CLEAN Network Teleconferences

Abstract: An ongoing blended Climate Teacher Professional Learning Community (Climate TPLC) has been envisioned that would help teachers build climate investigations and units using reviewed CLEAN Resources to help them effectively teach climate change in the context the 3-dimensional learning outlined in the NGSS. Recent work has focused on fleshing out a template for starting a Climate TPLC and exploring ways to sustainably fund a Climate TPLC. This presentation will describe the results of a survey of a broad spectrum of teachers that explores the extent to which climate change is integrated into classroom curriculum, the satisfaction teachers have with the climate professional development they receive, what teachers look for in professional development, and how they fund their professional development activities. This begins the process of identifying lines of potential revenue to make a Climate Teacher Professional Learning Community financially viable and sustain! able.

Bio: Dr. Tamara Shapiro Ledley is President and Chairman of the Board of Directors of the Earth Science Information Partners (ESIP), a STEM education consultant, Earth and climate scientist, Secretary of the Education Section of the American Association for the Advancement of Science (AAAS), an En-ROADS Climate Ambassador, and Adjunct Professor at Bentley University. She was a 2017 Harvard Advanced Leadership Initiative Fellow where she explored her interests in making climate change education efforts scalable and financially sustainable and to leverage these efforts to enable all climate change stakeholders to align efforts to address the local impacts of climate change. She served as a senior scientist and chair of the Center for STEM Teaching and Learning at TERC for 20 years. She received her PhD from MIT in atmospheric and climate science and her BS from the University of Maryland in astronomy.

You can find slides for this presentation here (Acrobat (PDF) 1011kB Jun2 20).

Bio: 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

You can find the presentation slides here:

https://docs.google.com/presentation/d/16hpxilKhOtat6ZeGP7XNkSN8vfQt___-zVIF_NYGlLA/edit?usp=sharing

The recording of this presentation can be found here: https://cuboulder.zoom.us/rec/play/upN-JOurrTs3EofGtASDUfQtW9TrKK-sgCJM86IIyBu9UCIKOgf0MOYbNuIdWykr1BTA4bjhtkYj7miw

Abstract: Atmospheric Molecule Models -- a physical, kinetic, interactive demonstration and climate education icon. Would this be a good CLEAN listed resource? Currently in use across the US: in K-12 schools & universities, during large events out in under-served communities, at science festivals, youth summits, field trip hubs, in science centers and by student activists. Typical elementary school level presentation in, Youtube video format, at:
https://www.youtube.com/watch?v=OurnlNxBGX8

You can find the presentation videos and still images here:
youtube.com/playlist?list=PLmftP5AROc0n2dLus4hS81nSJkisKyfWB

Co-presenters Include:
Natalie Stapert, middle school humanities and language arts teacher, Lowell School, Washington DC
Bella Calemine, middle school student, representing Lowell's Climate Club and Mobile Climate Science Labs volunteer
James Callahan, founder ClimateChangeEducation.org. Director, Mobile Climate Science Labs
Alana Siegner, Phd; University of California, Berkeley, Energy and Resources Group
Liz Bullock, middle school science teacher, Lowell School

The recording of this presentation can be found here: https://cuboulder.zoom.us/rec/play/7sIlcLio_zs3G9WQswSDUPEoW9TuKaus2ygX_PMOmh3gAnFXYAL0Y7ITM-FKkZrmtMMwxbKWyKsgJYA3

You can find slides for this presentation here (Acrobat (PDF) 1.3MB Jun30 20).

This is the fifth in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first four calls in the notes for February 25th, March 24th, April 28th, and May 26th.

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 the recording of this conversation here: https://cuboulder.zoom.us/rec/play/78ckdLupq243G9KUsASDBPYrW46-Jqqs0iNK_PRZyUy2AXcLY1r0MOMTN-Hykq_-rc7SZqPH1Vaf4mqz

Abstract: The urgency of the climate crisis demands not only greater coherence and coordination of education efforts, but also a deep examination of the education sector's role in the perpetuation of the status quo. However, much of the global education community's attention and resources have been fractured by other development priorities, diluting the efficacy of its power to be a game-changer in climate action. As a starting point for critical discussion, this presentation attempts to focus attention on the education spaces where coordinating local efforts across districts, states, and nations can have impact on a global scale. It describes the current policy landscape for education in climate action, and climate in education. It then presents five underlying challenges preventing the formal education sector from taking a more proactive role in climate action. Finally, the presentation makes a case for how these roadblocks can become entry points for policy and action, with the ultimate goal of developing a roadmap for the education sector in climate action that generates a new set of game-changing rules.

