2012 CLN Teleconferences

This is the the presentation given at AGU on the Climate Literacy Network. We will start with this and continue with informal discussion on AGU

Here are the slides Climate Literacy Network presentation at AGU (PowerPoint 2007 (.pptx) 7.1MB Dec18 12)

There is an audio recording of this teleconference call here (MP3 Audio 19.1MB Dec18 12).

There is an audio recording of this teleconference call here (MP3 Audio 5.4MB Dec12 12).

Bio: Dr. Severinghaus is Professor of Geosciences at the Scripps Institution of Oceanography, which is affiliated with the University of California, San Diego. He received his PhD from Columbia University's Lamont Doherty Earth Observatory in 1995, in isotope geochemistry. He also received a master's degree in geological sciences from the University of California, Santa Barbara, and a bachelor's degree from Oberlin College. He is an environmental geochemist working on gases trapped in ice cores, to reconstruct past variations in atmospheric composition and climate. His research often takes him to Antarctica and Greenland, where he has participated in the West Antarctic Ice Sheet Divide (WAIS Divide) and North Eem (NEEM) ice core projects. He is a member of the WAIS Divide Executive Committee, the NEEM Steering Committee, and the International Partnerships for Ice Core Sciences (IPICS) Steering Committee. He serves as the Director of the Climate-Ocean-Atmosphere Program at Scripps, which administers graduate admissions and curriculum.
Dr. Severinghaus is the author of 58 refereed publications, and is the 2011 Patterson Medalist for environmental geochemistry. He is a member of the American Geophysical Union, the Geochemical Society, the European Geosciences Union, Sigma Xi, and the American Association for the Advancement of Science.

Here are Jeff's slides: Severinghaus_CLN_2012 (PowerPoint 19.5MB Nov13 12) and Severinghaus_CLN_2012 in pdf (Acrobat (PDF) 12.8MB Nov13 12).

There is an audio recording of this teleconference call here (MP3 Audio 19.9MB Dec18 12).

Abstract: Karen's presentation will describe NAAEE's NSF-funded project to craft a framework for assessing environmental literacy. She will emphasize the interrelated components that go together to make up environmental literacy and the research that undergirds them.

The products of NSF grant no. 1033934 are archived at www.NAAEE.net/Framework.

Bio: Ms. Hollweg is a science and environmental education consultant who has designed and led professional development for state's Departments of Education, school districts, and universities. She is currently the Principal Investigator for a NSF-funded project to develop a new Framework for Assessing Environmental Literacy (http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1033934) and is the facilitator for an EPA-funded Climate Change Education Professional Learning Community. Her 45-year career in science education began as a classroom teacher of biology and physical sciences in public middle schools and senior high schools. She served as a district curriculum and professional development specialist in Jefferson County Schools (CO). As a leader of a Denver community-based project, she has trained and coordinated the work of hundreds of neighborhood volunteers; enabled the collaboration of non-profits, higher education institutions, schools and businesses; and worked to adapt and disseminate successful practices to many other cities. As Principal Investigator for seven different NSF-funded Elementary, Secondary and Informal Education (ESIE) projects, she led nationwide teacher enhancement, curriculum development, and community-based projects. At the National Academies' National Research Council she was responsible for the dissemination and implementation of the National Science Education Standards and led professional development initiatives on inquiry and formative assessment. She has also authored and edited books on team-based professional development, understanding urban ecosystems, program evaluation, and the influence of national standards. In 2012, Karen was awarded the North American Association for Environmental Education's highest honor, the Walt Jeske Award, for service to NAAEE and leadership within the field of environmental education. E-mail: khollweg@stanfordalumni.org

Karen's Prezi presentation is here. And as a backup (if the Prezi does not work), here are the Powerpoint slides (PowerPoint 2007 (.pptx) 1.3MB Oct26 12) as well as a PDF version (Acrobat (PDF) 468kB Oct28 12).

There is an audio recording of this teleconference call here (MP3 Audio 19.8MB Dec18 12).

There is an audio recording of this teleconference call here (MP3 Audio 5MB Oct26 12).

Abstract: The Pacific Islands Climate Education Partnership (PCEP) serves the United States Affiliated Pacific Island (USAPI) region that includes the state of Hawai'i, the Territories of American Samoa, Guam, and the Commonwealth of the Northern Marianna Islands, and the Freely-Associated States of the Republic of the Marshall Islands (RMI), the Republic of Palau, and the Federated States of Micronesia (FSM). The impacts that these islands face include changes in weather patterns and the intensity of extreme weather events, sea-level rise, coastal erosion, coral reef bleaching, ocean acidification, and contamination of freshwater resources by salt water. These impacts cause great harm to the ecosystems and physical infrastructures that are vital to USAPI citizens, especially the indigenous populations.

The PCEP vision is to empower the region's students and citizens through education that exemplifies modern science and indigenous environmental knowledge, addresses the urgency of climate change impacts, and honors indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance understandings of climate change and adapt to its impacts.

The PCEP is a collaborative network whose core team includes PREL, WestEd, the Pacific Curriculum and Instructional Council, the University of Hawai'i, and other researchers. About 70 other organizations, including all USAPI school systems and institutions of higher education, as well as governmental agencies and a broad range of non-profit groups and local communities, comprise our cadre of supporting partners. This network coordinates expertise from climate scientists, education practitioners, and learning scientists.

A key outcome of the PCEP work is the collaboratively developed PCEP Strategic Climate Education Plan. This Plan has four interwoven strands of activities. The first two strands provide the essential framework for the activities delineated in the other two strands:
- Creating a PCEP Climate Education Framework (CEF) that focuses on the content and skills necessary for understanding the science of global and Pacific island climates, as well as the adaptation to climate impacts in the USAPI region. The CEF is organized into four grade spans that describe the climate science knowledge and skills for students by the end of grades 2, 5, 8 and 12 (see: http://pcep.dsp.wested.org/content_items/1524587);
- Collating the Indigenous knowledges and practices based on centuries of living sustainably on Pacific islands that directly relate to the understanding of USAPI climates, climatic variability, and the impacts of climate change;
- Gathering, refining, and disseminating teaching and learning resources that provide accurate and locally relevant ways for teachers to have the necessary knowledge and skills, and for students to have locally appropriate, accurate and engaging curriculum resources; and
- Providing resources to support climate education collaborations among local schools and community groups, particularly where students become actively involved in community planning and implementation activities that increase the resiliency of local ecosystems and societal infrastructures to current and projected climate change impacts.

This presentation for the Climate Literacy Network will focus on the PCEP Climate Education Framework. Many aspects of the PCEP Strategic Plan, such as the professional development and the selection/contextualizing of curricula, require that all the partners share a common understanding of the science and engineering knowledge and practices that we believe are essential for teachers and students. Therefore the development of a draft PCEP Climate Education Framework (CEF) became a key precursor activity setting the stage for the development of the details of the PCEP Strategic Plan.

