CLEAN Network Teleconferences

This session was an informal discussion among attendees.

You can access the recording for this call here: https://drive.google.com/file/d/1rVZH_Jt4WYHZnQUhKCsfCrycnOW9KJpU/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/15bFae27kD99q6iiID70J0-2Ogh4pV28j/view?usp=sharing

Abstract: Join Kristen Poppleton and other CLEAN community members attending COP26 for a general overview of what to expect and ways to engage. For a deeper dive into COP26 and an opportunity to meet some of the members of the US ACE delegation sign up for the webinar the following week hosted by Climate Generation. If you are attending COP please join and be ready to share your plans and ways the CLEAN community can engage!

You can access the slides from this presentation here.

You can access the recording for this call here: https://drive.google.com/file/d/1RB4Kulgp3h4xLcZDheUTF_6q-01k2OX_/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1VlKS7lH5oA-ixmCrHF-pWMl2SQCdp_2J/view?usp=sharing

This session was an informal discussion among attendees.

You can access the recording for this call here: https://drive.google.com/file/d/1zDJgcKGikHIxBeiiUnlDKVkNzgV-WozZ/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1buvMZz6Cs_eux0RqRqmQ0Epr_-1fjDV8/view?usp=sharing

Abstract: Communicating effectively about climate change is paramount if we hope to realize viable, equitable climate solutions in our lifetime. The Yale Program on Climate Change Communication (YPCCC) has developed a suite of data-based, NGSS-aligned activities that you can use to empower students to become effective climate change communicators. This presentation will give an overview of these activities that are anchored around YPCCC's data, tools, and research.

Bio: After earning her master's in Environmental Conservation Education from NYU, Ruthie began consulting for the Yale Program on Climate Change Communication. She began her career teaching high school science in Maryland and Chicago before transitioning into the nonformal education space. Experiences as the Student Engagement Coordinator at the Garfield Park Conservatory in Chicago as well as a School Programs Educator at the New York Botanical Gardens solidified her passion for and commitment to children's environmental education.

You can access the slides from this presentation here.

You can access the recording for this call here: https://drive.google.com/file/d/19OzUXsrlALHSuB5OrhOBewofU7mmvCNF/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1hla8gYQ5SgRG19dCRoFLu8QYAx5iaMbg/view?usp=sharing

This session was an informal discussion among attendees.

You can access the recording for this call here: https://drive.google.com/file/d/1XgMH23Lsg35OZ3n7bVexDwjWvSfES5x2/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1tLJZAHNHafsPPXhHuMsXp5qArXTiYr_q/view?usp=sharing

Abstract: In this session, Bill Finnegan and Josh Ettinger – two PhD students at the University of Oxford's School of Geography and the Environment – will introduce a new campaign they started to help encourage conversations about climate change. Their campaign seeks to inspire and track 26,000 climate conversations around the world by November 1, 2021, the first day of the United Nations COP26 conference in Glasgow. Messages from these conversations will also be sent to COP. In their talk, they will discuss why climate conversations are one of the most powerful, yet most often forgotten forms of individual climate action. They are seeking CLEAN's advice and feedback on how their campaign could be used as an engaging exercise in both formal and informal educational settings.

Bios:

Josh's interdisciplinary doctoral research explores the notion of 'teachable moments' in the wake of extreme weather events. In particular, he is examining the potential role of extreme event attribution in helping galvanize support among the public for climate action by connecting human-driven climate change to specific extreme weather events. Prior to Oxford, he worked at the American Association for the Advancement of Science (AAAS) in a variety of roles, including as a senior communications associate, science and policy program assistant, and personal assistant to AAAS CEO Dr Rush Holt. He holds an MSc in Environmental Change and Management from the School of Geography and the Environment, on which he now works as a teaching assistant, and a BA from Hofstra University Honors College. He also runs science storytelling workshops for NGOs, research groups and students based on earlier experiences working in the entertainment industry (e.g., as a production intern at The Daily Show with Jon Stewart) and a lifelong passion for screenwriting and filmmaking.

