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Upcoming 2017 Teleconferences
June 20, 2017 : Informal Discussion
June 27, 2017: Climate Literacy Guide Update
In 2007, despite growing scientific evidence that global warming will have serious impacts worldwide, the lack of commensurate public understanding on the importance of the climate change issue was significant. Since then the United States has experienced economic challenges, public frustration with Washington, concerns about terrorism and a divisive health care debate, largely pushing climate change out of the news. It is also clear that public understanding of climate change fundamentals - that it is happening, is human caused, and will have serious consequences for human societies and natural ecosystems here in the United States and around the world - is stubbornly improving too slowly.The World Wide Views Global Citizen Consultation Results Report on Climate and Energy revealed a global citizenship both well-informed and motivated about climate change but which wants to know more about the concrete issues so it can take a direct part in the solutions. This requires a sharp and sustained focus on education, training and public awareness at all levels of government, society and enterprise to empower everyone to take climate action.
In the formal education arena, U.S. national education standards aimed to define the foundational understandings of a climate literate person have been created (e.g., Next Generation Science Standards [NGSS] and Essential Principles of Climate Science [EPCS]), providing a common education benchmark for students of all ages. The Next Generation Science Standards (Achieve, 2013) are infused with climate science and pre-climate foundational knowledge for the K–12 grade levels. The Essential Principles of Climate Science (USGCRP, 2009) provide an overview of the big ideas and supporting concepts essential for climate literacy of all citizenry.
Given the progress to date on increasing climate literacy, it is time for the education community to review The Essential Principles of Climate Science (USGCRP, 2009) and develop select updates. The last revision was completed in May of 2009. Over the summer, Frank Niepold at NOAA will work with the CLEAN Network in select Tuesday telecons to select limited text and images to update. The target is to have a version 2.1 of the Essential Principles of Climate Science for the fall of 2017.
Please join the CLEAN telecons to participate or suggest your edits in the 2017 Review/Update Essential Principles of Climate Science google document. Check out the document here: https://docs.google.com/document/d/1z65oVs1LwL7iykAjraBuaFLvARK2uzDA-2jTsqYIeXs/edit
July 4, 2017:Informal Discussion
July 11, 2017: Climate Literacy guide update discussion (2)
July 18, 2017:Informal Discussion
July 25, 2017: Informal Discussion
August 1, 2017: Climate Literacy guide update discussion (3 if needed)
August 8, 2017: Informal Discussion
August 15, 2017: Climate Literacy guide update discussion (final)
August 22, 2017:Informal Discussion
August 29, 2017:Informal Discussion
September 5, 2017: Informal Discussion
September 12, 2017: Providing Climate Information to the Public: How well is it understood? with Lindsay Maudlin, PhD candidate at NC State University
Abstract: Climate science information becomes ever more available to the non-science general public, presented in new and creative ways, but is this information understood? Only by evaluating the efficacy of these methods can we improve the delivery of information to the public. Through the application of new tools, eye tracking and hand-sensors, as well as more traditional questionnaires and interviews, researchers can complete such evaluations. This presentation shares preliminary results from three studies: 1) the evaluation of the usability and understandability of a climate information website for forestry stakeholders in the Southeast United States; 2) a comparison study between the learning gains from climate information animations and their still-frame counterparts; and 3) a comparison study between the ability to change attendees' engagement, conceptions, perspectives, attitudes, and behaviors toward global change at a science café and a symphony concert. These results can inform climate science communicators on effective ways to share climate science information with the non-science general public.
Bio: Lindsay am an atmospheric scientist working on her PhD at NC State University. Her research interests fall under Geoscience Education Research and Geocognition, with a special focus on evaluating climate literacy in informal education settings. She received her B.S. in Meteorology from The University of Oklahoma and her M.S. in Atmospheric Sciences from The University of Arizona. Outside of teaching and research, she enjoys running, taking ballet classes, reading, and spending time with family and friends.
September 19, 2017: Informal Discussion
September 26, 2017: Teacher's Guide to Climate Change with Don Duggan-Haas and Ingrid Zabel
October 3, 2017: Informal Discussion
October 10, 2017: Informal Discussion
October 17, 2017: Informal Discussion
October 24, 2017: Climate Outreach in Miami - What that looks like at Ground Zero, Caroline Lewis
Bio: Caroline Lewis is passionate about education and its tremendous potential to influence lives. She is a champion of effective teaching and a warrior for climate action. In her many roles, Ms. Lewis strategically builds capacity, promotes innovation, and inspires leadership in individuals and institutions. She enjoys developing creative, collaborative programs to significantly increase outreach to diverse audiences. After 22 years as a science teacher and school principal, Lewis joined the staff of Fairchild Tropical Botanic Garden, created the Fairchild Challenge, and, as Director of Education, expanded programs and partnerships. Currently, Lewis is the high school director of the newly formed Cushman High School in Miami, Florida, as well as the founding director of the CLEO Institute, a non-profit that promotes climate education and action.
