Abstract: The Paleontological Research Institution's Museum of the Earth will be updating it's climate and energy exhibit in 2019. This informal discussion will seek input from CLEAN on plans for the new exhibit. A Prezi (here: http://prezi.com/bhwbrnblts7l/?utm_campaign=share&utm_medium=copy) includes somewhat of an overview of the plans for the exhibit but the discussion will likely only draw from bits of the presentation. We are interested in various kinds of art and interactives to highlight aspects of climate change as well as approaches that offer guidance to museum goers in how they might most appropriately respond to climate change. This will be the first major overhaul of the exhibit since the museum's opening in 2003.

Bios

Dr. Ingrid Zabel is the Climate Change Education Manager at PRI, and is interested in building public understanding of the science and societal impact of climate change. Ingrid leads climate change science activities with youth and the public at the Cayuga Nature Center, the Museum of the Earth, and schools in Ithaca, NY and New York City. She also develops science exhibit content, manages citizen science projects, and she is one of the authors of PRI's Teacher-Friendly Guide to Climate Change. She is the Curator of two state-level portals to climate change resources: the New York Climate Change Science Clearinghouse and Resilient MA, for the Commonwealth of Massachusetts.

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. He is Past President of NAGT. Don's work in public outreach, 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 climate and energy education, place-based and technology-rich Earth and environmental science education. He also is co-author of the books,The Teacher-Friendly Guide to Climate Change and 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. Don has taught at Colgate, Cornell, and Michigan State Universities, Kalamazoo College, and Tapestry and Norwich (New York) High Schools.

View the recording here (MP4 Video 51MB Jan15 19)

Abstract: In the past 2 years, Green Teacher has published 2 books of interest to CLEAN members. The first, Teaching Teens about Climate Change, was designed for those that work with teenagers, inside and outside of schools. The second, Teaching Kids about Climate Change, was designed for educators who work with children aged 5-14, again inside and outside of schools. The majority of articles, activities and teaching strategies found in each of these 80 page paperbacks were published from Green Teacher magazine, subsequent to the publication in 2001 of our book Teaching about Climate Change. In his presentation, Tim will highlight a few of the contributions to each of these new books.

Bio: Tim Grant is the publisher and former editor of Green Teacher, a non-profit magazine for youth educators. During his 26 years at Green Teacher, he edited/co-edited 9 books, including Teaching about Climate Change (2001) which sold 25,000+ copies before going out of print two years ago. Before stepping down as editor, Tim hosted 85 webinars, including 3 related to climate change education. He lives in Toronto, Ontario.

You can find the presentation slides here (PowerPoint 2007 (.pptx) 6.5MB Jan8 19)

Watch the recording here (MP4 Video 75.1MB Jan8 19)

Abstract: Over the last year, the Cornell Civic Ecology Lab has offered a Climate Change Science, Communication, and Action massive open online course (MOOC) in partnership with Cornell Institute for Climate Smart Solutions and Cornell Cooperative Extension. Over 2,000 students from over 50 countries have enrolled in the course. Join lead instructor Anne Armstrong to learn more about the Lab's approaches to online climate change learning, see preliminary evaluation results, and reflect on the challenges and opportunities posed when teaching climate change online to an international audience.

Bio: Anne Armstrong is a PhD student and online course instructor in the Department of Natural Resources at Cornell University. Anne has a background in environmental education and has interned and worked in parks, nature centers, and residential environmental education centers. While working at the Chincoteague Bay Field Station in Wallops Island, VA, she developed an intergenerational citizen monitoring program and an oyster restoration project. These experiences inspired her to pursue a PhD to better understand the mechanisms through which environmental education fosters community. Her masters research investigated how environmental educators translate climate change communication research into practice, and she recently published a book with Marianne Krasny (Cornell Univresity) and Jonathon Schuldt (Cornell University) on Climate Change Communication. She is also the lead instructor for the Civic Ecology Lab's online climate change course, and she coordinates the lab's online course teaching assistants.

You can find the presentation slides here (PowerPoint 2007 (.pptx) 11.7MB Dec19 18)

View the recording here (MP4 Video 66.4MB Dec19 18)

Abstract: Webcasting straight from COP24 in Katowice, Poland, you will hear from School of Environmental Studies high school students and their teacher Craig Johnson. You can check out their blogposts at http://sescop24.blogspot.com/ and https://www.climategen.org/blog/your-window-into-cop24-december-7/. They will be introduced by Kristen Poppleton, Director of Programs at Climate Generation: A Will Steger Legacy. Climate Generation is hosting a delegation of business representatives at COP24, as well as two of the students from SES.

Watch the recording here (MP4 Video 263.6MB Dec11 18)

Abstract: Student understanding of scientific modeling is a major emphasis in the NGSS, which includes an explicit mention of modeling as one of the 8 Science and Engineering Practices. Scientific modeling is inherently a core element of the scientific study of climate, especially relevant to predictions of future climate during times of rapid global change. Teaching about modeling in the context of climate, therefore, provides a great opportunity to naturally and authentically integrate NGSS practices into a vitally important content topic. Educational simulations, both computer-based and hands-on, provide an opportunity for students to experience "running" models (as scientists do!), not merely "learning about" models and modeling. I'll demonstrate several science education simulations, both computer-based and hands-on, relevant to climate and Earth science topics. Some were developed by our group at UCAR, but I'll also highlight a few from other sources. Specific topics include the Very Simple Climate Model, a couple of simulations about paleoclimate/dendrochronology/tree rings, a board-game-like model of the greenhouse effect and Earth's atmosphere, a couple different of "choose energy sources and influence climate" simulations, Virtual Ballooning to learn atmosphere layers, and possibly a couple of activities about computers and modeling.

Bio: Randy Russell develops educational simulations, games, classroom activities, and web-based content articles at the UCAR Center for Science Education (SciEd.ucar.edu). UCAR SciEd is the K-12 education and public outreach program at the National Center for Atmospheric Research (NCAR), a major climate, weather, and atmospheric science research lab in Boulder, Colorado. Randy has been at UCAR for 15 years, where he also conducts professional development workshops and webinars for science teachers. Prior to coming to UCAR, Randy worked for TERC, Michigan State's Virtual University, and at NASA's Goddard Space Flight Center. He has a PhD in education from Michigan State University, a MS in aerospace engineering from U. Maryland, and a BS in astrophysics from Michigan State.

You can find the presentation slides here (Acrobat (PDF) 11.4MB Dec4 18).

View the recording here (MP4 Video 93.2MB Dec4 18)

Abstract: Turning Misinformation into Educational Opportunities (TMEO) is a multi-faceted program aimed at helping teachers use misconceptions to inoculate students against misinformation about climate change. Part of TMEO is a new unit of climate change lessons developed using a misconception-based approach and evidence-based pedagogy. The lessons were created at a workshop with NCSE Ambassador Teachers. Workshop facilitators included John Cook, Frank Niepold, and Brad Hoge, Director of Teacher Support at the National Center for Science Education (NCSE). The five lesson unit is built around misconceptions specifically identified in the Heartland Institute's mailing utilizing a unique inquiry strategy to inoculate students to misconceptions.