Bill is based in the energy team of Oxford's Environmental Change Institute, and his research explores secondary-school energy and climate programmes and youth climate activism in the UK. In 2003, Bill co-founded Tamarack Media Cooperative, a digital communications firm that supports a wide range of environmental organisations. Bill's documentary films and multimedia productions have appeared on US public television, the BBC, and in film festivals around the world, and he is also a contributor to the online publication The Conversation. Bill received the 2016 Director's Award from the North American Association for Environmental Education, 2010 TogetherGreen Fellowship from National Audubon Society and Toyota, and 2007 New Voices Award from J-Lab: Institute for Interactive Journalism at American University. In 2022 he will be based at the Alan Turing Institute for data science and artificial intelligence through their doctoral enrichment scheme.

You can access the recording for this call here: https://drive.google.com/file/d/1gbI9_zEktXhvm40WD1zhqk532O0qttN9/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1IQSuRxt3XH1i2HKj1-cdtUmyhY5mKf5Z/view?usp=sharing

This session was an informal discussion among attendees.

You can access the recording for this call here: https://drive.google.com/file/d/1ouiRBNKitbm4SjNE6mU5gpNrHsCeuPYI/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1ypSOwt7GOEjPTPAM-Nx9hDjbgo4c-saT/view?usp=sharing

Abstract: In this talk, the co-editors of a new open access scholarly collection on Entertainment-Education will give an overview and insights from the field. Sometimes called edutainment, social impact television, narrative persuasion, or cultural strategy, this approach to social and behavior change communication incorporates social change messaging into entertaining media. In this talk, the co-editors will summarize some of the most salient lessons learned from their contributors and provide attendees an opportunity to learn from the successes and mistakes of the experts, taking a behind-the-scenes look at the business of making entertainment-education media. Link to book: https://link.springer.com/book/10.1007%2F978-3-030-63614-2

Bios:

Lauren B. Frank is Associate Professor of Communication at Portland State University, USA, specializing in public health communication and mass media research. Particularly focused on how people talk about health campaigns, Lauren has collaborated with multiple non-profit organizations on entertainment-education interventions.

​​Paul Falzone is the Founder and Executive Director of Peripheral Vision International (PVI), a non-profit organization that researches, creates, and distributes innovative entertainment-education media across Africa and beyond. Their most recent project is "N*Gen": Africa's first science tv show for kids. Paul earned his MA and PhD from the Annenberg School for Communication at the University of Pennsylvania.

You can find slides for this presentation here: CLEAN.pdf (Acrobat (PDF) 3.2MB Aug30 21)

You can access the recording for this call here: https://drive.google.com/file/d/1zctoqo3DX5q_sczOhI2DhVmuyyNgn-dz/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1vJm1eVFbs4LfIUFPMahxoM1t0WAIb-SS/view?usp=sharing

This session was an informal discussion among attendees.

You can access the recording for this call here: https://drive.google.com/file/d/1OyG6OR0QWT2LvFOY7_WFWwh-S0n0wQqA/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/17eYWzXvDddnN_ILpG6sfsbU_5XnldGev/view?usp=sharing

Abstract: Deb Morrison describes her work as a co-founder of CLEAR. From CLEAR's website: "At CLEAR Environmental we work with and for communities, organizations, and governments to collaboratively engage in organizational change that leads to just climate actions and fosters global sustainability. We engage in this work through collaborative participatory based design processes that leverage the values, activities, and wisdom of a given community and ensure that the diverse perspectives and experiences within the community are engaged. We design for in person or virtual participation."

Bio: Dr. Deb Morrison, PhD is a climate and anti-oppression activist, scientist, learning scientist, educator, mother, locally elected official, and many other things besides. She shares this narrative knowing that all of us are products of our past and the world in which we are situated. We all have histories, connections, and culture that influence our actions, beliefs and assumptions about the world. It is through the transparency of these lived experiences that we come to know each other better, to trust, and to build towards a better future. She works towards this future with a grounding in respect, compassion, and cooperation of all who contribute to our rich community cultural wealth.

You can access the recording for this call here: https://drive.google.com/file/d/1w53-3WsIn-Wp5wwQ_hZnfNFLSnP9GOY9/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1JF_3DB2vVkX0o9NH0glthgY9kfUrU0ZD/view?usp=sharing

You can access the slides from this discussion here.