October 31, 2017: Informal Discussion
November 7, 2017: Informal Discussion
November 14, 2017: Informal Discussion
November 21, 2017: Informal Discussion
November 28, 2017: Informal Discussion
December 5, 2017: Informal Discussion
December 12, 2017: Informal Discussion
December 19, 2017: Informal Discussion
June 13, 2017: Informal Discussion
You can find the video recording here (MP4 Video 15.7MB Jun13 17).
June 6, 2017: Informal Discussion
You can find the video recording here (MP4 Video 24.4MB Jun7 17).
May 30, 2017: Highly developed, still developing: education as a mechanism for achieving sustainable development among very highly developed countries and territories with Phillip Vaughter, United Nations University
Abstract: In order to be effective, the responsibility for actualizing the United Nations' Sustainable Development Goals (SDGs) cannot lie with developing nations alone. While the focus of the Millennium Development Goals (2000-2015) was on developing nations, shifting to a sustainable development framework will necessitate the inclusion of highly developed nations in initiating an ecologically sustainable global society. Very highly developed countries and territories will need to reposition not only their policy objectives, but also their cultures and learning to achieve sustainable development. This presentation illustrates what approaches would be effective for very highly developed countries and territories in achieving sustainable development, and how education for sustainable development (ESD) can facilitate these initiating approaches. Three of the SDGs are considered in this presentation: climate action, protecting terrestrial ecosystems, and marine conservation. Identifying best practices and making concrete curriculum and pedagogy recommendations will provide a blueprint for how ESD can be used to move towards sustainable development for highly developed countries and territories.
Bio: Philip Vaughter joined the Education for Sustainable Development Programme at the United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) in June of 2015. A native to Minnesota in the United States, he received an undergraduate degree in biology from Iowa State University in the United States and a post-graduate certificate in Environmental Sciences from University of Victoria in New Zealand before returning to Minnesota to complete his PhD in Conservation Biology with a focus on climate policy and climate literacy in civil society actors.
Before joining UNU-IAS, he worked as a research fellow at York University in Canada. In Canada, his work focused on analyzing the synergies and obstacles in linking local, regional, and national education policies to UN policy objectives. He also investigated the role of Higher Education Institutions (HEIs) promoting Education for Sustainable Development through curriculum, research, practice, and inter-institutional networks. Philip has taught undergraduate and post-graduate courses in ecology, political science, sociology, and statistics during his graduate and professional career.
You can find the presentation here (PowerPoint 2007 (.pptx) 17.6MB May29 17).
You can find the video recording here (MP4 Video 48.5MB Jun1 17).
May 23, 2017: Informal Discussion
You can find the video recording here (MP4 Video 106.2MB May23 17).
May 16, 2017: Informal Discussion
You can find the video recording here (MP4 Video 26.6MB May17 17).
May 9, 2017: Informal Discussion
You can find the video recording here (MP4 Video 27.2MB May9 17).
May 2, 2017: Transitioning States and Countries to 100% Clean, Renewable Energy for all Purposes with Mark Jacobson, Professor of Civil and Environmental Engineering at Stanford University
Abstract: Global warming, air pollution, and energy insecurity are three of the most significant problems facing the world today. This talk discusses the development of technical and economic plans to convert the energy infrastructure of each of the 50 United States and 139 countries of the world to those powered by 100% wind, water, and sunlight (WWS) for all purposes, namely electricity, transportation, industry, and heating/cooling, after energy efficiency measures have been accounted for. Results showing the ability of the grid to remain stable at low cost under 100% WWS conditions are also provided. Please see http://web.stanford.edu/group/efmh/jacobson/Articles/I/WWS-50-USState-plans.html for more information.