Bio: Brad is the Director of Teacher Support at the National Center for Science Education (NCSE). Brad joined NCSE in 2017 to steward NCSEteach and the NCSE Teacher Ambassador Program. He has been a classroom teacher, a children's museum curator, a research scientist, and a science educator, including working as an associate professor at the University of Houston - Downtown. He holds a Ph.D. in Ecology and Evolutionary Biology from Rice University, and an M.Ed. in Curriculum and Instruction from Texas A&M.

You can find the presentation slides here (Acrobat (PDF) 3MB Nov28 18).

View the recording here (MP4 Video 72.5MB Nov28 18)

Abstract: Over the past several years there have been many coordinated efforts to improve climate change literacy of diverse audiences. The challenge has been to balance science content with audience-specific messaging to achieve the goal of learners engaging in solutions and building community of action. This talk will describe how Climate Education Partners (CEP) employed a multidisciplinary approach that integrates climate science, social and learning sciences, and effective communication strategies to create innovative resources and new approaches to climate change communication that engage audiences of decision-makers and community leaders more effectively. We will highlight results from public opinion polls and key informant interviews with nearly 100 San Diego leaders to assess shifts that have occurred during CEP implementation. Further, we will highlight the Community Toolbox for Leading in a Changing Climate website, which incorporates not only the educational resources we developed, the evaluation methods we used to analyze our results, and the types of activities we created, but it tells the story of how did it, how we succeeded, and how you can too.

Bio: Mica Estrada is an Associate Professor at the University of California at San Francisco's School of Nursing in the Department of Social and Behavioral Sciences and the Institute for Health and Aging. Her research program focuses on social influence, including the study of identity, values, kindness, well-being, and integrative education. Currently she is engaged in several longitudinal studies, which involve implementing and assessing interventions aimed to increase student persistence in Science, Technology, Engineering and Mathematics (STEM) careers (funded by NIH, NSF, and HHMI). She is also currently co-PI and Director of a National Science Foundation Climate Change Education Partnership grant that provides educational tools and learning opportunities to San Diego regional leaders and residents regarding the changing climate. Dr. Estrada earned her B.A. in Psychology from the University of California, Berkeley and her Ph.D. in Social Psychology from Harvard University.

View the recording here (MP4 Video 1126.6MB Nov23 18)

Abstract: Solar One is an environmental sustainability education organization based in New York City. The organization was founded in 2004 to manage Stuyvesant Cove Park- an all native plant park located on the banks of the East River in Manhattan, but has since grown into a multifaceted renewable and energy efficiency education operation. In addition to workforce development programs, Solar One has installed over 2 megawatts of photovoltaics on low income housing in New York City, become a central coordinator of citywide and regional climate and energy discussions, set in motion the construction of a state of the art environmental education center, and continued to manage and improve the park that was their birthplace. Solar One is supporting NYC's climate action plan by implementing high impact actions that accelerate near-term greenhouse gas (GHG) reductions.

Bio:Sarah Pidgeon joined Solar One in 2009 and saw the growth of the K-12 Green Design Lab program from a small scale pilot to its current reach of over 700 schools. Sarah is passionate about fighting climate change and inspiring New Yorkers to bring environmental sustainability into their schools and communities. Prior to joining Solar One, Sarah worked as an educator at the Center for the Urban Environment in Brooklyn, where she taught classes in Urban Design and Ecology. Sarah holds an MBA in Management for Mission Driven Organizations from Marlboro College in Vermont.

Solar One has two workforce development programs aimed at different audiences: the Green Workforce Training program and the K-12 Green Design Lab Program. These programs help to ensure that all New Yorkers can contribute to a more just and sustainable city by providing traditionally under-served populations access to workforce training.

You can find the presentation slides here (Acrobat (PDF) 3.7MB Nov13 18).

View the recording here (MP4 Video 67.4MB Nov19 18)

Abstract: Strategic Energy Innovations (SEI), a nonprofit organization, advances solutions for a thriving planet. With over 20 years serving communities, SEI continues to focus on building capacity for sustainable communities through its scalable programs and models. Focusing efforts on hard-to-reach and often underserved sectors, SEI projects have at their core climate education, training, and career development. From young students to professionals in transition, SEI programs engage, inspire, and empower local talent to directly address their community's ambitious sustainability goals and needs by leading projects with measurable environmental, economic, and social benefits.

In this presentation, we will look at the case study of the City of San Rafael, where SEI engages and supports local K-College students and Climate Corps Fellows who are working with local school districts, the county office of education, and local community colleges. SEI coordinates an expansive network of community members to support the transition to a sustainable community, while developing youth leadership and green career skills in San Rafael and many other communities. Through SEI's various programs, students are engaged starting in elementary school through their early workforce experiences.

Bio: Cyane Dandridge is the Founder and Executive Director of Strategic Energy Innovations (SEI), as well as the School of the Environmental Leadership (SEL). Over her 30 plus years of experience, Cyane has seen the big picture of how communities lack access to energy efficiency services, clean technology, and real-world sustainability pathways. After receiving her M.S. in Building Technology from the Massachusetts Institute of Technology, Cyane utilized her entrepreneurship and knowledge of innovation in the built environment to bring climate solutions to the community level. By connecting students, residents, government officials, and the workforce in the design process of sustainability programs, she believes we can better pinpoint opportunities for communities to reach their goals. With so many groups working toward our climate future, Cyane is excited for the potential our youth and communities have to create an environmentally responsible world.

You can find the presentation slides here (Acrobat (PDF) 66.2MB Nov5 18)

View the recording here (MP4 Video 52.8MB Nov7 18)

Abstract: Studies have shown that nearly two-thirds of Americans talk about climate change only occasionally or not at all, resulting in a lack of community action to address one of the most important issues of our time. The National Network for Ocean and Climate Change Interpretation (NNOCCI) has demonstrated that by activating the resources of widely trusted institutions such as aquariums, zoos, museums, and other informal science education (ISE) institutions, we can break through obstacles such as the perceived complexity of science and political polarization to create a space in which productive, fact-based climate change conversations can be had and barriers to community climate action can be overcome. We now have abundant evidence that these conversations inspire ISE institution visitors to drive community-level strategies in addressing climate change. Through NNOCCI's success, we have integrated the power of climate communication within the New England Aquarium visitor experience and have built on our knowledge to extend our strategy into Boston-area communities, particularly to coastal communities that are especially vulnerable to the impacts of climate change. By building on solid empirical research to understand what people already value, believe, and understand, networks of ISE institutions have designed communication strategies that helped translate complex science in a way that allows people to examine evidence, make well-informed inferences, and embrace science-based solutions. The impact to date has been extensive and many more institutions support their community's climate actions in the Boston area and across the United States.

