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Final Workshop Program

Monday April 2, 2012

  • No synchronous sessions
  • Check your Elluminate settings. The Elluminate session will be running all day so participants can check in and make sure Elluminate works.
  • If you have not already, please create your SERC account so that you may access the interactive features of the workshop.
  • Introduce yourself on the discussion threads.


Tuesday April 3

Synchronous session I
12:00 - 2:00 Pacific time | 1:00 - 3:00 Mt time | 2:00 - 4:00 Central time | 3:00 - 5:00 Eastern time

Welcome and opening presentation

Welcoming remarks and description of workshop goals and format - Cathy Manduca, Science Education Resource Center at Carleton College
Elluminate warmup - Karin Kirk, Science Education Resource Center at Carleton College

Keynote presentation: Climate Change and the American Mind (PowerPoint 17.9MB Apr3 12) - Anthony Leiserowitz, Yale Project on Climate Change Communication
Watch the ScreenCast (Quicktime MP4 Video 150.7MB Apr3 12)
Questions and discussion to follow the presentation

From Anthony's presentation:

From the chat box:


Group icebreaker activity

Tour of CLEAN collection - Karin Kirk

Roadcheck evaluation

Wednesday April 4


Synchronous session II - Climate Misconceptions
10:00 - 12:00 Pacific time | 11:00 - 1:00 Mt time | 12:00 - 2:00 Central time | 1:00 - 3:00 Eastern time


A Field Guide to Climate Misconceptions (PowerPoint 2007 (.pptx) 3.1MB Apr4 12), Susan Buhr and Emily Kellagher, CIRES, University of Colorado

A short introduction to misconceptions followed by a series of interactive exercises for identifying and addressing misconceptions in the classroom.

Watch the ScreenCast (Quicktime MP4 Video 276.2MB Apr10 12)

Synchronous session III - Debunking Myths

2:00 - 3:30 Pacific time | 3:00 - 4:30 Mt time | 4:00 - 5:30 Central time | 5:00 - 6:30 Eastern time

Myth Debunking (PowerPoint 2007 (.pptx) 3.3MB Apr5 12), John Cook, author of the Skeptical Science website.

Dr. Cook will review the cognitive science in the Debunking Handbook, and describe a technique that can be used to debunk a myth.

Participants then work in small groups to create a response to a common climate misconception. The 'debunking' will be framed such that it can be used to increase student understanding of these misconceptions. Each group will create a web page that describes the outcome of their work. Results of this work will be shared with the group on Thursday afternoon. See the instructions for this activity.

Watch the ScreenCast (Quicktime MP4 Video 144.4MB Apr10 12)


Thursday April 5

Synchronous session IV - Classroom Strategies
10:00 - 12:00 Pacific time | 11:00 - 1:00 Mt time | 12:00 - 2:00 Central time | 1:00 - 3:00 Eastern time

Examples of classroom approaches that model effective communication. 30 minutes total time for each example, followed by 30 minutes of discussion.

Greenhouse Emissions Reduction Role-Play Exercise (PowerPoint 2007 (.pptx) 649kB Apr5 12), Kevin Theissen, University of St. Thomas
CLEAN page for this activity

Stabilization Wedges Game (PowerPoint 2.8MB Apr5 12), Daniel Steinberg, Princeton University Center for Complex Materials
CLEAN page for this activity

Teaching Climate Science using Agnotology (PowerPoint 2007 (.pptx) 1.4MB Apr5 12), Dan Bedford, Weber State University
Web page for this activity (accepted for CLEAN collection)
Journal article
Excerpt slide (PowerPoint 2007 (.pptx) 83kB Apr4 12)
Books and articles

Bedford, D. 2010. Agnotology as a teaching tool: Learning climate science by studying misinformation. Journal of Geography, 109: 4, 159-165.

Hoggan, J., and R. Littlemore. 2009. Climate Cover-Up: The Crusade to Deny Global Warming. Vancouver, Canada: Greystone Books.

Jacques, P. J., R. E. Dunlap, and M. Freeman. 2008. The organisation of denial: Conservative think tanks and environmental scepticism. Environmental Politics 17 (3): 349–385.

Manjoo, F. 2008. True Enough: Learning to Live in a Post-Fact Society. Hoboken, New Jersey: John Wiley & Sons.

Oreskes, N., and E. Conway. 2010. Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming. New York, New York: Bloomsbury Press.

Peterson, T. C., W. M. Connolley, and J. Fleck. 2008. The myth of the 1970s global cooling scientific consensus. Bulletin of the American Meteorological Society 89 (9): 1325–1337.

Proctor, R.N., and L. Schiebinger 2008. Agnotology: The Making and Unmaking of Ignorance. Stanford, California: Stanford University Press.

Websites

SkepticalScience: http://www.skepticalscience.com/

RealClimate: http://www.realclimate.org

Climate Denial Crock of the Week: http://climatecrocks.com/overview/



Open discussion - what teaching approaches have worked for you?