From June to mid-August we did not have scheduled speakers and focused on discussion topics offered by meeting attendees. Through this format, we supported members of the CLEAN community by answering questions and providing resources throughout the summer. Our weekly calls will still be held every week from 1-2 p.m. EST.

Abstract: The Art and Science Partnership Guidelines were created to support communities and organizations who hope to catalyze place-based action on environmental issues through art, science, and community collaboration. By bringing together scientists, artists, and community representatives together and merging complementary ways of knowing, inquiring and rethinking, partnerships provide new approaches to communities' environmental and social justice issues. The goal of these guidelines is not to come to a finite conclusion on how to solve problems but rather to provide support for better informed and innovative facilitation through each partnership, and to springboard partners to a new point of wonder. In Spring 2021, a preliminary draft of the guidelines was piloted in Boulder, CO. In this presentation, the guidelines and pilot will be presented along with questions that have emerged.

Bio: Patrick Chandler is a PhD candidate at the University of Colorado, Boulder who has fifteen years' experience working in and developing environmental education, stewardship, and science programs. His current focus is the co-creation of guidelines to help bring together partners from multiple epistemologies to work together on projects for a sustainable future, including working with artists and arts organizations to catalyze collective action on social and environmental issues. Recent co-authored publications include a chapter in Teaching Climate Change in the United States titled, "Teaching from the heart through the arts," (Chandler, Osnes, & Boykoff, 2020) and an article in Comedy Studies, "Good-natured comedy to enrich climate communication" (Osnes, Boykoff, & Chandler, 2019). Before beginning graduate work at Colorado University, he worked as the Education Director for the Washed Ashore Project and retains his role with them as a consultant. Washed Ashore raises awareness about marine debris by creating sculptures from items found on the beach and using those sculptures to spark changes in consumer habits. Prior to joining the Washed Ashore team, Patrick spent five years in Alaska where he taught biology for Kenai Peninsula College, served as the International Coastal Cleanup Coordinator for Alaska, and worked as the Special Programs Coordinator for the Center for Alaskan Coastal Studies.

You can find the slides for this presentation here: https://docs.google.com/presentation/d/1CD55pg2QT9UnW8EDA5MS_8u171iW96p3uF7crMgQ4gk/edit?usp=sharing

The Art and Science Partnership Guidelines are available online here: https://www.colorado.edu/outreach/ooe/sites/default/files/attached-files/preliminary_draft_of_art_and_science_partnership_guidelines.pdf

You can access the recording for this call here: https://drive.google.com/file/d/1_Y3fqTsq8mmc2fWsg8-bmZndyYTv4LXs/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1VpKV28rU9wzb3RWCqJNXihbbYL3aGsYp/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1nfR1CeL333UyhIFI27VqAuNZyheUe_xh/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1sSes3wPW3ZCyXaMgi872pCNAOMRAJr6R/view?usp=sharing

Abstract: Climate change is rapidly making the business of getting the foods we love and need to our table more challenging—just about everything on the menu is changing. Plants, the basis of life, require the right temperatures, water, soil, air, and sunlight. All but sunlight is changing and having subtle and, in many cases, ominous impacts on our foods and beverages. The flavors of teas, the availability of natural vanilla and avocados, vitamins in rice, and the source of our wines are all changing. Given the cultural, historical, and personal connections everyone has to food, this climate change story must be told. There are unlimited ways to educate others about climate change through food as well as share the many ways we can address the challenges facing our food. The webinar will be based on—Our Changing Menu: Climate Change and the Food we Love and Need and a companion website. The changing menu is seen as a way to join forces—consumers, producers, chefs, restaurateurs, and food businesses—to find a common ground and draw more attention and action to address this grand challenge of climate change. We all eat.

Bio: Michael Hoffmann dedicates all of his time to the grand challenge of climate change and helps people understand and appreciate what is happening through food. Melting glaciers are bad enough but the loss of coffee is downright terrifying – this keeps him going. He tells the climate change story with passion, a little humor, and without doom and gloom. It's a science-based message about what is happening and what we all can do about it. He has published climate change articles in the popular press - The Hill, Fortune, and USA Today and co-authored a book – Our changing menu: Climate and the foods we love and need (Cornell Press 2021). His TEDx Talk – Climate change: It's time to raise our voices has been well received. Previous positions he has held at Cornell include Executive Director of the Cornell Institute for Climate Change Solutions, Director of the Cornell University Agricultural Experiment Station, associate dean of the College of Agriculture and Life Sciences, associate director of Cornell Cooperative Extension, and director of the New York State Integrated Pest Management Program. He is a professor emeritus in the Department of Entomology. He received his BS Degree from the University Wisconsin, MS from the University of Arizona and PhD from the University of California, Davis.

