CLEAN Network Teleconferences
To participate in these teleconferences, you need to be a member of the CLEAN Network. To join the Network, sign up here Join CLEAN Network.
Members receive an email alert from the CLEAN Network listserv with information about each week's teleconference.
AGU Climate Literacy Sessions Proposed for the 2016 Fall meeting - see list here
Upcoming 2016 Teleconferences
May 31, 2016: Moving forward on a Climate Change Education Position statement that can be offered for professional societies and organizations to sign onto. Tamara Ledley and Rebecca Anderson
We have started a Google Doc where we will be drafting the position statement. We also have a link to a folder that has examples of some climate change education and related position statements. Rebecca Anderson will extract language from these examples for us to work with as we craft this position statement. All are invited to participate.
June 7, 2016: Informal discussion
June 14, 2016: Informal discussion
June 21, 2016: Informal discussion
June 28, 2016: Informal discussion
Recent 2016 Teleconferences
May 24, 2016: Informal discussion
An audio recording of this teleconference call is here (MP4 Video 17.6MB May24 16).
May 17, 2016: Bora Simmons (NAAEE), Michele Archie (The Harbinger Consulting Group) and Frank Niepold (NOAA)
Title: Engaging People in Civic Deliberations about Climate Change: NAAEE's New Environmental Issues Forums
Climate change is an environmental problem, but it is also a public-health issue, a threat to national security, and an economic challenge of considerable magnitude. Now, the public debate is shifting away from weighing the evidence to asking what we should do about our changing climate and the effects that are beginning to be felt. This presentation introduces NAAEE's Environmental Issues Forums (EIF) process, developed with the Kettering Foundation, and the newly published issue guide Climate Choices: How Do We Meet the Challenge of a Warming Planet? This issue guide is designed to promote meaningful, productive discussions, convened locally in face-to-face forums or online. EIF provides tools, training, and support for engaging adults and students in deliberation about sticky issues that affect the environment and communities.
Michele Archie is a principal at The Harbinger Consulting Group. Over the course of nearly 20 years, she has worked in partnership with individuals, businesses, nonprofits, government agencies, and community groups on six continents to:
- Use economic analysis and community engagement to help leverage natural, historical, and cultural resources and special designations for community, economic, and conservation benefits;
- Create community learning materials on issues ranging from climate change to community-police relationships;
- Develop environmental and health education curriculum materials that have reached more than eleven million students from the Hawaiian Islands to Africa.
Michele works as an interpreter in two senses: translating volumes of complex, technical information; and presenting factual information in an engaging context. Her body of work includes dozens of reports, articles, and curriculum pieces, a Western Montana fishing guide, and a collection of ceramics her family refers to as "the heavy pottery." With that encouragement, she became a textile artist.
Bora Simmons serves as the founding director of the National Project for Excellence in Environmental Education, an initiative of the North American Association for Environmental Education (NAAEE). The Project has drawn on the insights of literally thousands of educators across the United States and around the world to craft guidelines for top-quality environmental education. After twenty years as a professor of environmental education at Northern Illinois University, Bora retired and moved the Project to the Institute for a Sustainable Environment at the University of Oregon. Bora has been actively involved in environmental education research, evaluation, and professional development for forty years.
She served as president of NAAEE; serves on numerous steering committees and boards of directors, and was an executive editor of the Journal of Environmental Education. Bora has received NAAEE's Walter E. Jeske Award for Outstanding Contributions to Environmental Education, the award for Outstanding Contributions to Research in Environmental Education, and the award for Outstanding Service to Environmental Education at the Global Level.
Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, and the U.S. Climate Action Report Education, Training, and Outreach chapter lead. At NOAA, he develops and implements NOAA's Climate goal education and and outreach efforts that specifically relate to NOAA's Climate goal and literacy objective and is the section lead for Climate.gov's Teaching Climate. Additionally, he is the managing lead of the U.S. Global Change Research Program (GCRP) document, Climate Literacy: The Essential Principles of Climate Science. NOAA, NSF, NASA, AAAS Project 2061, CIRES, American Meteorological Society, and various members from both the science and education community worked to define climate literacy in the United States. Additionally, Frank is a founding member of the CLEAN Network ( and a former Co-PI for the NSF Funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway project that led to the CLEAN Collection.
An audio recording of this teleconference call is here (MP4 Video 46.7MB May17 16).