Watch the ScreenCast (Quicktime MP4 Video 153.6MB Apr10 12)

Synchronous session V - Report out and preparations for weekend project

2:00 - 3:30 Pacific time | 3:00 - 4:40 Mt time | 4:00 - 5:30 Central time | 5:00 - 6:30 Eastern time

Part I - Report out of myth debunking pages (with John Cook)

Part II - Description of working group projects and instructions for working during the break.

Watch the ScreenCast (Quicktime MP4 Video 158MB Apr10 12)

Roadcheck evaluation

Break

Team Project: Enhancing Climate Communication in the Classroom

Small groups of participants will work together to take an existing classroom activity and add a component that emphasizes effective communication.

For example, start with the activity Carbon Dioxide Exercise and add a component to this activity that addresses how to communicate the relevance of this activity and the implications of the data that the students plot during the activity.

Each group will create a web page containing a description of their work. Groups will work on this project over the break and will share their results on Monday April 9.


Monday April 9

Synchronous session VI - Activity presentations
8:30 - 10:00 Pacific time | 9:30 - 11:00 Mt time | 10:30 - 12:00 Central time | 11:30 - 1:00 Eastern time

Presentation of activities for all groups. Each group will have 10 minutes give a show-and-tell of their web page, which includes time for discussion and feedback from the audience.
Instructions for afternoon review.


Watch the ScreenCast (Quicktime MP4 Video 127.7MB Apr10 12)

Synchronous session VII - Activity Review
1:00 - 2:00 Pacific time | 2:00 - 3:00 Mt time | 3:00 - 4:00 Central time | 4:00 - 5:00 Eastern time

Instructions for review process

  • The goal of the review session is to have everyone read each others' activity and offer suggestions and feedback that can be used to strengthen the activ
  • Call the number below that corresponds to your group.
  • We will not be using Elluminate for these sessions. Just use the web page that contains the activity you are reviewing.
    • You are either a reviewer or a host.
      If you are a reviewer, look at the page you are reviewing. If you attended the AM session, you have already seen it. If not, you will want to look through it.
      During the afternoon call be ready to ask questions, give feedback, and help to work the page into the most useful resource it can be.
      You will also gain insights for your own page based on what the other groups have done with theirs.

    • If you are a host, you will be showing your page to others. This is your time to ask for help in the areas that need help, and gather feedback to share with your co-authors. Make sure to keep track of the feedback you get. You can do this with the comments thread at the bottom of your page.

  • After the call, reconvene with your co-authors to strategize about how to make the final changes to your page. You'll have the rest of today and tomorrow to make progress.
  • After that Karin or Monica will be in touch to move your page into it's "live" version. This will happen over the next 2 weeks.
Review Guidelines

· Is it clear which CLEAN activities the booster page is addressing?

· Do the learning goals and literacy concepts from the activity match the content that is addressed by the booster page?

· Is the order of events clear? That is, does the page lay out a clear set of steps for instructors to follow?

· Are the misconceptions identified applicable to this concept?

· Are realistic, concrete solutions provided for the misconceptions and pitfalls? (don't forget that a simple link to Skeptical Science or a helpful visualization like the Mauna Loa CO2 data can really help out)

· Do the suggested instructional strategies match the type of content and the learning goals?

· Imagine yourself as an instructor who is browsing the CLEAN website. When you come across this page, does it give you with good ideas you can use in your classroom?

· Are the ideas presented in such a way that you could use them as-is, without additional help or explanation?

· Are there important elements missing, such as key visualizations or references?

· Is there too much on the page? Should some content be winnowed down or moved to another page? Is this page so long that it would immediately overwhelm potential users? (Consider John Cook's use of the Mark Twain quote, "I didn't have time to write a short letter, so I wrote a long one instead.")



Carbon Cycle and Carbon Reservoirs
host Alberto Ramirez

Reviewers Dave Feary, Charlie Cottingham, Maureen Aylward, Juliette Rooney-Varga


Curbing Emissions
host: Susan Spierre

Reviewers Duane Hampton, Serena Poli, Theresa Dautin, Stacy DeVeau, Ellie Sommer



Alternative Energy Strategies
host: Daniel Steinberg

Reviewers: Paul Ruscher, Cathy Tectmann, Elisabeth Harthcock, Micheal Evans



Address Myths with Data
host: Anna Lewis

Reviewers: Nicole Colston, Jon Leydens, Rose Njoroge


Looking at past climate change as a window into future climate change
host: Mathieu Richaud David Feary

Reviewers: Laura Rico-Beck, Julie Lambert, David Randle




Tuesday April 10

Activity web pages completed and ready to go live.

Synchronous session VIII - Workshop Wrapup and closing keynote
9:00 - 10:30 Pacific time |10:00 - 11:30 Mt time | 11:00 - 12:30 Central time | 12:00 - 1:30 Eastern time

Sustainability Leadership from Campus to Career (PowerPoint 2007 (.pptx) 11.8MB Apr9 12), Eban Goodstein, Director, Bard Center for Environmental Policy

Watch the ScreenCast (Quicktime MP4 Video 89.4MB Apr10 12)


End of workshop survey






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