National Teacher Appreciation Week

As our motto states, teaching sustainability IS everyone’s responsibility. We at Atwood Publishing applaud teachers of other subjects like math, reading, social studies, etc.. that also work in their curriculum the importance and necessity of sustainability. Here is a book that helps with that.

In celebration of National Teacher Appreciation Week, May 6th – 10th, we would like to showcase our authors/teachers of “147 Practical Tips for Teaching Sustainability: Connecting the Environment, the Economy, and Society”.

William M. Timpson is a Professor in the School of Education at Colorado State University where he teaches undergraduate and graduate courses. In addition, he heads the International Network for Sustainable Peace and Development within the School of Global Environmental Sustainability at CSU.

Bill has been an advocate for improving postsecondary education both as past Director of the Teaching and Learning Center at CSU, as an author and speaker on teaching enhancement, and research on the scholarship of teaching.

Long interested in issues of sustainability, peace, and equity, the topics are reflected in his scholarhip. His research, in part supported by a National Kellogg Fellowship and a Fulbright Fellowship, has focused on the topics from a global perspective.

BRIAN DUNBAR, LEED-Fellow (Leadership in Energy and Environmental Design), is director of the Institute for the Built Environment (IBE), and professor emeritus at Colorado State University. Brian is also a leader with CLEAR (Center for Living Environments and Regeneration), a non-profit promoting healthy developments. Brian’s teaching, research, and design charrette facilitation have received numerous local, regional, and national awards.

GAILMARIE KIMMEL, M.Ed., M.A., brings 30 years of experience in community and university education. After participating in the Peace Corps, she staffed Peace and Conflict Studies at University of California at Berkeley and two Oakland churches, cofounded a multidisciplinary think tank, and directed an environmental camp. Currently, she works with the CSU Forest Service, linking sustainable land management with green building and bioenergy, and coordinates the Green Building Certificate Program for CSU’s IBE. She serves on the Board of Directors for the Rocky Mountain Sustainable Living Association and is launching its local living economy project.

BRETT BRUYERE, Ph.D., is director of the CSU Environmental Learning Center (ELC) and assistant professor in the Department of Natural Resource Recreation and Tourism. The ELC provides programs to thousands of students, families, and educators annually about environmental conservation.

PETER NEWMAN, Ph.D., is an assistant professor of protected areas management at the Warner College of Natural Resources at CSU. His research focuses on the human dimensions of natural resources management and visitor “carrying capacity”—i.e., the maximal population load that does not produce negative effects on the environment—in the context of protected areas management. He also has work experience as a National Park Service Ranger in the Division of Resources Management in Yosemite National Park and as a naturalist/instructor for the Yosemite Institute.

HILLARY MIZIA is a sustainability leader and strategist, facilitator, and community connector. She serves the greater community as the principal and founder of PriZm Sustainability and is deepening the Colorado connection as the Executive Director at Shadowcliff Mountain Lodge, a non-profit lodge and retreat center in Grand Lake, CO. She is currently the president of the board at Mountain Sage Community School. She holds a BA in Experiential Education from Prescott College and an MA in Environment and Community from Antioch University, Seattle. She lives life to the fullest in Fort Collins, CO with her family.

DANIEL BIRMINGHAM, Ph.D., is an assistant professor of STEM (Science, Technology, Engineering and Mathematics) education at Colorado State University. His research examines potential avenues to bridge community and school experiences in order to alter modes of participation in STEM and support transformative learning for youth from traditionally marginalized communities. His work occurs with youth and teachers in traditionally marginalized communities and has resulted in (1) better understanding of science learning experiences that are consequential for youth, (2) examining the ways in which science teachers can learn from experience, expertise, and cultural practices of these youth, and (3) providing insights into an innovative methodological model of youth design-based research.

RENÉE HARMON is a Ph.D. candidate in the School of Education at Colorado State University, research assistant and social media coordinator for CSU’s Africa Center, and an associate professor at National American University. Her research addresses sustainability literacy generally, as well as, teaching and learning sustainability education, in particular. She holds a Bachelor of Arts in Journalism from Western Illinois University, and a Master of Arts in Communication from the University of Missouri—St. Louis. She currently serves on the Northern Colorado Refugee Collaboration Committee in Weld County where she is working on a project to inform the Northern Colorado community about refugee resettlement and to build social relationships between cultures. Renée is also an avid hiker, having completed the Grand Canyons’ Rim-to-Rim-to-Rim hike in 2016.

