of research&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Social practices aim for participants to build community with their peers, mentors, collaborators, and research participants regarding equity and climate change. In addition, students will learn science communication skills to make their research more accessible, address historic injustices, and hold uncomfortable conversations.</p> <p>Institutional practices include integrating equity into climate change research, applying alternative knowledge and investing in the development of underrepresented scholars, among others. This can be facilitated by exposing students to material from underrepresented scholars and multiple disciplinary backgrounds, as well as inclusionary pedagogical practices that can be incorporated into future teaching practices. Integrating equity into research and teaching is the most traditional goal considered by graduate training programs but must be linked to social and cultural practices.</p> <p>Cultural practices focus on community service and advocacy for underrepresented groups. Students are motivated to pursue equity by connecting and positively impacting their communities. Community service can potentially be considered as part of academic service and vary from informal student clubs (e.g. book club), more formal student organizations (e.g. Graduate Student Association), or community outreach groups, among many others. Community service includes policy engagement that aims to link policy decisions and climate science. These service commitments offer graduate students additional learning pathways beyond their immediate lab. Students can also address equity issues through advocacy work such as demonstrations, letter writing, and mutual aid, among others. These examples of service and advocacy are often in addition to a student's research work but impactful in expanding their individual perspective and broadening the impact of their research.</p> <hd id="AN0189325152-16">Results: environments of support</hd> <p>The overall goal of integrating equity into climate change research is a function of how the motivation and capacity of the individual interacts with the social, institutional, and cultural environment of support. Individuals with a high capacity and motivation to integrate equity may be stymied or encouraged by contextual factors, and conversely individuals with a low capacity to do so may be encouraged by a supportive environment.</p> <hd id="AN0189325152-17">Social environment of support</hd> <p>The social environment of support includes peers, mentors, and collaborators who shape the norms, resources, and knowledge available to students. Faculty shared examples of student groups pushing faculty and the institution to provide classes that included equity. For example, a faculty member shared how students set up their own energy equity seminar because they did not have training on this topic. One student also highlighted feeling alone prior to meeting a network of other students through ADQ, a feeling of isolation echoed by a faculty member who described graduate school as 'this weird space where you do research on your own, and you have to publish it on your own, and your dissertation is not to be touched by another human kind of thing' (Faculty 1). These examples highlight the importance of peer support to share knowledge and overcome isolation.</p> <p>Regarding mentors, faculty members discussed the positive impacts of mentorship as a motivator for engaging with equity in their career development. However, experience with mentorship for equity was not universally positive. Both students and faculty reported that even supportive faculty sometimes lacked the expertise to advise students on how to include equity in their research. Consequently, some students suggested likely having to conduct equity-focused work independently and in addition to work obligations. This highlights the potential intergenerational benefits of transformative education.</p> <p>Both ADQ-affiliated and non-ADQ faculty and students brought up experiences related to collaborative research with those outside UC Davis. One student reflected, 'it [collaboration] builds community and that builds inclusion, and when you feel included and accepted then you can share more' (Student 4). This exemplifies the positive feedback loop where students and community members learn and address issues together. Incorporating multiple types of knowledge and context-specific information can increase academic research accuracy and relevance for communities. A non-ADQ faculty member highlights this point: 'Work can't be done in a vacuum, it has to be done in collaboration, because the people in the community, the Tribal members, know their exposure and their relationship to the system...' (Faculty 9).</p> <hd id="AN0189325152-18">Institutional environment of support</hd> <p>Institutional factors include funding, time, and policies. Both ADQ-affiliated and non-ADQ faculty and students expressed that their funding does not explicitly include equity. For example, a student felt limited in conducting equitable research because they lacked funds to properly compensate research participants. One faculty discussed funding equity work through the Broader Impacts section of NSF grants, however a student shared a more critical perspective of federally-funded grants from NSF: 'I feel like there are these incentives to tick boxes and do outreach or engage with the local community, but then it's not genuine' (Student 9). This highlights the need for grants that reward equity work, along with additional checks to ensure their impact.</p> <p>Both students and faculty also noted the time needed to develop trusting relationships is misaligned with research timelines and reward systems. One student said, 'You have to be pretty savvy early on to be relationship-forming in that way and relationship forming isn't the norm for what professors are rewarded for, so they don't necessarily teach their students that way' (Student 1). Time is needed to build meaningful relationships with communities and avoid extractive science.