2013 CLN Teleconferences

Discussion about potential educational uses of the National Climate Assessment (final due in April 2014). We will be focusing on concrete steps towards making the NCA accessible for educators to use in the classroom including splitting into groups to address the regional reports.

The agenda for our discussion can be linked here - NCA-Education Affiliate Group Discussion Agenda

There is an audio recording of this teleconference call here (MP3 Audio 19.3MB Dec18 13).

No slides or recording for this call.

Abstract: Uniquely created by schools, for schools, the Green Schools Alliance (GSA) connects and empowers PreK-12 schools worldwide to lead the transformation to global environmental sustainability. With a network of over 3,000 schools (and growing daily), the GSA is a catalyst for green schools and provides a web-based, school-driven website platform where schools set sustainability goals, track accomplishments, share best practices, find resources and events and learn from each other. The GSA also offers programs that engage school communities in taking climate and conservation actions. Discover ways you can get involved in the GSA peer-to-peer network and participate in programs such as the Green Cup Challenge, Student Climate and Conservation Corps (Sc3) and Sc3 Congress, Green Schools Renewable Energy Purchasing Consortium, and more.

Bio: Director of Communications and Outreach, Curry Rosato has been developing and coordinating K-12 and community-based education and action for sustainability programs for nearly two decades. She began her career leading recycling education experiences for Alameda County, CA students at Waste Management's Davis Street Transfer Station where she quickly launched a school-based program that deepened student learning about the 4Rs. After a move to Boulder, CO, Curry began work engaging and inspiring Boulder County students, parents, and community members to learn about and participate in water protection and conservation activities. In 2004 she developed the award-winning 'Keep it Clean' campaign which is now the CO State campaign for nonpoint source pollution prevention is featured in the EPA NPS toolkit, and is implemented internationally. In 2007 she developed and implemented the award-winning Operation Water Festival six-week water education program, which, combined with an annual water festival, is now used in multiple communities statewide. Curry has consulted on a variety of environmental education projects including ReThink Waste's Shoreway Environmental Education Center and Denver Water's Youth Education program. As a volunteer for Boulder Valley School District's Garden to Table and School Food Project, Curry engages teachers, students, and parents in school garden lessons and healthy eating activities. Educator, professional development leader, speaker, program manager, environmentalist, community volunteer, and mother, Ms. Rosato received her undergraduate degree in Environmental Sciences from the University of Virginia and a Masters's in Education from the University of Colorado.

The slides for the presentation are here (Acrobat (PDF) 2.8MB Dec2 13).

There is an audio recording of this teleconference call here (MP3 Audio 19.5MB Dec4 13).

Abstract: The PoLAR Partnership (thepolarhub.org), a recipient of NSF CCEP II funding, is launching Future Coast in 2014. Future Coast has two parts: a collaborative game event and on-site field activities. This webinar focuses on the narrative event led by experience designers Ken Eklund and Sara Thacher, that will be played online in Feb-April of 2014. Based on the success of World Without Oil (worldwithoutoil.org), the game uses the fictional device of crowdsourced voicemails from the future to engage a wide audience with possible climate-changed futures and create a positive, creative, and social outlet for climate change discussions.

Bios:
Stephanie L. Pfirman, Professor of Environmental Science and Alena Wels Hirschorn '58, and Martin Hirschorn Professor of Environmental and Applied Sciences joined the faculty of Barnard College in 1993 and serves as co-Chair of Barnard's Department of Environmental Science. She 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 Research Scientist at the Lamont-Doherty Earth Observatory of Columbia University. Before joining Barnard, Professor Pfirman was a senior scientist at the Environmental Defense Fund and co-developer of the award-winning exhibition, "Global Warming: Understanding the Forecast," produced jointly with the American Museum of Natural History. Professor Pfirman is currently the principal investigator of the Polar Learning and Responding: PoLAR Climate Change Education Partnership supported by the National Science Foundation and co-chair of the National Academy of Sciences analysis of Emerging Research Questions in the Arctic. 

Ken Eklund is the principal at Writerguy LLC, a game and experience design firm. He has been a game designer for over twenty-five years, with credits on dozens of game projects including award-winning A titles. He employs narrative play to create "authentic fictions" – collaborative online games that use "what if?" stories to engage people in real-world issues. He is the creator of World Without Oil (2007), Ed Zed Omega (2012), and other experiences for public media and educational and cultural institutions.

The slides for the presentation are here (Acrobat (PDF) 5.5MB Nov25 13).

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Nov26 13).