Bio: William Spitzer, Ph.D. Vice President for Programs, Exhibits and Planning New England Aquarium Boston, MA

William Spitzer, Ph.D., is Vice President for Programs, Exhibits and Planning at the New England Aquarium. He is responsible for oversight of exhibit design, visitor experience, volunteer, and education programs as well as institutional strategic planning. He has served as Principal Investigator for numerous informal science education projects funded by the National Science Foundation, National Oceanic and Atmospheric Administration, Institute for Museum and Library Services, and the Environmental Protection Agency. Spitzer has more than 25 years' experience developing and implementing science education programs and materials. In 2014, he was recognized by the White House as a Champion of Change for Engaging the Next Generation of Conservation Leaders. In 2016, Spitzer received a Visionary Award from the Gulf of Maine Council for innovation, creativity, and commitment to marine protection.

The New England Aquarium is a catalyst for global change through public engagement, commitment to marine animal conservation, leadership in education, innovative scientific research, and effective advocacy for vital and vibrant oceans. We work to develop the next generation of ocean stewards through a variety of programs that combine learning, service, and stewardship while focusing on key issues such as climate change and habitat protection. These efforts include immersive experiential learning and citizen science opportunities for youth; workplace learning and career development for teens; volunteer service and stewardship programs for adults; and interpretation and communication training for staff. All involve a range of collaborations and capacity building initiatives with other organizations in Boston, New England, and across the United States.

You can find the presentation slides here (Acrobat (PDF) 1.2MB Oct28 18)

View the recording here (MP4 Video 230.3MB Oct30 18)

Presenters:

Jenna Totz, Climate Change Education Manager, Climate Generation: A Will Steger Legacy

Jen Kretser, Director of Programs & the Youth Climate Summit Initiative, the Wild Center

Frank Niepold, Climate Education Coordinator and Senior Climate Education Program Manager, Climate Program Office, National Oceanic and Atmospheric Administration

Lynne Cherry, Author, Illustrator, Filmmaker and Environmental Lecturer

Abstract: Members from the CLEAN Network who attended the Drawdown Learn event at the Omega Institute from October 19-21 in Rhinebeck NY will share their reflections and discuss possible next steps that the CLEAN Network and its members might want to explore over the coming year and beyond.

Project Drawdown is perhaps the most unexpected and hopeful development in the critical effort to reverse global warming. Since the findings were published in April 2017, Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming has become a New York Times best seller, prompting hundreds of media reports, events, and new editions worldwide.

Now, there is a need for a collaborative effort to develop tools, training, and curriculum integration to unpack the rich learning opportunities of Drawdown and its data. In 2018, along with our partners at the PNW BOCES Center for Environmental Education, SCI21, the Northwest Earth Institute, and the Cloud Institute for Sustainability Education, the Omega Center for Sustainable Living is inviting educators, curriculum developers, parents, students, librarians, community groups, researchers, local officials, and other interested parties to learn together and chart a path forward.

This gathering was geared toward integrating Drawdown solutions into 3 areas: community/cross-sector educational and organizing efforts, K-12 education, and higher education. Time was provided for breakout groups to discuss key linkages to the new science standards (K-12) and explore how Drawdown can be more fully integrated into K-16 education, youth leadership, community-based projects, and municipal and civic engagement. There were opportunities for cross pollination between the groups.

This 3-day collaborative event began on Friday evening with an in-depth overview of Project Drawdown by executive director Paul Hawken and his team, and continued with interactive sessions throughout the weekend.
Intended outcomes for the October 2018 Drawdown Learn event in Rhinebeck, NY:

1. Create a shared understanding of what Project Drawdown is—the math, science, and models used—and the movement that has emerged around it, so that a solutions-based approach to climate change becomes part of mainstream discourse and education.
2. Demonstrate that the solutions for reversing global warming are clear and tangible, and that they can be worked on in our communities, homes, and schools. This event will include resources, ideas, and options for practical next steps that can be taken directly after the gathering.
3. Explore avenues to get Drawdown information into the hands and minds of young people so they can both participate in and lead necessary action and innovation.
4. Provide an opportunity for schools and communities to begin or deepen relationships, collaboration, and mutual support toward learning and implementing Drawdown solutions.

Link to Presentation Slides via google

View the recording here (MP4 Video 107.4MB Oct23 18)

Abstract: The Wild Center's Youth Climate Program is a global initiative that convenes, engages, and empowers young people to act on climate change related activities in their schools and communities through Youth Climate Summits. Each Youth Climate Summit is a one or two day event that brings youth together to learn about climate change science, impacts, and solutions. Through speakers, workshops, and activities, the Summit culminates with student participants writing a Climate Action Plan that can be implemented in their schools, communities, and regions. Students gain the knowledge, confidence, and skills necessary to communicate with decision-makers. The solutions-focused education they receive at the Summit inspires them to begin a collaborative and productive dialogue with their respective civic and government leaders as they seek participation in their communities' climate change mitigation and adaptation plans. Organizing a Youth Climate Summit is a great way to educate and motivate students, connect with new partners, showcase green job pathways, and build capacity for youth leadership. This Youth Climate Summit model has been replicated and scaled in over 30 sites around the globe from New York State to Finland to Sri Lanka. The Wild Center's free Youth Climate Summit toolkit offers a detailed organizational framework, templates, budget, agenda, and timeline that can be replicated in communities and municipalities world-wide.

Jen Kretser is the Director of Programs for the Youth Climate Program at The Wild Center in Tupper Lake, NY.

Link to Jen's Presentation Slides and Videos

You can watch the recording here (MP4 Video 71.3MB Oct18 18)

Abstract: The vision of students learning disciplinary core ideas in the context of science practices, as outlined in the NRC's A Framework for K–12 Science Education (2012), marks a significant shift in science education. Digital media tools and resources are increasingly integral to engaging in scientific practices.

WGBH, in collaboration with NASA, is working with teachers across the country to design and evaluate media-based educational Earth and space science materials for K-12 classrooms. Resource are designed to engage diverse learners in core ideas and practices and are distributed free of charge through PBS LearningMedia to over 1.9 million registered educators and their students across the country. The goal of the project is to design, test and disseminate new instructional models and digital media tools that will enable science, technology, engineering and math (STEM) teaching and learning, an area in which WGBH has long been a leader.

Resources have been designed for diverse learners and feature innovative media formats that draw upon the unique assets from NASA—including satellite images, and data visualizations—and videos drawn from WGBH's signature programs such as NOVA and PEEP & the Big Wide World. The collections of resources range from grades K – 12 and address topics in Earth and Space Science subjects including weather, climate, land, and water, with supporting materials such as background essays, teaching tips, and student handouts to make them easy to select and use by educators.

Speaker Bio: Rachel Connolly is the Director of STEM Education for WGBH and PBS LearningMedia™. Rachel is the Principal Investigator for the Bringing the Universe to America's Classrooms project.

After teaching high school physics in NYC, Rachel moved into teacher professional development and educational programming at the American Museum of Natural History. Her work with the Hayden Planetarium sparked a love of data visualization that led to graduate work at Teachers College Columbia University.

Her work focuses on designing media-integrated educational experiences that leverage emerging formats of scientific data for innovative instruction.