You can find the recording here: https://drive.google.com/file/d/1VyXWjBAsyglMJMRRa6csWQXpQiUnHtMV/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1RNJ9NhImz20-g93BiWyErMjdtzHY8s00/view?usp=sharing

You can find slides for this presentation here: CLEAN 5-11-21 ver 2.pdf (Acrobat (PDF) 3.3MB May10 21)

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1GR4I5tgvJosJv_fd_QBMGqEoF7YhOOJV/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1Ey84wrAAucKhUXbx4x_vcWI7bq7JczCv/view?usp=sharing

Abstract: This presentation will give an update on the development of a web resource "Climate in Arts & History: Promoting Climate Literacy Across Disciplines" (www.science.smith.edu/climatelit/). We will discuss the process of compiling, researching, formatting and posting information on climate-related topics in the subject areas of art, history, languages, literature and music, and showcase several specific examples such as:

Art - "Lithographs of the Alps from The Little Ice Age" and "Washington Crossing the Delaware by Emanuel Gottlieb Luetze (1851)";

History - "The Beginning and End of the Maya Classic Period," "The Rise and Fall of the Western Roman Empire," "The Migration of Humans into the Americas" and "Nile River Flood in Ptolemaic Ancient Egypt"; and

Literature - "Frankensteinby Mary Shelley (1818) and The Vampyreby John William Polidori (1819)."

We will visit the webpage of each example, where we briefly describe the topic, explore its connection to climate, and provide links to additional resources.

Although we anticipate that this resource is of potential interest in higher education and to the general public, our original intention was to gear it towards K-12 teachers. Consequently, our future work will also include aligning the content with educational standards and developing activities for incorporating climate-related information into courses beyond natural and environmental sciences. We seek feedback from the CLEAN community because we regularly update the website with new information and suggestions from climate and education professionals, as well as website users, who are encouraged to email us at climate@smith.edu.

Bios:

Bosiljka Glumac is a Professor of Geosciences at Smith College. She came up with the idea for this project when she surveyed students in her GEO 106 Extraordinary Events in the History of Earth, Life and Climate course and realized that they had very little familiarity with the impact of climate on human history.

Julia Herzfeld is a class of 2021 sociology major and geosciences minor at Smith College. They have helped develop this project since its beginning phases and have coordinated with student volunteers and working professionals, written and revised topic entries, and helped create the project webpage.

Caroline Davock is a class of 2023 biology major and STRIDE Research Fellow at Smith College. She has written and revised many topic entries and helped design and update the webpage.

You can find the recording here: https://drive.google.com/file/d/1-dYFBZ2bV9tsUNXCX5MQvIQ2G6dbA4gw/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1DlG_WtcGosaUNipUXxKSPejWfLbCxsqm/view?usp=sharing

This session was an informal discussion among attendees focused on climate justice.

You can find the recording here: https://drive.google.com/file/d/1fzl385k7eCu2M7cGdHBbwfGl0ZpHZkyw/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1GDXZXfjCXimddfOJg9SMxVvQBpNTcbJd/view?usp=sharing