Development of the CEF was strongly informed by key national resources, particularly the Climate Literacy Principles and the Conceptual Framework for New Science Education Standards. These documents helped identify the major set of core science concepts, science and engineering practices, and crosscutting ideas that needed to be included, as well as guidance with respect to grade level progressions for these concepts and practices. However, since the USAPI region has many climate, cultural and educational contexts that differ significantly from the continental and global norms, a great deal of thought and effort were devoted to contextualizing the CEF so it could best represent and serve the needs of teachers, students and citizens throughout the USAPI.

The resulting document is considered a living document that is updated at least annually as new resources (such as the emerging Next Generation Science Standards) and new climate information become available. This presentation will provide an overview and details of the PCEP Climate Education Framework.

Bios for Presentation:

Dr. Art Sussman is a co-PI of the Pacific Islands Climate Education Partnership (PCEP). Sussman, a Senior Project Director at WestEd, is a scientist who has worked for more than three decades in enhancing K–12 science education, particularly related to environmental science and Earth System Science. His work has included standards development and implementation, professional development, curriculum development, dissemination and implementation, regional systemic education reform, and creation of traditional and innovative assessments. His Dr. Art books, "Dr. Art's Guide to Science" and "Dr. Art's Guide to Planet Earth" are used in middle schools and high schools, and in professional development courses and workshops for educators.

Dr. Sharon Nelson-Barber is the PI of the Pacific Islands Climate Education Partnership (PCEP). Nelson-Barber, President and CEO of PREL, has lifelong personal and professional experience in indigenous communities spanning the USAPI, Alaska, and the contiguous 48 states. As Principal Investigator for other NSF-funded projects, she has analyzed the influences of culture and context in the teaching, learning, and assessment of science and mathematics. Nelson-Barber combines credentials in qualitative research and culturally competent assessment and evaluation with decades of experience, providing equity assistance to schools and other organizations that serve diverse communities.

Here are Art and Sharon's slides: CLN_PCEP2012 (PowerPoint 2007 (.pptx) 773kB Oct9 12) and CLN_PCEP2012 in pdf (Acrobat (PDF) 728kB Oct9 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.2MB Oct26 12).

Abstract: In the states of New York, Pennsylvania, West Virginia and Ohio, people are suddenly very interested in where their energy comes from and this provides a great teachable moment. Is fracking bad for the environment? Yes, but so is every other way we get energy on a large scale. Where does our energy come from now? What new energy sources are on the horizon? How do the environmental, social and economic impacts of slickwater high-volume hydraulic fracturing compare? Is there a connection between increased reliance on natural gas for electricity and the US's drop in carbon emissions to 1992 levels for the first quarter of this year? What can deeper understandings of the energy system tell us about our energy choices?

In this session, we'll explore the above questions and the set of challenges that come with teaching controversial issues relating to the climate and energy system. We'll also discuss how we at the Paleontological Research Institution are using the Marcellus Shale as a case study for developing generic community wide approaches to education about emergent energy issues.

Bio: Dr. Duggan-Haas, Senior Education Research Associate, currently serves as First Vice Chair of the Geological Society of America's Geoscience Education Division; and has played an active role in the development of the Next Generation Science Standards, which are intended to replace the 1996 National Science Education Standards. His research is currently focused upon determining the fundamental ideas that are most important for everyone to understand about the Earth system and how to help educators nurture understandings of those ideas. He's grown especially interested in technology-rich place-based education– an approach that engages learners in the close study of their local environment and using these locally grounded understandings to better understand the global Earth system. His research and teaching target the same goals and involve the same strategies– using place-based and inquiry-oriented approaches to teaching and learning to build deep understandings of Earth system science and especially the big ideas that define the discipline.

Don's Prezi presentation is available at bit.ly/MarcellusGateway. If you have any problems opening this link, please contact Don at dugganhaas@gmail.com to be linked directly to the presentation.

There is an audio recording of this teleconference call here (MP3 Audio 22.4MB Oct2 12).

Abstract: The transformation of the Arctic sea ice environment is what climate change looks like. The dramatically declining sea ice cover is the most visible indicator of recent climate change and has significant implications for climate, ecosystems, and human society. The loss of sea ice in the Arctic, particularly during summer, has been substantial over our 34-year satellite record and is likely unprecedented in at least several thousand years. The rate of decline is faster than climate models have projected and is surprising even to experienced scientists. The summer of 2012 was yet another surprise as the amount of sea ice fell far below previous record levels. This talk will present the latest data from this past summer in the context of the long-term trends and discuss the impacts and implications of these changes.

Bio: Dr. Walt Meier is a research scientist at the National Snow and Ice Data Center (NSIDC), part of the University of Colorado Boulder's Cooperative Institute for Research in Environmental Sciences. His research focuses on studying the changing sea ice cover using satellite sensors and investigating impacts of the declining Arctic sea ice on climate. Since he started at NSIDC in 2003, in addition to his research activities Dr. Meier serves as lead scientist for NSIDC's sea ice datasets. He has participated in several national and international activities, including outreach and education programs to inform the public about sea ice and its important role in climate change. He received a B.S. degree in from the University of Michigan, Ann Arbor in 1991 and an M.S. and Ph.D. degree from the University of Colorado in 1992 and 1998 respectively. From 1999 to 2001 Dr. Meier served as a visiting scientist at the U.S. National Ice Center in Washington, DC where he researched improved products for operational support of vessels in and near ice-infested waters. From 2001 through 2003 he was an adjunct assistant professor at the U.S. Naval Academy in Annapolis, MD teaching undergraduate courses in remote sensing and polar science.

Here are the slides for the presentation (PowerPoint 2007 (.pptx) 7.6MB Oct4 12)

Due to technical difficulties no recording of this talk was made on September 25. Walt graciously agreed to record a commentary for these slides on October 9. An audio recording of this commentary is here (MP3 Audio 19.7MB Oct9 12).

Abstract: Martha Shaw, CEO of Earth Advertising will take the CLNetwork members through an exercise to stretch our media vocal chords and help us hone in on our message, our "elevator speech." This will enhance communications among peers, and with target audiences. Case studies of effective campaigns will be touched upon, with a chance for discussion. Two CLN campaign ideas will be used as an example in conclusion for open comments.

Bio: Martha Shaw, Creative Director, is the founder of Earth Advertising and eFlicks Media production studio, and the creator of media campaigns for many of the eco-preneurial companies that have shaped our time. Included in these are Stonyfield Farm Organic Yogurt, ZipCar, Green Apple Cleaners, Sundance Investing in Media that Matters, and her recent web series: "Selling without Selling Out", Lessons From Founders of Socially Responsible Businesses Bought by Multinationals. Prior to founding Earth Adv to help promote responsible corporate practices, Martha served as Executive Creative Director on multinational brands around the world for which she won international creative awards, including Adweek All-Star. She is a Fellow of The Explorers Clubs, founding member of the Sustainable Business Network of NYC (the local chapter of BALLE) and the NY Solar Energy Society. Martha holds a Masters in Geology and Ocean Sciences. She was a coastal geologist at Scripps Oceanography when she began a career in media on Walter Cronkite's CBS Universe Series. (http://www.earthadvertising.com/EApeople.html)

Here are Martha's revised slides: clnpresentationShaw2 in pptx (PowerPoint 2007 (.pptx) 6.6MB Sep11 12) and clnpresentationShaw2 in pdf (Acrobat (PDF) 7.8MB Sep11 12)

There is an audio recording of this teleconference call here (MP3 Audio 19MB Sep11 12).