May 10, 2016: Kristen Poppleton and Jothsna Harris (Climate Generation: A Will Steger Legacy)
Title: Climate Minnesota; Lessons Learned from a Statewide Public Engagement Project (www.climateminnesota.org )
Over the last year Climate Generation has visited 12 communities throughout the state of Minnesota through our Climate Minnesota: Local Stories, Community Solutions Convenings. We have heard how climate change is impacting our economy, our tourism, our seasons and our way of life. We have also heard stories of community members working towards solutions and connected with organizations, utilities and businesses that can offer specific, tangible solutions. Hear lessons learned and next steps and engage in a discussion on community engagement on climate change.
Kristen Poppleton directs the Climate Generation education program. In her role she collaborates with local, national and international partners on curriculum development, professional development for educators, public engagement and other resources focused on climate literacy. She has directed and implemented two state grant funded education projects focused on Minnesota's Changing Climate. She regularly writes interdisciplinary climate change curricula for Grades 3-12 educators; develops, coordinates and implements professional development institutes for educators; manages volunteers, interns and project staff; and maintains a regular blog focused on climate education resources and ideas. Kristen actively presents at educator conferences and is a member of the CLEAN Network, an informal group engaged in fostering Climate Literacy in the U.S. and abroad since 2010. She recently led a delegation of 10 educators to COP21 to observe the world climate talks and connect them back to classrooms. Kristen's formal education includes a MEd in environmental education, and a MS in conservation biology with a focus on climate change education, from the University of Minnesota.
Education Coordinator, Jothsna Harris's primary role is to lead planning and implementation efforts for Climate Generation's public education project, Climate Minnesota: Local Stories, Community Solutions. Jothsna has helped to create a neutral balance in bringing the issue of climate change to communities across Minnesota, building community resiliency and capacity through multi-stakeholder alliances, and connecting people through the power of storytelling. Jothsna's forte in diplomatic persuasion, strategic problem solving, and individualized coaching has been essential in preparing local communities in each of Climate Minnesota's 12 Convening locations. Jothsna currently serves on the Social Change Fund Grants Committee for the Headwaters Foundation for Justice and the Executive Board for the Minnesota Green Schools Coalition through the USGBC MN Chapter. Jothsna holds dual BA's in Environmental Studies and Political Science from the University of Saint Thomas and is currently working towards a Master of Liberal Studies degree in Innovation and Sustainability at the University of Minnesota.
An audio recording of this teleconference call is here (MP4 Video 41.8MB May10 16).
May 3, 2016: Diane Burko, photographer and painter (http://www.dianeburko.com)
Title: An Artist Communicating About Climate Change
My imagery is landscape driven and motivated by a deep concern for the dire threats of climate change. To that end I've made expeditions to the three largest ice fields in the world: Antarctica, Greenland and Patagonia to bear witness. I have also partnered with the scientific community benefiting from their shared experience and knowledge. My goal is to raise awareness though images to reach people on an emotional rather than intellectual level. In this presentation I will review my evolution from landscape artist to activist, acknowledging some individuals who had helped along my journey as well as my outreach activity.
Diane Burko's art focuses on monumental geological phenomenon. Over ten years ago she shifted her practice to the intersection of Art and Science. Her current work reflects expeditions to the three largest ice fields in the world, all in an effort to bring attention to the urgent issues of Climate Change.
Her paintings and photographs have been featured in over 40 solo exhibitions as well as over 140 group shows throughout the country.
Her work is in numerous private and public collections including the Art Institute of Chicago; The Philadelphia Museum of Art; The Pennsylvania Academy of the Fine Arts; The PEW Foundation; The Delaware Art Museum; The Woodmere Art Museum; The Frederick R. Weisman Art Museum; Denver Museum of Art; The Tucson Museum of Art and Tang Museum. Her numerous awards include Independence Foundation's Fellowship in the Arts (2013), NEA Visual Arts Fellowships (1985, 1991); Individual Artists Grants from the Pennsylvania Council on the Arts (1981, 1989); a Lila Acheson Wallace Foundation Residence Fellowship (1989); a Rockefeller Foundation Residence Fellowship (1993); and the Bessie Berman Grant, awarded by the Leeway Foundation in Philadelphia (2000).
An audio recording of this teleconference call is here (MP4 Video 88.2MB May5 16).