</p> <p>Institutional policies may create external barriers to integrating equity. Two faculty and three students lamented that academia's emphasis on products, efficiency, and exclusivity was a major constraint. Given the funding, time, and policy limitations that students face, the question then becomes how can graduate students work within their institutional support system to integrate equity while still meeting their academic obligations?</p> <hd id="AN0189325152-19">Cultural environment of support</hd> <p>The cultural environment of support includes two main themes: recognition and appropriateness. Some students and faculty shared that equity is not officially recognized or rewarded. For example, one faculty from a biophysical background remarked that equity training is not considered a professional qualification in their field that would appear on a curriculum vitae or qualifying exam. Another faculty member echoed this sentiment, saying that training regarding equity is 'less obvious because it doesn't relate to R-coding or other desirable aspects of portfolio building that are such a focus in ecology by necessity' (Faculty 6). However, cultural support for equity is increasing over time. As one non-ADQ, interdisciplinary faculty member noted, 'there's more recognition of it [equity]... more rewarding of it, more resourcing for it' but 'not nearly enough...' (Faculty 5).</p> <p>Appropriateness refers to whether equity is considered a valued topic, which varied greatly depending on the interviewee's academic background. Several faculty and students shared that addressing equity can be uncomfortable and require skill and knowledge that is not part of their academic training, especially those from a traditional biophysical background. Including social science into biophysical science curriculum can show different research norms to climate science students. For example, one faculty member spoke to the benefits of exposing students to social science, saying, 'There's a lot more space in social science research to ask questions of equity' (Faculty 1). Another faculty member from a social science department who mentioned that she does not feel 'constrained about doing this [equity] work' (Faculty 9) and overall feels supported to include equity at the core of her research.</p> <hd id="AN0189325152-20">Results: identifying ADQCS activities</hd> <p>The next step in developing our theory of change was identifying the program activities that we believe will help students to overcome some of the challenges felt in their social, institutional, and cultural environments of support. Table 1 displays some of the chosen activities based on three pieces of evidence: (<reflink idref="bib1" id="ref106">1</reflink>) study participants' motivations for integrating equity into their work, (<reflink idref="bib2" id="ref107">2</reflink>) previously effective ADQ activities (Vora, McCullough, and Giordano [<reflink idref="bib91" id="ref108">91</reflink>]), and (<reflink idref="bib3" id="ref109">3</reflink>) study participants' suggested resources and strategies for increasing the efficacy of ADQCS.</p> <p>Peer-to-peer based learning focuses on the students' experience, allowing them to connect the course content to their lived experiences and provides leadership opportunities for graduate student facilitators. ADQ brought students together through group work and seminars, incorporating a discussion feature to the course, and facilitating social support among the community of graduate researchers. Participants suggested some strategies for ADQCS to further support community-building and improve science communication skills. These included bringing in diverse speakers and mentors to center marginalized voices and gain a deeper understanding of climate change inequities. Experiencing a range of speakers exposes students to different communication styles they can incorporate into their work.</p> <p>The ADQ program intervened in the institutional context because it was implemented on the UC Davis campus as a voluntary course and as part of required curriculum in some core science courses. The course's timing in a graduate student's career significantly impacted how they could implement ADQ ideas. One student mentioned that participating too late to incorporate ADQ ideas into their dissertation, but it 'motivated me to think about moving on and what do I want to do with my future research and my future career' (Student 8). Several faculty members mentioned adding ADQCS as a degree requirement to build institutional support and center equity in research design, rather than treating it as supplemental or as 'the icing, not the main part of the cake' (Faculty 4). One way faculty are currently pursuing this is by collectively apply for training grants together to support these types of courses (e.g. National Science Foundation Research Traineeship Program).</p> <p>ADQ intervened in the cultural context by educating students on equity and justice issues in science and situating these issues in students' experiences. One student shared how ADQ helped rethink prioritizing outreach and involvement in equity organizations as part of training. Communicating equity research as an accomplishment and skill could increase its visibility alongside traditionally valued skills like data analysis. Participants suggested ADQCS could expand the cultural context of a student's experience through interdisciplinary norm building. One faculty member shared that courses like ADQ surface 'really complex and important issues in ways that contribute to your development as a scholar, and I see that as just as important, if not more important, than the skill set and specific content knowledge you gained through courses at the university' (Faculty 6). Experiences of the research participants suggest that ADQCS needs to clearly demonstrate its relevance across diverse research communities.