Link to Rachel's Presentation Slides and Videos

You can watch the recording here (MP4 Video 55.3MB Oct2 18)

Abstract: On September 13, 2018, in the midst of increasing efforts to undermine science education and misinform the public about climate change, the National Science Teachers Association has issued a position statement calling for greater support for science educators in teaching evidence-based science, including climate science and climate change. The statement promotes the teaching of climate change as any other established field of science and calls on teachers to reject pressures to eliminate or de-emphasize climate-based science concepts in science instruction. The statement acknowledges the decades of research and overwhelming scientific consensus indicating with increasing certainty that Earth's climate is changing, largely due to human impacts. It also establishes that any controversies regarding climate change and its causes that are based on social, economic, or political arguments—and not scientific evidence—should not be part of a science curriculum.

The statement provides specific recommendations for the various stakeholders—school and district administrators, policy makers, parents, and others—to help educators succeed in teaching quality science in the classroom. A few of the recommendations include providing full support to teachers in the event of community-based conflict, ensuring that instructional materials considered for adoption are based on both recognized practices and contemporary, scientifically accurate data; ensuring the use of evidence-based scientific information when addressing climate science and climate change in all parts of the school curriculum, such as social studies, mathematics, and reading; and supporting student learning of science at home. The imperative for teaching climate change science can be seen in state science education standards based on the Framework for K–12 Science Education (NRC 2011), which recommends foundational climate change science concepts be included as part of a high-quality K–12 science education. Many states have adopted the standards based on the Framework and are implementing them in classrooms around the country.
The statement was developed by a team of science educators, scientists, and other education experts, and adopted by the NSTA Board of Directors. According to Eric Pyle, a professor in the Department of Geology & Environmental Science at James Madison University and chair of the NSTA position statement panel, "teaching the science of climate and climate change in school lays a foundation for future citizens who will need to become resilient in the face of challenges posed by human impacts on environment in general and the climate in particular. It is our professional and moral obligation as educators to prepare them for these challenges." Several members of the team that developed the position statement are members of the CLEAN Network.
The position statement and other climate science resources can be found at [link http://www.nsta.org/climate/]. Read a Q&Awith position statement panel members.

You can find the presentation slides here (Acrobat (PDF) 1.1MB Oct2 18)

You can watch the recording here (MP4 Video 55.3MB Oct2 18)

Bio: Anne Gold is the Director of CIRES Education & Outreach at the University of Colorado in Boulder. She has been the CLEAN program manager from its beginning and is now the lead PI on the project and co-chair of the CLEAN Network.

Abstract: Learn about the CLEAN webportal, the collection, the teaching about pages, the NGSS search path ways of the collection and the CLEAN Network.

You can find the presentation slides here (PowerPoint 2007 (.pptx) 13.6MB Sep25 18).

You can watch the recording here (MP4 Video 52.7MB Sep25 18)

Bio: Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, Climate.gov Education section lead, co-chair for the CLEAN Network, 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.

Abstract: Learn about education events at the Global Climate Action Summit that brought together community, business, and education leaders to showcase and explore models that build social will and capacities needed to assist communities and businesses in reaching the net zero emissions by 2050 needed to achieve the Paris Agreement's aspiration for a 1.5 degree world. Participants worked together to develop options for integrating climate change education, community engagement, and workforce development activities into climate action plans with the goal of accelerating and supporting place-based climate solutions.

Event objectives:

• Explore how climate change education, community engagement, and workforce development programs are assisting communities in their ambitious climate action goals for the coming decades; and

• Identify how community and business leaders can work with climate change education professionals to meet the goals of local and regional climate action plans.

Websites:

https://www.eventbrite.com/e/registration-is-now-closed-accelerating-climate-action-a-workshop-for-community-and-education-registration-48279379925

https://sites.google.com/tenstrands.org/gcasedevent/home

You can find the presentation slides here here (Acrobat (PDF) 12.4MB Sep18 18)

You can watch the recording here (MP4 Video 61.4MB Sep18 18)

This session was an informal discussion among attendees. Watch the recording here (MP4 Video 27.1MB Sep4 18).

This session was an informal discussion among attendees. Watch the recording here (MP4 Video 34.2MB Aug28 18).

Bio: Sarah Duffer is a Nationally Board Certified 15 year Earth/Environmental Science teacher at Asheville High School in Asheville, North Carolina. She traveled with GoGlobalNC and NC educators in 2014 to Germany where they studied Germany's educational system and shift to renewable energy. After returning from Germany, she led her students to win the high school division for the inaugural Solar Schools Challenge. Duffer has completed UNC's Institute for the Environment's Climate Change Fellowship and is presently an Energy Literacy Fellow. Last spring her students won the inaugural Drawdown EcoChallenge which was an international competition rooted in Drawdown's solutions to reverse climate change. She can be found in Asheville hiking, biking, gardening, reading, and enjoying teaching all levels of high school students.

Abstract: Learn about how an Earth /Environmental Science teacher has integrated the solutions presented in Drawdown: the most comprehensive plan ever proposed to reverse global warming into her 9th grade (standard and honors levels) and AP Environmental Science courses and how the school won the international Drawdown EcoChallenge.

You can find the presentation slides here (Acrobat (PDF) 4.9MB Aug21 18)

You can watch the recording here (MP4 Video 53.7MB Aug21 18)

This session was an informal discussion among attendees. Watch the recording of the discussion CLEAN Network -201808141659.mp4 (MP4 Video 31.5MB Aug14 18) 'here']

This session was an informal discussion among attendees.

This session was an informal discussion among attendees. Watch the recording of the discussion 7/31 discussion (MP4 Video 35.5MB Aug1 18) 'here']

This session was an informal discussion among attendees. Watch the recording of the discussion CLEAN Network -201807241707.mp4 (MP4 Video 29.7MB Jul24 18) 'here']

The CLEAN teleconference is cancelled this week due to the ESIP summer meeting. Learn more about ESIP and this year's meeting here: https://www.esipfed.org/meetings/upcoming-meetings/esip-summer-meeting-2018

Watch the recording of the discussion here (MP4 Video 18.4MB Jul10 18)

Bio: Lynne Cherry, author/illustrator of 30 award-winning children's books, including the best-sellers The Great Kapok Tree and A River Ran Wild, is the producer and director of the Young Voices for the Planet filmschampioning youth solutions to the climate crisis. Youth are the best messengers for they will bear the brunt of climate change. Lynne's films are licensed by American Public Television for broadcast on 60 Public Broadcasting stations nationwide, and licensed by over 40 partners including National Geographic, PBS LearningMedia, National Wildlife Federation and the United Nations Foundation. These short documentaries inspire both youth and adults to take action on reducing CO2 emissions. Lynne received a BA from Tyler School of Art, a teaching degree from Temple University and an MA in history from Yale University. She has had residencies at many academic institutions including Princeton, Cornell, Smithsonian, the Marine Biological Lab in Woods Hole and NASA Goddard. Her awards include the Metcalf Fellowship and the Brandwein Prize. Lynne's academic writings include a chapter in "Written in Water" published by National Geographic Books, a chapter "Kids Can Save Forests" in "Treetops At Risk" (Springer) and a chapter Teaching Climate Change With Hope and Solutions: Lessons from a Film Project in the recent book Education in Times of Environmental Crisis. (Routledge). http://www.lynnecherry.com

Abstract: Lynne Cherry is a popular children's book author and illustrator best known for best-selling children's books The Great Kapok Tree (a rainforest classic) and A River Ran Wild. She is also the producer of the Young Voices for the Planet film series now airing on PBS and featured on the websites of the CLEAN network, National Geographic, NSF, NWF and many more. The true stories in the YVFP films have been in the vanguard, modeling youth civic engagement and documenting youth taking the lead, creating solutions, changing laws, changing minds and changing society as they reduce the carbon footprint of their homes, schools and communities. Their stories reach hearts, inspire action and act as an antidote to fear. Young people identify with youth in the YVFP films from culturally, racially and economically diverse backgrounds who are their age and who look like them. The YVFP Civic Engagement and Democracy curriculum merges science, civic education and youth self-efficacy.