April 26, 2016: Informal discussion
An audio recording of this teleconference call is here (MP3 Audio 17MB Apr26 16).
April 19, 2016: Earth Week: Climate Education Live-Stream Event
Join a live climate education event to celebrate Earth Week brought to you by Alliance for Climate Education (ACE), Earth Day Network and other CLEAN members. The 1-hour live stream will take place on Tuesday, April 19 at 1:00pm ET, and is part of Climate Education Week.
The program will feature a live interview with American Ninja Warrior and environmentalist Meagan Martin, climate education videos from Our Climate Our Future, ways to take action for Earth Week, and the opportunity for students, educators and the public to participate in a live webchat about climate issues.
Questions? Email firstname.lastname@example.org.
April 12, 2016: Informal discussion - no recording available
April 5, 2016: Tamara Ledley
Topic: AGU Climate Literacy Sessions - discussion of what sessions to proposal and engaging convenors to organize the sessions.
March 29, 2016: Emily Schoerning (Director of Community Organizing and Research, National Center for Science Education)
Title: The Science Booster Club Project: Building Grassroots Support for Science Education
Accurate, quality science education is a necessary and crucial element of our nation's response to climate change. Research from the National Center for Science Education has shown that while climate change is addressed in many schools, this often occurs in the context of a debate-format exercise in a humanities class. NCSE has also learned that teachers often avoid teaching potentially controversial science due to a lack of community support. The Science Booster Club Project is a dynamic way to build grassroots support for teachers and science education, while providing hands-on education about these same potentially controversial topics to the larger community. SBC activities help to destigmatize science, provide dynamic community education, and support teachers both financially and emotionally.
Emily Schoerning, Ph.D. is NCSE's Director of Community Organizing and Research. Schoerning earned her Ph.D. in microbiology at Arizona State University and then, as a post-doctoral research scholar at the University of Iowa, turned her attention to science education research. In Iowa, she established partnerships to support and improve science education in rural communities. At NCSE, she will be building on that work by spearheading a new initiative that aims to help local communities form and nurture coalitions to support and improve science education.
An audio recording of this teleconference call is here (MP3 Audio 19.9MB Mar29 16).
March 22, 2016: Gail Francis (RE-AMP Network Knowledge Manager) and Jennie Curtis (Garfield Foundation Executive Director)
Topic: RE-AMP and Collective Impact
The Midwestern states makes an outsized contribution to global warming pollution. Recognizing that collective action would be far more effective than organizations working in isolation, the RE-AMP Network was established to support clean energy advocacy in eight Midwest states with the audacious goal of an 80% reduction in carbon emissions by 2050 (from 2005 levels). The RE-AMP Network has evolved over twelve years starting with an analysis of the electricity system and what it would take to sever carbon polluting fossil fuel's (particularly coal's) stronghold. The RE-AMP Network, now with 170 member organizations, supports its members to think systemically and work collaboratively to achieve our audacious goal. The webinar will cover RE-AMP's structure, achievements, and challenges with time for discussion.
Jennie Curtis is the founding executive director of the Garfield Foundation, a private foundation launched in 2001. In 2003, Jennie proposed that the Garfield Foundation apply a systems thinking approach to at least one sector to better understand and solve a specified entrenched problem, and to build stronger collaborative partnerships within philanthropic and advocate communities. The selected project, advancing renewable energy in the Midwest, evolved into the RE-AMP Network now a coalition of 170 organizations collaborating to drastically reduce global warming pollution. Jennie serves on the RE-AMP steering committee, and co-chairs its executive committee.
Gail Francis is the Knowledge Manager for RE-AMP, a network of 174 organizations working to transform the Midwest's energy systems to rely on clean, safe, and renewable fuels. In this role she helps members learn from each other and to obtain the knowledge they need to succeed in their work, and she ensures that RE-AMP updates its methodology based on what is learned in the course of the work. Prior to joining RE-AMP, she founded the Labor in the New Energy Economy Program at the Center on Wisconsin Strategy. She previously worked as a labor and community organizer.
An audio recording of this teleconference call is here (MP3 Audio 22.6MB Mar25 16).
March 15, 2016: Informal discussion
An audio recording of this teleconference call is here (MP3 Audio 20.5MB Mar15 16).