Abstract: The Solve Climate Project at the Bard Center for Environmental Policy is the lead organizer for a global dialog on climate solutions which will take place in April, 2021. The avenue is more than 100 university-hosted webinars in 45 countries, including almost all 50 US states. Building on the lessons learned from this initiative, and the evident interest among climate-concerned faculty and staff across the world, we are now beginning to organize a worldwide teach-in on climate and justice set for March 30, 2022. The goal is involvement by at least 1000 colleges, universities, high schools, and faith and civic organizations and 500,000 participants. As universities return to in-person education, the key question becomes how to engage beyond the usual climate-concerned students to involve a broad spectrum of students. The Worldwide Teach-In does so by involving at least twenty-four faculty members at each institution in an evening of concurrent panels. Climate change by its nature invites dialog from faculty across the disciplines: artists and philosophers, economists and chemists, psychologists and business professors. Each of the four faculty on the various panels are asked to talk for only five minutes on their topic, so they don't need deep expertise-- faculty introduce the ideas and leave lots of time for discussion. And again, on every campus in the world there are easily two dozen climate-concerned, often non-expert faculty who will be glad to participate in such an event. A typical event with 24 faculty members, all requiring or encouraging their students to attend, will bring in 500 people. The underlying hypothesis is that "coordinated climate education" across and within institutions is the most effective way to engage the broadest audience in substantive discussions of climate solutions.

Bio: Eban Goodstein directs Graduate Programs in Sustainability at Bard College in Annandale-on-Hudson, NY. Degree options include (1) the low-residency MBA in Sustainability based in NYC; (2) M.S. Degrees in Environmental Policy and in Climate Science and Policy; and (3) an M.Ed. in Environmental Education. Professor Goodstein holds a Ph.D. in Economics from the University of Michigan, and a B.A. in Geology from Williams College. Goodstein is the author of three books: Economics and the Environment, (John Wiley and Sons: 2020) now in its ninth edition; Fighting for Love in the Century of Extinction: How Passion and Politics Can Stop Global Warming (University Press of New England: 2007); and The Trade-off Myth: Fact and Fiction about Jobs and the Environment (Island Press: 1999). Articles by Goodstein have appeared in among other outlets, The Journal of Environmental Economics and Management, Land Economics, Ecological Economics, and Environmental Management. His research has been featured in The New York Times, The Washington Post, Scientific American, Time, The Economist, USA Today, and The Chronicle of Higher Education, and he has testified in Congress on the employment impacts of environmental regulation. He serves on the editorial board of Sustainability: The Journal of Record. In recent years, Goodstein coordinated a series of national educational events around climate change, engaging over 2,500 colleges, universities, and K-12 schools in solutions-based dialog.

You can find the recording here: https://drive.google.com/file/d/1mbzzXwbQIHnTU9IPNpcOT310a9RJHm-z/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1zwoM_blPy4xlp_fJsFfmvZiguZxcWCcN/view?usp=sharing

Bios: Erin Twamley and Joshua Sneideman are friends, parents of daughters, educators and authors of STEM publications from blogs to children's books. After completing their first series with Nomad Press for middle school students (see Climate Change and Renewable Energy), Erin and Josh have created a new series for upper elementary students with WiseInk -- STEM Superheroes.™ This series features the stories, careers and superpowers of 26 diverse women in an A to Z format. Everyday Superheroes: Women in Energy the 2nd book will be available in  Winter 2022.

Abstract:If she can see it, she can be it! There are so many awesome efforts from social media campaigns to databases of exceptional women aiming to empower girls in STEM. BUT we are missing a focus on energy! We have so many energy superheroes, women who are powering our planet with renewable energy. We need to share their stories, careers and superpowers with kids, especially girls. We would love your insight to help us highlight these women and careers for a new multicultural children's book Everyday Superheroes: Women in Energy (WiseInk, 2022). This is the 2nd book in the award winning STEM Superheroes™ series. We need your help to share how energy careers are changing lives and our planet.  We will share with you about the book and how to get involved in our movement of sharing superheroes with elementary aged kids.

• Be an Energy Ambassador --  tell us how you want to be involved.
• Nominate women energy superheroes you know (or yourself) to feature in the book. We're looking for a very diverse group of women and energy careers.
• Contribute to the Kickstarter to help us turn the manuscript into a book

Connect with STEM Superheroes on social media:

Twitter https://twitter.com/STEMsuperheros

Facebook https://www.facebook.com/STEMSuperhero

You can find the recording here: https://drive.google.com/file/d/1FfOKz_5pHHlCXwf_psFvjL0K5nCmBznQ/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1jTeRs8KiFNp4tqJxNTvaAv1uGcDgbzKP/view?usp=sharing

You can find slides for this presentation here: _Women in Energy CLEAN Presentation.pptx.pdf (Acrobat (PDF) 4.8MB Apr6 21)

This week we hosted a visioning discussion. The Leadership Board has gone through a transition in the last few months and wants to engage the network in a strategic planning process.