Abstract: With support provided by the National Science Foundation's Paleoclimate Program, Atmospheric and Geospace Sciences, William Mitchell College of Law in St. Paul, MN, has been leading a one-of-a-kind training and education workshop that prepares scientists to provide expert testimony in a variety of settings, including but not limited to the courtroom. Launched in the year 2011, the Expert Witness Training Academy (EWTA) brings together scientists, educators, and communicators for an intense immersion into science communication in a legal setting. Scientists are trained in courtroom techniques, practices, and procedures. EWTA is one of the very few workshops' that allows academic experts to understand and re-evaluate their role as expert witnesses from the standpoint of lawyers and other non-scientific experts. Additionally, this workshop prepares experts to argue effectively and ethically in an adversarial setting.

Bio: Mona Behl is a multicultural and interdisciplinary scientist who leads the Texas Sea Grant's research program. In this position, she is charged with responsibility for various aspects of research administration, strategic planning, and development and oversight for inter- and cross-disciplinary efforts in research. Behl is dedicated to bridging gaps between research and extension, building non-traditional partnerships, and maintaining the quality, integrity, and relevance of Texas Sea Grant-funded research. She also works as a Climate Change Specialist with the sea grant extension team. Before assuming these roles, she worked as a visiting fellow with the American Meteorological Society (AMS) Policy Program and adjunct professor with the American Public University. She is an award-winning teacher who is committed to transforming education by developing innovative programs for a diverse range of educators and scholars. 

Behl secured her Ph.D. in Physical Oceanography from Florida State University, and her bachelor's and master's degrees in Physics from the Center of Advanced Studies in Physics, India. Her research interests include air-sea interaction, large-scale ocean circulation, climate change adaptation, science education, policy, and communication.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 172kB Nov18 13) and here (Acrobat (PDF) 162kB Nov18 13).

There is an audio recording of this teleconference call here (MP3 Audio 18.6MB Nov19 13).

Further information about the Expert Witness Advocacy Training Academy:

 

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Nov12 13). There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 11.2MB Nov6 13). There were no slides.

Bio: Jean MacGregor directs the Curriculum for the Bioregion Initiative at The Evergreen State College (http://bioregion.evergreen.edu) which supports faculty members at colleges and universities in Washington State as they integrate sustainability content into a broad array of courses and disciplines. Jean also teaches in the Graduate Program on the Environment at Evergreen. Jean has longstanding interests in place-based learning and the creation of academic communities for students and faculty.

Additional resources about the Curriculum for the Bioregion Initiative - Curriculum for Bioregion Framework_2013 (Acrobat (PDF) 203kB Sep27 13) and Curriculum for the Bioregion Brochure 2011 (Acrobat (PDF) 929kB Sep27 13). The analysis of the survey results is here (Acrobat (PDF) 381kB Oct14 13).

The slides for the presentation are here (PowerPoint 3.5MB Oct28 13)

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Oct30 13).

Leah Wasser's presentation on "Facilitating the use of NEON data in University Classrooms – NEON's Higher Education Program" was postponed due to illness. We had an informal discussion. Tamara and other attendees gave their perspectives on the Tri-Agency Climate Change Education PI meeting and the NAAEE meetings which occurred over the week of Oct 7-12. Also, we welcomed back our federal colleagues who have not been able to participate in any of these activities for about 2.5 weeks.

There is an audio recording of this teleconference call here (MP3 Audio 19.3MB Oct30 13). There were no slides.

Bio: Marcus Griswold currently manages the Maryland Delaware Climate Change Education, Assessment, and Research program(MADE CLEAR) focused on bringing climate scientists, formal and informal educators, and education researchers together to develop the best approaches for teaching climate change in and out of the classroom. Before this, he coordinated efforts to reduce vulnerability to climate change while working at the Maryland Department of Natural Resources. Marcus' background is in watershed management, restoration, and assessment with a focus on ecological resilience and recovery from human and natural disturbances. He was a founding Board member of Blue Water Baltimore and initiated and chaired their Scientific and Technical Advisory Committee. He received his B.S. from the University of Maryland and both his Master's and Ph.D. from the University of Florida, with a focus on invasive species in the former and best management practices for water quality and ecosystem resilience in the latter.

Slides for the presentation are here (PowerPoint 2.8MB Oct14 13) and here (Acrobat (PDF) 1.9MB Oct14 13).

There is an audio recording of this teleconference call here (MP3 Audio 18.2MB Oct15 13).

There is no audio recording of this teleconference call. There were no slides.

Abstract: How is Project Learning Tree (PLT) organized? How does it conduct and keep track of trainings? How does it fund the programs, etc.? Can project-based programs like PLT be used as a model for something about climate education?

Bio: Kathy McGlauflin is the past president and a former board member of the North American Association for Environmental Education. She served on several boards including World Wildlife Fund's Windows on the Wild national advisory board and the National Association of Conservation Districts' Education Board. She also served on the National Science Teacher's Association Task Force on Environmental Education and the Council for Environmental Education advisory board. 