You can find the presentation slides here (Acrobat (PDF) 16.3MB Jun15 18)

You can watch the recording here (MP4 Video 372MB Jun25 18)

Abstract: Anticipating the release of NOAA's National Climate Assessment 2018, the PoLAR team at Columbia University and NOAA are developing 10 sets of questions primarily driven by the key messages of the 2014 Climate Assessment for play on the Kahoot platform. Kahoot is a a game-based learning platform used in both informal and formal learning environments, widespread as educational technology in schools and other educational institutions. Its learning games, "kahoots," are multiple-choice quizzes that allow user generated content, and can be accessed via web browser and smart devices. The full set of questions we are developing will be featured on the Kahoot home page for six weeks at the beginning of the 2018 fall school semester, with plans to update them once the new NCA is available.

Bios:

Margie Turrin is a Senior Staff Associate and Education Coordinator at Columbia University's Lamont-Doherty Earth Observatory where for over 20 years she has developed and delivered science education for formal and informal educators, and conducted research linking science and education. She has a BS is in ecology and an MS on ecological management and is committed to field based research and teaching. She has worked extensively on both the Hudson River and marine systems, and spent time in the field in both Greenland and Antarctica on climate research projects, linking these regions into climate education. She co-authored the book Earth Science Puzzles: Making Meaning from Data, and co-developed an educational app on the science of sea level change called Polar Explorer: Sea Level.
Laurel Zaima was born and raised in Michigan, and moved to Florida to attend the Rosenstiel School of Marine and Atmospheric Science at the University of Miami. Laurel graduated with a Bachelor of Science majoring in marine science and biology with a minor in chemistry. Upon graduation, she worked in environmental and marine education as a Naturalist for the Marjory Stoneman Douglas Biscayne Nature Center, a Marine Science Educator for the Marine Science Eco Experience, an Educator for F.I.N.S. (Females in Natural Science), and the Education Coordinator at Reef Relief. As Reef Relief's Education Coordinator, Laurel led and administered the Discover Coral Reefs School Program to schools throughout the entire Florida Keys Monroe County School District, and she designed and implemented the Coral Camp for Kids Program. In April 2018, Laurel started as the Education Program Assistant at Lamont Doherty Earth Observatory at Columbia University.

Carolyn Keen is Assistant Director of the Columbia Climate Center and the Center for Research on Environmental Decisions at Columbia's Earth Institute, where she is responsible for administration, proposal development, educational programs, and special projects. She previously worked for 18 years at UC San Diego's Scripps Institution of Oceanography, where her responsibilities included education & outreach for the ocean and Earth sciences. She holds a degree in Literature from UC Santa Cruz. She is currently enrolled in a Master's program in Animal Studies at New York University.

You can watch the recording here (MP4 Video 143.2MB Jun15 18)

This session was an informal discussion among attendees. You can watch the recording here (MP4 Video 32.7MB Jun5 18)

Bio: Jessica Bean is the leader of the Understanding Global Change Project at the Museum of Paleontology at UC Berkeley, and studies the effects of global change on marine ecosystems. She holds a B.A. in Biology from UC Santa Barbara, and a Ph.D. in Geology from UC Davis where she studied mollusk evolution and growth patterns with Dr. Geerat Vermeij. She currently studies the chemistry of shells to reconstruct environmental conditions along the California coast, and the effects of ocean acidification on marine invertebrates. She ran an NSF GK-12 program from 2011-2014 at Bodega Marine Laboratory where she facilitated authentic research projects with middle and high school students. She partners with scientists and educators across the country to develop and test new methods for teaching and learning about the nature and process of science and global change.

You can find the presentation slides here (PowerPoint 2007 (.pptx) 69.4MB May29 18)

You can watch the recording here (MP4 Video 81.6MB May29 18)

Bio: Marda Kirn is the founding director of EcoArts Connections (EAC), a producing, presenting, consulting, and service organization that brings visual, performing, and other arts together with science, social justice, and other fields to inspire sustainable living while finding new roles for the arts in the face of global change. Kirn has received numerous awards, among them the Colorado Governor's Award for Excellence in the Arts; Western Alliance of Arts Administrators Distinguished Service Award; Colorado Dance Alliance Lifetime Achievement Award; Carson-Brierly Dance Library Legends of Dance in Colorado Award; and NYC Tap City Tap Preservation Award. More recently she was awarded the first University of Colorado Creative Climate Communication Prize and was among the five first Dairy Arts Center Honors awardees. Kirn has lectured on dance/the arts for many organizations; has served on grants panels for the National Endowment for the Arts, National Science Foundation, Rockefeller Foundation, and the Western States Arts Federation, among many others; and has been a speaker/panelist and/or consultant for organizations in the US, Europe, Latin America, and Asia.

Abstract: Science and art are stereotypically viewed as different species living at opposite ends of exploration and communication: science is at home with numbers, charts, and graphs; art is more comfortable with metaphors, images, and storytelling. Yet social science research suggests that science communication can be more effective by collaborating with the arts to reach a wider audience more deeply. But how? After a quick overview of the role of the arts in inspiring attitude and behavior change, this presentation will explore ways science and art can collaborate to advance sustainability and end with a discussion of what listeners are most interested in finding out to inform a session at AGU.

You can find the presentation slides here (Acrobat (PDF) 13.2MB May22 18)

You can watch the recording here (MP4 Video 44.2MB May29 18)

Bios:Jennifer Marlon, PhD, is a Research Scientist at Yale's School of Forestry and Environmental Studies and the Yale Program on Climate Change Communication (YPCCC). Her research focuses on the social and physical dimensions of climate change, particularly as they relate to climate change communication. On the social side, she uses surveys, experiments, and modeling to study how people perceive and respond to hurricanes, heat waves, drought, and other climate-related changes. On the physical side, she uses sediment records to reconstruct and understand past environments, including changes in wildfires, vegetation, and climate. Jennifer holds a PhD and MS in Geography from the University of Oregon, and a BS from the University at Albany, State University of New York. She has published over 40 peer-reviewed articles in journals such as Nature Climate Change, Proceedings of the National Academy of Sciences, Political Science Research Methods, Journal of Risk Research, Global Biogeochemical Cycles, and Nature Geoscience.

