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CLEAN Network (formerly the Climate Literacy Network) Teleconferences

Each Tuesday at 1:00pm Eastern Time (12pm Central, 11am Mountain, 10am Pacific) CLEAN Network members meet on a teleconference call to update each other about their climate literacy projects, upcoming events, and funding opportunities and to support the sharing of information, the identification of best practices and key teaching/learning resources, and the development of collaborative activities. Often these teleconferences include special presentations by members and guests.

To participate in these teleconferences, you need to be a member of the CLEAN Network. Please contact Dr. Tamara Ledley of TERC, Cambridge, MA (tamara_ledley at terc dot edu) to join.

Members receive an email alert from the CLEAN Network listserv (See listserv archive) with information about each week's teleconference.

Past Teleconferences

2013 Teleconferences (Jan-June)

2012 Teleconferences

2011 Teleconferences

2010 Teleconferences

2009 and 2008 Teleconferences
If anyone has material from the 2009 and 2008 teleconference calls, please contact Tamara Ledley. We would like to preserve our historic record. Thanks.

Upcoming 2014 Teleconferences


April 29, 2014: Informal discussion


May 6, 2014: Informal discussion

May 13, 2014: Raluca Ellis, Project Director, Climate and Urban Systems Partnership (CUSP)

May 20, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

May 27, 2014: Juliette Rooney-Varga (Director, Climate Change Initiative, UMass Lowell) Climate Education in a Time of Media (CAM) Project


June 3, 2014: Informal discussion

June 10, 2014: Juliette Rooney-Varga (Director, Climate Change Initiative, UMass Lowell) World Climate: A Computer-Simulation-Based Role-Playing Exercise, a project of UMass Lowell and Climate Interactive

June 17, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

June 24, 2014: Informal discussion


July 1, 2014: Informal discussion

July 8, 2014: Informal discussion

July 15, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

July 22, 2014: Informal discussion

July 29, 2014: Informal discussion


August 5, 2014: Informal discussion

August 12, 2014: Informal discussion

August 19, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

August 26, 2014: Informal discussion


September 2, 2014: Informal discussion

September 9, 2014: Bonnie Murray (DLN Education Specialist/ NICE EPD Manager NASA Langley Research Center, Hampton, VA), Ask NICE (NASA Innovations in Climate Education) Series

September 16, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

September 23, 2014: Gail Scowcroft, Director, Climate Change Education Partnership Alliance

September 30, 2014: Informal discussion


October 7, 2014: Art Sussman, Co-PI, Pacific Islands Climate Education Partnership (PCEP)
Title: Learning About Ecosystem Climate Adaptation: Mangroves Case Study

October 14, 2014: Informal discussion

October 21, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

October 28, 2014: Informal discussion


Recent 2014 Teleconferences

April 22, 2014: Catherine Halverson, Emily Weiss and Traci Wierman, Lawrence Hall of Science, University of California at Berkeley, will talk on Ocean Sciences Curriculum Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change

Abstract: Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Funded by NOAA, the Ocean Sciences Curriculum Sequences are in-depth, kit-based curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS), with an emphasis on the Practices of Science, and significant overlap with the Common Core State Standards for English Language Arts. The curriculum provides numerous opportunities for students to engage in investigations, construct explanations and argue from evidence. They are designed in accordance with the latest research on learning and were classroom-tested by teachers across the US in a wide variety of settings. The curriculum provides opportunities for students to explore the inextricable interconnection between Earth's ocean, atmosphere and climate, helping them to be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate some possible solutions.

Bios:

Catherine Halversen is Co-Director of MARE and PI of several NSF-funded projects at the University of California Berkeley's Lawrence Hall of Science, including Communicating Ocean Sciences Informal Education Network. This national network of museums and aquariums partnered with universities offer regional professional learning for informal educators through the Reflecting on Practice program, and for science faculty to teach the Communicating Ocean Sciences college courses at their universities. She also serves as PI for Promoting Climate Literacy, an NSF project to develop a new Communicating Climate Science college course. Catherine led the development team that wrote the NOAA-funded Ocean Sciences Sequence for Grades 3–5, and for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change.

Emily Weiss is one of the primary authors of the Ocean Sciences Sequence for Grades 6-8. She works in the Center for Leadership in Science Teaching at the Lawrence Hall of Science at the University of California, Berkeley. She is the Co-PI of an NSF-funded project (PRACTISE) focused on professional development to support scientific argumentation skills and is the current President of the Southwest Marine/Aquatic Educators' Association. She has taught elementary and middle school and has run informal ocean sciences education programs for middle and high school students.

Traci Wierman is a member of the Learning Design Group at the Lawrence Hall of Science. The Learning Design Group, working with the MARE team, developed the Ocean Sciences Sequence (OSS). Ms. Wierman's role is to lead the Curriculum Implementation Network supporting dissemination and implementation of various science curriculum programs, including the OSS. She spent 17 years as a K -8 public school teacher and 10 years as an informal educator.

The slides are here (PowerPoint 5.3MB Apr22 14) and here (Acrobat (PDF) 4.2MB Apr21 14).