Bio: Mark Z. Jacobson is Director of the Atmosphere/Energy Program and Professor of Civil and Environmental Engineering at Stanford University. He is also a Senior Fellow of the Woods Institute for the Environment and of the Precourt Institute for Energy. He received a B.S. in Civil Engineering, an A.B. in Economics, and an M.S. in Environmental Engineering from Stanford in 1988. He received an M.S. and PhD in Atmospheric Sciences in 1991 and 1994, respectively, from UCLA and joined the faculty at Stanford in 1994. He has published two textbooks of two editions each and ~150 peer-reviewed journal articles. He received the 2005 AMS Henry G. Houghton Award and the 2013 AGU Ascent Award for his work on black carbon climate impacts and the 2013 Global Green Policy Design Award for developing state and country energy plans. In 2015, he received a Cozzarelli Prize from the Proceedings of the National Academy of Sciences for his work on the grid integration of 100% wind, water and solar energy systems. He has served on an advisory committee to the U.S. Secretary of Energy, appeared in a TED talk, appeared on the David Letterman Show to discuss converting the world to clean energy, and cofounded The Solutions Project (www.thesolutionsproject.org).
You can find the presentation here (PowerPoint 2007 (.pptx) 49.4MB May1 17).
You can find the video recording here (MP4 Video 57.8MB May2 17).
April 25, 2017: Join the CLEAN Climate Education Week for an informational webinar on Tuesday April 25, 2017 at 1 pm EST and learn how to host your own Youth Climate Summit to engage high school students in the Climate Change conversation!
On April 25, 2017 at 1 pm EST join The Wild Center's Director of Education, Jen Kretser, along with the Adirondack Youth Climate Program Coordinator, Katie Morgan, for a live webinar during which they'll share their successful Youth Climate Summit model designed to engage high school students in climate literacy through meaningful dialogue and action planning on climate change.
Here's What You'll Take Away:
● An overview of The Wild Center's Youth Climate Summit- Climate literacy with a focus on local climate impacts and solutions is a key component of the Youth Climate Summit. Climate literacy education and action on climate impacts is an urgent issue. The summit format allows for informal science institutions such as science centers, zoos, aquariums, community groups and NGOs as well as schools to join in an international effort.
● A look into varying formats of the Summit- Summit locations have included Detroit, MI, Burlington, VT, Finland and most recently, Sri Lanka. New summits are slated to start in central and western New York, Ohio, and Munich, Germany.
● Impacts and outcomes for schools and students- Youth Climate Summits have been found to be powerful vehicles for inspiration, learning, community engagement and youth leadership development. The project-based learning surrounding the creation of a unique, student driven sustainability and Climate Action Plans promotes leadership skills applicable and the tools necessary for a 21st Century workforce
Beyond the webinar, the Youth Climate Summit is here to help! Their collective goal is to continue sharing this successful convening program format and support the development of Youth Climate Summits around the world to create a network of youth and organizations leading action on climate change.
How to Participate- NOTE CHANGE OF LOGIN:
Tuesday, Apr 25, 1 pm AM Eastern Standard Time –Hosted by the Climate Literacy Education Awareness Network (CLEAN) with support of the ESIP Federation.
Please join my meeting from your computer, tablet or smartphone.
You can also dial in using your phone.
United States: +1 (646) 749-3129
Access Code: 236-141-845
You can download the The Wild Center's Youth Climate Summit Toolkit prior to the webinar here
You can find the video recording here (MP4 Video 60.9MB Apr25 17).
April 18, 2017: Using Climate Stories in Education with Jason Davis, Director of the Climate Stories Project
Abstract: The primary mission of Climate Stories Project is providing a space to discuss how climate change intersects with our lives. Currently, many of us relate to climate change either through the abstract realm of science or the contentious arena of politics—thus, we often frame climate change as a distant and impersonal problem and we aren't empowered to recognize, discuss, and "own" it. This disconnect inhibits personal and community engagement and stifles opportunities for climate action. The antidote to this problem is honestly and openly sharing our stories about climate change: What current changes are we seeing in the environment around us? What are our emotions in response to climate change? What are our fears and hopes for the future? What solutions are we practicing?
CSP facilitates this dialogue and encourages personal engagement with climate change by sharing audio and video narratives of people from around the world speaking about their observations of global warming in their communities. Additionally, CSP runs educational workshops in which students interview community members and those on the front lines of climate change about their responses to the effects of global warming in their communities. Students then use these climate stories as the basis for documentary film, podcasts, and artistic works. This communicative and artistic component of CSP encourages audiences and participants to connect their own observations and feelings about our changing climate to the experiences of other people from around the world.This webinar will discuss the development of Climate Stories Project, describe educational workshops it has facilitated, and discuss future directions for the project. We hope to inspire educators to make use of CSP in their own classrooms or in other community settings.