</p> <hd id="AN0189325152-21">Results: individual drivers of equity-focused practices</hd> <p>Individual characteristics are critical for understanding the potential efficacy of educational program activities for participants. An early exposure to or desire for an equitable environment, a perception that equity is lacking in their field, and recognition of an intrinsic link between equity and their research agenda were the three most common motivators for study participants. Students and faculty remarked on youth experiences with equity as a motivator. For example, a student shared her reason for wanting to create an inclusive work environment: 'I'm an immigrant in the United States, so it's just always nice to... make people feel welcome, even though they have certain issues or things that they're going through, making sure that they're not at any disadvantage' (Student 6).</p> <p>While students are motivated to include equity both in their graduate experience and research, both faculty and students reported that there is a gap in how to put it into practice as a reason for why it is lacking in their field. One faculty stated, 'It might not be integrated into the research, yet, because I think it's hard for some people to understand how DEI [Diversity, Equity, and Inclusion] enhances research and how it really needs to be integrated with research' (Faculty 2). Although implementation is challenging, several participants recognize its importance to their work, describing the environmental policy impacts as 'obvious' and the 'inherent value' of 'finding balance with nature' (Faculty 6). The motivation for equity-focused work, yet the challenge of implementation further supports the need for an educational program that can try to close this motivation to action gap.</p> <hd id="AN0189325152-22">Discussion</hd> <p>Our paper illustrates how to use a participatory planning approach to develop a theory of change for transformative graduate education. Here we discuss the extent to which our proposed theory of change and program activities reflect the four key principles of successful transformative education programs: relation-building, bias reduction, agency generation, and interdisciplinary research development.</p> <p>ADQCS will prioritize <emph>relation-building</emph> through early training on identity and belonging in science. These lessons help students historically excluded from academia to understand any feelings of 'imposter syndrome' as systemic rather than individually based. Students will explore foundational concepts of intersectionality (Crenshaw [<reflink idref="bib22" id="ref110">22</reflink>]) and the matrix of domination to learn how to leverage power for marginalized voices (Collins [<reflink idref="bib18" id="ref111">18</reflink>]), facilitating more equitable and humanizing relationship-building. Additionally, curriculum modules on community-engaged research will demonstrate how to apply relation-building in a research context. By learning more about oneself and the communities effected by their research, students can gain a holistic understanding of their impact, especially as they progress in their careers and assume positions of greater influence. Access to a broader ADQCS support community will further sustain students' equity-focused work activities beyond the course.</p> <p>ADQCS will <emph>reduce bias</emph> by cultivating collaborative relationships within the university and exposing students to authors from diverse disciplines and identities. Often, climate change programs do not include training on subjectification, the understanding of one's position and interpretations of the world due to their background and experiences (Biesta [<reflink idref="bib9" id="ref112">9</reflink>]; Reid [<reflink idref="bib72" id="ref113">72</reflink>]). ADQCS teaches students how epistemic bias may persist in their field due to academia's exclusionary history and the linkages between academic field formation and historical phenomena such as eugenics and colonialism (Gaard [<reflink idref="bib28" id="ref114">28</reflink>]; Yusoff [<reflink idref="bib97" id="ref115">97</reflink>] Armstrong and Brown [<reflink idref="bib5" id="ref116">5</reflink>]; Liboiron [<reflink idref="bib54" id="ref117">54</reflink>]; Silver et al. [<reflink idref="bib79" id="ref118">79</reflink>]; Gershon [<reflink idref="bib30" id="ref119">30</reflink>]). This basis will help students transcend disciplinary lines to reach common ground by recognizing the assumptions of their respective fields and speaking across these assumptions, a key step in acknowledging the limitations and strengths of different disciplinary approaches. This facilitates more effective transdisciplinary research.</p> <p>By discussing these challenges within ADQCS, students will recognize their <emph>agency</emph> to effect change through how they do their work. Students will be able to develop relationships with others to catalyze change or gain insights into how the environment shapes their experience and freedom to engage with equity-focused practices (Walsh and Sover [<reflink idref="bib93" id="ref120">93</reflink>]; Collins [<reflink idref="bib18" id="ref121">18</reflink>]). While behavior change has proven to help increase diversity and inclusion in university settings, interventions are most effective when they are designed for a specific population (Moreu, Isenberg, and Brauer [<reflink idref="bib64" id="ref122">64</reflink>]). Given the goal of ADQCS to be effective across a range of students, we focus on developing agency because it is more adaptable at the individual-level. ADQCS will provide case studies of impactful climate change science and teach ways that students can be recognized and rewarded in their academic achievement and career placement for pursuing equity-focused practices. By providing such examples, we aim to inspire students to leverage their work as platform for the change they want to see in climate change science. They will be introduced to strategies for implementing change-oriented research and gain resources to understand how this perspective can improve research effectiveness (Smith [<reflink idref="bib80" id="ref123">80</reflink>]; Brown [<reflink idref="bib12" id="ref124">12</reflink>]; Deeb-Sossa [<reflink idref="bib24" id="ref125">24</reflink>]; Hanssmann [<reflink idref="bib34" id="ref126">34</reflink>]).