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Apr22 14).


April 15, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

The National Climate Assessment (NCA) is coming out soon-- now delayed until around May 5th it looks like, so we're still in the "getting our ducks in their proper rows" stage of preparing to maximize the teachable moments inherent in the NCA.

Here's a link to the agenda, which will include a review of who plans to lead which region, and a review of what we can expect the report, and most importantly its online features to offer: https://docs.google.com/a/ncse.com/document/d/1Pd65-rTnxnMA76XELmYjO99eH0t3AXKHyWCl-c8FM6g/edit

Once the report is out, our work begins, notifying our networks and colleagues about the resources and resources, so by our next call on May 20th we hopefully will have our proverbial ducks well downstream. Toward the bottom of page 2 of the February notes we started to flesh out a template that the regional and thematic groups can start to flesh out: https://docs.google.com/a/ncse.com/document/d/1X9eAdjduzrcW1hsSkMKyI1SaCP5I8qLLwq2-GGoHFbw/edit

There is an audio recording of this teleconference call here (MP3 Audio 31.6MB Apr23 14).


April 8, 2014: Dana Haine, Program Director for the University of North Carolina's Climate Leadership and Energy Awareness Program.
Title: Empowering Pre-college Students to Engage in Climate Change Solutions

Abstract: Educators engaged in the climate literacy movement are aware that possession of knowledge about the earth's climate and the causes and consequences of climate change is not sufficient to empower individuals to change their behavior and become advocates for actions that promote a sustainable future. By educating 9th-12th grade students about our fossil fuel based economy, by featuring scientists and engineers who are working to develop solutions to increase the use of renewable energy sources, and by providing opportunities to develop science communication and leadership skills, the extracurricular science enrichment program, Climate Leadership and Energy Awareness Program (Climate LEAP) at the University of North Carolina at Chapel Hill fosters a community of engaged youth and builds the capacity of the next generation of adults to address climate change.

In addition to increasing student knowledge of climate change science and of the solutions proposed to address climate change, program participants engage members of their community on the topics of climate change, energy awareness and/or sustainability through implementation of one or more community outreach project.

This session will include a description of the year-long program and the program evaluation plan which includes assessment of student learning. Measuring the program's impact on student behavior change to conserve energy and resources in daily life will also be addressed.

Bio: Dana Brown Haine, MS, K-12 Science Education Manager for the University of North Carolina (UNC) at Chapel Hill's Institute for the Environment, is program director for UNC's Climate Leadership and Energy Awareness program (Climate LEAP) and for the NC Climate Fellows Program, a teacher professional development program funded by a NASA Innovations in Climate Education (NICE) award. Dana creates and delivers learning experiences to grades 6-12 teachers, students and informal educators that are designed to provide access to current scientific information and relevant resources to help make informed decisions about environmental science topics such as climate change, energy and sustainability. She served on the NC Environmental Education Advisory Council from 2007-2011 and the NC Environmental Literacy Plan Working Group from 2009-2011. Prior to joining the Institute for the Environment, she was a science educator for DESTINY, UNC's Traveling Science Learning Program, and from 1998-2003 she was a science faculty member at Central Piedmont Community College in Charlotte, NC. Dana earned her MS in Biology from Wake Forest University and received her BS in Biology from Appalachian State University.

Dana's slides are here (PowerPoint 2007 (.pptx) 6.9MB Apr8 14) and here (Acrobat (PDF) 1.8MB Apr8 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.1MB Apr8 14).


April 1, 2014: Informal discussion - about the difficulties that educators will have using the IPCC Working Group II Summary for Policymakers report

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Apr1 14).


March 25, 2014: Informal discussion - no recording

March 18, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

It is a little over one month before the release of the National Climate Assessment.

Frank Niepold is working on a flyer for NSTA, which is early April prior to the launch, so the initial flyer will be a "coming soon!" teaser, but once the report is out and the website is up, we can continue to promote NCA and look for additional ways to add value, link to existing resources, etc.

As a primary focus of the call, I'm suggesting we brainstorm the names of and best way to contact organizations, lists, partners in the broad education arena who we should market the teachable moments of NCA to.

Here's the link to notes page: https://docs.google.com/a/ncse.com/document/d/1TMl1OcoFO5Sc03_deyhlkSbpjFynFPb_KsqYOV5BhyY/edit

There is an audio recording of this teleconference call here (MP3 Audio 19.5MB Mar18 14).


March 11, 2014: Laura Tucker and students (Ewan Shortess, Natalie Toews and John Reid) from the Students for Sustainability (SFS) group at Port Townsend (WA) High School
Title: Rally on the Rails: a 6,000 mile journey for climate action!

Abstract: Meet Students for Sustainability, a group of dedicated high school seniors in Port Townsend, WA who are creating a wave of student voices from across the U.S. to the 'other' Washington using only public transportation. Along the 55 stops at train stations from Seattle to D.C., they will gather petitions with suggestions, ideas and concerns about climate action to deliver to our leaders in our nation's capitol.