March 8, 2016: Paul Fleischman, Newbery Medal winning author of Eyes Wide Open: Going Behind the Environmental Headlines
Title: Explaining the Environment to Young Adults
I drew on my best school teachers when I tackled the environment in Eyes Wide Open: Going Behind the Environmental Headlines. Challenges abounded: the topic is broad in the extreme, controversial, and a breaking story that's constantly changing. I'll share the strategies I used in the writing and what I've learned since from teachers and students about environmental literacy, critical thinking, and the crucial topic of morale.
Paul Fleischman has written novels, plays, poetry, picture books, and nonfiction. He received the Newbery Medal for Joyful Noise: Poems for Two Voices, a Newbery Honor for Graven Images, and was a National Book Award finalist for Breakout. In 2012 he was the United States' nominee for the international Hans Christian Andersen Award for the body of his work. He lives in Santa Cruz, California. For more about Eyes Wide Open, visit eyeswideopenupdates.com.
An audio recording of this teleconference call is here (MP3 Audio 20.6MB Mar8 16).
March 1, 2016: Josh Rosenau (Programs and Policy Director, National Center for Science Education)
Title: "A National Survey of Climate Change Teachers"
The National Center for Science Education and Penn State University's Survey Research Center surveyed 1500 science teachers in US high schools and middle schools, to investigate who teaches climate change, how much time they devote to it, how they deal with the perceived controversy around it, and what their own views are about climate science. We found that most teachers, even most chemistry and physics teachers, report spending time on the topic. Unfortunately, many teachers have misconceptions about the science. These misconceptions and the perceived controversy around climate change lead teachers to adopt pedagogical practices that single out or undermine the science of climate change; many report lending credence to inaccurate claims, such as that natural forces explain most climate change over the last 50 years. Teachers want additional training, with many (even among those who dispute the scientific consensus) saying they would take a continuing education class focused on climate change.
Since joining NCSE in 2007 as Programs and Policy Director, evolutionary biologist Josh Rosenau has defended honest and accurate science education by working with grassroots groups from Florida to Texas, testifying before school boards, organizing scientists and concerned citizens, meeting with legislators, and speaking with journalists across the country. Rosenau's expertise ranges from biological diversity and biogeography, to legal and constitutional barriers to creationism in public schools. Rosenau has written for dozens of publications, including Scientific American, Washington Post, Trends in Microbiology, SEED, and Science Progress.
Eric Plutzer, Mark McCaffrey, A. Lee Hannah, Joshua Rosenau, Minda Berbeco, and Ann H. Reid, "Climate Confusion Among U.S. Teachers", Science 351 (6274):665-666.
Coverage of Article: http://ncse.com/news/2016/02/coverage-climate-confusion-among-us-teachers-0016928
An audio recording of this teleconference call is here (MP3 Audio 19.6MB Mar1 16).
February 23, 2016: Rebecca Anderson (Alliance for Climate Education), Frank Niepold (NOAA) and Marian Grogan (TERC)
Title: Improving Solutions-focused Resources in CLEAN Collection
The climate and energy challenges that society must address in the coming years and decades can be overwhelming for many learners. Many students, even before they fully master the science, will want to know what they can do to make a difference. Teachers are finding that weaving together science with solutions is an important strategy to avoid depressing their students. Understanding the basics of climate science is crucial in being able to make informed decisions in our current lives and into the future, and being "climate literate" means more than having a firm grasp of the science, but also appreciating the affective, emotional, social and behavioral dimensions involved.
A science informed solutions-focused approach to climate and energy challenges appears in the Next Generation Science Standards under both the Earth & Space and Engineering Design domains. Students are interested in learning about solutions and teachers are being increasingly asked to teach NGSS and NGSS "adapted" (like Massachusetts and West Virginia) standards states and school districts. The CLEAN Network can capitalize on this increasing demand by working to include more solutions-focused resources in the CLEAN collection. In this CLEAN telecon, we will look at gaps in the existing CLEAN collection with respect to solutions resources, what criteria the resources need to meet to be considered for inclusion in the collection and how CLEAN community members can submit solutions-focused resources for review in the spring 2016 CLEAN review camp.
Rebecca is Director of Education at ACE, the Alliance for Climate Education, a national nonprofit that educates young people on the science of climate change and empowers them to take action. ACE has educated nearly 2 million high school students on climate change across the U.S. and recently released an online climate education resource, Our Climate Our Future, to bring climate education into classrooms across the country.
Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, and the U.S. Climate Action Report Education, Training, and Outreach chapter lead. At NOAA, he develops and implements NOAA's Climate goal education and outreach efforts that specifically relate to NOAA's Climate goal and literacy objective and is the section lead for Climate.gov's Teaching Climate. Additionally, he is the managing lead of the U.S. Global Change Research Program (GCRP) document, Climate Literacy: The Essential Principles of Climate Science. NOAA, NSF, NASA, AAAS Project 2061, CIRES, American Meteorological Society, and various members from both the science and education community worked to define climate literacy in the United States. Frank is a founding member of the CLEAN Network and a former Co-PI for the NSF Funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway project that led to the CLEAN Collection.
Marian Grogan is the TERC-based Project Director for the CLEAN project and has played a major role in curating the CLEAN collection since its inception.
An audio recording of this teleconference call is here (MP3 Audio 20.9MB Feb23 16).
February 16, 2016: Emily Therese Cloyd (Engagement and Outreach Lead, US Global Change Research Program National Coordination Office)
Title: The Sustained National Climate Assessment Process: Recent Releases, Upcoming Events, and Creating Capacity for the Future
The US Global Change Research Program (USGCRP) is implementing a sustained National Climate Assessment process that facilitates the synthesis and sharing of information about climate change science and the impacts of climate change on the United States. An important part of this sustained process is the participation of scientists and stakeholders across regions and sectors, enabling new information and insights to be incorporated into assessment activities and products as they emerge. At this presentation, staff from the USGCRP National Coordination will provide an overview of recent and upcoming assessment releases and will invite discussion about how these products may be of use to the CLEAN community and how the CLEAN community can participate in the sustained assessment process.
Emily Therese Cloyd serves as the Engagement and Outreach Lead for the USGCRP National Coordination Office. In this role, Emily leads the development and implementation of USGCRP's stakeholder engagement and communication strategy and related activities. She has been at USGCRP since 2007, and previously served as the Public Participation and Engagement Coordinator for the National Climate Assessment and Carbon Cycle / Ecosystems Coordinator. She was also a Contributing Author to the Decision Support chapter of the Third National Climate Assessment. In 2006, she served as a Dean John A. Knauss Marine Policy Fellow at the National Oceanic and Atmospheric Administration's Center for Sponsored Coastal Ocean Research.
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 has completed advanced coursework and research in Environmental and Natural Resources Policy at SUNY-ESF.
An audio recording of this teleconference call is here (MP3 Audio 19.6MB Feb16 16).
February 9, 2016: David Herring (Director of Communications & Education, NOAA Climate Program Office)
Title: Evolving the U.S. Climate Resilience Toolkit for a Climate-Smart Public
The U.S. Climate Resilience Toolkit is a website designed to help people find and use tools, information, and subject matter expertise to build resilience to climate-related impacts and extreme events. The Toolkit offers information resources from all across the U.S. federal government in one easy-to-use location. The goal is to improve people's ability to understand and manage their climate-related risks and opportunities. In a little over a year since the site's publication, we have some positive indicators that the site is being well received by our primary audience (decision makers in business, resource management, and government at all levels); however, we've also received some constructive feedback to help us evolve the site. This presentation will provide a short site overview and describe developmental next steps being planned, with some discussion on how it may complement the efforts of science educators.
David Herring is the Director of Communication and Education within NOAA's Climate Program Office, where he also serves as Program Manager of NOAA Climate.gov (www.climate.gov) and the U.S. Climate Resilience Toolkit (toolkit.climate.gov). In 2015, David received NOAA's Dr. Daniel L. Albritton Outstanding Science Communicator Award. Before joining NOAA in 2008, David worked for 16 years at NASA's Goddard Space Flight Center, where he led development of NASA's Earth Observatory (earthobservatory.nasa.gov). David received his Master's Degree in Science and Technical Communication in 1992 from East Carolina University. He is an elected Fellow of the American Association for the Advancement of Science (AAAS). For a longer bio see http://cpo.noaa.gov/AboutCPO/DavidHerringsBio.aspx.
An audio recording of this teleconference call is here (MP3 Audio 20.4MB Feb9 16).
February 2, 2016: Informal Discussion
An audio recording of this teleconference call is here (MP3 Audio 8.2MB Feb2 16).
January 26, 2016: Informal discussion
An audio recording of this teleconference call is here (MP3 Audio 10MB Jan26 16).