April 22nd is Earth Day

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” Lorax from Dr. Seuss

“Unless someone like you cares a whole awful lot, nothing is going to get better.  It’s not.”   LORAX  from Dr. Seuss
Photo by Pixabay on

Did you know that more people die from drinking unsafe water annually than from all forms of violence, including war? Children under the age of 5 are the most affected. How can this still be happening in 2019? How can Flint, Michigan still not have clean drinking water?

Join Earth Day Network in the fight for clean water for all. 💪 Sign up at

Green Schools Conference April 10, 2019 Workshop

Brian Dunbar

We are excited to announce that one of our authors, Brian Dunbar, from the best-selling title 147 Practical Tips for Teaching Sustainability: Connecting the Environment, the Economy, and Society, will be presenting a full-day workshop at this year’s Green Schools Conference and Expo in St. Paul, Minnesota. This conference is the only national event that brings together those passionate about making schools green a reality.

Brian Dunbar is an educator and practitioner focused on green building. He is currently a Professor Emeritus at Colorado State University-Fort Collins, LEED Faculty for U.S. Green Building Council, and the Executive Director of the Institute for the Built Environment.

Brian will be presenting a tour and workshop titled Whole School Sustainability, on Wednesday, April 10th, 2019, from 9 a.m. to 3 p.m. at the Como Park Zoo and Conservatory.  Attendees of this workshop will be better prepared to address the three aspects of Whole School Sustainability in their own school or school system:

  • developing a sustainable culture
  • communicating the benefits of green school design and operations
  • engaging teachers, staff, and students through curricula, sustainability teams and behavior change

Facilitators will share their experiences, lead group discussion, and guide participants through creating a Sustainability Action Plan and participating in a green school design exercise.

Attendees of this workshop will earn 5 GBCI credits.


Cut your energy costs

Happy New Year from Atwood Publishing!

As you all start new year’s resolutions, we’d like to encourage one that is eco-friendly, energy saving and sustainable! Join us in celebrating Cut Your Energy Costs Day on January 10th and extend it to the rest of your daily practices to be sustainable and save you money. Atwood Publishing’s line of books on sustainability are suitable for those educators looking to teach about new complex sustainability topics. One such way to start these conversations is by observing Cut Your Energy Costs Day and purchasing our 147 Practical Tips for Teaching Sustainability: Connecting the Environment, the Economy and Society.



Here are a few ways you could cut your energy costs:
1. Unplug things that aren’t being used, like microwaves, coffee pots, toasters etc.
2. Shorten your shower by a couple minutes, could save you gallons of water each time you shower.
3. Turn the temperature down in your home when you’re out and/or at night when you’re in bed.
4. Line dry your washed clothes when possible, hang outdoors or inside. If it’s too cold outside you can provide humidity to your home during dry winter months by hanging indoors.
5. Shut off lights when you leave a room, especially when you leave your home.
6. Unplug electronic devices once charged, rather than letting them sit all night.
7. Check your appliances/electronics for energy-saving modes, some newer laptops and phones have them!
8. Turn off running water while brushing your teeth, imagine all the water you could be saving 2x a day

Start changing the way you consume energy today, your wallet will thank you. Your community and the welfare of the natural world you live in will be grateful of these small, easily manageable sacrifices you made to cut your energy costs.

Happy International Mountain Day!

Since 1992, the UN has recognized the celebration of Mountain Day on December 11th. Last year the UN celebrated Mountain Culture, this year Atwood Publishing is celebrating under the theme of Sustainability.  The word “sustainability” means different things to everyone, however there is one thing all definitions have in common; the resource must be maintained for future generations. An important concept in all of ecology and more specifically, sustainability is to understand that it is an interconnected, complicated system of biology that interacts with biotic as well as abiotic factors. 147 Practical Tips for Teaching Sustainability: Connecting the Environment, the Economy and Society  defines sustainability by theTriple Bottom Line definition for sustainability, i.e., the interconnected health of the environment, society and the economy. This book provides unique situations in which discussion of sustainability is essential to our worldly knowledge.


Glacier National Park 2017

International Mountain Day with regards to sustainability is becoming increasingly important as the valuable resources on mountainscapes become scarce.  Mountains house unique ecosystems across the globe providing niches for endemic species. They also provide a place of solace, grandeur, peace, diversity and uniqueness.  As each of these mountainscapes are unique in different parts of the world, each are home to a suite of varying adapted species, all of which provide very specific ecological functions which are essential to the productivity and recycling of the resources available to other organisms.