She is a frequent speaker and advisor on environmental education issues, including testimony before the Senate on the Environmental Education Act of 1990 and presentations in China, France, Japan, Mexico, Sweden, Taiwan, and Ukraine. She is co-author of Living Lightly in the City, an urban environmental education curriculum. 

Kathy has received several awards, including the prestigious 1997 Walter E. Jeske Lifetime Achievement Award for Environmental Education from the North American Association for Environmental Education and the Rudolph J. H. Schafer Award from the Western Regional Environmental Education Council in 1989 for her efforts at revitalizing Project Learning Tree and her dedication to environmental education. 

Kathy joined Project Learning Tree in 1986 and was elected AFF vice president in 1991. She increased the state and international sponsorship from 32 states and two countries to all fifty states, the District of Columbia, the U. S Trust Territories, and ten other countries. Under her leadership, the PLT curriculum materials and programs were revised and expanded to address innovations in pedagogy and current and emerging environmental issues. 

Kathy has a B.S. in Natural Resource Management from the University of Wisconsin, Madison, and a M.S. in Curriculum and Instruction from the University of Wisconsin, Milwaukee. She began her career as an urban naturalist at the National Audubon Society's Schlitz Audubon Center in Milwaukee, Wisconsin, and later directed youth programs for Audubon at their headquarters in New York City. Before coming to PLT she worked as education coordinator for the National Wildlife Federation.

Slides for the presentation are here (PowerPoint 2007 (.pptx) 5.3MB Sep30 13) and here (Acrobat (PDF) 1.4MB Sep30 13).

There is an audio recording of this teleconference call here (MP3 Audio 20.7MB Oct1 13).

Abstract: The Climate Literacy and Energy Awareness Network (CLEAN) Portal (http://cleanet.org) contains both resources and a community to support increased climate literacy in society. The CLEAN Network, a professionally diverse group of climate literacy stakeholders, formed in 2008 has grown from a group of 20 to over 400 professionally diverse members. What is the professional makeup of the CLEAN Network and how does it support its members in their efforts to improve climate literacy? In the spring of 2013, a survey was distributed to all CLEAN Network members asking these questions. This presentation will summarize the results of the survey and promote discussion of how the CLEAN Network can improve its support of members and increase its collective impact.

Bio: Dr. Tamara Shapiro Ledley is chair of the CLEAN Network and currently leads the CLEAN and EarthLabs-Climate projects. She is a senior scientist and chair of the Center for Science Teaching and Learning at TERC. She will be receiving the AGU Excellence in Geophysical Education Award in December 2013. 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 before 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.

Slides for the presentation are here (PowerPoint 2007 (.pptx) 7.5MB Sep23 13) and here (Acrobat (PDF) 2.9MB Sep24 13).

There is an audio recording of this teleconference call here (MP3 Audio 21MB Sep24 13).

Here is the Collective Impact (Acrobat (PDF) 978kB Sep24 13) paper that Tamara mentioned in her talk.

Abstract: The Third National Climate Assessment Report (planned for release in March 2014) will be an important resource for understanding and communicating climate change science and its impacts in the United States. The report will present a comprehensive picture of the changes in regions and sectors that occur in response to climate variability and change, including effects on public health and human well‐being, the economy, infrastructure, and the environment. This information will help decision-makers throughout the country design adaptation policies, help citizens prepare themselves for climate change impacts, and help everyone understand how their everyday decisions impact the climate and the environment. What information has already come out of the NCA process that educators might use? How can educators use the Third NCA Report once it comes out? How are educators already participating in the NCA process? What opportunities might there be for more participation from the education community in crafting future NCA products and processes?

Resources:
Draft Third National Climate Assessment Report (January 2013): http://ncadac.globalchange.gov
Sustained Assessment Special Report (September 2013; please note that this is a pre-publication version of the report, please excuse small typographical errors): https://docs.google.com/file/d/0B5jF-HNMl8qWTFdsQjVDVnVxRTg/edit?usp=sharing 
National Climate Assessment website: http://assessment.globalchange.gov
NCAnet (partners in assessment): http://ncanet.usgcrp.gov

Bio: Emily Therese Cloyd serves as the Public Participation and Engagement Coordinator for the National Climate Assessment. In this role, Emily coordinates the development and implementation of the NCA stakeholder engagement strategy, assists with the development and implementation of the NCA communications strategy, facilitates the planning and implementation of Assessment-related workshops, contributes to the production of Assessment-related products, and serves as a liaison between the Assessment and USGCRP research elements. Before joining the National Climate Assessment staff, she coordinated the carbon cycle and ecosystems research elements at USGCRP (2007-2010). Emily previously served as a Dean John A. Knauss Marine Policy Fellow at the National Oceanic and Atmospheric Administration's Center for Sponsored Coastal Ocean Research (2006). Emily holds a Master's degree in Conservation Biology (State University of New York College of Environmental Science and Forestry) and a Bachelor's degree in Plant Biology (University of Michigan) and is currently pursuing a Ph.D. in Environmental and Natural Resources Policy at SUNY-ESF. Her research interests lie at the intersection of science and policy, studying how science and scientific information are used to support natural resources management and policy decisions.