Abigail Cheskis is the Research Associate for Strategy at the Yale Program on Climate Change Communication. She spends most of her time working with partner organizations to help them apply YPCCC's findings in their own work. She also works on digital strategy and Climate Notes at the Program. She previously worked for YPCCC as a social media manager and content producer.

You can find the presentation slides here (Acrobat (PDF) 665kB May15 18)

You can watch the recording here (MP4 Video 79.7MB May16 18)

Bio: Sarah Goodspeed is the Youth and Policy Manager for Climate Generation: A Will Steger Legacy where she elevates the role of youth in shaping equitable climate solutions and integrates policy impact across audience and program areas. She brings more than a decade of experience with various environmental nonprofits and government agencies building sustainable communities. She was selected to the Environmental Justice Advisory Group to the MN Pollution Control Agency and has served on the board of organizations including Centro Campesino, Midtown Farmers Market, and Women's Environmental Network.

Abstract: Education is a solution. Advocate for teaching climate change in your school! Climate Generation's new Climate Commitments: School Board Resolution Toolkit will help you and your friends bring a resolution to your local school board that commits your district to teaching climate change in the classroom. The toolkit includes:

• Background on why we need climate change commitments
• Understanding the role of the school board
• Descriptions on what a resolution contains
• A five-step outline for developing your resolution, gaining support, and presenting it to your school board
• A template resolution

If you'd like to download the kit ahead of time, please do so here.

You can find presentation slides here (Acrobat (PDF) 22.6MB May10 18)

You can watch the meeting recording here (MP4 Video 42.4MB May10 18)

This session was an informal discussion among attendees. You can watch the recording here (MP4 Video 34MB May2 18)

During the April 4th CLEAN Network teleconference we began a conversation about climate change education professional development. It was decided that we needed to dedicate more time to this topic. A planning group was identified and met on April 20th to plan today's discussion. The notes from those conversations and the document from which we will work today is located here.

Watch the recording of this conversation here (MP4 Video 96.6MB Apr24 18)

Bio: Wendy Abshire is the Education Program Director of the American Meteorological Society (AMS) in Washington, DC. After more than 25 years creating continuing education for atmospheric science professionals at UCAR's COMET program, she now leads the team of dedicated professionals that develop and deliver K-12 teacher professional development courses and undergraduate curriculum packages in weather, ocean, and climate science. She has a MS in Atmospheric Science from the University of Wyoming and a BS in Meteorology from Metropolitan State University.

Bio: Chad Kauffman, Ph.D., is a faculty member at California University of Pennsylvania (Cal U) in the Earth Sciences department, co-directing the undergraduate meteorology program, as well as the Weather and Climate Concentration for the new Master's program in Educational Leadership. He is the author of Our Changing Climate, a digital, introductory textbook in climate science, published by AMS. More recently, he has partnered with AMS to lead the DataStreme program, developing curricula, and enhancing other professional development opportunities through AMS.

Abstract: The AMS Education Program works to increase public scientific literacy in weather, ocean, and climate science. Leveraging NOAA support and a partnership with California University of Pennsylvania, AMS offers K-12 teacher professional development with tuition-free graduate credits in all three topics. Additional climate-focused activities include the creation and sales of introductory undergraduate-level curriculum resources and NSF-sponsored workshops to introduce faculty (especially those from MSI's) to the climate curriculum materials.

You can find presentation slides here (PowerPoint 2007 (.pptx) 10.4MB Apr16 18)

You can watch the meeting recording here (MP4 Video 65.1MB Apr17 18)

Bio: Jeremy Hoffman, PhD, is the Climate and Earth Scientist at the Science Museum of Virginia, where he focuses on public-facing climate change communication, interactive exhibit and media development, and citizen-led climate resilience campaigns. Jeremy earned his PhD at Oregon State University as a National Science Foundation Graduate Research Fellow and a Science Communication Fellow for Oregon Museum of Science Industry and the Mitchell Hamline School of Law.

Abstract: According to the Yale Program on Climate Change Communication, 71% of Virginians agree with the overwhelming consensus of scientists that global warming is happening, but only 41% of Virginians agree that it will harm them personally and even fewer (33%) discuss global warming at least occasionally. This difference suggests a lack of preparation and weak communication pathways about potential climate impacts. However, Virginians are susceptible to many types of climate disruption due to global warming, including hotter and longer heat waves, sea-level rise, and precipitation variability. As such, the Science Museum of Virginia has focused its programming on communicating climate science and community resilience to climate impacts with funding from the NOAA Office of Education Environmental Literacy Program. Here, I'll share some of our strategies, lessons learned, and plans for the future.

You can find Jeremy's presentation slides here (Acrobat (PDF) 9.3MB Apr10 18)

You can view the recording here (MP4 Video 138.3MB Apr10 18)

Bio: Caitlin K. Kirby is a PhD Candidate at Michigan State University in the Environmental Science and Policy Program. Her work is centered in the Geocognition Research Laboratory under the advisement of Dr. Julie Libarkin. Caitlin studies environmental decision-making, STEM education, and environmental education. Many of her research projects also take place in cross-cultural spaces, such as a project examining the research relationships between Tribes in the United States and climate science organizations. Caitlin plans to continue working in interdisciplinary and cross-cultural spaces to improve how we utilize and teach science, particularly in the environment.

Abstract: Climate change impacts are uncertain, and greenhouse gas emissions are a structural part of individuals' everyday lives, making behaviors to mitigate climate change a particular challenge in promoting human well-being and environmental protection. A large attitude-behavior gap persists in individuals' pro-environmental behaviors. Integrating environmental behavioral theories may produce a model that guides researchers and educators in better understanding environmental attitudes and behaviors. A survey was developed using the Theory of Planned Behavior and Values-Belief-Norms Theory to measure climate change behaviors and their determinants, and was distributed to non-science major undergraduates (n=132). These individuals are likely to become politically active, and unlikely to engage in climate science through their education, thus representing an important group to target in studying climate change behaviors. Students also responded to questions measuring their understanding of the scientific processes of climate change. Structural equation modeling was used to elucidate important determinants of pro-environmental behaviors. Personal norms and subjective norms are particularly strong indicators of pro-environmental behavioral intentions. Knowledge of climate change processes was not related to students' intentions to engage in pro-environmental behaviors. The goal of this work is to provide a theoretical framework for developing a workshop intervention for individuals to engage in behaviors that align with their attitudes and values in relation to climate change.

You can find Caitlin's presentation slides here (PowerPoint 2007 (.pptx) 1.9MB Apr3 18)

You can view the recording here (MP4 Video 47.1MB Apr3 18)

This session was an informal discussion among attendees. You can watch the recording here (MP4 Video 14.5MB Mar27 18)

This session focused on planning for the 2018 AGU conference. You can watch the recording here (MP4 Video 31.1MB Mar20 18)

AGU has opened the session proposals for 2018 and we are planning another series of great sessions for the AGU fall meeting in Baltimore. If you are planning on traveling to AGU please consider co-convening a session (if you haven't done it before we can help). But you can also help coordinate sessions if you don't travel to AGU.

Time commitment as a convener: Submit a session proposal by 4/18 (drafts are available to use), June-August 2018: Promote your session, Identify invited speakers, Summer 2018: Review submitted abstracts and order them, AGU meeting: Introduce session and speakers.