</p> <p>Developing <emph>interdisciplinary researchers</emph> means training 'T-shaped' researchers who have a combination of disciplinary depth and interdisciplinary breadth to enable collaboration (Welch-Devine et al. [<reflink idref="bib96" id="ref127">96</reflink>]). Historically, climate change education programs lacked intentional training on interdisciplinary perspectives limiting an individual's ability to collaborate with others on research projects that require coordination among different sets of expertise (Reid [<reflink idref="bib72" id="ref128">72</reflink>]). In recent years, there has been an increase in the number of interdisciplinary climate change education to better prepare students (e.g. Integrative Graduate Education and Research Traineeship (Martin and Umberger [<reflink idref="bib58" id="ref129">58</reflink>]; Bosque-Pérez et al. [<reflink idref="bib10" id="ref130">10</reflink>]). ADQCS is unique from these previous programs due to its specific focus on interdisciplinary perspectives to spur more equitable outcomes; the program integrates social sciences and the humanities to offer students a comprehensive understanding of why marginalized groups disproportionately experience climate change impacts and how students can tailor their work to address equity issues. This approach complements the vertical line development of a student's core research area, a critical part of T-shaped research (Brown, Deletic, and Wong [<reflink idref="bib13" id="ref131">13</reflink>]). Consequently, ADQCS will create a strong community of scholars with the ability to collaborate due to shared breadth of understanding. The curriculum also explicitly covers the challenges and benefits of conducting the sort of transdisciplinary research necessary for addressing climate justice (Cannon [<reflink idref="bib16" id="ref132">16</reflink>]), preparing students to engage in interdisciplinary teams throughout their career and exemplify the benefits of this type of training to future students.</p> <hd id="AN0189325152-23">Conclusion</hd> <p>This paper argues that transformative education programs are more effective when they articulate an explicit theory of change, identify essential elements to make change happen, and clearly state the underlying assumptions for evaluation (Kezer et al. [<reflink idref="bib44" id="ref133">44</reflink>]). Our theory of change (Figure 1) provides a detailed narrative of the social, institutional, cultural, and individual-level variables that influence the practices related to the desired ADQCS outcomes. We draw upon evidence from successful activities in previous ADQ courses to inform the activities for ADQCS to support students learning and ability to carry out equity-focused practices after the program. Our theory of change is a starting point to guide the evaluation of ADQCS and similar programs. Subsequent qualitative and quantitative empirical findings can be used to refine the theory of change to its most essential elements and adapt it into different types of contexts.</p> <p>This study contributes to the broader discussion on transformative education because it exemplifies how educators and program designers can use a participatory planning approach to develop their own context-specific theory of change. We do this in an explicit way where our assumptions, activities, and desired outcomes are clearly stated. Our specific focus on graduate-level education for climate scientists addresses a crucial career stage for shaping the next generation of leaders and researchers in the field. We show how our theory of change reinforces four key principles of success from the literature (relation-building, bias reduction, agency generation, interdisciplinary training) and provides concrete examples of how these principles could be integrated into an educational program.</p> <p>In conclusion, our paper is an illustration of how to create a well-defined approach to transformative climate change education that can extend beyond UC Davis and onto the greater landscape of change for climate change research communities. Additionally, our theory of change could be applicable to transformative education programs beyond just climate change science. While the specific desired outcomes may change, the multiple dimensions integrated into our theory of change (social, institutional, cultural) are applicable to any type of transformative education program. However, any adaptation of our theory of change should also replicate our participatory approach to ensure their framework reflects their specific context. We hope our work will accelerate the development of theories of change, and subsequently improve both the implementation and evaluation of transformative educational programs.</p> <hd id="AN0189325152-24">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0189325152-25">Institutional Review Board</hd> <p>This study was approved by the UC Davis Institutional Review Board (IRB ID: 1285315-2).