January 19, 2016: Informal discussion
An audio recording of this teleconference call is here (MP3 Audio 14MB Jan19 16).
January 12, 2016: Jen Kretser and Gina Fiorile, The Wild Center and Shannon Bartholomew (Saranac Lake High School)
Title: Youth Engagement in Climate Change – What's Next?
Abstract: The Paris climate talks were an historic event of global significance. Join formal educator Shannon Bartholomew, student Gina Fiorile and informal science educator Jen Kretser for a reflection and discussion on their collective experiences and learning at the UN COP 21 – what we did, what we learned and what will happen next?
Shannon Bartholomew teaches biology at Saranac Lake High School where she also serves as advisor to the school's Environmental Club. She received her BSc from SUNY Potsdam in 1994 and returned to earn her MST in Biology in 2007. In addition to her background in science education, she also worked in the biotechnology sector for 10 years, earning her graduate certificate in Biotechnology Management in 2003. Shannon soon discovered her passion for educating students in biological sciences and began teaching in 2008. Since then, her work has grown to encompass climate change science and empowering youth leaders to create solutions. She is a core team member of the Steering Committee of the annual Adirondack Youth Climate Summit, a two-day conference on climate change and regional solutions held for approximately 200 students at The Wild Center. She is also a founding member of the Adirondack Farm to School Initiative, a coalition dedicated to rebuilding a healthy food system in Adirondack schools by connecting classrooms, cafeterias, communities, and local farms. Shannon lives, works, and plays with her husband and two children in the beautiful Adirondack Mountains in NY. She was honored to be included in Climate Generation's contingent to COP21.
Gina Fiorile is a Sophomore Environmental Studies major, Aiken Scholar, and member of the Board of Directors at The University of Vermont's Rubenstein School of Environment and Natural Resources. Currently, Gina is an intern at the Wild Center in Tupper Lake, NY working with youth around the world to start summits in their own communities. Her interest in climate change began while helping to plan the annual Adirondack Youth Climate Summit, which has spread internationally and has been adopted as a model for environmental education within President Obama's Climate Action Plan. She helped create the first annual Vermont Youth Climate Summit held at the University of Vermont in December 2014. Gina was a featured student in the PBS documentary- The Resilient Ones: A Generation Takes on Climate Change- that follows youth engagement in climate change mitigation efforts. She was awarded an Environmental Merit award from the Environmental Protection Agency and was recently honored at The White House as a Champion of Change for Climate Education and Literacy. At the UN COP 21Climate talks in Paris this December, Gina spoke on a panel at the U.S. Center and at the Universcience-the Paris Science Center about youth engagement in climate change.
Jen Kretser is the Director of Programs at The Wild Center – the natural history museum of the Adirondack Park in northern New York State where she manages community-based program development, implementation, and evaluation as well as developing professional and effective partnerships at the local community, regional, state, national, and international level. Her primary project (and passion) is the Adirondack Youth Climate Summit which was highlighted by the White House Office of Science and Technology as a model program in 2014. Jen works with other organizations and partners to convene high school on climate change and solutions in Finland, Vermont, Seattle, Detroit and new summits are starting in the Catskills, New York City, Colorado, New Zealand and Alaska.
Her past experiences includes director the education program at the Adirondack Mountain Club focused on land stewardship and recreation; teaching and developing programs at the Cincinnati Zoo, the Aspen Center for Environmental Studies, the Adirondack Park Visitor's Interpretive Center, and Zoo New England in Boston. Through her strong interest in international work, Kretser has led multiple professional exchanges to Finland to help create the first Finland Youth Climate Summit, the Altai Region of Siberia to work with park officials on creating education programs for their National Park system; and an artist exchange to Mazatlan, Mexico. Jen was the 2006 recipient of the ADK Education Award, 2007 EPA Region 2 Environmental Educator Award, APA Appreciation Award and 2015 U.S. EPA Environmental Champion Award. She has traveled and lived extensively in Central America, Australia, New Zealand, Nepal and India – exploring parks and meeting people. In addition to loving her work, Jen can be found hiking, paddling and cross country skiing in the Adirondacks.
An audio recording of this teleconference call is here (MP3 Audio 23.2MB Jan12 16).
January 5, 2016: Informal discussion
An audio recording of this teleconference call is here (MP3 Audio 19.6MB Jan5 16).
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.