If interested, please email Patrick, Katie, Anne, or Frank

Bio: Natalie Stapert is Humanities Coordinator at the Lowell School in Washington, DC. As catalyst for the sixth grade Climate Change curriculum, she led a team of teachers, administrators, parents, and community groups to develop a year of "Climate and Culture" instruction. She has a BS Ed from Shippensburg University and an MA from Johns Hopkins.

Abstract: Lowell School's ground-breaking climate change curriculum – currently in its pilot year – teaches critical reading, writing, and social studies skills by investigating how climate change impacts humanity. Students engage with a broad range of nonfiction, biographical, and cli-fi titles in the reading class; they write climate research papers and op-eds; and they conduct awareness-raising campaigns. The presentation will include how Lowell transitioned from its traditional reading and writing program to this pioneering climate-focused curriculum, with support from staff at Climate Generation, as well as the highlights of the program and resources for teachers.

You can find Natalie's presentation slides here (Acrobat (PDF) 2.6MB Mar12 18)

You can watch the recording here (MP4 Video 117.9MB Mar13 18)

Bio: Jane Heinze-Fry, Ph.D. is the Special Programs Director at the Museum Institute for Teaching Science (MITS). With four decades of experience in the science and environmental education fields, she has served as an educational collaborator, presenter, writer, teacher, and researcher. Her current work targets conceptual mapping and climate change education. With the Massachusetts Department of Elementary and Secondary Education, she developed strand maps of the science standards, including editing of a Weather/Climate strand map. Her resource-linked concept map of climate change provides links to resources for both learners and teachers. She has worked with MITS staff and Lead Educators across Massachusetts to offer professional development institutes to K-12 teachers in hands-on, minds-on inquiry-based science. Jane has presented extensively at state and national science education conferences. Her teaching experience ranges from courses in teaching methods at the graduate level to K-12 teachers of all subjects to life science courses at the middle school, high school, and college levels. She earned her M.S. in Environmental Education from the University of Michigan in 1978 and Ph.D. in Science and Environmental Education from Cornell University in 1987.

Abstract: Jane will tell the story of the resource-linked concept map, from its origin through its development. As your "guide on the side," she will show you how to navigate the four levels of the resource:

1. For an overview: climate change causes, impacts, solutions

2. For those who want to go directly to the solutions: different sectors, organizations

3. For those who work within the Education system

4. For those who want the details of K-12 resources: interdisciplinary connections across the silos, science and engineering practices, citizen science

You can find Jane's presentation slides here (Acrobat (PDF) 1.8MB Mar6 18)

You can find the recording here (MP4 Video 109.8MB Mar6 18)

Laney Siegner is a PhD student in the Energy and Resources Group (ERG) at UC Berkeley, where she studies sustainable food systems and climate change education. She graduated from Tufts University in 2012 with a BA in Environmental Studies and International Relations, and worked as an AmeriCorps Teaching Fellow with Citizen Schools for two years before beginning her graduate studies. While at ERG, Laney conducted an evaluation of Farm to School programs in the San Juan Islands, WA for her Master's thesis and worked as a Sustainable Agriculture Intern on several farms for the Lopez Island Community Land Trust. She has received fellowships from the UC Cooperative Extension Program and the NSF-funded "Innovations in the Food, Energy, and Water Nexus" research training program at UC Berkeley to conduct research at the intersection of climate change and food systems education. The outcome of this work is a 6-week curriculum for middle and high school students titled "Next Generation Food and Climate," which she piloted in 4 schools and plans to facilitate in 5 additional schools across California in Spring 2018. Laney is currently working as a Graduate Student Researcher for the Berkeley Food Institute, supporting an interdisciplinary investigation of East Bay urban agriculture. The investigation includes analysis of soil health and contamination, pollinator presence/abundance, food access and distribution strategies, and policy recommendations. Her passion for farming and climate change education motivate her future goals as a farm-based climate change educator.

Abstract:

• Overview of food-agriculture-climate change relationship
• School gardens as climate education tools – novel, timely, connected with Farm to School program educational goals
• Curriculum resource – 6-lesson Food and Climate Change curriculum taught both in classroom and outside in school garden
• Concept of "Experiential Climate Change Education" - teach while doing something hands-on and solutions-oriented with students
• Research to support curriculum- piloting phase (my data), experiential learning and sustainability learning research, climate change communications
• Extensions- beyond school gardens, on-farm climate change education

You can find Laney's presentation slides here (Acrobat (PDF) 6.9MB Feb26 18)

You can find the recording here (MP4 Video 80.4MB Feb28 18)

Abstract: The City of Flagstaff is developing Flagstaff's first-ever Climate Action and Adaptation Plan (Climate Plan) this year. Community participation and input is crucial to developing a Climate Plan that represents Flagstaff residents' values, concerns and priorities, and is taking place through community open house events and monthly Coffee and Climate meet-ups. In addition to engaging the public to speak up about Climate Plan and provide their input, the City has launched the Student Climate Action Challenge and Flagstaff Youth Climate Summit to encourage and celebrate climate action by Flagstaff Students.

Bio: Larrea Cottingham is an AmeriCorps VISTA serving with the City of Flagstaff Sustainability Section. In her role, she works to expand the Sustainability Program's outreach and education around climate and energy in schools and the community. This year, Larrea started the Student Climate Action Challenge and is organizing the first Flagstaff Youth Climate Summit. Larrea holds a M.A. in Teaching Science and a B.S. in Biology from Northern Arizona University.

You can find Larrea's presentation here (PowerPoint 2007 (.pptx) 2.3MB Feb20 18)

You can find the recording here (MP4 Video 142.8MB Feb21 18)

Beth Osnes PhD, is an Associate Professor of Theatre and Environmental Studies at the University of Colorado. She is co-director of Inside the Greenhouse, an initiative for creative communication on climate (www.insidethegreenhouse.net). She recently toured an original musical Shine to cities in the Rockefeller Foundation 100 Resilient Cities Initiative to facilitate local youth voices in resilience planning, and her book on this Performance for Resilience: Engaging Youth on Energy and Climate through Music, Movement, and Theatrewas recently published. Open Source Materials for using Shineto engage youth are available at: http://www.insidethegreenhouse.org/shine. She is currently developing a method towards vocal empowerment for young women that she is researching in Guatemala, Tanzania and the USA. Her book Theatre for Women's Participation in Sustainable Developmentincludes her work specific to gender equity in Panama, Guatemala, India, Nicaragua and the Navajo Nation. She is featured in the award-winning documentary Mother: Caring for 7 Billion (www.motherthefilm.com).

You can find Beth's presentation here (Acrobat (PDF) 3.6MB Feb13 18).

You can find the recording here (MP4 Video 105.3MB Feb13 18).

The NGSS envisions sweeping change in how K-12 science is taught but, past educational reform efforts have repeatedly failed to achieve lasting substantial positive change in educational outcomes. We'll complete an exercise that will help us anticipate and avoid implementation problems.