Bio: Jason Davis is the director of Climate Stories Project, which is an educational and artistic forum for sharing stories about personal and community responses to climate change. Jason is an accomplished environmental educator and musician, and is currently a doctoral student in music at McGill University in Montreal. With his jazz group Earthsound,Jason combines the power of spoken personal narratives with improvised music and natural soundscapes. Jason has a Master's degree in Music from the University of Massachusetts, Amherst and a Master's degree in Interdisciplinary Ecology from the University of Florida.
You can find the presentation here (PowerPoint 2007 (.pptx) 21.8MB Apr17 17).
You can find the video recording here (MP4 Video 52.7MB Apr18 17).
April 11, 2017: Climate Change Education: What Works? with Martha Monroe, University of Florida
Abstract: A recent systematic literature review explored climate change education to understand effective strategies for teaching about this topic. Using the EBSCOhost search engine, we found 959 unique records and screened these abstracts for studies including empirically measured outcomes of an educational intervention. A final sample of 49 papers were read by the research team and several common themes emerged from analysis. While several themes create effective instruction for any topic (e.g., relevant, meaningful, experiential), working with climate change can make these qualities more difficult to achieve. Additional characteristics seem to be important for controversial and value-laden issues, such as addressing misconceptions, interacting with scientists, conducting projects, and engaging in deliberative discussion. This presentation will introduce the process of a systematic review and explain the themes that we found.
This presentation is part of the eeWORKS program of the North American Association for Environmental Education. This work was funded by the Pine Integrated Network: Education, Mitigation, and Adaptation project (PINEMAP), which is a Coordinated Agricultural Project funded bythe USDA National Institute of Food and Agriculture under Award # 2011-68002-30185.
Bio: Martha Monroe is responsible for extension activities, research, and courses related to environmental education, conservation behavior, and human dimensions of wildland-urban interface issues. Her work includes the development and evaluation of curriculum resources for educators and understanding how people perceive issues such as wildfire and woody biomass in the South. She is exploring strategies for engaging people in helpful dialogue and productive change as we move toward sustainability.
You can find the presentation here (PowerPoint 2007 (.pptx) 5.2MB Apr11 17).
You can find the video recording here (MP4 Video 52.3MB Apr11 17).
April 4, 2017: Informal Discussion
You can find the video recording here (MP4 Video 27.5MB Apr4 17).
March 28, 2017: Hot Topics in Climate Communication with Susan Joy Hassol
Abstract: For this network and beyond, our work in communicating about climate change has never been more important. From the threats posed by the new political climate, to fake news, to some in our community still shooting themselves in the foot on some issues, the challenges are enormous. I'll discuss my current thinking on these issues including some of my recently published articles on these topics. We'll focus on words that matter and issues that arise as we pursue the world's most important and time-sensitive conversation.
Bio: Susan Joy Hassol is the Director of Climate Communication, known for her ability to translate science into English. For more than 25 years she has helped scientists, journalists, and others communicate more effectively on climate. She was the Senior Science Writer on all three National Climate Assessments, wrote an HBO documentary, has testified before Congress, publishes widely, and leads communication workshops. She's an elected fellow of AAAS for her "exceptional contributions in the area of science communication, particularly for communication of the science of climate change to policymakers and the public." For more see www.climatecommunication.org
You can find the video recording here (MP4 Video 83.8MB Apr3 17).
March 21, 2017: Informal Discussion
You can find the video recording here (MP4 Video 83.8MB Mar21 17).
March 14, 2017: Systems Thinking in Climate Change Education with Jeremy Solin, Wisconsin Coordinator and National Program Manager of ThinkWater
Abstract: Addressing climate change starts with deeper learning, understanding, and caring, and that true understanding and behavior change requires more than new information. That's where systems thinking comes in. During the presentation, we'll highlight the ThinkWater systems thinking framework and share key strategies and resources that could help build the movement of climate thinkers. Participants will gain new tools and resources to enhance their climate change education programs. Maybe the next big thing in climate change education, research, and outreach is thinking, systems thinking. For a brief introduction, see these short videos about ThinkWater and Systems Thinking.
Bio: Jeremy Solin is the Wisconsin Coordinator and National Program Manager of ThinkWater, a national campaign supported by USDA to help people of all backgrounds and ages think and care deeply about water. He is applying systems thinking to community water education in Wisconsin and working with partners across the US to apply systems thinking in their organizations and programs. He's worked in the environmental and sustainability education fields for nearly 20 years. He has a bachelor's degree in water resources (University of Wisconsin-Stevens Point), a master's degree in environmental education (University of Minnesota, Duluth) and a doctoral degree in sustainability education (Prescott College).