As sustainability continues to be a growing topic of interest and research, Atwood Publishing’s line of books on sustainability are suitable for those educators looking to teach about new complex sustainability topics. Topics such as “The Politics and Sustainability of Teaching” and “Engaging Learners in the Complexity of Climate Change” can be found in our other book, Controversial Case Studies.

One of the authors of our line of sustainability books, Bill Timpson, from Colorado State University, was asked about International Mountain Day and asked to contribute his thoughts on the topic:

“In Colorado many of us are very aware of the importance of the mountains for our clean water that is a lifeline for people east and west of here on rivers that run to the sea. More recently, fires have alerted us to concerns for the health of the forests that populate the mountains. Tourists replenish their love of nature here. Hunters and fishermen regularly ply these lands for recreation and healthy food. Mountains, of course, often dictate weather and we in Fort Collins benefit from a ‘banana belt’ effect that has the mountains pushing colder Arctic winds to the east. A history of the planet is written in these mountains.”


In continuation of our sustainability theme, we are pleased to announce that Center for Green Schools at US Green Building Council, which promotes sustainable schools that have a low impact on their environment, and encourage sustainability literacy, is hosting the Green Schools Conference & Expo. This event gathers green school leaders in Denver, CO to discuss topics related to green practices in the education field.  The conference is open for registration starting in February and the event is May 3 & 4. For more information  about the conference and registration please follow the link:

Top 3 Tips for the New Semester

A new semester has rolled around again, and classes have begun all across the country. Amid the excitement and the bustle of fresh beginnings and different duties, take a moment to make some new discoveries. Check out these three featured tips from some key books in Atwood’s 147 Tips series, all championing practical ways to manage the joys and stresses of launching a new course:

From 147 Practical Tips for Teaching Online Groups by Donald E. Hanna, Michelle Glowacki-Dudka, and Simone Conceição-Runlee.

5. Understand your audience.

In marketing a program or course, it’s important to understand the needs, backgrounds, characteristics, and expectations of the target learners. Online courses that attract participants from diverse locations may have learners with different needs. Some learners, for instance, may require special accommodations, such as large print on course materials, or software programs that assist in decoding graphics or text in a web-based environment.

One way to address the anticipated cognitive or performance needs of your learners is to send them pretests or surveys before the start of the class, or to have them compete portfolio reviews during the course. By understanding the learners’ needs, you can vary the presentation of materials to fit diverse learning styles, develop supporting materials, and present content in ways that offer learners different labels for the comprehension of concepts.

147 Practical Tips for Teaching Online Groups

147 Practical Tips for Teaching Online Groups

From 147 Practical Tips for Using Icebreakers with College Students by Robert Magnan:

4. Think about tone.

This icebreaker will probably be the first connection that you make with your students. A more serious icebreaker may send a message that your course may not be very enjoyable. On the other hand, a silly icebreaker may cause students to assume that they can take a casual attitude toward your course. It can be a touch call. How have students reacted to the course in the past, with you or with colleagues? If they seemed anxious or even afraid, then it may be better to err on the side of fun. If they seemed too relaxed— attendance problems, inadequate effort on assignments, insufficient preparation for quizzes and exams—then you could start out better with a more serious icebreaker, preferably focused on the course content.

147 Practical Tips for Using Icebreakers with College Students

147 Practical Tips for Using Icebreakers with College Students

Finally, from 147 Practical Tips for Teaching Professors, edited by Robert Magnan:

8. Work with your students as a team.

We may be perfectly organized, yet our students have trouble following us. Or we may enter the classroom still trying to put it all together, and emerge triumphant, knowing our students were with us all the way. Strange? Not really. Often our feeling of organization actually undermines our progress. Two different worlds: we create organization through preparation, but our students perceive organization through communication. Show your game plan!

147 Practical Tips for Teaching Professors

147 Practical Tips for Teaching Professors

Enjoy! And have a great semester!

Tips of the Week 7/22/14

After an unforeseen delay, the Tips are back, and with a vengeance! This week we’re doling out four tips for the “price” of three.

From 147 Practical Tips for Teaching Online Groups, by Donald e. Hanna, Michelle Glowacki-Dudka, and Simone Conceição-Runlee, comes the following handy tip, which will help you know how to set the tone for interactions in any online learning environment:

112. Gain agreement with the learners about rules, norms, and procedures for discussion and do so from the start.

Interactive online courses depend on the relationships and trust developed between and among you and the learners. If the learners are to play an active role in developing the course atmosphere, you must preliminarily define the structure, rules, norms, and procedures for course discussions upfront — but then give your learners the chance to suggest important modifications.