</p> <hd id="AN0189325152-26">Appendix A</hd> <p></p> <hd id="AN0189325152-27">Focus group protocol for non-ADQ graduate students</hd> <p></p> <hd id="AN0189325152-28">Levels of engagement (30 min)</hd> <p></p> <ulist> <item> Please introduce yourself (name, pronouns, program, topic of research) and your typical research environment(s) (individual or collaborative, disciplinary or interdisciplinary)? (<emph>Measuring: scientific culture; Time: 10 min</emph>)</item> <p></p> <item> What motivates you or discourages you to include equity in your research? (<emph>Measuring: scales of motivation; Time: 10 min</emph>)</item> <p></p> <item> If you have incorporated equity into your graduate experience or research, can you provide one example of how you did so?</item> <p></p> <item> In what ways does your current research environment(s) support or not support integrating equity in your research? (<emph>Measuring: environments of support; Time: 10 min</emph>)</item> <p></p> <item> [OPTIONAL probe: is there a demand for research in your field to consider equity? Has there been funding, or time allotted for equity research?]</item> </ulist> <hd id="AN0189325152-29">Climate change sciences curriculum (30 min)</hd> <p></p> <ulist> <item> Given the ADQ climate change sciences goal, what are at least two important outcomes (e.g., specific areas of knowledge, skills, relationships) you would like to see for student participants? (<emph>Measuring: program outcomes; Time: 15 min (5 min of reflection)</emph>)</item> <p></p> <item> What resources or strategies of engagement could help achieve the outcomes you have identified? (<emph>Measuring: ways to increase efficacy and capacity of scholars; Time: 15 min (5 min of reflection)</emph>)</item> <p></p> <item> [OPTIONAL probe: Ways to increase level of competency in achieving learning objectives, level of program participation, change in level of engagement with equity? Who do you think would benefit from this curriculum? Where should it be disseminated and how would you go about doing that?]</item> </ulist> <hd id="AN0189325152-30">Focus group protocol for former ADQ graduate students</hd> <p></p> <hd id="AN0189325152-31">Levels of engagement (40 min)</hd> <p></p> <ulist> <item> Please introduce yourself (name, pronouns, program, topic of research) and your typical research environment (individual or collaborative, disciplinary or interdisciplinary)? (<emph>Measuring: scientific culture; Time: 10 min</emph>)</item> <p></p> <item> What motivates you or discourages you to include equity in your research and how has that changed before and after participating in ADQ? (<emph>Measuring: scales of motivation; Time: 10 min</emph>)</item> <p></p> <item> In what ways does your current research environment(s) support or not support equity in your research and how has that changed before and after participating in ADQ? (<emph>Measuring: environments of support; Time: 10 min</emph>)</item> <p></p> <item> [OPTIONAL probe: is there a demand for research in your field to consider equity? Has there been funding, or time allotted for equity research?]</item> <p></p> <item> 3b. Have you made any changes to your overall research questions or practices since participating in ADQ? (For example, designing participatory action research, seeking study population feedback during research design, reconsidering environmental impacts of adjusting research protocols to reduce field-specific biases...)? (<emph>Measuring: ADQ impacts; Time: 10 min</emph>)</item> </ulist> <hd id="AN0189325152-32">Climate change sciences curriculum (30 min)</hd> <p> <emph>Project background</emph>: Your feedback during the next part of the session will help inform an interdisciplinary climate science curriculum. The original Asking Different Questions program focused more broadly on topics of equity and justice in STEM sciences, such as identifying bias and making more accurate knowledge. This program is building off those original modules to create a curriculum that addresses the disproportionate environmental impact of climate change on vulnerable and historically marginalized communities. The course will be created for current climate science graduate students at UC Davis and will follow a similar format to the original ADQ program.</p> <p></p> <ulist> <item> Given the ADQ climate change sciences goal, what are at least two important outcomes (e.g., specific areas of knowledge, skills, relationships) you would like to see for student participants? (<emph>Measuring: program outcomes; Time: 15 min (5 min of reflection)</emph>)</item> <p></p> <item> What resources or strategies of engagement could help achieve the outcomes you have identified? (<emph>Measuring: ways to increase efficacy and capacity of scholars; Time: 15 min (5 min of reflection)</emph>)</item> <p></p> <item> [OPTIONAL probe: Ways to increase level of competency in achieving learning objectives, level of program participation, change in level of engagement with equity and ethics? Who do you think would benefit from this curriculum? Where should it be disseminated and how would you go about doing that?]</item> </ulist> <hd id="AN0189325152-33">Interview protocol for faculty</hd> <p></p> <hd id="AN0189325152-34">Levels of engagement</hd> <p></p> <ulist> <item> Please introduce yourself and your typical research environment(s) (individual or collaborative, disciplinary or interdisciplinary)?</item> <p></p> <item> What motivates you or discourages you to include equity in your research and how has that changed over your career?</item> <p></p> <item> If you have incorporated equity into your research, can you provide one example of how you did so?</item> <p></p> <item> In what ways does your current research environment(s) support or not support integrating equity in your research and how has that changed over your career?</item> <p></p> <item> [OPTIONAL probe: is there a demand for research in your field to consider equity? Has there been funding, or time allotted for equity research?]