Bio: Christina Kwauk is a fellow in the Center for Universal Education at the Brookings Institution. Her current research focuses on gender equality in education, 21st century skills and youth empowerment, and education and climate change. Christina is co-author (with Gene Sperling and Rebecca Winthrop) of What Works in Girls' Education: Evidence for the World's Best Investment. She has also published on girls' life skills education, gender in education and climate policies, and sport for development. Christina also leads the Echidna Global Scholars Program and previously served as chair of the Girls CHARGE initiative. Christina holds a PhD in Comparative and International Development Education from the University of Minnesota, a MA in Social Sciences from the University of Chicago, and a BS in Psychology from Sewanee: The University of the South.

You can find slides for this presentation here (Acrobat (PDF) 1.1MB Jun15 20).

You can find the recording of this conversation here:

https://cuboulder.zoom.us/rec/play/uZctduCu-2g3H9yTsASDU6N-W428L_-s2iZPrqVcxEyzVXgKY1XzNLRDMOB65uwKiDF0HZEIBY8AooKN

Abstract: The goal of this presentation is to engage CLEAN and gather some feedback on an evolving new approach to engaging broadcast meteorologists and their viewers regionally.

StormCenter Communications and its partners recently produced award-winning stories for NOAA. The Promise of JPSS is a recent Telly Award winner for excellence in communicating effective messages from a government customer and tells the story of the usefulness of satellite data from the perspectives of actual users. You can view The Promise of JPSS (10:55) here: https://youtu.be/eulPPfwexaE

In 2017, StormCenter's production: The Promise of GOES-R was featured in the Colorado Environmental Film Festival, exposing the incredible impacts that GOES-R had in its first year in orbit while being tested for operational deployment. You can view The Promise of GOES-R (8:51) here: https://youtu.be/AT-DnFqVp_4

StormCenter has also recently produced an award winning series for Celebrity Cruise Lines in the Galapagos with Chief Science Advisor for the Galapagos and Author Dr. Ellen Prager. These short videos bring science to the passengers during their awesome exploration experiences which include an on-board lab where the sand from different islands can be analyzed...the sand is different on each island. You can see Web of Life here: https://youtu.be/WClcWhu7GPg (Dr. Prager's latest series, designed for middle school kids, is her Wonderlist Adventure Series with the first book "Escape Galapagos" was recently published. The fiction series is designed to excite kids in mystery and adventure while teaching them about science and climate change).

Bio: Dave spent nearly a decade (1990s) as an on-air broadcast meteorologist for NBC4 in Washington, DC, appeared on NBC's Today Show multiple times and designed and launched the very first TV weather website in the nation, WeatherNet4 (1995). He also co-organizes and hosts the Glen Gerberg Weather and Climate Summit, a national summit that brings together TV meteorologists and scientists to advance TV meteorologist's understanding and communication of extreme weather impacts and climate science to build a more resilient nation. With NASA support StormCenter delivered the 2017 solar eclipse LIVE to an audience of millions from Salem, Oregon. With support from NOAA and NASA StormCenter has also produced a live-streamed workshop for broadcast meteorologists in conjunction with the 2016 launch of GOES-R advanced weather satellite from Kennedy Space Center. Dave is frequently invited to make keynote presentations to groups across the nation and stresses the importance of integrating science and earth observing results into the decision-making process to improve resilience to extreme weather and the impacts of a changing climate. Dave has also worked for the nation's leading private weather company and at NASA Goddard Space Flight Center in Greenbelt, MD.

You can find slides for this presentation here (Acrobat (PDF) 8.3MB Jun12 20).

On this call, we focused on current events and how to respond as individuals and as an organization that supports social justice. The conversation was not recorded in order to create a confidential space for open discussion. However, the announcements, included details on how CLEAN and partner organizations can take part in the UN ACE process, are included in the following link: https://cuboulder.zoom.us/rec/play/u5Ypf7ig_G83GdOdsASDU6B5W9XvJ6ishiMb8_Fcz0_hUHELZlunZrQSZOvHGQ_p_G-Ea-K8aN7whIS0

This is the fourth in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first three calls in the notes for February 25th, March 24th and April 28th.

