Mark Sulzer is an Associate Professor of Secondary English Education and Literacy at the University of Cincinnati. Before joining the faculty at the University of Cincinnati, he worked as a high school English language arts teacher and drum line instructor. His teaching and scholarship focuses on secondary English teaching methods, young adult literature, and digital literacies, with an emphasis on integrating climate literacy into the curriculum. Through this work, he explores lesson planning approaches with fiction and nonfiction texts that can foster critical inquiry about the climate crisis. Sulzer, M. A. (2025). Creating a climate literacy context for reading literature. In A. Webb, R. Beach, & J. Share (Eds.), Empowering youth to confront the climate crisis in English language arts (pp. 47-53). New York, NY: Teachers College Press. (https://www.tcpress.com/empowering-youth-to-confront-the-climate-crisis-in-english-language-arts-9780807769867) Sulzer, M. A., & Batch, B. (2024, May 22). How do we conceptualize the climate crisis in YA literature? Considering the place of systems thinking in original and youth adapted versions of YA nonfiction books [Blog post]. Dr. Bickmore’s YA Wednesday. http://www.drbickmoresyawednesday.com/weekly-posts/how-do-we-conceptualize-the-climate-crisis-in-ya-literature-considering-the-place-of-systems-thinking-in-original-and-youth-adapted-versions-of-ya-nonfiction-books Sulzer, M. A. (2021). The future is known. Now what? Using Macbeth to explore the social complexity of the climate crisis and COVID-19. Changing English: Studies in Culture and Education, https://doi.org/10.1080/1358684X.2020.1855969