Bios:
Laura Tucker has spent her life working for a better planet, including participating in the first Earth Day in 1970 and continuing through a career in environmental and science education. She has been honored to serve as the advisor to this amazing group of students for the past two years along with Lois Sherwood, their 10th grade science teacher.

Ewan Shortess, president of SFS, has dedicated the past two years to coordinating the efforts of this exceptional group. He received the E3 Washington Green Apple award in 2012 for environmental leadership with Students for Sustainability.

Natalie Toews, secretary of SFS and Senior Class President, set the course for this trip to D.C. by suggesting that plane travel was not 'walking their talk', resulting in the choice to take the bus, ferry and train all the way to the 'other' Washington.

John Reid has been instrumental in leading the effort to fix the broken recycling system at the school, conducting waste audits and creating a business plan to pay custodians to empty the recycling.

All are members of the National Honor Society for their scholarship and volunteer with many groups in their community including planting over 3,500 trees with the Northwest Watershed Institute and the Jefferson Land Trust, as well as working with the Food Bank, Search and Rescue, local radio station KPTZ, and the Port Townsend Film Festival.

The slides are here (Acrobat (PDF) 1.8MB Mar10 14) and here (PowerPoint 11.2MB Mar10 14) and here in Apple Keynote (Zip Archive 14.6MB Mar10 14).

There is more information about this project look here.

There is an audio recording of this teleconference call here (MP3 Audio 18.5MB Mar11 14).


March 4, 2014: Informal discussion - including initial conversations to plan for "Climate Literacy" to include climate and energy sessions at the 2014 AGU meeting.

Indicate your interest and session proposal ideas here

There is an audio recording of this teleconference call here (MP3 Audio 18.2MB Mar4 14).


February 25, 2014: Monthly joint discussion with National Climate Assessment Education Affiliate Group

The discussion will be led by Mark McCaffrey and Minda Berbeco. The agenda is available at this Google Document Link

A National Climate Assessment slideshow on its Digital Distribution Strategy is here (Acrobat (PDF) 8.3MB Feb25 14).

There is an audio recording of this teleconference call here (MP3 Audio 18.4MB Feb25 14).


February 18, 2014: Jimmy Betts, National Outreach and Collaboration Strategies for The Great March for Climate Action

Abstract:
The mission of the Great March for Climate Action is to change the hearts and minds of the American people, our elected leaders, and people across the world to act now to address the climate crisis. On March 1, 2014, hundreds of climate patriots will set out from Los Angeles, CA, walking 3,000 miles across America to Washington, DC, inspiring action to resolve the climate crisis. This will be one of the largest coast-to-coast marches in American history.

The March seeks to build the broadest possible public consensus and is focused strictly on the climate crisis. Marchers will, of course, have their own personal stories and perspectives. However, it is important that we stick to the core message, in unison, with our words, signs and public presentations. This is a collaborative/pluralistic movement wherein we provide the necessary structure for organized change. Through marching, we orchestrate a highly-visible, eight-month public display of human dedication and self-sacrifice. From this foundation, participating educators, affinity organizations and business partners are given a platform from which to discuss education, policy reform and sustainable development relevant to climate change.

Throughout the planning, Marching, and concluding phases of this movement, we will be seeking strategic alliances and collaboration with affinity organizations to advocate for lasting, sustainable actions to resolve the climate crisis. We do not exclusively seek monetary funding and do not align ourselves with political agendas, candidates or personas. Additionally, we are not funded on credit or loans. All sponsorship has been done through grassroots donations and individual fundraising efforts. Support through equipment, food donations, water supplies, and other resources as well as the less-tangible story-sharing in classrooms, traditional word-of-mouth conversations, and social media networking are vitally important to the success of our March.

Presenter:
Jimmy Betts, Program Coordinator and Facilitator, Jimmy@ClimateMarch.org, 262-235-3276 (262-23-LEARN)

The notes for this presentation are here (Acrobat (PDF) 526kB Feb18 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.8MB Feb18 14).


February 11, 2014: Karen Hollweg and others, Advancing Climate Change Environmental Education: Materials from the Project-based Online Learning Community Alliance (POLCA)

Abstract: This U.S. EPA-funded EE Capacity Online Learning Community worked for 8 months in 2013 creating materials aimed at encouraging and supporting formal and informal educators not yet addressing climate change education in getting started. Leaders of POLCA will introduce participants to their multidisciplinary product by highlighting unique elements of their e-publication (from the needs assessment to fitting climate change with social studies and common core standards to learner-focused action projects for learners of all ages).

Presenters: The POLCA leadership team. These environmental educators facilitated the working groups responsible for creating each of the chapters:
- Christopher Johnson, Educational Consultant
- Deborah Shiflett-Fitton, Cape Light Compact
- Jennifer Hubbard-Sánchez, Kentucky State University
- Kristen Poppleton, Will Steger Foundation
- Lisa LaRocque, Intercambios
- Lori Kumler, University of Mount Union
- Susan Jane Gentile, Antioch University and Living Routes and
- Karen Hollweg, EE Capacity Professional Learning Community Lead Facilitator

The presenters ask that participants open both the PowerPoint slides (in pptx (PowerPoint 2007 (.pptx) 2.7MB Feb10 14) and pdf (Acrobat (PDF) 1MB Feb10 14) formats) AND OPEN THE ENTIRE PUBLICATION (all 12 sections) by clicking on the button labeled "Download all CCEE POLCA pdfs" at the bottom of this webpage, and opening the file of zip files. They will be referring to both the PowerPoint and multiple sections of the e-publication during the telecon.