Specifically, some of the questions the Leadership Board is considering include:

• We all have different ideas of what CLEAN is - what does this mean to you?
• What does CLEAN need?
• What can CLEAN be/what do we want CLEAN to be moving forward?
• What are the leadership board roles in CLEAN? / Where is leadership needed?

If you couldn't join us and want to contribute, please email Katie Boyd, CLEAN Program Manager.

You can find the recording here: https://drive.google.com/file/d/1NQBi3blHyVS4QR60inCxLPHxjd8tbw5-/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1DkG_0Mw_4YYI30dl4v7Wpo_kKPJulKok/view?usp=sharing

During the first half of this call, CLEAN community members had an unrecorded conversation to discuss the mass shooting in Boulder, CO and how to support each other and our communities as we process these events. The second half of the call, featured in the recording below, focused on CLEAN conference participation plans.

You can find the recording here: https://drive.google.com/file/d/19VWSIPbrBIIhxYCvog5Sc1m5oQzQZcnR/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1AVwKOjcqzNxmQ1k7O8AQTY6VNOi8MKae/view?usp=sharing

Abstract: The grid faces many challenges that will require a diverse and innovative workforce as more renewables come online and as climate change increasingly threatens electric infrastructure and the communities that rely on electricity. The NC Energy Literacy Fellows Program is a year-long professional development experience for grades 8-12 STEM teachers that combines hands-on and minds-on energy investigations with place-based explorations of electrical generation facilities to build educator knowledge of the evolving electric grid, emerging technologies, and careers as a strategy to authentically engage students in learning about renewable energy and prepare them for careers in the energy sector. Learning about the knowledge and skills needed to support a low-carbon economy and modernize the electric grid enables teachers to explore numerous curriculum connections and update their energy instruction with relevant and engaging content. Results from longitudinal program evaluation of the 2017-2019 cohorts reveal that visiting facilities and interacting with staff are significant learning experiences that ultimately enhance classroom discourse and increase student engagement during energy instruction.

Dana Brown Haine, MS, is the K-12 Science Education Manager for the Center for Public Engagement with Science at the UNC-Chapel Hill Institute for the Environment. Haine has been leading climate and energy education initiatives for K-12 students and teachers since joining the Institute in 2007. In 2009, she founded the Institute's first science enrichment program for high school students, the Climate Leadership and Energy Awareness Program (Climate LEAP), which ran until 2017. In 2017, she  founded and serves as the program director for the NC Energy Literacy Fellows Teacher Professional Development Program. In 2018, Haine received NC's Outstanding Informal Educator Award in Science, Mathematics, and Technology Education from the North Carolina Science, Mathematics, and Technology Education Center.

You can find slides for this presentation here: CLEAN_Haine_3.16.21.pdf (Acrobat (PDF) 4.7MB Mar15 21)

You can find the recording here: https://drive.google.com/file/d/1FSpe5ulI9OsAla4HtoOTGBH4YzmlDSc8/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1vnOhh6AxyLqDzxxU2Y__wx9ZEn8N3eU2/view?usp=sharing

Abstract: In this presentation Eliza Reilly will introduce the national STEM education initiative Science Education for New Civic Engagements and Responsibilities (SENCER). Since 2001 SENCER has supported faculty and informal educators who aim to improve student learning and civic capacity by linking STEM content to unsolved civic and social challenges of immediate relevance to students and their communities. SENCER courses developed by faculty at over 500 institutions teach biology through COVID, HIV and other infectious diseases, Chemistry through energy use or water quality, Computer Science through cybersecurity and algorithm bias, Math through voting and demography, for a few examples.  Now faculty are energized to teach content all of these disciplines through climate change. Prof. Sonya Doucette will follow by describing how Bellevue College has used SENCER strategies to advance justice centered and civically engaged science teaching through a focus on embedding climate science and climate justice across the curriculum.