</item> </ulist> <hd id="AN0189325152-35">Climate change sciences curriculum</hd> <p></p> <ulist> <item> What are some topics that students want to know about climate equity that they currently are not exposed to in their classes?</item> <p></p> <item> What are at least two important outcomes (e.g., specific areas of knowledge, skills, actions, relationships) you would like to see for student participants?</item> <p></p> <item> What resources or strategies of engagement could help achieve the outcomes you have identified?</item> <p></p> <item> [OPTIONAL probe: How to increase level of competency in achieving learning objectives, level of program participation, change in level of engagement with equity? Who do you think would benefit from this curriculum? Where should it be disseminated and how would you go about doing that?]</item> </ulist> <p>Table A1. List of equity-focused practices.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Context&lt;/td&gt;&lt;td&gt;Theme&lt;/td&gt;&lt;td&gt;Practices&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Social&lt;/td&gt;&lt;td&gt;Community-building&lt;/td&gt;&lt;td&gt;Regularly communicate about equity and climate change with the following groups:&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Peers&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Mentor(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Collaborator(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Research participants&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Friends&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Family&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Communication&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Made your research accessible to a diverse audience&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Discussed the socio-cultural/political context of your research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Acknowledged historical injustices in your research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Aimed to increase public scientific literacy through your research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Included how your personal background influences your research perspective&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Faced uncomfortable conversations and values when talking about your research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Used different communication formats beyond academic publications (e.g. op-eds, blogs, infographics, policy briefs) about your research&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Cultural&lt;/td&gt;&lt;td&gt;Service&lt;/td&gt;&lt;td&gt;Participation in the following that aims to equity issues in some way:&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Informal student group (e.g. book club)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Formal student organization (e.g. Ecology Graduate Student Association)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Committee on equity at UC Davis&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Grassroots organization&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Community outreach group&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Professional society&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Advocacy&lt;/td&gt;&lt;td&gt;Participation in the following that aims to address equity issues in some way:&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Demonstration and/or protest(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Boycott(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Strike(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Letter-writing and petition(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Social media campaign(s)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Lobbying&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Pursuing lawsuits&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Direct support/mutual aid&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Donating money&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Institutional&lt;/td&gt;&lt;td&gt;Research&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Assessment of climate impacts on marginalized communities&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Engagement with non-academic communities impacted by your research&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Application of alternative knowledge(s) (e.g. feminist, Indigenous, anti-colonialist)&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Investment in the academic development of historically underrepresented minorities in STEM&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Aim to contribute to positive social change&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Collaboration with colleagues from other disciplinary backgrounds&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Teaching&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Self-reflection of your own biases and assumptions&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Inclusionary teaching practices&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Materials from underrepresented scientists&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Perspectives from multiple disciplinary backgrounds&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Table A2. Questions for the student focus groups.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Question ID&lt;/td&gt;&lt;td&gt;&lt;bold&gt;Levels of Engagement&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;S1&lt;/td&gt;&lt;td&gt;"Please introduce yourself (name, pronouns, program, topic of research) and your typical research environment (individual or collaborative, disciplinary or interdisciplinary)?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S2&lt;/td&gt;&lt;td&gt;"What motivates you or discourages you to include equity in your research?" Additional ADQ-participant question: "How has that changed before and after participating in ADQ?