You can find the presentation here (Acrobat (PDF) 3.6MB Mar13 17).
You can find the video recording here (MP4 Video 60.7MB Mar14 17).
March 7, 2017: Exploring the BayCLIC model with Oksana Shcherba
Bio: Oksana Shcherba is the Climate Education Program Manager at the Institute at the Golden Gate, a program of the Golden Gate National Parks Conservancy. Oksana has a background in public administration and policy, with an emphasis in environmental policy. She has worked with local governments, including the City of Los Angeles Department of Recreation and Parks, as well as environmental advocacy groups such as the Environmental Defense Fund on initiatives ranging from outlining open space needs in underserved neighborhoods to promoting sustainable fishing practices. She holds a Bachelor's in Politics from the University of San Francisco and a Master's in Public Administration from the University of Southern California.
Abstract: For the past two years, the Bay Area Climate Literacy Impact Collaborative (BayCLIC) has been convening environmental education leaders in the San Francisco Bay Area around the common mission of education and promoting action around climate change. This consortium of informal educators, ranging from zoos to nature centers, was formed to address the significant challenges facing climate communicators in the region (and nationwide). These issues included a discomfort among educators in speaking about climate science, a need for local climate data, staff time to plan out programs, ways to move audiences to action, and more. Given this clear need and an expressed interest from local educators to collaborate on this issue, BayCLIC was launched to cultivate a supportive community that equips climate communicators with tools to build effective climate focused programs. Having identified the highest priorities through a collaborative process, BayCLIC is focusing on connecting educators to local climate science resources, providing them with climate education tools and trainings, and piloting climate action campaigns focused on moving social norms. During this webinar we will discuss how BayCLIC came to be, how we function, and our upcoming projects, which include a website and climate action campaign. As we're just now launching a couple new projects, audience feedback, thoughts, and questions are highly encouraged!
You can find a copy of the presentation here (PowerPoint 2007 (.pptx) 4.8MB Mar7 17).
You can find the video recording here (MP4 Video 34.3MB Mar7 17).
February 28, 2017: Informal Discussion
You can find the video recording here (MP4 Video 24MB Mar1 17).
February 21, 2017: The Good, the Bad, and the ALL CAPS: Examining the Climate Change Debate on Facebook with Karin Kirk
Abstract: The conversation about climate change on social media never fails to be illuminating. To learn more about the climate change conversation on Facebook, over 600 comments from 6 articles about climate science were analyzed. Every post was read and scored for the content, tone, and rationale. Although all the comments were posted on Facebook, the originating articles were from six different sources: the New York Times, Washington Post, CNN, Fox News, NOAA, and NASA.
The analysis showed that the proportion of posts that dismiss climate science is greater than the proportion of people in the US who do not believe in anthropogenic climate change. In other words, the dismissive voices have an outsized effect compared to nationwide public opinion. Analysis of the tone of the posts showed that uncivil behavior was freely demonstrated by people on both sides of the issue, but was significantly more common among detractors of climate science. Deeper analysis of the tone of the conversation showed that it varied widely depending on the hosting page. The conversations at NOAA and NASA were the most productive, while the comments at Fox News were the most vitriolic. These conclusions were reached via quantitative analyses.
Understanding the discourse around climate change can help educators predict the types of misconceptions and disinformation their students are likely to encounter. Furthermore, learning about the flow of topics and user behaviors can help government and environmental agencies manage their interactions on social media. Lastly, as scientists and educators, being attentive to this conversation allows us to be more effective in our own efforts to share scientific information with disparate audiences.
Bio:Karin Kirk has been a member of the CLEAN team since the inception of the project. Her recent projects include a usability study of NOAA's Climate.gov web portal, co-authoring high school climate science curriculum, and writing about climate change for ski and snowboard instructors. In this Facebook study, she collaborated with John Cook of Skeptical Science, as part of a larger effort to characterize the many facets of climate denial. Karin recently delivered a TEDx talk, "Healing the Divide on Climate Change."
You can find the presentation slides here (PowerPoint 2007 (.pptx) 8.2MB Feb21 17).
You can find the video recording here (MP4 Video 46.3MB Feb22 17).