Emily's slides are here (PowerPoint 2007 (.pptx) 15.1MB Sep16 13) and here (Acrobat (PDF) 3.5MB Sep16 13).

There is an audio recording of this teleconference call here (MP3 Audio 22.1MB Sep18 13).

Note from Mark McCaffrey: We've started a National Climate Assessment network education affiliate group that CLEAN will be working with to develop online resources and strategies to help unpack NCA-related reports.

Here's the affiliate group homepage: https://groups.google.com/a/usgcrp.gov/forum/#!forum/ncanet-education-group 
And here are the notes from our last meeting: https://docs.google.com/a/ncse.com/document/d/1hZsF9n3282VePwKaZv8A_xeMoYagWdn1rZw_tP9Buho/edit 
We'll be having a follow-up telecon meeting on Thursday, Sept. 26th at 2 PM ET, 11 AM PT. We will use the call-in number 202-419-3498 or 877 419 3494 Bridge number 2000 Pin 2002

There is no audio recording of this teleconference call. There were no slides.

There is no audio recording of this teleconference call. There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 6.5MB Aug27 13). There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 18.7MB Aug21 13). There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 8.7MB Aug13 13). There were no slides.

There is no audio recording of this teleconference call. There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 10MB Jul30 13). There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 17.3MB Jul23 13). There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 18.7MB Jul23 13). There were no slides.

There is no audio recording of this teleconference call. There were no slides.

The AGU Chapman Conference on Climate Change Communication was held a couple of weeks ago. Mark McCaffrey will lead a conversation about the discussions there. Mark, Minda Berbeco, and Cherri Morrow put together some notes with their perspectives that can be seen here

Google Doc Notes from Chapman Conference on Climate Change Communication

Anyone else who attended the conference is invited to share their perspective and thoughts during the teleconference.

Michael Mann participated in the Chapman Conference, however, he is unable to participate in our teleconference today. He provides his perspective here.

It was an interesting workshop with, a wide variety of approaches, views, etc. from a mix of climate scientists, communication experts, and media experts. A common theme was the importance of careful messaging and framing, recognizing the diversity of audiences/constituencies. There was quite a bit of divergence among participants and skepticism on recent challenges to the information deficit model to communication. There was quite a bit of discussion on recent work establishing the importance of communicating the degree of consensus among scientists regarding the reality/threat of climate change. If a consensus was reached, it might be that there are multiple fronts on which the climate change communication effort must advance: (1) emphasis on framing/narrative/cultural tailoring, (2) education on the basic scientific facts and arguments, and debunking of common myths and (3) communication of the degree of scientific consensus that exists. - from Michael Mann 7/2/13

There is an audio recording of this teleconference call here (MP3 Audio 21.4MB Jul2 13).

President Obama is giving a speech today at 1:35 pm ET at Georgetown University on climate change. The speech will be broadcast live at http:/www.georgetown.edu We can discuss this and Obama's Climate Action Plan - released last night, and then break to hear his speech.

President's Climate Action Plan (Acrobat (PDF) 291kB Jun25 13)

Obama's Plan to Cut Carbon Pollution (Acrobat (PDF) 103kB Jun25 13)

There is an audio recording of this teleconference call here (MP3 Audio 14.5MB Jun25 13).

There is no audio recording of this teleconference call. There were no slides.

There is no audio recording of this teleconference call. There were no slides.

There is an audio recording of this teleconference call here (MP3 Audio 10.4MB Jun4 13). There were no slides.

We will be creating a strategy for a social media campaign for CLEAN. We will discuss 3 components:

1. Messages

2. Goals

3. Platforms

SAMPLE STRATEGY FOR CLEAN SOCIAL MEDIA CAMPAIGN

What is the objective?

To increase the usage of CLEAN's resources

Promoting excellence in education around climate and energy literacy - using resources is one way to do that (Pedagogical support pages)

Affirm quality of the resources - part of the mission statement

Mission in a social media campaign - increase usage of resources

How do we plan to do this?