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 (Acrobat (PDF) 639kB May27 20).

Listen to the recording here: https://cuboulder.zoom.us/rec/share/6_FPBPKr1UVLZ53T9UHCXIEeE8PkT6a81ClK-vYMn0xs9IiRZwB0vf03WFRF_s9K

See the chat for this conversation here (Text File 11kB May27 20).

Abstract: Polar regions are disproportionately affected by climate change, and Alaska is at the forefront of the crisis. Rural Alaskans, who are in predominately Alaska Native communities, also pay the more for their energy than anywhere else in the US, which is mostly produced from fossil fuels. The non-profit Renewable Energy Alaska Project (REAP) was established in 2004 to address some of these issues through advocacy and education. Since 2011, REAP has been providing K-12 education throughout the state on clean energy that is place-based and relevant to Alaskans. In this presentation, Colleen Fisk will discuss REAP's education work, focusing on the K-12 outreach but also sharing collaborations in the technical and post-secondary education spaces (K-Gray). She will also share a brief overview of Alaska's energy landscape and some of the challenges and opportunities to delivering clean energy education in the Last Frontier where all residents get a dividend from oil profits. Bring your questions and your insights for discussion!

Bio: Colleen Fisk is the Energy Education Director at Renewable Energy Alaska Project (REAP). Colleen has been with REAP since 2016, implementing the AK EnergySmart and Wind for Schools curriculum in K-12 classrooms and leading teacher trainings around energy education. Colleen grew up on a small farm in Wasilla where her parents, also science teachers, instilled a lifelong love of science. She loves working with diverse groups, teachers, and students across the state to learn from each other about clean energy.

Learn more about REAP and their initiatives on their website here: https://alaskarenewableenergy.org/

Free AK EnergySmart curriculum here: http://akenergysmart.org

You can find slides for this presentation here (Acrobat (PDF) 3.1MB May21 20).

You can find the recording of this webinar here (MP4 Video 321MB May21 20).

Abstract: Join NOVA on a dramatic and surprising multimedia adventure from pole to pole and back in time with Polar Extremes, Antarctic Extremes, and the NOVA Polar Lab. Hosted by renowned paleontologist Kirk Johnson, Polar Extremes is a two-hour special that takes viewers on an epic adventure through the last 650 million years to uncover the extraordinary climate history of Earth's poles. As Johnson travels the planet, uncovering clues of the polar past, NOVA's Caitlin Saks & Arlo Pérez explore the challenges of polar research today in Antarctic Extremes, a 10-part digital series that discovers what it takes to live, work, and do science at the bottom of the world. Classrooms can also experience the science of Polar Extremes first hand, with the NOVA Polar Lab, a web-based experience that uses 360° videos, interviews with scientists, and mini-games to send players on an immersive quest to understand how the poles are key to understanding Earth's climate—past, present, and future. This multi-platform project brings the field of polar science to life for all kinds of learners through traditional storytelling and experiential, digital learning environments.

Bio: Gina Varamo is the Outreach Manager for NOVA, the Emmy-award winning science documentary series produced by WGBH Boston for PBS. NOVA is the most popular primetime science series on American television, demystifying the scientific and technological concepts that shape and define our lives, our planet, and our universe.

You can find the slides for this presentation here: https://docs.google.com/presentation/d/1Muicd8Vi5rcBMkJUMRJMX-BcYz9zvsWeLoalcS9XLAY/edit?usp=sharing

Listen to the recording here (MP4 Video 492.1MB May12 20).

This session was an informal discussion among attendees.

Listen to the recording here (MP4 Video 231.1MB May7 20).

This is the third in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first call in the notes for February 25th, and the second call was on March 24th.

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 (Acrobat (PDF) 1.5MB Apr28 20).

Listen to the recording here (MP4 Video 152MB Apr28 20).

See the chat for this conversation here (Text File 16kB Apr28 20).

Abstract: Like the current global pandemic, disruptive climate change is something that impacts all of us. Consequently, to deal with this change means broadening public engagement in the international climate process. There are, however, significant factors that limit who and how many people can be involved in this process. Chief among these are issues with meeting spaces, the time and expense of traveling to these spaces, the carbon footprint of large numbers of people doing so, and even issues of public health.