There is an audio recording of this teleconference call here (MP3 Audio 7.1MB Sep4 12).

There is an audio recording of this teleconference call here (MP3 Audio 18MB Aug28 12).

There is an audio recording of this teleconference call here (MP3 Audio 17.7MB Aug21 12).

We will continue our conversation about developing messages for effective public engagement on climate change. The link to the Google Doc with ideas and notes from last week and some comments from the listserv conversation is here Google Doc - Messaging for Effective Public Engagement on Climate Change

There is an audio recording of this teleconference call here (MP3 Audio 20.7MB Aug14 12).

August 13, 2012: High level messages discussed last week along with notes from the conversation are posted at Here The intention here is that members of the Climate Literacy Network would contribute their thoughts on refining the messages, and that ultimately as set of PSA's would be produced that all could use to effectively engage the public.

Documents that may be useful

USGCRP Key Findings http://www.globalchange.gov/publications/reports/scientific-assessments/us-impacts/key-findings

Global Warming's Terrifying New Math http://www.rollingstone.com/politics/news/global-warmings-terrifying-new-math-20120719

Climate Change: Lines of Evidence booklet http://nas-sites.org/americasclimatechoices/files/2012/06/19014_cvtx_R1.pdf

Tom Bowman's Blog http://www.npr.org/people/5457129/tom-bowman

There is an audio recording of this teleconference call here (MP3 Audio 19.1MB Aug7 12).

There is an audio recording of this teleconference call here (MP3 Audio 18.3MB Jul31 12).

The conversation was started by asking whether the recent Hansen et al.: http://www.pnas.org/content/109/37/E2415.full and
McKibben http://www.rollingstone.com/politics/news/global-warmings-terrifying-new-math-20120719 papers were effective or merely scary.

There is an audio recording of this teleconference call here (MP3 Audio 14.1MB Jul24 12).

There is an audio recording of this teleconference call here (MP3 Audio 16.2MB Jul10 12).

There is an audio recording of this teleconference call here (MP3 Audio 7.4MB Jul5 12).

There is an audio recording of this teleconference call here (MP3 Audio 18.9MB Jun26 12).

Abstract: While cities cover only 2% of the Earth's surface, over 50% of the world's people live in urban environments. Precisely because of their population density, cities can play a large role in reducing or exacerbating the global impact of climate change. The Climate and Urban Systems Partnership (CUSP) is an interdisciplinary network designed to assess and meet the needs and challenges of educating urban audiences about climate change. CUSP brings together organizations in Philadelphia, Pittsburgh, Queens, NY and Washington, DC to forge links with informal and formal education partners, city government, and policy makers. Together this network will create and disseminate learner-focused climate education programs and resources for urban audiences that, while distinct, are thematically and temporally coordinated, resulting in the communication of clear and consistent information and learning experiences about climate science to a wide public audience.

Presenter's: Bio: Steven L. Snyder, Ph.D., joined The Franklin Institute in 2001 as Vice President of Exhibit and Program Development. His responsibilities include leading the design, development and implementation of all exhibit and public program offerings as well as providing direction and oversight on their educational and experiential aspects. During his time with TFI, Dr. Snyder has directed a ten-year long, museum-wide revitalization of each of TFI's core exhibitions. In addition Dr. Snyder has responsibility for the development implementation and oversight of new business development projects, including exhibit sales and rentals, show production/distribution and publishing. Dr Snyder was selected to participate in The Noyce Leadership Fellows 2010-2011 program which assists leaders of science centers and related institutions to move forward with greater effectiveness and public impact in the 21st century.

Prior to his association with The Franklin Institute, Dr. Snyder was an adjunct faculty member of the University of Missouri-Kansas City, Dept. of Physics (2000) and Director of Attraction Development and Director of Science with Science City/Kansas City Museum (1996 – 2000), and Director with the Science Theater Outreach Project (1992-1995). Dr. Snyder serves on a number of professional panels, conducts numerous science educational workshops and has written articles for scientific publications. Dr. Snyder received a B.S. in Physics from Carnegie Mellon University and holds a Ph.D. in Physics from Michigan State University.

Steve's slides are here (PowerPoint 24.6MB Jun18 12) and here (Acrobat (PDF) 12.6MB Jun18 12).

There is an audio recording of this teleconference call here (MP3 Audio 19.9MB Jun20 12).

Presenter Bio: Dr. Howard Walters is Associate Professor of Research and Learning Sciences at Ashland University in Ashland, Ohio, and further serves as a Research Fellow in The College of Exploration in Potomac Falls, Virginia. The author of two books, 50 formal research papers, and nearly 70 federally funded research projects, Walters is heavily involved in the research, evaluation and assessment communities in the United States. His research interests include science learning, global and cultural education, critical theory, and display theories associated to museums, natural parks and preserves, and collecting organizations. He serves as the external project evaluator and member of the leadership team for the Great Lakes Climate Change Science and Education Systemic Network (NSF Climate Change Education Project, Phase 1 Award).

Howard's slides are here (PowerPoint 2007 (.pptx) 260kB Jun12 12) and here (Acrobat (PDF) 523kB Jun12 12).

There is an audio recording of this teleconference call here (MP3 Audio 19.1MB Jun12 12).

There is an audio recording of this teleconference call here (MP3 Audio 18.2MB Jun5 12).

There is an audio recording of this teleconference call here (MP3 Audio 18.9MB May29 12).

Short introductory presentation by Tom Keller, Senior Program Officer, National Research Council/National Academy of Sciences, Board on Science Education
Group discussion of comments to be submitted by the CLN.
Two hours 1-3pm Eastern.

Tom's slides are here (PowerPoint 9.9MB May21 12) and here (Acrobat (PDF) 1.4MB May21 12).

There is an audio recording of this teleconference call here (MP3 Audio 42.2MB May23 12).

There is an audio recording of this teleconference call here (MP3 Audio 15.1MB May16 12).

David's slides are here (PowerPoint 598kB May7 12) and here (Acrobat (PDF) 461kB May7 12).

Louise's slides are here (PowerPoint 1.5MB May7 12) and here (Acrobat (PDF) 16.1MB May7 12).

Don's slides are here (PowerPoint 552kB May7 12) and here (Acrobat (PDF) 175kB May7 12).

There is an audio recording of this teleconference call here (MP3 Audio 20.3MB May8 12).

There is an audio recording of this teleconference call here (MP3 Audio 14.3MB May1 12).