Expand the community (listserv) to 1000 in 2013 and encourage the community to take greater advantage of CLEAN resources (increase the level of engagement),

Encourage that community to take advantage of the resources.

Other things on the website.

Make presentations sortable - CAMEL has to tag presentations

The success of a social media campaign - is dependent on the quality of the resources.

What is the single most important thing we want the audience to take away?

CLEAN is the only comprehensive resource library (digest) for climate literacy materials.

Promote the peer review aspect - unique, and selling point

Resources - not only the reviewed collection. - look at why people are part of this network

REWRITE - TO BE MORE ENCOMPASSING

CLEAN is the watering hole for climate literacy information, the best resource for climate literacy and engagement

Why should they believe this?

The CLEAN Collection has over 500 rigorously reviewed educational resources on climate and energy

CLEAN is a network of over 400 climate education professionals and leaders, and over 60 professional societies, who contribute and vet materials.

Who is the #1 target audience?

Science educators

Wider audience:

Educators, Scientists, Professional societies, Curriculum developers, Economists, Urban planners, Social media specialists, Technologists, Park rangers, Policy makers, Writers, Journalists, Thought leaders, Editors

two audiences - people in CLEAN Network and science educators (climate is a small part of what they do)

2nd tier of the campaign - market to the listserv that reaches out to educators

What is the call to action?

Join the CLEAN listserv

Engage with the CLEAN Facebook page, Twitter (new)

What is a secondary call to action?

Check out the CLEAN library (digest)

Social Media Platforms:

-Twitter (tweet more and get more followers: be active with postings, mention others, mention Twitter handle, #climate, etc)

See the new CLEAN Twitter page: @ClimateLit

-Hashtag use during meetings including AGU, GSA, and other conferences where CLEAN is present

-Facebook

-Email (eMarketing) - send out emails to various listservs

-Slideshare (see http://www.slideshare.net/what-to-upload-at-slideshare?utm_source=what-to-upload&utm_medium=ssemail&utm_campaign=upload_digest&cmp_src=upload_digest)

(see http://www.slideshare.net/MarthaShaw)

(see Andy Revkin Slideshare posts)

-Distribute digest highlighting/showcasing resources

-Cross-Link information posted to Facebook, Twitter, etc.

-Syndication

- Post photos

- GOOGLE Hangout with visiting experts - could be done less frequently than CLEAN Network call and done at a time that teachers can participate - have a high profile person.

Engagement Methods:

 

Award and distribute a CLEAN resource of the week

Contest to post how you used CLEAN for prizes

Announcement of winners

Announcement of Resource of the Week

Ask for comments

Time frame: December 2013

Team members: Existing listserv

There is an audio recording of this teleconference call here (MP3 Audio 20.3MB May28 13). There were no slides.

Abstract:

Many of the principles that make social media a powerful communication tool for personal use can be applied to organizations. This presentation reviews some examples of how organizations and high-profile individuals have leveraged social networks as strategic tools to accomplish their communications goals. We also will present concepts and ideas that will help you get more out of your experiences consuming social media content and perhaps inspire you to apply some concepts in your organizations.

Bios:
Ellen Klicka has been consulting with the American Meteorological Society (AMS) Policy Program since 2011 on communications strategy, media relations, marketing, and social media. Ellen manages projects for the AMS Subcommittee on Renewable Energy and Water Resources Committee. She also has supported the AMS Policy Program workshop series, including Earth Observations, Science and Services for the 21st Century, and Climate Information Needs for Financial Decision Making. Before earning her MBA, Ellen spent eight years in corporate communications and public relations management positions in the private sector. Ellen holds an MBA from George Washington University and a bachelor's degree from MIT.

During her undergraduate career, Maureen Moses participated in an NSF-REU internship at the Carnegie Institution of Science studying high-pressure geochemistry of the Earth's core, participated aboard the Scripps Institution of Oceanography PLUME cruise and graduated from San Diego State University with a bachelor's of science in Geological Sciences focusing on igneous petrology. Following her undergraduate career, she continued her studies at Central Washington University researching magmatic processes and petrology at Mount Etna. She then worked at the American Geosciences Institute in public policy focusing on STEM Education and Natural Hazard legislation. She continues her career as part of the education program at the American Meteorological Society and spearheaded the division's social media launch in 2012.

The slides for this discussion are here (PowerPoint 2007 (.pptx) 480kB May21 13) and here (Acrobat (PDF) 530kB May20 13)

There is an audio recording of this teleconference call here (MP3 Audio 21MB May21 13).

The slides for this discussion are here (PowerPoint 351kB May14 13)

Google doc for notes from the discussion on the NGSS Next Steps

There is an audio recording of this teleconference call here (MP3 Audio 20.8MB May14 13).