In response to this dilemma a coalition of local groups and institutions in Portland Oregon organized a series of public gathering known as the PDX Virtual Bridge to COP25. The purpose of these gatherings was to to link local people with events at the 2019 UN Climate Conference in Madrid Spain. Designed as an on-line dialog with observers at Madrid, the bridge also gave locals a chance to hear from area activists, researchers and policy makers about how their work connects with the international process.

This webinar will present that experience and look at what comes next - plans for broadening the bridge to include the upcoming UNFCCC events like COP26.

Learn more about the Greater Portland Sustainability Education Network here - gpsen.org

Bios:

Frank is a retired community college geoscience instructor now heavily involved in climate education and advocacy work in northwestern Oregon. By training he is a glacial geologist and a physicist, as well as a veteran science museum educator. He's also an insufferably proud grandpa, which has a lot to do with why he does what he does.

Neeraja is a practicing agriculturist, educator, scientist and a life-long learner of the power of growing, cooking and sharing food. Neeraja has a doctorate in environmental science with research focus on urban water and food resilience and urban agrobiodiversity. She has two masters degrees, one in agronomy, another in plant physiology, and a bachelors in agriculture science. Her work experience includes consulting with United Nations Development Program-Global Environment Facility and Food and Agriculture Organization.

You can find slides for this presentation here (Acrobat (PDF) 1.1MB Apr22 20).

You can find the recording of this webinar here (MP4 Video 379.8MB Apr22 20).

Abstract: The interactive electronic Design Our Climate simulation (DOCs) equips users to explore the paths we can take globally toward "net-zero" emissions in 2050 needed to meet the international commitments to keep average surface temperature increases below 1.5 °C by 2100. The simulation breaks down the seemingly intractable challenge of moving from our "business as usual" trajectory into 20 smaller challenges. Users can design our climate future by implementing mitigation strategies in five sectors: electricity, transportation, land use & agriculture, buildings, and materials. A "Reality Check" feature gives live feedback on the feasibility of each action and educates about the underlying assumptions that determine what is realistic. The DOCs simulation was developed by an interdisciplinary team of undergraduate students and faculty at The King's Centre for Visualization in Science (KCVS), with support from Energy Efficiency Alberta, as part of Accessible Solutions: Visualizing Energy Choices and Climate Implications Embedded in Alberta Narratives. This simulation joins the suite of free interactive tools digital learning resources provided by KCVS that are already used by over 500,000 students, educators and the public from over 100 countries each year. Lessons and activities for students to make effective use of DOCs are now available on the website and will be discussed. In the US, DOCS will be integrated into the climate change lessons developed by the National Centre for Science Education.

Learn more about the Design Our Climate simulation in the November, 2019 ACCN Canadian Chemical News.

Bios:

3M National Teaching Fellow Peter Mahaffy is Professor of Chemistry at the King's University in Edmonton and Director of the King's Centre for Visualization in Science (www.kcvs.ca), which provides digital learning resources used by over 500,000 students, educators and the public from over 100 countries each year. His current research and professional work is at the interfaces of systems thinking in chemistry education, the uses of interactive visualizations to facilitate the learning of science, sustainability/green chemistry, and the responsible uses of chemistry. He has been working on climate change science and its links to STEM education for 15 years, and he served on the American Chemical Society (ACS) presidential working group to help professional chemists communicate climate science to the public.

Before beginning her work as Project Manager for Accessible Solutions at the King's Centre for Visualization in Science, Dr. Melanie Hoffman developed engaging, student-led learning experiences in an inclusive, collaborative work environment as science faculty member at the innovative Quest University Canada, Squamish, BC.

You can find slides for this presentation here (Acrobat (PDF) 1.6MB Apr14 20).

You can find the recording of this webinar here (MP4 Video 483.5MB Apr15 20).

Abstract: Tools from social psychology, including social modeling and building self and collective efficacy, can help us to create a new model for current, culturally-relevant stories that can help communities improve climate mitigation and adaptation skills. These "solution stories" are hopeful, funny stories that effectively teach climate change adaptation, mitigation, and resilience strategies. Up-to-date research on can be iteratively utilized in these stories to better equip communities to manage climate change disasters and lessen harmful physical and mental health impacts. Stories are an innovative management strategy for substantially improving preparedness and, hence, health outcomes among communities facing extreme weather events caused by climate change.