Some teachers routinely build in and act upon opportunity for revisions in the course plan and structure. Doing so gives learners a sense of ownership for the community that they’re helping create.

And from 147 Practical Tips for Teaching Peace and Reconciliation, by William M. Timpson, Edward J Brantmeier, Nathalie Kees, Tom Cavanagh, Claire McGlynn, and Elavie Ndura-Ouédraogo, we ‘ve mined this sharp piece of insight:

66. Help Restore Happiness and Create Fulfilling Lives

As Nel Noddings (2003) suggests in her book, Happiness and Education, at the present time educators and those interested in education are focusing on financial aims in schoolseducating students to support a strong economy and to be financially successful, rather than to flourish as adults. We need to remember the key to what helps us to flourish is living happy, peaceful, and fulfilling lives. Tom Cavanagh writes: “I suggest if we want our children to be happy and flourish as adults, then we need to ask them what makes them happy and help them learn how to build healthy relationships and heal broken relationships.”

Using the Peacemaking Circle process (with a talking stick), let us take the time to ask the students we teach what makes them happy and listen to their answers. [For more on the Peacemaking Circle process, you can check out Tip 34 from this volume.]

Finally, we present two additional gems from the forthcoming latest book in our 147 Tips series, 147 Practical Tips for Emerging Scholars, by Kathleen King and Ann Cranston-Gingras.

6. Develop or join a local research or writing collaborative.

Anyone who participates in local research or writing collaboratives
can testify to the power of the experience for personal and professional
development. A group of scholars with similar goals can create their
own collaborative with the choice of at least two basic models: writing
circle or collaborative. In the writing circle model, each individual contributes their current manuscript for the other members to evaluate and offer recommendations for improvement. Using the collaborative
model, the group identifies a project which they are all interested in and
have the skills to pursue. They divide the effort and work among them in
order to accomplish the goal. In both models, we might tweak the old
adage and observe: “Many minds make light work.”

20. Consider new trends in your discipline or field that you
can explore.

Contrary to popular belief, professors are not all-knowing. The most
productive faculty are those who are life-long learners and who thrive on
new opportunities to develop their knowledge base and skills. What
new trends could inform your current work? Are there new trends about
which you have questions? Currently, knowledge and research grow
faster than ever before; as academic researchers, we cannot afford to
tune out new developments and rely solely on our doctoral preparation.
New developments may serve as vital parts of your growing research


Tips of the Week 6/3/14

Here’s a new batch of tips warmed perfectly by the summer heat, just in time for the start of June! As the semester closes and you transition into summer mode, remember to refresh your mind every now and then with new tips for your classroom, your practice, and yourself.

For educators looking to publish, here is a great tip (we should know!) from 147 Publishing Tips for Professors by Danny R. Arnold:

48. For each  project, decide whether you will write to a target audience or write the manuscript and let it find a home.

Should you tailor an entire project for a specific  target journal, or should you simply do a good job writing up the project and then find a home for it? The answer is YES. Actually, it depends on the project. At some point before you finish the manuscript, you certainly need to tailor it for a specific journal.

Two cautions are pertinent. First, developing a project for a narrow and/or unique journal can be dangerous. What if they do not like it? Second, you may want to evaluate early in the project whether the resulting manuscript might fit a small cluster of journals. Having multiple options for your work is desirable.

And from 147 Practical Tips for Teaching Diversity by William M. Timpson, Raymond Yang, Evelin Borrayo, and Silvia Sara Canetto:

68. Insist on responsible language

One fundamental ground rule for a safe environment that all members of the class community instructors and students alike respond to each other with understanding and empathy, especially when there are sharp disagreements.

Reexamine the language used in a particular class that dealt with some aspect of diversity. For the purposes of expressing and discussing more precisely, consider the impact of alternative language terms, concepts, qualifying adjectives and adverbs that could have been used.

Finally, we have another splendid tip from our forthcoming latest edition to the Tips series, 147 Practical Tips for Emerging Scholars by Kathy King and Ann Cranston-Gringas.

11. Identify and list the areas and strengths of your academic preparation and research interests.

Some of the strongest determinants in one’s early research and publication agenda will be one’s academic preparation focus and initial research interests. Indeed, for doctoral students, we recommend exploring research areas, building a foundation for your likely dissertation topic. In this manner, your work will build valuable background knowledge and perhaps data for your future effort. For early career faculty members, it is likely that your initial research and publication agenda will stem from your dissertation. Revisit the recommended future research sections of this document and your notes from your dissertation defense to see what leads you may uncover. We encourage faculty to explore more than one theme or focus of research in order to provide fresh perspectives, additional collaboration, publishing and funding opportunities.