Abstract: 
Why do you use social media? It is a pretty popular question these days. Whether you're a person, represent a business, or are simply still on the fence about reasons to use social media, Emily Kellagher will give you an overview of the various social media platforms and some suggestions on how you can use social media professionally. With an emphasis on Facebook, she will also give you a few tips on how to use Facebook efficiently, tips for setting up a professional account, or splitting an existing account into professional and personal purposes. She will end with a quick overview of her work in Social Media.

Bio: 
Science Educator, education technology, and curriculum specialist. Emily Kellagher MsEd has a 20-year career in education and education leadership. She loves working with teachers and education professionals to meet the need for quality science education. Emily manages the social media accounts for the Cooperative Institute for Research in Environmental Sciences (CIRES) Education Outreach group. She is also actively involved in the social media groups at the University of Colorado at Boulder, where groups inform each other of events and significant posts and perform collaborative social media campaigns. She is excited to share her knowledge and insights about various aspects of social media with the CLEAN community.

Emily's slides are here (PowerPoint 2007 (.pptx) 8.9MB May7 13) and here (Acrobat (PDF) 3.4MB May7 13).

There is an audio recording of this teleconference call here (MP3 Audio 19.8MB May7 13).

There is an audio recording of this teleconference call here (MP3 Audio 15.2MB May1 13).

Abstract: Both evolution and global warming are "controversial issues" in education, but are not controversial in the world of science. There is a remarkable similarity in the techniques that are used by both camps to promote their views. The scientific issues are presented as "not being settled", or there is considerable debate among scientists over the validity of claims. Denialists in both camps practice "anomaly mongering", in which a small detail seemingly incompatible with either evolution or global warming is held up as dispositive of either evolution or climate science. Although in both cases, reputable, established science is under attack for ideological reasons, the underlying ideology differs: for denying evolution, the ideology of course is religious; for denying global warming, the ideology is political and/or economic.

Bio: Eugenie Scott, a former university professor, is the Executive Director of the National Center for Science Education (NCSE). She has been both a researcher and an activist in the creationism/evolution controversy for over twenty-five years, with an interest in many components of this controversy, including educational, legal, scientific, religious, and social issues. Genie is the author of Evolution vs Creationism and co-editor, with Glenn Branch, of Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools. She holds a Ph.D. from the University of Missouri in Physical Anthropology.

Genie's slides are here (PowerPoint 2007 (.pptx) 6.5MB Apr22 13) and here (Acrobat (PDF) 3.5MB Apr22 13).

There is an audio recording of this teleconference call here (MP3 Audio 25.4MB Apr25 13).

Abstract: A walk through Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education (A Framework for Energy Education for Learners of All Ages), a taste of work related to the Energy Literacy Initiative led by the Department of Energy, and a look at some great resources which can be used to engage learners through energy education.

Bio: see http://www.trianglecoalition.org/einstein-fellows/current-fellows/danel-hogan

DaNel's presentation will be done using Prezi (http://prezi.com). Members will receive the Prezi link via email. Her slides are here (Acrobat (PDF) 15.8MB Apr15 13) as a backup for those unable to use Prezi.

There is an audio recording of this teleconference call here (MP3 Audio 19.2MB Apr16 13).

There is an audio recording of this teleconference call here (MP3 Audio 13.8MB Apr12 13).

There is an audio recording of this teleconference call here (MP3 Audio 16.3MB Apr9 13).

There is an audio recording of this teleconference call here (MP3 Audio 14.7MB Apr9 13).

Abstract: The School of Environmental Studies (SES) is a public high school located on the grounds of the Minnesota Zoo in Apple Valley, Minnesota. One of five high schools of Independent School District 196, it is a "School of Choice" for juniors and seniors in the district or for students from outside the district who choose to enroll. The mission and vision of the school compel the administration, staff, and students to examine the relationships between people and their environments in experiential, integrated, and authentic ways. 

Climate change has been a part of the SES curriculum for several years, becoming more foundational in large part due to several major initiatives envisioned and implemented in partnership with the Will Steger Foundation, a key institutional partner of the school since 2006. The most recent of these initiatives has been institutional accreditation and participation at the United Nations Framework Convention on Climate Change (UNFCCC) International Conference of the Parties (COP) held each November. Accredited through the School of Environmental Studies Education Foundation (SESEF), selected SES seniors to attend the COP Conferences as official observers and civil society delegates. In this role, the student delegates attend conference presentations, observe official conference deliberations, and network with and learn from delegates from all over the world about aspects of the climate change issue important to them. COP 18 in Doha, Qatar was the third COP conference that SES student delegates have attended.

Bios:

Craig Johnson is the senior Environmental Studies teacher at the School of Environmental Studies in Apple Valley, Minnesota. 