NRDC's Rewrite the Future initiative aims to enlist the power of narrative TV, film and new media to help accelerate our global response to the climate crisis. Storytellers have a vital role to play in shaping our cultural narratives about climate, by producing entertainment that helps us face reality, confront our fear and grief, imagine possible futures, and inspire us to action. The program offers a range of support to Hollywood professionals to encourage more, varied, and compelling climate stories in entertainment, including industry dialogue and networking, climate story consultation, and help with project development.

Bios:

Emily Coren is a science communicator with a background in biology and science illustration, developing tools for producing cultural stories to improve the rate of climate mitigation and adaptation.

Cheryl Slean is a climate communicator, playwright and filmmaker with a diverse academic background in physics, literature and sustainability. As an educator she taught narrative theory, creative writing and filmmaking at University of Washington, Seattle University and UCLA. After making several independent short films, she started a video production company specializing in narrative strategies for educational media. In 2015 she co-founded the grassroots collective Vision LA Climate Action Arts to engage artists in the climate movement, and produced a multidisciplinary arts festival concurrent with the U.N. Paris Accords. She currently works with the Natural Resources Defense Council on Rewrite the Future, a climate storytelling in entertainment initiative.

You can find Emily's slides here: https://prezi.com/view/5jMbKM0SVUYolapZp7LX/

You can find the recording of this webinar here (MP4 Video 629.8MB Apr13 20).

This session was an informal discussion among attendees.

This was the second in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first call in the notes for February 25th.

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 (Acrobat (PDF) 1.3MB Mar24 20).

Listen to the recording here (MP4 Video 73MB Mar24 20).

See the chat for this conversation here (Text File 16kB Mar24 20).

Abstract: The Climate Collage (originally La Fresque du Climat in French) is the name of both a serious game about climate change, and of the non-profit organization aiming at making the game as widely available as possible and providing support to the growing community of participants and facilitators. It is played in groups of about 6 people over 3 hours and facilitated by an animator. The goal is to let participants gain a good understanding of what climate change is: the causes, consequences, challenges and systemic obstacles, and to initiate a discussion about the changes we'd like to see happen. All content is based on the IPCC reports. It adapts to all kinds of participants, from politicians, business executives, young professionals and state officials to students, school kids (with a kid version), convicts, the girl next door and your other neighbors. The Climate Collage community has grown successfully in France, reaching a total of 25,000 participants and about 1,500 animators in one year. We believe the key of its success is that it is "fun" and pedagogic, collaborative and science-based. It is also very simple to use: all you need is a table, some paper, a set of cards, pens and colored felt pens and an animator.

The Climate Collage is sponsored by French paleoclimatologist and co-chair of IPCC group #1 Valérie Masson-Delmotte and French glaciologist Jean Jouzel.

Bio: After working 7 years in digital and data marketing, Lan Anh VU HONG is now working as an independent consultant to promote a social, energy and environmental transition to a sustainable way of life. She works with businesses, non-profit organizations and individuals to raise the level of awareness around climate challenges and make desirable changes happen. She is particularly interested in the topics of resilience, social justice and the food system. She has been involved with the development of the Climate Collage since early 2019 as a volunteer, working on topics such as growth, governance and digital communication. She is a certified trainer and animator of the game, which she has facilitated in all kinds of contexts.

Listen to the recording here (MP4 Video 158.5MB Mar19 20).

This session was an informal discussion among attendees.

Listen to the recording here (MP4 Video 283.8MB Mar10 20).

See the chat for this conversation here (Text File 5kB Mar10 20).

This session was an informal discussion among attendees.

Listen to the recording here (MP4 Video 126.3MB Mar3 20).

See the chat for this conversation here (Text File 1kB Mar3 20).

This will be the first in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020.

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: https://docs.google.com/presentation/d/1NgUu1N4nqg_BXedTDnHITKIyIw5l8xnzka8Ou_q7jME/edit?usp=sharing

Listen to the recording here (MP4 Video 101.4MB Feb25 20).

Read the chat from this call here (Text File 17kB Feb25 20).

This session was an informal discussion among attendees. Listen to the recording here (MP4 Video 168.3MB Feb24 20).

