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)