Eliza Jane Reilly is the Executive Director of the National Center for Science and Civic Engagement (ncsce.net).  She has two decades of experience in the design and implementation of programs and materials to advance curriculum, academic leadership and faculty development that improves student learning and builds civic capacity. She has been an ongoing participant in SENCER and the NCSCE's formal and informal education programs since 2001 and currently serves as the General Editor of the SENCER Models and co-Editor of the journal Science Education and Civic Engagement: An International Journal. Since 2015 she has held an appointment as a Research Professor in the Department of Technology and Society at Stony Brook University and is currently a Senior Fellow at the Institute for Learning Innovation. In 2018 Eliza was elected a Fellow of the American Association for the Advancement of Science for her contributions to science education and civic engagement.

Sonya Doucette is the Program Co-Chair for Earth and Space Sciences at Bellevue College in Washington State.  She strives to incorporate field work, and analytical techniques and instrumentation, into her courses through research projects so that students may experience "science in action." Some recent projects include carbon cycling in wetlands (North Seattle CC), nitrogen and phosphorus pollution in urban lakes (UW, Tacoma), and heavy metal contamination of urban soils and sediments (ASU and Hope House Farms in Phoenix). At BC, she co-developed a new course (CHEM 272) in which students have carried out research projects on topics such as the effect of pesticides on bees, micro-scale Puget Sound air pollution, and desalinization using forward osmosis. She is the coordinator for a new Sustainability Concentration and recently received an NSF grant to support the goal of incorporating climate science and climate justice throughout the BC curriculum.

There are two sets of slide for this presentation with you can find here: What is SENCER.pptx (PowerPoint 2007 (.pptx) 2.5MB Mar8 21) and here: 9-Mar-CLEAN-Remington-Doucette.pptx (PowerPoint 2007 (.pptx) 7.4MB Mar8 21)

You can find the recording here: https://drive.google.com/file/d/19-UsyMwp0n_63PYpxXC8xuU7BUXphJGl/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1VJy-l_oyGa7izlAWjq_TwY0sxqL_J5uQ/view?usp=sharing

Deb Morrison (Learning Scientist) is deeply engaged in research-practice partnership efforts around equity and justice in STEM learning contexts, particularly with respect to furthering climate justice. This work is done through a cultural lens centered on differential participation within and across varied communities of practice and seeks to disrupt oppressive structures limiting participation. Deb has taught middle school science and is particularly interested in content intersecting with environmental literacy, justice, and sustainability. She is passionate about working with educators in practice and has undertaken such efforts in a wide variety of contexts and content domains. Deb earned a B.S. in Geography at the University of Victoria, a M.S. in Plant Sciences and Environmental Sciences at the University of Western Ontario, and a Ph.D. in Curriculum and Instruction – Science Education at the University of Colorado at Boulder. More about Deb can be found at www.debmorrison.me

Don Haas is the Director of Teacher Programs at the Paleontological Research Institution and its Museum of the Earth & Cayuga Nature Center in Ithaca, NY. Don's work in teacher education, teacher professional development and curriculum materials development marries deep understandings of how people learn with deep understandings of the Earth system. He is a nationally regarded expert in place-based and technology-rich Earth and environmental science education, especially as related to the use of Virtual Fieldwork Experiences (VFEs). VFEs are multi-media representations of actual field sites ideally created by teachers and students working together. He also has expertise in climate and energy education and is co-author of the book, The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale. He served on the Earth & Space Science Design Team for the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and currently serves as the Second Vice President of the National Association of Geoscience Teachers. Don has taught at Colgate, Cornell, and Michigan State Universities, Kalamazoo College, and Tapestry and Norwich (New York) High Schools.

You can find the recording here: https://drive.google.com/file/d/1imGWa221nMg0jonPIOLeb88qYzmPsRH_/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1D83iiEpqyuOUK03qy5zdPuzcKJ_zEarG/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1qAYtU4AAmwFGzPrCbqgWkeHMbqLqz5ot/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1sB5aOrj3IqeSb5nGtQ_t4xyfwh3oLefM/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/14sEi3rw3fOp3GJjw7_Vm-VKEc-4s9KLY/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1bzuG036m6-v1qoMAsQF16aqhJ4liJqIm/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1Uw9iqeJSfJ7GZ2dP6Up8LTqHy0BiSY9S/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1gApgQVUa2RWjrsGH_Jd0LaRphIVMUg8x/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1LqVmftILaoiYwICS4gDE-2mfGWuAWxpB/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1OdYR4R93--sK5t-VvYXA5PpMXvOqdEom/view?usp=sharing

Abstract: As climate impacts become more obvious across North America, some communities are preparing adaptation and resiliency plans. This session asks, who is educating people for action.  As climate educators, are we at the table when municipal planning takes place? Should we be?  Where is the need for education in public participation efforts to address climate change? Where is there room for cooperation and collaboration across professions?  The need to scale up community action for climate change is critical.  Can we break down silos to speed the process?