Report on Tri-Agency Climate Change Education PI Meeting and Update on integration of the CLN webpage into the CLEAN portal.

Integration of CLN Web page into CLEAN Community page

• CLEAN Community page http://cleanet.org/clean/community/index.html The Climate Literacy Network is prominent here.
• Climate Literacy Network page http://cleanet.org/clean/community/cln/index.html needs further work.
• the new location for the Climate Literacy Network Teleconference page is http://cleanet.org/clean/community/cln/telecon_schedule.html.

There were no slides for this teleconference call.

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Apr25 12).

There is an audio recording of this teleconference call here (MP3 Audio 12.3MB Apr20 12).

Abstract:
The National Center for Science Education (NCSE), which has been at the forefront of defending the teaching of evolution in public schools for over two decades, has recently launched a new initiative to support and defend the teaching of climate change. While there are many differences between the two subjects and the challenges of teaching and defending them, both are considered "controversial" and "bad science" in some circles and situations, despite the strong scientific consensus and broad acceptance. In this overview of the new NCSE program, Mark McCaffrey, a co-founder of the Climate Literacy Network, and Josh Rosenau, who has been on the front lines of defending evolution education in recent years, will 1) explain how NCSE operates, often behind the scenes, to resolve problems in science education, 2) explore the "three pillars" of denial that are often used to dismiss or teach "the other side" of evolution or climate change, and 3) discuss challenges and opportunities to delivering effective climate change education and increasing climate literacy.

Presenters Bios:
Joshua Rosenau, Programs and Policy Director, NCSE
Josh Rosenau has been a Public Information Project Director at NCSE since 2007. He researched the evolutionary relationships between Philippine rodent species based on phallic morphology as an undergraduate at the University of Chicago. He pursued a doctorate at the University of Kansas, studying the ways ecological competition shapes the ecological niche and geographical ranges of species. When creationists on the Kansas board of education sought to undermine evolution education in 2005, Josh worked with grassroots groups and the media to improve public understanding of the issues, and to defend honest and accurate science education. Since joining NCSE, he has continued this effort, working with grassroots groups from Florida to Texas, testifying before school boards, meeting with legislators, and speaking with journalists across the country. He continues to work with scientists to be more effective science communicators, and with the public to increase science literacy in the US and abroad. Recent publications include a study of new legal strategies employed by creationists, and a study of the rhetoric of creationists in the Islamic world.

Mark McCaffrey, Programs and Policy Director, NCSE
Mark S. McCaffrey recently joined NCSE from the Cooperative Institute for Research in Environmental Sciences (CIRES) at the University of Colorado at Boulder, where he was Associate Scientist III. Mark played a leadership role in the development of Climate Literacy: Essential Principles of Climate Science and Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education. Both have been endorsed by the U.S. Global Change Research Program. McCaffey helped lead the development of the Climate Literacy & Energy Awareness Network (CLEAN). McCaffrey has testified before the House Subcommittee on Research about climate and environmental education and has been involved in international education, communications and outreach through the International Polar Year and related efforts.

Mark and Josh's slides are here (PowerPoint 10MB Apr10 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.7MB Apr10 12).

Abstract:
The initial members of the CCEP Phase I partnership on "Climate Change, Engineered Systems, and Society" include the National Academy of Engineering (NAE), Arizona State University, the Boston Museum of Science, the Colorado School of Mines, and the University of Virginia-Charlottesville. The project focus is on issues of climate and engineered systems in society, including governance, sustainability, justice and public trust and engagement; the guiding question is how to improve formal and informal education in the US to address these issues. This presentation and discussion will review briefly the goals and achievements of the planning grant and our plans for its final stage. Several members from the partnership will talk more specifically about their activities during this first phase. We look forward to audience questions and participation.

Presenters Bios:

Rachelle Hollander directs the National Academy of Engineering's Center for Engineering Ethics and Society (CEES), which manages the NAE Online Ethics Center (www.onlineethics.org). For many years Dr. Hollander directed the science and engineering ethics activities at the National Science Foundation. She has been instrumental in the development of the fields of research ethics and professional responsibility, engineering ethics, and ethics and risk management, and is currently principal investigator on this and one other NSF-funded project, on the related topic of energy ethics.

Clark Miller is Associate Director of the Consortium for Science, Policy & Outcomes at Arizona State University. His research focuses on science and technology policy, including governance of new and emerging technologies and the global politics of expertise. He is a recipient of numerous awards and grants and serves on the advisory board of the Nanotechnology Informal Science Education Network and the Bovay Center for Engineering, Ethics, and Society at the National Academy of Engineering. Professor Miller is co-editor of Changing the Atmosphere: Expert Knowledge and Environmental Governance.

Jason Delborne joined the Colorado School of Mines as an Assistant Professor of Liberal Arts and International Studies in fall 2008. His work is highly interdisciplinary and situated in the field of science and technology studies. His research focuses on politicized scientific controversies, such as climate change, agricultural biotechnology, nanotechnology, environmental toxics, and biofuels. His conceptual interests include understanding scientific dissent and exploring relationships between science and democracy.

Dr. Junko Munakata Marr is an Associate Professor in Civil and Environmental Engineering at the Colorado School of Mines in Golden, Colorado. Her research and teaching interests revolve primarily around microorganisms in engineered environmental systems, including biological wastewater treatment, microbial source tracking, and methanogenesis from unconventional sources. She has nearly 20 years of experience in bioremediation. Dr. Munakata has received the Outstanding Faculty Award for undergraduate teaching from the Minority Engineering Program and Alumni Association numerous times.

Dr. David Rabkin is Farinon Director for Current Science and Technology at the Museum of Science, Boston. In this role, he directs programs that explore scientific discoveries and technological innovations and their impact on our lives and our world. He also helps guide efforts to "green" the Museum's facilities and operations and to integrate ecosystems, climate change, and sustainability as topics in its educational program. The current science and technology initiative mixes timely, often provocative, topics with innovation in educational methods to engage a diverse and curious audience that includes adults. The initiative includes: the Gordon Current Science & Technology Center which offers daily presentations on breaking news, media pieces, and small exhibits; an art gallery; special evening programs; and the Museum's Forum program, which engages citizens, policymakers, and scientists together in informed deliberation about emerging scientific and technological issues, and the policy and personal questions they raise. A final component of this initiative is the newly renovated Charles Hayden Planetarium.

David Sittenfeld manages the Forum program at the Museum of Science (http://www.mos.org/events_activities/forum/forum_archive), which engages citizens, policymakers, and scientists in deliberative conversations around emerging scientific and technological issues. David regularly gives talks on topics in current science and technology at the Museum, delivers demonstrations in the exhibit halls, and manages special programs and exhibit projects. He is a member of the outreach planning committee for the Northeastern Section of the American Chemical Society (http://www.nesacs.org/) and received the NESACS Salute to Excellence Award in 2011.

Rachelle's slides are here (PowerPoint 155kB Apr3 12) and here (PowerPoint 2007 (.pptx) 54kB Apr3 12).