There is an audio recording of this teleconference call here (MP3 Audio 21.6MB Feb11 14).


February 4, 2014: Informal discussion on the National Council for Science and the Environment's Builiding Climate Solutions meeting

We will give an overview of the National Council for Science and the Environment's Builiding Climate Solutions meeting and in particular the session on Building a Climate Change Education and Communication Collective. During this session we got additional input on the Google Doc "Collective Impact on the Local to Global Challenges Presented by Climate and Global Change Education, Literacy, Preparedness, Adaptation, and Mitigation" which can be found here http://tinyurl.com/mzy8v4w. Note: not all notes taken during the session have been integrated into the Google doc yet.

We discussed this document during our Jan 14th teleconference. Scroll down to that date for more information.

There is an audio recording of this teleconference call here (MP3 Audio 16.1MB Feb4 14).


January 28, 2014: Leah Wasser, Senior Science Educator - Universities, National Ecological Observatory Network (NEON) Project
Title: Facilitating the use of NEON data in University Classrooms – NEON's Higher Education Program

Abstract: This talk will discuss development of the NEON higher education program. Focus will be placed on online multi-media materials being developed to teach complex data topics. Also discussed will be the development of activities that engage students in the use of larger, long-term datasets to address ecological questions.

Bio: Leah has a Ph.D. in Remote Sensing Ecology from Penn State University and is passionate about remote sensing (and other geospatial) data. Her research utilizes LiDAR remote sensing methods to detect and characterize riparian forests and to furthermore quantify landscape / watershed level disturbance impacts. Her master's degree is in Landscape Architecture with a focus on ecological planning. She recently served as a visiting assistant professor in the Department of Landscape Architecture at Penn State.

Leah has over 10 years of University teaching and course development experience in the areas of spatially driven (GIS) ecological analysis, GPS and ecological planning. She is also interested in creative 3-D visualization techniques of spatial data to demonstrate the ecological impacts of disturbance. She has worked in Yosemite National Park simulating forest density and thinning scenarios in support of both fire management and recreational use planning.

The slides for the presentation are here (Acrobat (PDF) 4.7MB Jan27 14).

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Jan28 14).


January 21, 2014: Monthly joint discussion with National Climate Assessment Education Affinity Group

For the next several months CLEAN and the National Climate Assessment Education Affinity Group will have joint calls on the third Tuesday of the month at CLEAN's usual 1PM ET, 10AM PT time slot.

Our focus this first meeting will be looking at existing regional resources and ideally identifying people to lead the regional sections, building on what we already have while we await the final report and related regional resources.

Here's a page we've set up for the meeting that uses the Northeast as an example:
https://docs.google.com/a/ncse.com/document/d/1Y1HaVFj1XFCERwga6aAaDQh1khcfXL-w0Vu4nQDQH0A/edit

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Jan21 14).


January 14, 2014: Overview of the Evolving Document "Collective Impact in the Local to Global Challenges Presented by Climate and Global Change Education, Literacy, Preparedness, Adaptation, and Mitigation" - Tamara Ledley, TERC

This document has grown out of discussion held in a workshop at AGU in December and is supplemented by notes from a session at the Tri-Agency Climate Change Education PI meeting in October 2013 and from a white paper resulting from the Climate and Energy Literacy Summit held in December 2012. We would like to continue and build on this conversation through discussions on the CLEAN Network teleconference and in other face-to-face meeting opportunities. The summary document the Collective Impact discussion is here.

The AGU Workshop titled Preparing for Global Change: Education, Collaboration and Community Engagement to Enable a Science Savvy Society Workshop" was convened by Mark McCaffrey, Minda Berbeco, and Tamara Ledley

In addition to the Collective Impact discussion, Mark McCaffrey led a breakout on Education, Communication and Outreach and How to Integrate them; and Minda Berbeco led a breakout titled How Can the Next Generation Science Standards be Leveraged for Greater Climate Literacy?

If you are interested in a summary of the discussions of all the AGU Workshop breakout groups you can read that summary of the discussions of all the AGU Workshop breakout groups you can read that here.

There is an audio recording of this teleconference call here (MP3 Audio 20.8MB Jan14 14).


January 7, 2014: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Jan7 14).


Recent 2013 Teleconferences

December 31, 2013: Canceled - New Years Eve

December 24, 2013: Canceled - Christmas Eve

December 17, 2013: Joint discussion with National Climate Assessment Education Affinity Group

Discussion about potential educational uses of the National Climate Assessment (final due in April 2014). We will be focusing on concrete steps towards making the NCA accessible for educators to use in the classroom including splitting into groups to address the regional reports.