Hello! I'm Georgia Schmitt. Like the other students, I'm a senior at the School of Environmental Studies in Minnesota. Outside of school, I compete on the speech team at Apple Valley High School, explore the outdoors, and volunteer with friends. I'm leaning towards attending Grinnell College in the fall, and I'm interested in all of the earth sciences, English, international relations, and psychology. Attending the conference this winter was an incredible experience and has since sparked new interests and opened many doors for me. I'm truly grateful for the opportunity and new insight. 





My name is Cassie Severson and I am a senior at the School of Environmental Studies in Apple Valley, Minnesota. Next year, I will be attending Gustavus Adolphus College to pursue a Biology major and Spanish minor leading me on the track to medical school to be a psychiatrist. I'm very grateful that I was able to attend COP18 in Doha, Qatar last year. The experience was life-changing for me and allowed me to grow as a person in many positive ways. 







Hi, my name is Cale Cook. I am a senior at the School of Environmental Studies. I decided to attend SES during my junior year, solely for the reason of trying something new and maybe looking at things in a new way. It definitely changed me. I was not really sure where I stood on climate change issues but I was open to the subject. Throughout my junior year, I learned a lot about it and it became much more prevalent in my life. At the beginning of my senior year, I was given the opportunity to attend the COP conference in Doha. I saw and took this opportunity to learn more about something that was growing in importance in my life. I got really into it and hope to do a lot with it in the future! 





Hi, I'm Michael Stockton and I am a senior at the School of Environmental Studies. I have been interested in the environment my entire life and SES was definitely a great fit for me. When the opportunity presented itself to attend the COP18 Climate Change Conference I could not refuse. Looking back, COP18 definitely made a large impression on me. It helped shape my views on both climate change and the world as a whole. I will take the lessons I learned there with me to college and beyond. 

The slides for this presentation are here (PowerPoint 2007 (.pptx) 26.3MB Mar18 13) and here (Acrobat (PDF) 1.5MB Mar18 13).

There is an audio recording of this teleconference call here (MP3 Audio 21.8MB Mar20 13).

Here is a link to a Google doc which identifies ideas that have been put forward, the sessions that we organized last year, and people who are interested in being convenors. Note: you can now edit the document to add new ideas and indicate your interest in participating. We will discuss this on March 12th.

There is an audio recording of this teleconference call here (MP3 Audio 19.9MB Mar12 13).

Abstract: The Buildings Industry Transportation Electricity Scenarios (BITES) Tool is a scenario-based tool for analyzing how changes in energy demand and supply by the economic sector can impact carbon dioxide emissions. BITES permits the rapid screening and exploration of energy options and technologies that can lead to major reductions in greenhouse gas emissions and reductions in oil dependence. The analytical framework behind the BITES tool was originally developed to help inform internal planning and budgeting activities within the U.S. Department of Energy. However, BITES also provides a solid foundation for learning about the U.S. energy system as a whole. BITES can support learning about the interrelationships within the U.S. energy system and investigate potential future pathways for the energy economy. 

This webinar will cover an introduction to BITES, some example uses, and ways to get involved in using BITES to enhance climate and energy literacy.

Bio: Austin Brown is a senior analyst in the Washington, DC office of the National Renewable Energy Laboratory (NREL). His work focuses on clean transportation, including efficient and electrified vehicles, renewable fuels, and transportation system interactions with the built environment. He also moonlights as Deputy Chief Technology Officer for the Office of Energy Efficiency and Renewable Energy in the U.S. Department of Energy, specializing in energy analysis, and tools, and opening up data sets for innovation. Recently, he joined the adjunct faculty at Johns Hopkins University's Advanced Academic Programs, teaching "Transportation Policy in a Carbon Constrained World."

Austin's slides are here (PowerPoint 2007 (.pptx) 2.4MB Mar5 13) and here (Acrobat (PDF) 2MB Mar5 13).

There is an audio recording of this teleconference call here (M4A Audio 14MB Mar7 13). Unfortunately, we were not able to capture a video recording of Austin's demo. With this audio recording and access to the bites.nrel.gov website (and the slides), you should be able to follow along.