There is an audio recording of this teleconference call here (MP3 Audio 19.7MB Apr3 12).

Abstract:
Discussions of energy and environment are often dominated by bad news: We are spending more to buy fossil fuels that provide power we want, but that are changing the climate in ways that will make our lives harder. But as the science on global warming becomes clearer, we also are learning that a much brighter energy future is possible. Nature supplies far more sustainable energy than we anticipate using, and our best understanding is that moving toward a sustainable future can benefit the economy, national security, employment, and the golden rule. Earth: The Operators' Manual, three hours of PBS TV scheduled in April, shows the science and engineering, and how people are benefitting from them.

Presenter Bio:
Dr. Richard Alley has ranged from Antarctica to Greenland to help learn the history of Earth's climate, and whether the great ice sheets will fall in the ocean and flood our coasts. With over 200 scientific publications, he has been asked to provide advice to the highest levels of government, and been recognized with numerous awards including election to the US National Academy of Sciences. He also has been compared to a cross between Woody Allen and Carl Sagan for his enthusiastic efforts to communicate the excitement and importance of the science to everyone.

Richard's slides are here (PowerPoint 2007 (.pptx) 14.1MB Mar22 12) and here (Acrobat (PDF) 4.3MB Mar22 12).

There is an audio recording of this teleconference call here (MP3 Audio 20.5MB Mar27 12).

Abstract:
EARTH: The Operators' Manual (ETOM) —we hope—isn't a documentary series to be passively watched; instead we hope it will evolve into a movement that embodies the consensus that Earth's climate is changing because of our actions, that fossil fuels lead us down a dead-end road, and that the time to move toward a sustainable energy future is now.

Through these three specials as well as a community of pragmatists on the web (at earththeoperatorsmanual.com, facebook.com/earththeoperatorsmanual.page and twitter.com/earthtom), ETOM replaces "gloom and doom" with the positive, pragmatic and inspiring message that a revolution in the way we think about energy is already underway, and welcomes the participation of everyone who'd rather get busy building a better future than argue with the facts. The examples showcased (both internationally and in five communities here in the USA) will resonate with climate skeptics and activists alike, inviting them to examine their own energy habits. Online companion tools (the WattzOn widgets) make it easy to take concrete steps toward emitting less CO2 and saving more money.

We welcome the involvement of the CLN community in sharing ETOM's resources as widely as possible, feedback and suggestions about outreach strategies, and input on complementary educational materials. Richard Alley will be presenting during next week's telecon (March 27) to comment and answer your questions on the latest climate science, and current opportunities to address the twin and connected stories of climate change and our need for plentiful, clean and sustainable energy.

Presenter Bio:
Geoff Haines-Stiles is a producer, director and writer of science documentaries and specials, and is currently Project Director for the NSF-sponsored "Earth: The Operators' Manual" initiative, ETOM. He was a Senior Producer and Series Director on Carl Sagan's Emmy-winning COSMOS series, now seen by close to one billion people world-wide, produced and wrote NOVA's "Is Anybody Out There" with comedian Lily Tomlin, and worked with then-Senator Al Gore on what was to be the "Earth in the Balance" mini-series, until presidential politics intervened, during taping at the 1992 Rio Earth Summit! As the Internet developed, with partner Erna Akuginow, he created the Passport to Knowledge series of "electronic field trips to scientific field trips", which included the first real-time broadcast interaction with the South Pole, and LIVE FROM THE RAINFOREST, carried simultaneously in both the USA and Brazil. Three ETOM specials on climate change and sustainable energy, written, produced and directed by Haines-Stiles and hosted by Penn State geoscientist and IPCC contributor, Richard Alley, are being fed by PBS on Earth Day 2012, Sunday April 22.

Geoff's slides are here (PowerPoint 37.6MB Mar20 12) and here (Acrobat (PDF) 23.9MB Mar20 12). These slides now include the correct website URL - http://earththeoperatorsmanual.com/.

In addition to the ETOM website, Geoff mentioned the WattzOn website in his presentation.

Geoff's email is ghs@passporttoknowledge.com.

There is an audio recording of this teleconference call here (MP3 Audio 20MB Mar20 12).

There are no slides but there is an audio recording of this teleconference call here (MP3 Audio 20.3MB Mar13 12).

Abstract:
This presentation will introduce place-based climate change engagement as an opportunity to change the conversation about climate change at National Parks & Wildlife Refuges. The second half of the presentation will review preliminary findings from the NSF-funded climate change education partnership, led by Colorado State University, the National Park Service, US Fish and Wildlife Service and National Parks Conservation Association. Insights based on preliminary results of 3,000+ visitor surveys, 800+ staff surveys, 300+ responses from workshop participants and 300+ visitor interviews will be synthesized and presented to show how this empirical data is being used to inform a transformative climate change education strategy - to change the conversation about climate change on America's public lands.

Presenter Bio:
Dr. Thompson is an assistant professor in the Human Dimensions of Natural Resources Department at Colorado State University. She completed her doctoral degree in Communication at the University of Utah in spring 2007. During her graduate studies she earned certificates in conflict resolution and facilitator training and an interdisciplinary certificate in Adaptive Management of Environmental Systems, which focuses on integrated and participatory modeling in stakeholder processes. In 2008, she published her first book, entitled, Interdisciplinary Research Team Dynamics: A Systems Approach to Understanding Communication and Collaboration in Complex Teams. She has published numerous articles in many journals, including Science Communication, Environmental Communication and Society & Natural Resources. Her current research and teaching focus is on communicating, educating and managing environmental conflict about complex ecological issues – such as global climate change and natural resource conservation.

Jessica's slides are here (PowerPoint 2007 (.pptx) 10.3MB Mar3 12) and here (Acrobat (PDF) 13.6MB Mar3 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.7MB Mar6 12).

Abstract:
Surveys indicate that TV weathercasters are among America's the most trusted sources of climate change information – second only to climate scientists. Unlike climate scientists, TV weathercasters have unparalleled educational access to American adults: a large majority of adults watch local TV news, especially the local weather, and TV is cited by most adults as their #1 source of weather information. Moreover, TV weathercasters' educational access is both timely (it can occur precisely when people are open to learning – e.g., when extreme weather events such as heat waves, heavy downpours and snowstorms, floods and droughts create an educational opportunity), and it is likely to be seen as relevant by viewers (it can focus on concrete local and regional manifestations of climatic conditions, rather than on more distant manifestations). Furthermore, TV weathercasters often have the opportunity to repeat their educational content in a variety of media channels (TV, radio, newspapers, station websites, and personal blogs), and through face-to-face education (at school and community events), thereby greatly increasing the odds of audience learning. In this talk, I will present what we have learned through two NSF-funded grants in which we have had the opportunity to work with America's weathercasters and explore their interests in educating their viewers about climate and climate change.