The agenda for our discussion can be linked to here - NCA-Education Affiliate Group Discussion Agenda

There is an audio recording of this teleconference call here (MP3 Audio 19.3MB Dec18 13).


December 10, 2013: AGU Meeting - Informal discussion

No slides or recording for this call.


December 3, 2013: Curry Rosato, Director of Communications and Outreach, Green Schools Alliance
Title: The Green Schools Alliance (GSA)

Abstract: Uniquely created by schools, for schools, the Green Schools Alliance (GSA) connects and empowers PreK-12 schools worldwide to lead the transformation to global environmental sustainability. With a network of over 3,000 schools (and growing daily) the GSA is a catalyst for green schools and provides a web based, school driven web site platform where schools set sustainability goals, track accomplishments, share best practices, find resources and events and learn from each other. The GSA also offers programs that engage school communities in taking climate and conservation actions. Discover ways you can get involved in the GSA peer-to-peer network and participate in programs such as the Green Cup Challenge, Student Climate and Conservation Corps (Sc3) and Sc3 Congress, Green Schools Renewable Energy Purchasing Consortium and more.

Bio: Director of Communications and Outreach, Curry Rosato has been developing and coordinating K-12 and community based education and action for sustainability programs for nearly two decades. She began her career leading recycling education experiences for Alameda County, CA students at Waste Management's Davis Street Transfer Station where she quickly launched a school based program that deepened student learning about the 4Rs. After a move to Boulder, CO, Curry began work engaging and inspiring Boulder County students, parents and community members to learn about and participate in water protection and conservation activities. In 2004 she developed the award winning 'Keep it Clean' campaign which is now the CO State campaign for nonpoint source pollution prevention, is featured in the EPA NPS toolkit and is implemented internationally. In 2007 she developed and implemented the award winning Operation Water Festival six week water education program, which, combined with an annual water festival, is now used in multiple communities statewide. Curry has consulted on a variety of environmental education projects including ReThink Waste's Shoreway Environmental Education Center and Denver Water's Youth Education program. As a volunteer for Boulder Valley School District's Garden to Table and School Food Project, Curry engages teachers, students and parents in school garden lessons and healthy eating activities. Educator, professional development leader, speaker, program manager, environmentalist, community volunteer and mother, Ms. Rosato received her undergraduate degree in Environmental Sciences from the University of Virginia and a Masters in Education from the University of Colorado.

The slides for the presentation are here (Acrobat (PDF) 2.8MB Dec2 13).

There is an audio recording of this teleconference call here (MP3 Audio 19.5MB Dec4 13).


November 26, 2013: Stephanie Pfirman, Columbia University, PoLAR: Future Coast, Climate Change Education Partnership (Phase II) Project and Ken Eklund, principal at Writerguy LLC
Title: FUTURE COAST, a CCEP II PoLAR Partnership initiative: Collaborative narratives about climate-changed futures

Abstract: The PoLAR Partnership (thepolarhub.org), a recipient of NSF CCEP II funding, is launching Future Coast in 2014. Future Coast has two parts: a collaborative game event and on site field activities. This webinar focuses on the narrative event led by experience designers Ken Eklund and Sara Thacher, that will be played online in Feb-April of 2014. Based on the success of World Without Oil (worldwithoutoil.org), the game uses the fictional device of crowdsourced voicemails from the future to engage a wide audience with possible climate-changed futures and create a positive, creative and social outlet for climate change discussions.

Bios:
Stephanie L. Pfirman, Professor of Environmental Science and Alena Wels Hirschorn '58 and Martin Hirschorn Professor of Environmental and Applied Sciences, joined the faculty of Barnard College in 1993, and serves as co-Chair of Barnard's Department of Environmental Science. She holds a joint appointment with Columbia University where she is a member of the faculties of the Earth Institute and the Department of Earth and Environmental Sciences, and Adjunct Research Scientist the Lamont-Doherty Earth Observatory of Columbia University. Prior to joining Barnard, Professor Pfirman was a senior scientist at the Environmental Defense Fund and co-developer of the award-winning exhibition, "Global Warming: Understanding the Forecast," produced jointly with the American Museum of Natural History. Professor Pfirman is currently principal investigator of the Polar Learning and Responding: PoLAR Climate Change Education Partnership supported by the National Science Foundation and co-chair of the National Academy of Sciences analysis of Emerging Research Questions in the Arctic.

Ken Eklund is the principal at Writerguy LLC, a game and experience design firm. He has been a game designer for over twenty-five years, with credits on dozens of game projects including award-winning A titles. He employs narrative play to create "authentic fictions" – collaborative online games that use "what if?" stories to engage people in real-world issues. He is the creator of World Without Oil (2007), Ed Zed Omega (2012) and other experiences for public media and educational and cultural institutions.

The slides for the presentation are here (Acrobat (PDF) 5.5MB Nov25 13).

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Nov26 13).