During the February 4th call, the richness of the topic and discussion prompted us to continue the conversation for this call. Please see presenter and topic details in the notes for February 4th and be sure to listen to the recordings if you were not able to join. The slides from that conversation will continue to serve as a basis for discussion during this call.

Listen to the recording here (M4A Audio 18MB Jan14 20).

Abstract: California is a leader in both climate policy and in educational policies that support environmental and climate-related education. To help prepare teachers to enact these instructional shifts in our state's frameworks and provide youth with the skills they are demanding, teacher educators must take a systematic and collaborative approach. This session will provide an update on the progress of the UC-CSU collaboration Environmental and Climate Change Literacy Project and Summit, known as ECCLPS. A steering committee and sub-committees focused on pre-service teachers, in-service professional learning, and curriculum have published a report and hosted a summit that brought together leaders and practitioners from across the PK to higher education fields. This presentation will highlight the many recommendations that have been made to public universities, state agencies, and others involved in teacher preparation.

Dr. Amy Frame is a credentialed teacher who has worked at almost every level of the school system, from teaching English, history, and science to coaching and managing curriculum implementation and leading as a principal. She has worked in public, magnet, charter, and independent schools. Amy has a MEd in Instructional Leadership from Harvard Graduate School of Education and an EdD in Educational Leadership from UCLA where she published her dissertation, "Assessing the Efficacy of Environmental Education on Environmental Stewardship, Civic Engagement, and College and Career Pathways."

Linda Livers has worked on several Ten Strands projects over the last 3 years as a project management consultant. Recent projects include project managing the UC–CSU Environmental and Climate Change Literacy Project and Summit at UCLA, assisting with implementation of a Global Climate Action Summit education affiliate event in San Francisco, coordinating advocacy work for Senate Bill 720, soliciting funders for a year-end campaign, helping to plan 3 fundraising events. Linda currently assists the Ten Strands chief executive officer with organizational operations. Her work also includes project management and administrative support for individuals by coordinating insurance policies, planning and implementing events of all sizes, and taking on various ad hoc projects.

Here you can find the slides for this presentation.

The recording of this call was broken into two separate files. You can find the first here (MP4 Video 70.2MB Feb4 20) and the second here (MP4 Video 45.8MB Feb4 20).

This session was an informal discussion with a focus on building a strategy for a national plan for Action for Climate Empowerment led by Frank Niepold. Listen to the recording here (MP4 Video 97.4MB Jan28 20).

You can find slides regarding the ACE portion of the discussion here (Acrobat (PDF) 8.8MB Jan28 20).

This session was an informal discussion among attendees. Listen to the recording here (M4A Audio 23.7MB Jan21 20).

Find the chat from the recording here (Text File 2kB Jan21 20).

This session was an informal discussion among attendees. Listen to the recording here (M4A Audio 18MB Jan14 20).

Find the chat from the recording here (Text File 1kB Jan14 20).

Abstract: In this presentation, Dr. Krasny will present the framework for the Fellowship and discuss the opportunities and the drawbacks of E-Engaged Learning models. During the Fall Semester, 2019, Dr. Marianne Krasny ran the Cornell Climate Change Online Fellowship concurrently with a hybrid online/in-person undergraduate course called "Climate Solutions." The 35 Fellows hail from over 20 different countries and connect weekly over Zoom and WhatsApp and through small discussion groups. In tandem with the Fellowship, Dr. Krasny and post-doctoral researcher Dr. Xoco Shinbrot ran a three-credit hybrid online/in-person course that engages students in critically assessing the potential effectiveness of a broad spectrum of actions and policies to limit and adapt to climate change. Through engaging in discussion boards and small-group discussions with the Fellows, Cornell students will gain insight into issues of cultural context and scalability in addressing this global problem.

Bio: Marianne Krasny is a Professor and Director of the Civic Ecology Lab in the Department of Natural Resources at Cornell University, specializing in community environmental stewardship and environmental education in urban and other settings in the US and internationally.

You can find the presentation slides here (Acrobat (PDF) 2.8MB Jan7 20).

You can find the recording here:

https://transcripts.gotomeeting.com/#/s/dc3417c5bf828addf5bf77330031d5a52f40289e317b4cc04ebf9bb02ee3f1a4

Resources and notes from this call's chat box here (Acrobat (PDF) 106kB Jan12 20).