Tips of the Week

Continuing in our brand-new (but sure to be time-honored) tradition of tip-sharing via blog, we present you with the Tips of the Week. Savor and mull over these delightful morsels of education advice, and check back in next Tuesday for more!

With warm temperatures finally hitting Madison, WI (where Atwood is based), and spring making itself felt in earnest across the country, the topic of icebreakers seems appropriate. From 147 Practical Tips for Using Icebreakers with College Students by Robert Magnan comes this handy tip:

48. Find out more through follow-up questions.

You can intervene after an answer by asking a follow-up question. Here are some examples. The question “Who here is planning on a career in this field?” could lead naturally to “What do you want to do specifically?” The question “Who here would like to take this course pass/fail or for no grade?” could lead logically to “Why?” The question “Who here reads books in this field for fun?” could lead to “What have you read lately?” or “Which books would you recommend to other students?”

Spring is also a great time to think about sustainability. With green leaves and grass all around us and fresh air in our lungs, the natural world cannot be ignored. From 147 Practical Tips for Teaching Sustainability by William M. Timpson, Brian Dunbar, Gailmarie Kimmel, Brett Bruyere, Peter Newman, and Hillary Mizia, comes this delightful suggestion:

83. Develop Natural Schoolyards.

Students learning from nature at school is so important. Outside areas can be converted to gardens for what once grew locally. Students can see what it is like to grow gourds in the fall, tend the land, observe the wildlife, and participate in the process of nurturing plants and protecting wildlife.

Last but not least, any time is a perfect time to learn about the tricks and  advantages of implementing online technology in your education practice. 147 Practical Tips for Synchronous and Blended Technology Teaching and Learning by Rosemary M. Lehman and Richard A. Berg guides you in that process with tips like this one:

97. Use learned presentation skills.

If you are using videoconferencing, webconferencing, or webcasting, your course participants will spend a great deal of time watching you and listening to you. Remember that your presentation skills will be magnified through the lens of the camera and through the microphone. Learn about presentation skills and practice them. It’s always a good idea to practice your presentation skills with a pilot audience for feedback and critique, or tape yourself while you’re presenting and watch the tape for self-critique.


Let the tips begin!

Hi there!

We’re so excited to be here in the blogosphere, and we hope you are too. To celebrate our new blog (this one you’re reading!) and to jump-start our weekly sampling of handy and thoughtful tips for educators, we’re laying out a veritable feast of not one but three handy tips from different books in our ever-popular 147 Tips series.

Let the tips begin!

From our first ever 147 Tips book, 147 Practical Tips for Teaching Professors, edited by Robert Magnan:

21. Don’t forget the spice.

      How often have we heard that variety is the spice of life? And how often do we think only in terms of matching delivery with material? Sometimes what’s appropriate for three minutes may not work for seven. Switch to another delivery a different tone, a different phrasing just for variety. In baseball terms, it’s not the pitch itself as much as the change of pace.

From one of our most popular distance learning titles, 147 Practical Tips for Teaching Online Groups, by Donald E. Hanna, Michelle Glowacki-Dudka, and Simone Conceição:

135. Help your learners manage information.

With an abundance of text-based resources, managing information becomes an important skill to acquire when learning online. This calls for managing access to resources, academic discourse, information flow, and service arrangements.

Include in your syllabus all of the possible ways learners can access information through Internet hyperlinks or web-based procedures that emphasize certain skills.

And from our most recent addition to the 147 Tips series, 147 Practical Tips for Using Experiential Learning, edited by William M. Timpson, Jeffrey M. Foley, Nathalie Kees, and Alina M. Waite:

4. Engage, connect, and construct.

In experiential education, learning is an active and constructive process where knowledge is constructed by the interaction of the learner directly with the phenomena. The facilitator works to engage participants with the knowledge/experience and with each other.

Here the learner is an active participant whose individual life experiences, loves, passions, biases, and prejudice are intimately involved in the learning process. Together groups of students can create vibrant learning communities.

For an upcoming session, diagram the ways in which you would like to see the flow of information, ideas, and power happen. How can this model help you understand a particularly meaningful experience in the past?

You can find the complete list of books in our 147 Tips series here:

Stay tuned for more great tips!