November 19, 2013: Mona Behl, Texas Sea Grant College Program, Texas A&M University
Title: Reflections on Expert Witness Advocacy Training Academy

Abstract: With support provided by the National Science Foundation's Paleoclimate Program, Atmospheric and Geospace Sciences, William Mitchell College of Law in St. Paul, MN, has been leading a one of a kind training and education workshop that prepares scientists to provide expert testimony in a variety of settings, including but not limited to the courtroom. Launched in the year 2011, the Expert Witness Training Academy (EWTA) brings together scientists, educators, and communicators for an intense immersion into science communication in a legal setting. Scientists are trained in courtroom techniques, practices, and procedures. EWTA is one of the very few workshops' that gives the academic experts an opportunity to understand and re-evaluate their role as expert witnesses from the standpoint of lawyers and other non-scientific experts. Additionally, this workshop prepares experts to argue effectively and ethically in an adversarial setting.

Bio: Mona Behl is a multicultural and interdisciplinary scientist who leads the Texas Sea Grant's research program. In this position, she is charged with responsibility for various aspects of research administration, strategic planning, and development and oversight for inter- and cross-disciplinary efforts in research. Behl is dedicated to bridging gaps between research and extension, building non-traditional partnerships, and maintaining the quality, integrity, and relevance of Texas Sea Grant funded research. She also works as a Climate Change Specialist with the sea grant extension team. Prior to assuming these roles, she worked as a visiting fellow with the American Meteorological Society (AMS) Policy Program, and adjunct professor with the American Public University. She is an award-winning teacher who is committed to transforming education by developing innovative programs for a diverse range of educators and scholars.

Behl secured her Ph.D. in Physical Oceanography from Florida State University, and her bachelor and master degrees in Physics from Center of Advanced Studies in Physics, India. Her research interests include air-sea interaction, large-scale ocean circulation, climate change adaptation, science education, policy, and communication.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 172kB Nov18 13) and here (Acrobat (PDF) 162kB Nov18 13).

There is an audio recording of this teleconference call here (MP3 Audio 18.6MB Nov19 13).

Further information about the Expert Witness Advocacy Training Academy:
http://web.wmitchell.edu/news/2013/05/expert-witness-training-academy-earns-high-marks-extended-funding/
http://web.wmitchell.edu/news/2012/07/mitchell-helps-expert-witnesses-communicate-their-expertise/
http://web.wmitchell.edu/news/2011/08/national-science-foundations-william-mitchell-partner-to-train-expert-witnesses/
http://web.wmitchell.edu/news/2010/09/william-mitchell-establishes-expert-witness-advocacy-training-academy/


November 12, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Nov12 13). There were no slides.


November 5, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 11.2MB Nov6 13). There were no slides.


October 29, 2013: GSA Meeting - Jean MacGregor, Director, Curriculum for the Bioregion Initiative at The Evergreen State College, Olympia Washington.
Title: How are college and university faculty teaching about climate change? A study from Puget Sound, Washington and its implications nationally

Bio: Jean MacGregor directs the Curriculum for the Bioregion Initiative at The Evergreen State College (http://bioregion.evergreen.edu) which supports faculty member at colleges and universities in Washington State as they integrate sustainability content into a broad array of courses and disciplines. Jean also teaches in the Graduate Program on the Environment at Evergreen. Jean has longstanding interests in place-based learning and the creation of academic communities for students and faculty.

Additional resources about the Curriculum for the Bioregion Initiative - Curriculum for Bioregion Framework_2013 (Acrobat (PDF) 203kB Sep27 13) and Curriculum for the Bioregion Brochure 2011 (Acrobat (PDF) 929kB Sep27 13). The analysis of the survey results is here (Acrobat (PDF) 381kB Oct14 13).

The slides for the presentation are here (PowerPoint 3.5MB Oct28 13)

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Oct30 13).


October 22, 2013: Informal Discussion

Leah Wasser's presentation on "Facilitating the use of NEON data in University Classrooms – NEON's Higher Education Program" was postponed due to illness. We had an informal discussion. Tamara and other attendees gave their perspectives on the Tri-Agency Climate Change Education PI meeting and the NAAEE meetings which occurred over the week of Oct 7-12. Also, we welcomed back our federal colleagues who have not been able to participate in any of these activities for about 2.5 weeks.

There is an audio recording of this teleconference call here (MP3 Audio 19.3MB Oct30 13). There were no slides.


October 15, 2013: Marcus Griswold. MADE-CLEAR Climate Change Education Partnership (Phase II) Project
Title: Climate Education in the Mid-Atlantic: Developing Shared Approaches In and Out of the Classroom

Bio: Marcus Griswold currently manages the Maryland Delaware Climate Change Education, Assessment and Research program(MADE CLEAR) focused on bringing climate scientists, formal and informal educators, and education researchers together to develop the best approaches for teaching climate change in and out of the classroom. Prior to this he coordinated efforts to reduce vulnerability to climate change, while working at the Maryland Department of Natural Resources. Marcus' background is in watershed management, restoration, and assessment with a focus on ecological resilience and recovery from human and natural disturbances. He was a founding Board member of Blue Water Baltimore and initiated and chaired their Scientific and Technical Advisory Committee. He received his B.S. from the University of Maryland and both his Master's and Ph.D. from the University of Florida, with a focus on invasive species in the former and best management practices for water quality and ecosystem resilience in the latter.