Presenter Bio:
Edward Maibach is a Distinguished University Professor at George Mason University, and the Director of Mason's Center for Climate Change Communication. Ed has over 25 years of experience as a public health communication and social marketing researcher and practitioner. His research currently focuses exclusively on public engagement in climate change mitigation and adaptation. Ed previously served as Associate Director of the National Cancer Institute, Worldwide Director of Social Marketing at Porter Novelli, and Chairman of the Board for Kidsave International. He earned his PhD in communication at Stanford University and his MPH in health promotion at San Diego State University.

Ed's slides are here (PowerPoint 2007 (.pptx) 14.5MB Feb28 12) and in incomplete form here (Acrobat (PDF) 17.4MB Feb28 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.5MB Feb28 12).

Abstract:
APECS was created as an organization to engage early career researchers during the latest IPY (2007-08), but has now grown to over 3000 members in 76 countries. During the IPY APECS held numerous workshops, webinars, panels and events, we continue to grow. APECS continues to provide critical career development to early career polar professionals through our fall and winter Career Development Webinar series offered on a weekly basis. APECS continues to connect our membership with international groups interested in polar issues. Our list of partners continues to grow, and we are benefiting our members and our partners through our interactive and real-time communication tools. APECS also continues to develop education and outreach opportunities that benefit those working in polar outreach. This includes working with a network or educators and communicators on the next Polar Week coming up in March 2012. As APECS continues to develop these projects and others, we continue to foster, encourage and train the next generation of polar reserachers, and continue to shape the future of polar research.

Presenter Bio:
I first developed a passion for integrating science and education after completing a BSc and a BEd at the University of British Columbia, and working at the Bamfield Marine Sciences Center as a teacher in the public education department. During the International Polar Year I was given an opportunity to work in the Arctic Archipelago and Hudson Bay in the eastern Canadian Arctic on both a science project and completing my MSC at the University of Victoria, and on an educational project creating curriculum from science project data, and have been working in the Arctic ever since. I am currently a PhD student at Carleton University in Ottawa, Canada, and a member of the APECS executive committee. My research focuses on using marine birds as indicators of changes in Arctic marine ecosystems, and with a side interest in how Arctic research programs can be used to deliver integrated and place-based education objectives. Before starting my PhD I also lead the IPY Education, Outreach and Communication (EOC) assessment project sponsored by ICSU and managed by APECS. Through APECS I continue to work on education projects with our members, and co-chair the education and outreach committee.

Jennifer's slides are here (Acrobat (PDF) 2.8MB Feb21 12) and here (PowerPoint 2007 (.pptx) 11.5MB Feb21 12).

There is an audio recording of this teleconference call here (MP3 Audio 22.2MB Feb21 12).

Abstract:
The overarching purpose of the Climate Literacy Zoo Education Network is to develop and evaluate a new approach to climate change education that connects zoo visitors to polar animals currently endangered by climate change, leveraging the associative and affective pathways known to dominate decision-making. Utilizing a polar theme, the partnership brings together a strong multidisciplinary team that includes the Chicago Zoological Society of Brookfield, IL, leading a geographically distributed consortium of nine partners: Columbus Zoo & Aquarium, OH; Como Zoo & Conservatory, St. Paul, MN; Indianapolis Zoo, IN; Louisville Zoological Garden, KY; Oregon Zoo, Portland, OR; Pittsburgh Zoo & PPG Aquarium, PA; Roger Williams Park Zoo, Providence, RI; Toledo Zoological Gardens, OH, and the organization Polar Bears International. The partnership leadership includes the Learning Sciences Research Institute at the University of Illinois at Chicago, and the Earth System Science Center at Pennsylvania State University. The partnership is joined by experts in conservation psychology and an external advisory board. The primary stakeholders are the diverse 13 million annual visitors to the nine partner zoos. Additional stakeholders include zoo docents, interpreters and educators, as well as the partnership technical team in the fields of learning innovations, technological tools, research review and education practice. The core goals of the planning phase are to a) develop and extend the strong multidisciplinary partnership, b) conduct research needed to understand the preconceptions, attitudes, beliefs, and learning modes of zoo visitors regarding climate change; and c) identify and prototype innovative learning environments and tools. "Activities to achieve these goals include assessments and stakeholder workshops to inventory potential resources at zoos; surveys of zoo visitors to examine demographic, socioeconomic, and technology access parameters of zoo visitors and their existing opinions; and initial development and testing of participatory, experiential activities and technological tools to facilitate learning about the complex system principles underlying the climate system." Internal and external evaluations will be conducted by Facet Innovations of Seattle, WA. The long-term vision centers on the development of a network of U.S. zoos, in partnership with climate change domain scientists, learning scientists, conservation psychologists, and other stakeholders, serving as a sustainable infrastructure to investigate strategies designed to foster changes in public attitudes, understandings, and behavior surrounding climate change. For more information, contact Alejandro Grajal, [e-mail Alejandro.Grajal@czs.org]

Presenter Bio:
Dr. Grajal leads the Center for Conservation Leadership, which combines the Chicago Zoological Society's conservation and education initiatives and develops the capacity of conservation leaders in Chicago and around the world. Dr. Grajal oversees 12 institutional field conservation programs in North America, Latin America, and Africa. He administers a dedicated population ecology research program for critically small populations, and also oversees all Brookfield Zoo education and interpretation programs. Dr. Grajal manages the "Climate Literacy Zoo Education Network", an NSF-funded Climate Change Education national initiative with 9 zoos, Polar Bears International, the University of Illinois at Chicago, and Pennsylvania State University. He also manages the Zoo and Aquarium Partnership for the Great Lakes, a coalition of 47 institutions and NGOs focused on restoration of the Great Lakes through education and outreach. He maintains vibrant partnerships with schools and universities, such as our teacher science education training program with the Chicago Public Schools district, the third largest in the nation. He is adjunct faculty of Miami University in Ohio, where he collaborated in the development of a graduate program in Advance Science Inquiry Program. Prior to joining CZS in 2005, he was the founder and executive director of the Latin America and Caribbean program of the National Audubon Society. . Previously, he was Director of Latin American Programs at the Wildlife Conservation Society from 1991 to 1998. He has Ph.D. in Zoology from the University of Florida. His publications include over 30 peer-reviewed books, chapters, popular articles, and scientific publications.

Alejandro's slides are here (PowerPoint 3.2MB Feb14 12) and here (Acrobat (PDF) 5.3MB Feb14 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.1MB Feb15 12).

Abstract:
For many years now broadcast meteorologists have been identified as atmospheric science spokespersons. The AMS has identified them as "TV station scientists" who possess the highest level of science knowledge within the TV station which requires that they deliver accurate information to their viewers. The speaker has referred to TV meteorologists affectionately as those who are engaged in "delivering America's daily dose of science." There are now research results signaling that TV meteorologists lack the scientific ability to discuss climate science on-air due to various issues such as lack of expertise on the topic or the application of management pressure to deliver a "balanced approach" resulting in a diluted and often confusing discussion. TV station management is also poorly educated on the science which opens the doors for their journalistic DNA to kick in and demand balance for their viewers since the science in their opinion is "unsettled."