Bio: Ginger Wireman conducts outreach and education activities for the Washington State Dept. of Ecology's Nuclear Waste Program teaching about Hanford cleanup.  Ms. Wireman is an advocate for informing the public and engaging residents in decisions affecting their air, land and water. She has an MS in Environmental Studies and a BA in Advertising from California State University Fullerton. In her COVID teleworking environment, enjoys sharing her dogs and chickens via Zoom.

You can find slides for this presentation here: Ginger Wireman presentation.pptx (PowerPoint 2007 (.pptx) 8.5MB Jan25 21)

You can find the recording of this call here: https://drive.google.com/file/d/19cgMbNLHP2RhiTcUFPPD7zoP-aimK8to/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1Tn3S7SQUXIhWlcIQKiU417wl0V_mBo0J/view?usp=sharing

Abstract: In July of 2020, the Climate Toolkit, was released through Portland State University's PDX Scholar as a freely available open source document.  The Toolkit is a set of learning activities built around prominent on-line climate models, interactive atlases, and public databases.  Though originally designed for undergraduate non-science majors, it is intended for use in both formal and informal educational settings.  In this webinar we will be looking at the next stage in the Toolkit's development and how webinar participants can assist with this process.

Bio: Frank Granshaw is a retired geoscience educator now engaged in climate education and advocacy through Portland State University, the Greater Portland Sustainability Education Network, Ecumenical Ministries of Oregon's Creation Justice Program, American Geophysical Union, and the Oregon Science Network of the Union of Concerned Scientists.  He is also the author of the Climate Toolkit: A Resource Manual for Climate Science and Action.

You can find the slides for this presentation here: https://docs.google.com/presentation/d/1782EQzczQpMDyRm5bBSG1Lf0P_WQHEaWqVFmb_aSgTo/edit?usp=sharing

You can find the recording of this call here: https://drive.google.com/file/d/1R9sGnjI7AUBhwN295yti3tPVcIuxbgKK/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1xZQ3_CX1Q7VxYv2SB4zi0j77TnfLx9-g/view?usp=sharing

This discussion will focus on the completion of the ACE framework, the resulting book, and next steps. Frank Niepold will facilitate.

Facilitator Bio: Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, Climate.gov Education section lead, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, the U.S. Climate Action Report Education, Training, and Outreach chapter lead for the U.N. Framework Convention on Climate Change (UNFCCC), Education and Youth delegate for the United States at the 2015 Conference of Parties (COP21), and a member of the Federal Steering Committee for the Fourth National Climate Assessment (NCA4). 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. Frank is the "Teaching Climate" lead for NOAA's Climate.gov web portal that offers learning activities and curriculum materials, multi-media resources, and professional development opportunities for formal and informal educators who want to incorporate climate science into their work. 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.

You can find slides for this presentation here CLEAN Network ACE Framework Deck 2021-1-12 Public.pptx (PowerPoint 2007 (.pptx) 3.6MB Jan12 21)

You can find the recording of this call here: https://drive.google.com/file/d/18Jutn45Cx1p78LQKXpxR_dPcUFk1x6IP/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1OPHBWERcWkYl7FyUFOH8-iNA52mx6iG9/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/19BWoAbFeI3_PfWDcuk6uIALABqAgWf_q/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/16VsOXN8MBDUhBODXKatm9LNPZ4MljU__/view?usp=sharing

• 2020 Teleconferences
• 2019 Teleconferences
• 2018 Teleconferences
• 2017 Teleconferences
• 2016 Teleconferences
• 2015 Teleconferences

• 2014 Teleconferences
• 2013 Teleconferences
• 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.