Dr. Jordan developed her interest in environmental issues during high school through debates on clean energy, which deepened in college with a growing focus on the relationship between humans and the environment. What really worried her was her husband’s cancer diagnosis, which occurred while living in a polluted area, highlighting the health impacts of environmental harm. She actively continues her education by reading about climate change, environmental justice, and history, believing that while public awareness has increased (partly due to more direct media coverage and personal experiences like forest fires and hurricanes), continued education remains crucial. Despite this progress, she notes that political denial persists, especially among conservative groups and institutions driven by economic interests. For example, during her time at Florida State University, she witnessed government-imposed restrictions on even using the term "climate change." In her teachings, she integrates climate topics, often emphasizing the historical roots of environmental crises, such as colonization and resource extraction. Her research centers on environmental health, including air pollution, and she co-authored a chapter for the World Bank on climate-driven migration, framing it as an adaptive response rather than a crisis. Reflecting on her own education from 1996 to 2006, she recalls limited focus on climate change, though environmental themes were present. Today, she sees greater integration, especially in fields like geography. At Drew, student activism through groups like the Environmental Action League plays a leading role in promoting climate awareness, though there is no university-wide climate education requirement. She supports incorporating environmental topics across all disciplines and sees New Jersey’s K–12 climate curriculum as a strong model. She values student activism, like participation in climate marches, and believes thoughtful discussions are key to inspiring local and global action.

Dr. Gaffar developed a deep interest in the environment from a young age, fascinated by Earth’s unique ability to support life and was curious about how human dependence on the environment can lead to harm. This motivated her to explore ways to reduce environmental damage by revisiting core environmental principles. She feels well educated on climate issues from her undergraduate studies in Bangladesh and PhD work in the U.S., both of which offered courses specifically focused on climate change and mitigation. Dr. Gaffar acknowledges that some individuals, including those in geology, downplay human impact by framing climate change as a natural process. As an educator, she prioritizes climate education through dedicated courses, including a community-based learning course in partnership with Citizens' Climate Lobby, which engages students in real-world climate efforts. She sees her role as presenting scientific facts and encouraging students to use that knowledge to make informed decisions. Currently, her research focuses on using biochar as a sustainable agricultural tool to mitigate climate change, aiming to make it more accessible to farmers by collaborating with investors and sharing research findings. Dr. Gaffar believes that combining education and research is essential for driving policy and practical solutions. Reflecting on her own academic journey, she feels fortunate to have received thorough climate education, which shaped her focus on sustainable agriculture, and she emphasizes that schools should foster open, inclusive discussions, even for those skeptical of climate change.