Dave will discuss his company's efforts to grow continuing education experiences for broadcast meteorologists that engage and stimulate the relationships between science and the media...between scientists and broadcast meteorologists for the benefit of local television news viewers. The Glen Gerberg Weather and Climate Summit 2012 that was held from January 8-13, 2012 will be discussed along with initial results and feedback. The use of social media will also be covered and how this approach opens the doors of learning to the public so they can "follow along" and learn at the same time that their favorite TV meteorologists are learning.

Dave will also discuss the launching of a new initiative that looks to target public climate deniers. While the campaign is new, it is getting lots of attention because of those high profile targets.

This should be an engaging presentation and the speaker invites an active dialogue within the Climate Literacy Network.

Presenter Bio:
As a 25-year veteran of the weather industry Dave served as an on-air meteorologist for NBC4 WRC-TV, the NBC Owned and Operated TV station in Washington, DC for 10 years from 1991-2000. He also appeared as a meteorologist on the NBC Today Show, NBC Europe and CNBC Asia. While working for NBC, Mr. Jones proposed and was awarded a cooperative agreement from NASA which resulted in the first TV weather web site in 1995 and launched a new era in communicating NASA data to the public and positioned NBC4 in Washington, DC as the leading station using Internet technology.

Today, Dave is the CEO of StormCenter Communications, Inc. Now in its 11th year, StormCenter develops technology for improved decision making through real-time collaboration and has been working with state and federal agencies to improve real-time situational awareness and a common operating platform for improving public safety. StormCenter also has its roots planted in furthering professional education of communicators, specifically TV meteorologists. For more than 20 years, Dave and now his team at StormCenter are employing innovative approaches and technologies for engaging the public, broadcast meteorologists and scientists in active learning experiences which should also lead to more informed decision making when it comes to weather and climate threats.

Dave's main slides are here (Acrobat (PDF) 3.3MB Feb6 12) and the final one here (Acrobat (PDF) 479kB Feb8 12).

There is an audio recording of this teleconference call here (MP3 Audio 20.3MB Feb7 12).

Abstract:

The CLEAN Pathway project http://cleanet.org was funded in 2009 by NSF with initial climate change education funding. This project has built a reviewed collection of existing educational resources, currently including learning activities, visualizations, videos, and short demonstrations/experiments that directly address the Climate Literacy Essential Principles and Energy Literacy Principles. In order to build this collection, a rigorous review process has been developed that addresses scientific accuracy, pedagogical effectiveness, and technical quality/ease of use. To facilitate the teaching of climate and energy science, the project has also developed virtual professional development venues for both undergraduate faculty and secondary level teachers.

These activities, along with other CLEAN activities and efforts, can be leveraged by climate change education proposals and currently funded projects to enhance their projects and expand the opportunities for partnerships and dissemination. In this presentation, we will provide an overview of the services that CLEAN can provide. Some of these include:

• CLEAN Collection: http://cleanet.org/clean/educational_resources/index.html
• Review Process and Review Criteria: http://cleanet.org/clean/about/review.html
• CLEAN Widget: Bring CLEAN Resources to your web site http://cleanet.org/clean/about/widget.html
• CLEAN Community: http://cleanet.org/community/index.html
• Climate Literacy Network: http://cleanet.org/cln
• CLEAN Announcements listserv
• CLEAN Facebook page: http://www.facebook.com/CLEANET
• Project descriptions of funded CCE projects: http://cleanet.org/cln/ccep.html
• CLEAN Collection GAP Analysis: http://cleanet.org/clean/community/gap_analysis

To see a screencast of the CLEAN portal go to http://cleanet.org/clean/community/webinars/screencast

We will be using Blackboard Collaborate to show the slides for this session. We will also post the slides for those of you who would like to have them. Click here to connect to the Blackboard Collaborate site You should plan to connect 5-10 minutes before the teleconference starts.

Slides (PowerPoint 2007 (.pptx) 94.3MB Feb7 12) Note this PowerPoint presentation includes screencasts that seem to work just on Mac's. Through Blackboard Collaborate you will see them in full. Also, this file is just under 100 MB.

Presenter Bio:

Dr. Tamara Shapiro Ledley is chair of the Climate Literacy Network and currently leads the CLEAN Pathway, EarthLabs-Climate, and EarthLabs-Earth System Science projects. She is a senior scientist and chair of the Center for Science Teaching and Learning at TERC. She has been involved in a range of Earth system science education activities that include developing museum exhibits and curriculum materials, directing teacher training programs, and bringing scientific data into educational venues. Dr. Ledley received her PhD from MIT, and prior to her science education work conducted a research program at Rice University that focused on understanding the role of sea ice and continental ice sheets in shaping global climate on seasonal to ice-age time scales.

There is an audio recording of this teleconference call here (MP3 Audio 17.2MB Jan31 12).

Abstract:
The CACCE Partnership (www.cacce.net), with funded partners at the University of South Florida, the University of Puerto Rico at Mayaguez, the University of the Virgin Islands, the Florida Aquarium, and the Hillsborough County School System, is one of the fifteen NSF-funded Climate Change Education Partnership (CCEP) Program Phase 1 projects, focused on developing a network of partnering organizations and a comprehensive strategic plan for climate change education focused on the impacts of climate change in low-lying coastal areas of Florida and the Caribbean, with a strong emphasis on issues of the "built environment". CACCE targets the needs of several key stakeholder audiences:
1) Professionals working in the built environment. CACCE Strategic Partners include key urban planning and development organizations, the Florida State University Department of Urban and Regional Planning, and the Florida Center for Environmental Studies at FAU, aimed at providing education resources tailored to the needs of planning professionals and urban decision-makers. We are currently engaging key players in the Caribbean tourism industry in the US and Virgin Islands.
2) K-12 educators and students. Educator and student surveys reveal much lower levels of classroom attention to climate change and its impacts in Florida schools versus those in Puerto Rico. We are piloting a strategy to bring relevant climate change content to Florida high school students through popular elective marine science courses, working with FL district science supervisors and their PR counterparts to provide professional development for teachers. As well, students and teachers in FL and PR schools are participating in Multiple Outcomes Interdisciplinary Research and Learning (MOIRL) projects, led by CACCE climate scientists, that engage them in climate change learning through participation in climate-related investigations.
3) Informal science educators. Working through the Florida Aquarium, we are reaching out to informal science providers in our region to assay their professional development needs on climate change, and work with them to identify effective communication strategies.
4) International: We seek close cooperation on climate education and communication with Spanish-speaking nations around the Caribbean, working with the CoHemis Consortium through UPR-M. We are also cooperating with the CARICOM Caribbean Community Climate Change Consortium, and the Inter-American Development Bank on climate communication efforts.