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S3a&lt;/td&gt;&lt;td&gt;"In what ways does your current research environment(s) support or not support equity in your research?" Additional ADQ-participant question: "How has that changed before and after participating in ADQ?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S3b&lt;/td&gt;&lt;td&gt;Additional ADQ-participant question: "Have you made any changes to your overall research questions or practices since participating in ADQ? (For example, designing participatory action research, seeking study population feedback during research design, reconsidering environmental impacts of adjusting research protocols to reduce field-specific biases...)?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;ADQCS course development&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S4&lt;/td&gt;&lt;td&gt;"What are at least two important outcomes (e.g. specific areas of knowledge, skills, relationships) you would like to see for student participants?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S5&lt;/td&gt;&lt;td&gt;"What resources or strategies of engagement could help achieve the outcomes you have identified?"&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Table A3. Questions for the faculty interviews.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Question ID&lt;/td&gt;&lt;td&gt;&lt;bold&gt;Levels of Engagement&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;F1&lt;/td&gt;&lt;td&gt;"Please introduce yourself (name, pronouns, program, topic of research) and your typical research environment (individual or collaborative, disciplinary or interdisciplinary)?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F2&lt;/td&gt;&lt;td&gt;"What motivates you or discourages you to include equity in your research and how has that changed over your career?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F3&lt;/td&gt;&lt;td&gt;"In what ways does your current research environment(s) support or not support integrating equity in your research and how has that changed over your career?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;ADQCS course development&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F4a&lt;/td&gt;&lt;td&gt;"What are some topics that students want to know about climate equity that they currently are not exposed to in their classes?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F4b&lt;/td&gt;&lt;td&gt;"What are at least two important outcomes (e.g. specific areas of knowledge, skills, actions, relationships) you would like to see for student participants?"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F5&lt;/td&gt;&lt;td&gt;"What resources or strategies of engagement could help achieve the outcomes you have identified?"&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Table A4. The subset of concepts, relevant codes, explanations, and examples that we used to develop our theory of change.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Concepts (Interview Question)&lt;/td&gt;&lt;td&gt;Code and Sub-code d(if applicable)&lt;/td&gt;&lt;td&gt;Explanation&lt;/td&gt;&lt;td&gt;Example quote&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Scales of motivation (Q2)&lt;/td&gt;&lt;td&gt;Motivator Sub-codes: Personal background; Intrinsically-linked to research; Lack of equity in the field&lt;/td&gt;&lt;td&gt;Examples of why a participant was motivated to include equity in their research or work&lt;/td&gt;&lt;td&gt;Personal background: "my dad was born with a disability" Intrinsically-linked to research: "environmental policy... obviousness of impact" Lack of equity in the field: "harms that have never been addressed"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Change after ADQ&lt;/td&gt;&lt;td&gt;Examples of how prior ADQ student participants' motivations to include equity in their work changed after taking the course&lt;/td&gt;&lt;td&gt;"I found taking part in ADQ a useful broad look at some of these questions and definitely taught me about angles that I hadn't been thinking about before"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Change over career&lt;/td&gt;&lt;td&gt;Examples of how faculty members' motivations to include equity in their work changed after taking the course&lt;/td&gt;&lt;td&gt;"some of the things that I've done with our graduate students that are effective, or were effective a few years ago, are less effective now because of the increased diversity in the students"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQ Impacts (Q3b)&lt;/td&gt;&lt;td&gt;ADQ impacts Sub-codes: Research; Community&lt;/td&gt;&lt;td&gt;Examples of beliefs and/or actions taken that prior ADQ student participants attribute to participation in the ADQ course&lt;/td&gt;&lt;td&gt;"go on a path more towards environmental justice" "seek support from some people I've met in ADQ"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Environments of support (Q3)&lt;/td&gt;&lt;td&gt;Support&lt;/td&gt;&lt;td&gt;Reasons why participants feel supported by their academic environment to include equity in their work&lt;/td&gt;&lt;td&gt;"I work with an advisor here at UC Davis that is very in support of equity research"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;No support&lt;/td&gt;&lt;td&gt;Reasons why participants do not feel supported by their academic environment to include equity in their work&lt;/td&gt;&lt;td&gt;"time constraints and the producibles that granting agencies expect"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQCS outcomes (Q4 and Q5)&lt;/td&gt;&lt;td&gt;ADQCS outcomes Sub-codes: Areas of knowledge; Skills; Relationships&lt;/td&gt;&lt;td&gt;Desired outcomes of study participants for the ADQCS program&lt;/td&gt;&lt;td&gt;Areas of knowledge: "current policy solutions addressing climate change" Skills: "skills to communicate your scientific research" Relationships: "building bridges to communities that are not typically represented very well in an academic setting"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQCS efficacy (Q6)&lt;/td&gt;&lt;td&gt;Resources&lt;/td&gt;&lt;td&gt;Resources study participants believe would help achieve the desired outcomes they have for the ADQCS program&lt;/td&gt;&lt;td&gt;"dedicated web page on... all the courses that relate to equity issues"&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Strategies&lt;/td&gt;&lt;td&gt;Strategies study participants believe would help achieve the desired outcomes they have for the ADQCS program&lt;/td&gt;&lt;td&gt;"need this [ADQCS] (to be) specific for it to be more actionable to me"&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Table A5. The complete list of overarching concepts of interest and the question responses from our interview and focus group protocol.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Concepts&lt;/td&gt;&lt;td&gt;Question ID(s)&lt;/td&gt;&lt;td&gt;First Cycle: Structural codes&lt;/td&gt;&lt;td&gt;Second cycle: Descriptive codes&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Research background&lt;/td&gt;&lt;td&gt;S1; F1&lt;/td&gt;&lt;td&gt;Environment&lt;/td&gt;&lt;td&gt;Individual; Collaborative; Mix;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S1; F1&lt;/td&gt;&lt;td&gt;Discipline&lt;/td&gt;&lt;td&gt;One discipline; 2+ disciplines&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Scales of motivation&lt;/td&gt;&lt;td&gt;S2; F2&lt;/td&gt;&lt;td&gt;Motivator&lt;/td&gt;&lt;td&gt;Personal background; Intrinsically-linked to research; Lack of equity in the field&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S2; F2&lt;/td&gt;&lt;td&gt;Discourager&lt;/td&gt;&lt;td&gt;Skills; Institutional support; Appropriateness&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S2; F2&lt;/td&gt;&lt;td&gt;Change after ADQ&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S2; F2&lt;/td&gt;&lt;td&gt;Change over career&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQ Impacts&lt;/td&gt;&lt;td&gt;S3b&lt;/td&gt;&lt;td&gt;ADQ impacts&lt;/td&gt;&lt;td&gt;Research; Community&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Environments of support&lt;/td&gt;&lt;td&gt;S3a&lt;/td&gt;&lt;td&gt;Support&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;F3&lt;/td&gt;&lt;td&gt;No support&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQCS outcomes&lt;/td&gt;&lt;td&gt;S4; F4a; F4b&lt;/td&gt;&lt;td&gt;ADQCS outcomes&lt;/td&gt;&lt;td&gt;Areas of knowledge; Skills; Relationships&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;ADQCS efficacy&lt;/td&gt;&lt;td&gt;S5; F5&lt;/td&gt;&lt;td&gt;Resources&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;S5; F5&lt;/td&gt;&lt;td&gt;Strategies&lt;/td&gt;&lt;td&gt;None&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <ref id="AN0189325152-36"> <title> References </title> <blist> <bibl id="bib1" idref="ref90" type="bt">1</bibl> <bibtext> Aguinis, H., and J. 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| Header | DbId: eric DbLabel: ERIC An: EJ1503151 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Transformative Climate Change Education for Graduate Students: Developing a Theory of Change to Increase Equity in Climate Change Science – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tara+Pozzi%22">Tara Pozzi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8693-7720">0000-0002-8693-7720</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elaina+Legg%22">Elaina Legg</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0905-5772">0009-0002-0905-5772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+McCullough%22">Sarah McCullough</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2101-8931">0000-0003-2101-8931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+Lubell%22">Mark Lubell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5757-7116">0000-0001-5757-7116</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. 2025 31(11):2351-2373. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 2124838 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13504622.2024.2411310 – Name: ISSN Label: ISSN Group: ISSN Data: 1350-4622<br />1469-5871 – Name: Abstract Label: Abstract Group: Ab Data: Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student's scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student's learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1503151 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503151 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13504622.2024.2411310 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 2351 Subjects: – SubjectFull: Climate Type: general – SubjectFull: Graduate Students Type: general – SubjectFull: Environmental Education Type: general – SubjectFull: Equal Education Type: general – SubjectFull: Transformative Learning Type: general – SubjectFull: Doctoral Students Type: general – SubjectFull: Masters Programs Type: general – SubjectFull: Doctoral Programs Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Researchers Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Change Type: general – SubjectFull: Theories Type: general – SubjectFull: Models Type: general – SubjectFull: California Type: general Titles: – TitleFull: Transformative Climate Change Education for Graduate Students: Developing a Theory of Change to Increase Equity in Climate Change Science Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tara Pozzi – PersonEntity: Name: NameFull: Elaina Legg – PersonEntity: Name: NameFull: Sarah McCullough – PersonEntity: Name: NameFull: Mark Lubell IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1350-4622 – Type: issn-electronic Value: 1469-5871 Numbering: – Type: volume Value: 31 – Type: issue Value: 11 Titles: – TitleFull: Environmental Education Research Type: main |
| ResultId | 1 |
