As faculty, what does changemaking mean to you? How do you define what changemaking education is to a faculty peer who’s never heard the term?

In my experience as a faculty, student-driven experiences are the basis of changemaking education, and through these experiences, we pursue the development and maturity of social and academic skills including team-work, empathy, critical thinking, systems thinking, leadership. At the same time that we teach Physics, Biology, Speech, etc., we have to form the next generation of social actors, global thinkers, with empathy and determination to take over the great challenges that humanity is facing in the short run.

Why do you consider yourself a changemaker faculty? What issues are at the center of your changemaking work?

In both my classes and research, I try to always introduce a system approach. I may start with specific applications but later introduce systemic examples. My research, focused on the impact of solar activity on our planet, is directly related with global considerations, and my students researchers have shown a clear grasp of the importance to consider the system rather than just the components.

At the same time, I consistently insist on the importance of thinking as a member of humanity, how our actions, it doesn’t matter how minor they may seem, may impact all. We have to avoid the trap of the Tragedy of the Commons!

Tragedy of the Commons: dilemma arising from the situation in which multiple individuals, acting independently and rationally consulting their own self-interest, will ultimately deplete a shared limited resource, even when it is clear that it is not in anyone's long-term interest for this to occur.)

To be a changemaker, it is important to:

Think globally, recognize that we are part of a whole, have empathy, and act pursuing the common good. A critical mind, the skills to deeply analyze data and information, and leadership skills are all necessary to be a changemaker.

What would you tell a faculty peer who would like to consider enhancing their teaching with a changemaking lens?

Start with local examples and expand to enclose global ones. Make the students feel that they are part of the solution for the most urgent and critical issues we face. Develop team-working, promote leadership. Most importantly, have your students to learn by doing! (so they are ENGAGED in the search/implementation of solutions).