Slides for the presentation are here (PowerPoint 2.8MB Oct14 13) and here (Acrobat (PDF) 1.9MB Oct14 13).

There is an audio recording of this teleconference call here (MP3 Audio 18.2MB Oct15 13).


October 8, 2013: Tri-agency Meeting - Informal discussion

There is no audio recording of this teleconference call. There were no slides.


October 1, 2013: Kathy McGlauflin. Project Learning Tree

Abstract: How is Project Learning Tree (PLT) organized? How does it conduct and keep track of trainings? How does it fund the programs, etc.? Can project-based programs like PLT be used as a model for something about climate education?

Bio: Kathy McGlauflin is past president and a former board member of the North American Association for Environmental Education. She served on a number of boards including World Wildlife Fund's Windows on the Wild national advisory board and the National Association of Conservation Districts' Education Board. She also served on the National Science Teacher's Association Task Force on Environmental Education and the Council for Environmental Education advisory board.

She is a frequent speaker and advisor on environmental education issues, including testimony before the Senate on the Environmental Education Act of 1990 and presentations in China, France, Japan, Mexico, Sweden, Taiwan, and Ukraine. She is co-author of Living Lightly in the City, an urban environmental education curriculum.

Kathy has received several awards, including the prestigious 1997 Walter E. Jeske Lifetime Achievement Award for Environmental Education from the North American Association for Environmental Education and the Rudolph J. H. Schafer Award from the Western Regional Environmental Education Council in 1989 for her efforts at revitalizing Project Learning Tree and her dedication to environmental education.

Kathy joined Project Learning Tree in 1986, and was elected AFF vice president in 1991. She increased the state and international sponsorship from 32 states and two countries to all fifty states, the District of Columbia, the U. S Trust Territories and ten other countries. Under her leadership the PLT curriculum materials and programs were revised and expanded to address innovations in pedagogy and current and emerging environmental issues.

Kathy has a B.S. in Natural Resource Management from the University of Wisconsin, Madison and a M.S. in Curriculum and Instruction from the University of Wisconsin, Milwaukee. She began her career as an urban naturalist at the National Audubon Society's Schlitz Audubon Center in Milwaukee, Wisconsin and later directed youth programs for Audubon at their headquarters in New York City. Prior to coming to PLT she worked as education coordinator for the National Wildlife Federation.

Slides for the presentation are here (PowerPoint 2007 (.pptx) 5.3MB Sep30 13) and here (Acrobat (PDF) 1.4MB Sep30 13).

There is an audio recording of this teleconference call here (MP3 Audio 20.7MB Oct1 13).


September 24, 2013: Tamara Shapiro Ledley. The CLEAN Network: Supporting Members in Increasing Climate Literacy - Spring 2013 Survey Results

Abstract: The Climate Literacy and Energy Awareness Network (CLEAN) Portal (http://cleanet.org) contains both resources and a community to support increasing climate literacy in society. The CLEAN Network, a professionally diverse group of climate literacy stakeholders, formed in 2008 has grown from a group of 20 to over 400 professionally diverse members. What is the professional make up of the CLEAN Network and how does it support is members in their efforts to improve climate literacy? In the spring of 2013 a survey was distributed to all CLEAN Network members asking these questions. This presentation will summarize the results of the survey and promote discussion of how the CLEAN Network can improve it support of members and increase its collective impact.

Bio: Dr. Tamara Shapiro Ledley is chair of the CLEAN Network and currently leads the CLEAN and EarthLabs-Climate projects. She is a senior scientist and chair of the Center for Science Teaching and Learning at TERC. She will be receiving the AGU Excellence in Geophysical Education Award in December 2013. She has been involved in a range of Earth system science education activities that include developing museum exhibits and curriculum materials, directing teacher training programs, and bringing scientific data into educational venues. Dr. Ledley received her PhD from MIT, and prior to her science education work conducted a research program at Rice University that focused on understanding the role of sea ice and continental ice sheets in shaping global climate on seasonal to ice-age time scales.

Slides for the presentation are here (PowerPoint 2007 (.pptx) 7.5MB Sep23 13) and here (Acrobat (PDF) 2.9MB Sep24 13).

There is an audio recording of this teleconference call here (MP3 Audio 21MB Sep24 13).

Here is the Collective Impact (Acrobat (PDF) 978kB Sep24 13) paper that Tamara mentioned in her talk.


September 17, 2013: Emily Therese Cloyd, Public Participation and Engagement Coordinator, National Climate Assessment / US Global Change Research Program
Title: The National Climate Assessment: An Opportunity for Education?

Abstract: The Third National Climate Assessment Report (planned for release in March 2014) will be an important resource for understanding and communicating climate change science and impacts in the United States. The report will present a comprehensive picture of the changes in regions and sectors that occur in response to climate variability and change, including effects on public health and human well‐being, the economy, infrastructure, and the environment. This information will help decision makers throughout the country design adaptation policies, help citizens prepare themselves for climate change impacts, and help everyone understand how their everyday decisions impact the climate and the environment. What information has already come out of the NCA process that educators might use? How can educators use the Third NCA Report once it comes out? How are educators already participating in the NCA process? What opportunities might there be for more participation from the education community in crafting future NCA products and processes?