Slides:

• An NGSS Pre-mortem: What will be Different this Time? http://bit.ly/NGSS-premortem
• Critical Zone Science is to Science as the Next Generation Science Standards are to Science Education https://prezi.com/tf1ooqx3q1zp/critical-zone-science-is-to-science-as-the-next-generation-science-standards-are-to-science-education/

You can find the recording here (MP4 Video 106.5MB Feb6 18)

Abstract: In 2014, ACE (Alliance for Climate Education) evaluated the impact of its 45-minute live climate education program on the knowledge, attitudes and behavior of high school students with respect to climate change. The results showed gains in knowledge, increased engagement, as well as increased communication about climate change with number of students reporting talking about climate change with friends and family more than doubling. In 2016, ACE launched a digital version of its in-person education program, an online climate education resource that includes a 40-minute video version of the live program. This digital version, Our Climate Our Future (OCOF), has now been used by nearly 4,000 teachers nationwide and viewed by over 150,000 students. ACE wanted to test the relative impact of the digital education program (OCOF) compared to the live program to see if OCOF could affect similar shifts in knowledge, attitude and behavior in young people. 709 students across 27 classes participated in the evaluation at two public high schools in North Carolina. Classes were randomly assigned to one of three conditions: digital, live and control. In digital, students watched the 40-minute OCOF video. In live, students received an identical 40-minute live presentation by an ACE staff. The control group received neither treatment. 512 individually-matched pre and post questionnaires were compared. Results show that the digital program produced statistically significant outcomes comparable to the live program in several key areas: knowledge, attitudes about climate change and climate justice, and self-efficacy (belief in one's own ability to take action on climate change). In the areas of hope that people can solve climate change and intent to change behavior, the live program showed change where the digital program did not. In these two areas, it may be that an in-person experience is key to affecting change. In light of these results, ACE hopes to increase the use of OCOF in schools across the country to assist teachers in their efforts to teach about climate change.

Bio: Rebecca came to ACE in its inception in 2008 as an Educator, and now serves as ACE's Director of Education. Rebecca develops ACE's science content, manages the online climate education resource Our Climate Our Future, oversees the ACE Teacher Network, and works with schools in the Reno-Tahoe area.

Rebecca holds a B.A. in Geosciences from Williams College and an M.S. in Geological Sciences from the University of Colorado. For her graduate degree, she studied melting ice caps on Baffin Island in the Canadian Arctic. Some of the ice caps she studied in 2005 are now completely gone.

Rebecca has also worked in Antarctica as a member of the West Antarctic Ice Sheet Ice Core Drilling Project, where she analyzed the age of the ice core, shoveled mountains of snow, lived in a tent, and worked in a (no joke) air-conditioned room at -30ºF. When not fighting climate change, Rebecca enjoys chasing her husband Andy and young son Huck over the slopes, rocks, and trails around Truckee, CA

You can find Rebecca's presentation here (PowerPoint 2007 (.pptx) 5.7MB Jan30 18).

You can find the recording here (MP4 Video 57.3MB Jan30 18).

Abstract: In order to accelerate and implement action on climate change Climate Generation takes a multi-faceted approach. We are building public will for strong climate action at the local and state level; preparing educators and their students to understand the problem and implement clean energy solutions; and pushing our decisionmakers to do the right thing via pressure from their constituents, including youth, who can effectively articulate equitable policy solutions and hold officials accountable.

Bio Kristen: Kristen Poppleton has been a member of the CLEAN network since 2010. Kristen directs Climate Generation: A Will Steger Legacy's education program. Climate Generation empowers individuals and their communities to engage in solutions to climate change. Kristen holds a BA in Biology and Hispanic Studies from St. Olaf College, a Med in Environmental Education and a MS in Conservation Biology from the University of Minnesota where she researched climate change education and communication. She currently serves on the Federal Advisory Committee for the Sustained National Climate Assessment.

You can find Kristen's presentation here (PowerPoint 2007 (.pptx) 108.8MB Jan23 18).

You can find the recording here (MP4 Video 77.1MB Jan23 18).

Abstract:

Katie Siegner: Katie introduces her previous work and the work she is doing as a graduate student at the Yale School of Forestry and Environmental Studies.

Patrick Chandler: Bringing together science and art for affective education on environmental issues - This may be the most important and most difficult time to bridge political and cultural boundaries in order to facilitate constructive dialogue about environmental issues to find a path forward. By combining science with art, we can reach audiences that may not otherwise be receptive. Art enables us to move beyond what we know. It engages the creative, imaginative, and intuitive parts of brain that must be used to find innovative solutions that will create the future.In this presentation, Patrick Chandler will focus on how transitioning from the role of International Coastal Cleanup Coordinator for Alaska to Education Direction for the Washed Ashore Project in Oregon helped him to understand the potential of science and art working together for education and communication. He will introduce projects completed while at Washed Ashore, including the Integrated Arts Marine Debris Curriculum, and conclude by considering the importance of using art to communicate about climate change and other environmental issues.

You can find Patrick's presentation here (Acrobat (PDF) 5.7MB Jan16 18).

You can find Katie's presentation here (PowerPoint 2007 (.pptx) 7.5MB Jan16 18).

Bio Katie: I am a first-year masters student at the Yale School of Forestry & Environmental Studies (FES), where I'm studying clean energy deployment and climate change communications. I also work as the Deputy Social Media Manager for the Yale Program on Climate Change Communication (YPCCC). Prior to FES, I was the Communications Coordinator for Climate Generation: A Will Steger Legacy, where I developed and implemented the organization's traditional and social media communications plans. I'm a Middlebury College grad, a Maryland native with New England roots, and a big fan of all seasonal outdoor adventures.

Bio Patrick: Patrick Chandler has ten years' experience working in and developing environmental education, stewardship and science programs. His current focus is learning how the arts and emotional engagement can be used to raise awareness of environmental issues and promote responsible consumerism. Before beginning graduate work at CU, 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 recording here (MP4 Video 85.6MB Jan16 18).

Abstract: Storytelling is a powerful way for students to engage with science topics, particularly topics that may initially seem too removed to impact their lives, like climate change. Empowering students to telling a personal story about climate change's effects and helping them turn their story into a film is powerful approach. Especially because these films can be shared globally and gives students a voice around a complex topic like climate change. Here, we present impacts of the Lens on Climate Change program (LOCC), which engages middle and high school students in producing short films featuring how climate change impacts their communities. LOCC is offered as an intensive week-long summer program and as an extracurricular program during the school year. The majority of student participants is recruited from historically underserved communities and come from ethnical and socioeconomically diverse backgrounds. Survey data revealed that LOCC participants had a significant increase in their belief in the reality of climate change after participation in their program relative to students in a demographically-matched control groups. Furthermore, participant responses on reflection surveys given after the program included statements that suggest that students had begun thinking more deeply about climate change as a serious global challenge and felt empowered to take actions to mitigate climate change and/or spread awareness in their communities. The majority of students in the LOCC program also reported being very proud of their film and intended to share their film with their friends and family.

You can find the presentation here (PowerPoint 2007 (.pptx) 41.2MB Jan8 18).

You can find the recording here (MP4 Video 79.2MB Jan9 18)