February 14, 2017: W!ld Center Report Back from Sri Lanka, with Jen Krester and Dr. Novil Wijesekara
Abstract: Jen Kretser, Director of Programs and Katie Morgan, Adirondack Youth Climate Program Coordinator from The Wild Center will report out on the first Sri Lanka Youth Climate Summit taking place January 20-22, 2017. Through a competitive process 100 students from Sri Lankan universities have been selected to participate in the Youth Climate Summit and will work to create Climate Action Initiatives. The Selected Climate Action initiatives of participants will then be provided with incubation support through mentorship, advocacy, networking and resource mobilization through partner organizations and experts. The US Embassy in Sri Lanka is the main funding Partner while the Climate Change Secretariat of the Ministry of Environment and Mahaweli Development and The Wild Centre in New York are the technical partners for the YCS. The Disaster Management Centre, Asia Pacific Alliance for Disaster Management Sri Lanka, Janathakshan, Sri Lanka Youth Climate Action Network (SLYCAN), Eco-V Volunteers and many corporate sector organizations are also joining hands to make this summit a success. The main organizer is the Community Resilience Center, a volunteer lead organization, dedicated to promote community capacity against challenges such as natural disasters, environmental pollution and climate change.
You can find the slides here (PowerPoint 2007 (.pptx) 20.8MB Feb14 17).
You can find the video recording here (MP4 Video 32.7MB Feb14 17).
February 7, 2017: Informal Discussion
You can find the video recording here (MP4 Video 28.7MB Feb7 17)
January 31, 2017: Informal Discussion
You can find the video recording here (MP4 Video 29.9MB Jan31 17)
January 24, 2017: Informal Discussion
You can find the video recording here (MP4 Video 29.9MB Jan24 17)
January 17, 2017: Youth Perspective On Climate & Justice with ACE Fellows
Abstract: A youth perspective on climate and justice, and how ACE Fellows aim to use climate action as a tool for equity building.
Bio: Eva Lin, ACE Fellow
Eva Lin is a senior at South San Francisco High School and is originally from Taipei, Taiwan. At the age of 6, she moved to the U.S. with her small family of four, and together they built a life for themselves. Once in high school, Eva joined her school's Earth Club to dedicate her free time to cleaning up her community. She attended various clean-ups throughout the years and takes care of her school's recycling routine on a weekly basis. In 2014, Eva joined the National Honor Society to help those in need by attending multiple community service events, including working in a soup kitchen and participating in even more clean-ups.
Keliana Hui, ACE Fellow
Keliana Hui is a senior at South San Francisco High School and has lived in the Bay Area her entire life. She believes that everyone should take a part in helping the environment because everyone is connected to the environment, no matter who they are. Keliana wants to raise her voice in the environmental community and inform people of their role in climate change.
You can find a copy of the presentation here (Acrobat (PDF) 9.5MB Jan17 17).
You can find a video recording of the presentation here (MP4 Video 28MB Jan17 17).
January 10, 2017: Planning for Climate Change in Detroit: The Story of the Detroit Climate Action Collaborative with Kimberly Hill Knott
Abstract: Detroiters working for Environmental Justice convened the Detroit Climate Action Collaborative in 2011 out of the recognition that preparing for a warming world would be necessary for improving quality of life in the city. This group is rising the city of Detroit's first Climate Action Plan.
This is a unique initiative because it is led by an environmental justice non-profit that convenes partner organizations from universities, businesses, government and non-profits, and incorporates community review of the plan. As Kimberly Hill Knott likes to say, it's an effort "from the bottom up by force." The process has persevered despite the city's challenges– emergency management, bankruptcy, and the lingering effects of disinvestment. In this webinar, you will hear from Kimberly Hill Knott, who will delve into the DCAC process, and Leila Mekias, who will talk about the youth climate summit program.
Bio: Kimberly Hill Knott, Policy Director at DWEJ
After spending over a decade working under the leadership of Congressman John Conyers (Ranking Member, House Judiciary Committee), as a Legislative Assistant, Kimberly furthered her interest in the political arena by joining the staff of Detroiters working for Environmental Justice (DWEJ), as Policy Director. DWEJ is an award winning social enterprise, dedicated to Detroit becoming the global model of a vibrant urban center, with an emphasis on promoting sustainable redevelopment and environmental justice.
You can find the presentation here (PowerPoint 6.3MB Jan10 17)
You can find a video recording of the meeting here (MP4 Video 49.9MB Jan10 17).
January 3, 2017: Informal Discussion
A video recording of this teleconference call is [ file 109913 'here']
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.