Resources:
Draft Third National Climate Assessment Report (January 2013): http://ncadac.globalchange.gov
Sustained Assessment Special Report (September 2013; please note that this is a pre-publication version of the report, please excuse small typographical errors): https://docs.google.com/file/d/0B5jF-HNMl8qWTFdsQjVDVnVxRTg/edit?usp=sharing
National Climate Assessment website: http://assessment.globalchange.gov
NCAnet (partners in assessment): http://ncanet.usgcrp.gov

Bio: Emily Therese Cloyd serves as the Public Participation and Engagement Coordinator for the National Climate Assessment. In this role, Emily coordinates the development and implementation of the NCA stakeholder engagement strategy, assists with the development and implementation of the NCA communications strategy, facilitates the planning and implementation of Assessment-related workshops, contributes to the production of Assessment-related products, and serves as a liaison between the Assessment and USGCRP research elements. Prior to joining the National Climate Assessment staff, she coordinated the carbon cycle and ecosystems research elements at USGCRP (2007-2010). Emily previously served as a Dean John A. Knauss Marine Policy Fellow at the National Oceanic and Atmospheric Administration's Center for Sponsored Coastal Ocean Research (2006). Emily holds a Master's degree in Conservation Biology (State University of New York College of Environmental Science and Forestry) and a Bachelor's degree in Plant Biology (University of Michigan), and is currently pursuing a PhD in Environmental and Natural Resources Policy at SUNY-ESF. Her research interests lie at the intersection of science and policy, studying how science and scientific information are used to support natural resources management and policy decisions.

Emily's slides are here (PowerPoint 2007 (.pptx) 15.1MB Sep16 13) and here (Acrobat (PDF) 3.5MB Sep16 13).

There is an audio recording of this teleconference call here (MP3 Audio 22.1MB Sep18 13).

Note from Mark McCaffrey: We've has started an National Climate Assessment network education affiliate group that CLEAN will be working with to develop online resources and strategies to help unpack NCA-related reports.

Here's the affiliate group homepage: https://groups.google.com/a/usgcrp.gov/forum/#!forum/ncanet-education-group
And here are the notes from our last meeting: https://docs.google.com/a/ncse.com/document/d/1hZsF9n3282VePwKaZv8A_xeMoYagWdn1rZw_tP9Buho/edit
We'll be having a follow-up telecon meeting on Thursday Sept. 26th at 2 PM ET, 11 AM PT. We will use the call in number 202-419-3498 or 877 419 3494 Bridge number 2000 Pin 2002

September 10, 2013: Informal discussion

There is no audio recording of this teleconference call. There were no slides.


September 3, 2013: Informal discussion

There is no audio recording of this teleconference call. There were no slides.


August 27, 2013: Informal discussion

There is a audio recording of this teleconference call here (MP3 Audio 6.5MB Aug27 13). There were no slides.


August 20, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 18.7MB Aug21 13). There were no slides.


August 13, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 8.7MB Aug13 13). There were no slides.


August 6, 2013: Informal discussion

There is no audio recording of this teleconference call. There were no slides.


July 30, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 10MB Jul30 13). There were no slides.


July 23, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 17.3MB Jul23 13). There were no slides.


July 16, 2013: Informal discussion

There is an audio recording of this teleconference call here (MP3 Audio 18.7MB Jul23 13). There were no slides.


July 9, 2013: Informal discussion

There is no audio recording of this teleconference call. There were no slides.


July 2, 2013: Informal discussion about the AGU Chapman Conference on Climate Change Communication

The AGU Chapman Conference on Climate Change Communication was held a couple of weeks ago. Mark McCaffrey will lead a conversation about the discussions there. Mark, Minda Berbeco, and Cherri Morrow put together some notes with their perspectives that can be seen here

Google Doc Notes from Chapman Conference on Climate Change Communication

Anyone else who attended the conference is invited to share their perspective and thoughts during the teleconference.

Michael Mann participated in the Chapman Conference, however, he is unable to participate in our teleconference today. He provides his prospective here.

It was an interesting workshop, wide variety of approaches, views, etc. from a mix of climate scientists, communication experts, media experts. A common theme was the importance of careful messaging and framing, recognizing the diversity of audiences/constituencies. There was quite a bit of divergence among participants and skepticism on recent challenges to the information deficit model to communication. There was quite a bit of discussion on recent work establishing the importance of communicating the degree of consensus among scientists regarding the reality/threat of climate change. If a consensus was reached, it might be that there are multiple fronts on which the climate change communication effort must advance: (1) emphasis on framing/narrative/cultural tailoring, (2) education on the basic scientific facts and arguments and debunking of common myths and (3) communication of the degree of scientific consensus that exists. - from Michael Mann 7/2/13

There is an audio recording of this teleconference call here (MP3 Audio 21.4MB Jul2 13).


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