Bio:
Dr. Jeff Ryan is Professor and Chair of the Geology Department at the University of South Florida in Tampa, FL, and is Principal Investigator of the CACCE Partnership Phase 1 project. He is active in both "domain" geoscience research, focused on the igneous and metamorphic geochemistry of subduction zone processes, and the petrologic development of folded mountain belts; and in geoscience education, with several past and ongoing funded projects focused on the classroom use of research instrumentation, undergraduate research as an instructional strategy, cyberlearning, and climate change education, along with faculty development efforts in support of geoscience educational innovation. He is currently a Councilor-at-Large on the Executive Committee of the NAGT; a Councilor in the Geoscience Division of the Council on Undergraduate Research; a member of the Policy Committee of the Integrated Earth Data Applications geoinformatics facility; and a member the UNAVCO Education Advisory Committee. Dr. Ryan is a past Geoscience Program Director in the NSF Division of Undergraduate Education, and a past member of the NSF-MARGINS Program Steering Committee and Education Adivsory Committee.

Jeff's email is ryan@mail.usf.edu

Jeff's slides are here (PowerPoint 2007 (.pptx) 5.9MB Jan22 12) and here (Acrobat (PDF) 5.6MB Jan22 12).

There is an audio recording of this teleconference call here (MP3 Audio 21.2MB Jan24 12).

Abstract:
The CoCoRaHS (Community Collaborative Rain, Hail and Snow) Network is a grass-roots citizen-science project where volunteers place a rain gauge in their back yards and report their daily precipitation to our Web site. We currently have about 15,000 volunteers in all 50 states and typically receive around 8,000+ daily reports. The data are used by many; from local municipalities, regional river forecast centers and the National Weather Service just to name a few.

In our attempt to grow and expand the network, we are now looking to recruit a younger, more diverse audience to participate. Here, K-12 is a big focus, with an initial pilot effort happening in Colorado. Fundraising for gauges, training teachers, supplying lesson plans and activities that meet State and National Standards and finding local mentors to assist teachers and schools are the primary efforts so far.

Bio:
Noah Newman graduated from Colorado State University in 1997. He has been in the field of informal science education since 2001. As a volunteer at a local science museum, he began presenting starlab planetarium shows to the general public and teaching after-school science programs such as rocketry and magnets to grades K-4. In 2004, Noah began working for The GLOBE Program and finally moved to CoCoRaHS in 2009 as the Education (and Social Networking) Coordinator.

Noah is a 3rd generation Colorado native and loves the dry climate and high altitude. A former whitewater rafting guide and lifelong skier, he appreciates all four seasons and all outdoor activities that Colorado offers. His interest in science has always had him looking up, whether it be at clouds and thunderstorms or the stars, planets and constellations in the night sky.

Noah's slides are here (Acrobat (PDF) 5.5MB Jan16 12)>/p>

There is an audio recording of this teleconference call here (MP3 Audio 14.1MB Jan24 12).

Abstract:
Through the Polar Learning and Responding Climate Partnership -- including polar, climate, learning and decision scientists and practitioners from formal and informal institutions and organizations -- we are exploring ways to transform the way people think about climate change. Our goal is to use fascination with the changing polar regions and novel educational approaches to engage adult learners and inform public discussion and response. We focus on novel, interactive, game-like, fun approaches that can both reach different people, and reach them in different ways. Simulations, games, social networks, interactive data interfaces, reduced-complexity models, and hands-on demonstrations motivate people to pay attention, help them sort through, evaluate and make decisions regarding complex material, and are easily disseminated and used in diverse formal and informal settings. Our proof-of-concept experiments as well as laboratory research and everyday experience show that people are used to, and highly capable of, handling both multiple goals and multiple-task settings.

Our area of content focus is the poles. The polar regions are symbolic of remote, pristine environments, home to unique fauna and flora, as exemplified by the polar bear in the Arctic and the penguin in the Antarctic. These regions offer not only a wealth of material for teaching climate change but also dramatic, urgent examples for the need of solutions to climate change (rising sea level, reduced sea ice cover, less stable ice roads and crumbling infrastructure due to thawing permafrost, changing hydrological cycle, changing land cover, etc.). Changes in the polar regions highlight the fact that human action can be felt throughout the global environment and that no place on Earth remains unaffected.

While "doom and gloom" projections may cause an immediate heightened response in the listener, they often lead to despair and avoidance, which are barriers to responding effectively. Using game-like venues, leading from the polar regions for which there is considerable public awareness, and framing our educational approach towards the search for solutions, we advance mental models of global change through facilitating exploration and assessment of mitigation and adaptation possibilities. The resulting approaches are transformative, easy to disseminate, and exciting to use by stakeholders in homes, museums, classrooms, and communities.

Bio:
Stephanie Pfirman is Alena Wels Hirschorn '58 and Martin Hirschorn Professor, co-chair of the Barnard College, Columbia University, Department of Environmental Science. Pfirman holds a joint appointment with Columbia University where she is a member of the faculties of the Earth Institute and the Department of Earth and Environmental Sciences, and an adjunct scientist at Lamont-Doherty Earth Observatory. She received a Ph.D. in Marine Geology and Geophysics from the Massachusetts Institute of Technology/Woods Hole Oceanographic Institution Joint Program in Oceanography and Oceanographic Engineering, and a BA in Geology from Colgate University. Throughout her career, Pfirman has been engaged in Arctic environmental research (melting and surging glaciers; sea ice formation, melting and dynamics; transport of contaminants), undergraduate education, advancement of women scientists, and public outreach. Pfirman is presently a member of National Science Foundation advisory committees for Environmental Research and Education and for the Merit Review Process, and the National Academy of Sciences study committee on the Legacy and Lessons of the International Polar Year 2007-2008. She is PI of the inter-institutional NSF-supported Polar Learning and Responding: PoLAR Climate Change Education Partnership and is co-PI of the NSF-supported Climate Adaptation and Mitigation E-Learning project led by the National Council for Science and the Environment/Council of Environmental Deans and Directors.

Prior activities include serving as president of the Council of Environmental Deans and Directors, member of the National Academy of Science's Polar Research Board, and chair of both NSF's Office Advisory Committee to the Office of Polar Programs and NSF's Advisory Committee for Environmental Research and Education. Before joining Barnard, Pfirman was a senior scientist at the Environmental Defense Fund where she worked with the American Museum of Natural History to develop the 1992 award-winning exhibition "Global Warming: Understanding the Forecast." She was also a consultant on AMNH's 2010 exhibition, "Race to the End of the Earth." Other positions include research scientist at the University of Kiel and GEOMAR, Germany; staff scientist for the US House of Representatives Committee on Science; and oceanographer with the US Geological Survey in Woods Hole, Massachusetts.

Stephanie's email is spfirman at barnard.edu.

Stephanie's slides are here (PowerPoint 2007 (.pptx) 4MB Jan9 12) and here (Acrobat (PDF) 3.2MB Jan10 12)

There is an audio recording of this teleconference call here (MP3 Audio 20.3MB Jan10 12).

There is an audio recording of this teleconference call here (MP3 Audio 13.7MB Jan3 12).