Abstract: Climate Stewards is a project in its 3rd year with proven success in increasing educator climate knowledge and providing support for classroom and community stewardship projects. Using webinars, collaborative spaces, workshops, discussion groups, and a regional organizational structure, formal and informal educators become part of an active learning community. 
http://oceanservice.noaa.gov/education/climate-stewards/

Bio: Peg Steffen is a former teacher with 25 years of experience in biology, physics, astronomy/geology, and environmental science teaching in high school and college. In 2000, she was an Albert Einstein Distinguished Educator Fellow at NASA where she became a program manager and started the NASA Explorer Schools program. Since 2006, she has been an education coordinator for NOAA's National Ocean Service, working to provide professional development programs and online products in environmental literacy and climate.
(http://oceanservice.noaa.gov/education and http://Games.noaa.gov )

Bio: Bruce Moravchik has been with NOAA since 1999 developing online materials and workshops (http://oceanservice.noaa.gov/education/), for students and educators that convey ocean, coastal, and earth science research and technology of the National Ocean Service (NOS). As a NOS education specialist, he currently manages the NOAA Climate Stewards project. Before working at NOAA he established a field-based marine and environmental studies program at a private high school in Rhode Island. Bruce taught oceanography for the Sea Education Association; studied the behavioral ecology of lobster and crab populations in Rhode Island and Maine; and conducted research in coral reef ecology in the Red Sea.

Peg and Bruce's slides are here (PowerPoint 16.6MB Feb15 13) and here (Acrobat (PDF) 5MB Feb15 13).

There is an audio recording of this teleconference call here (MP3 Audio 20MB Feb26 13).

Discussion: In words we would call ourselves the Climate and Energy Literacy Network. With the recognition that CLEAN now has, the fact some refer to our teleconference as the "CLEAN teleconference", and that energy is an important part of the picture in addressing climate change it seems time to complete the transition. Tamara Ledley will lead this discussion. We will also talk about implementing a survey of CLN/CLEAN members to learn more about how our members see the value of our community.

There is an audio recording of this teleconference call here (MP3 Audio 23.2MB Feb19 13).

Abstract: This past year, the Earth and Climate Science Communication Team at JPL has made enhancements, upgrades, and additions to NASA's Global Climate Change Website http://climate.nasa.gov/. These include a new "Meteorologist Center" with full-screen graphics, a downloadable tip sheet for new media users, scripted events and images to the Eyes on the Earth 3D portal, and more. Our team has had a robust relationship with the CLN team, so please join this telecon so we can continue this fruitful evolution.

Bio: Ms. Laura Faye Tenenbaum is an Education Specialist on the Earth Science Communications Team at NASA's Jet Propulsion Laboratory as well as a science teacher who understands directly the needs of her students. She has developed methods to engage and educate students, teachers, and other professionals in climate and environmental science by using the emerging possibilities of new media to share her imaginative creations with original videos, slideshows, and interactive learning projects, in addition, to live seminars and lecture series, conference presentations and web seminars with climate educators and others in the field. Her goal is to bring science, multimedia, and education together to attract a highly motivated and enthusiastic new generation that will be ready to take on the huge environmental challenges we face. 

Laura Faye Tenenbaum is an Innovator in Science Communication and a member of the Earth Science Communications Team at NASA's Jet Propulsion Laboratory (JPL), where she is responsible for creating content for the climate website "Global Climate Change: Vital Signs of the Planet" http://climate.nasa.gov/. She develops original videos and other interactive new media products to engage and educate students, teachers, and other professionals in climate and environmental science. Her team won two Webby Awards, the Internet industry's highest honor, for Best Science Website. She also holds a faculty position in the Physical Science Department at Glendale Community College for the last 11 years, where she has been nominated for Adjunct Faculty of the Year.

Ms. Tenenbaum studied Marine Science at the University of California, Santa Cruz as both an undergraduate and graduate student. She lived in Southeast Asia during the '90s and traveled extensively. She worked as an Underwater Researcher on the Kelp Forest Project at the Monterey Bay Aquarium, as a Senior Marine Consultant for Santa Monica Baykeepers, as an Underwater Scientist for the World Wildlife Fund in Thailand, and taught SCUBA in Thailand, Sri Lanka, and Hong Kong. 

Her goal is to bring science, multimedia, and education together to attract a highly motivated and enthusiastic new generation that will be ready to take on the huge environmental challenges we face.

Laura's slides are here (PowerPoint 2007 (.pptx) 15.9MB Feb6 13) and here (Acrobat (PDF) 19.5MB Feb8 13). It will be useful to be able to access the http://climate.nasa.gov/ website during Laura's presentation.

There is an audio recording of this teleconference call here (MP3 Audio 19.3MB Feb12 13).

There is an audio recording of this teleconference call here (MP3 Audio 19MB Feb6 13).

There is an audio recording of this teleconference call here (MP3 Audio 14.2MB Jan30 13).

Drafts of the CLN comments are on this Google Drive document We will be discussing and refining them today. You can also edit, add comments, and add issues/standards that you would like discussed and have the CLN provide feedback on in this document

The second draft of the NGSS was released on Jan 8th. You can access them here

For other useful information refer to the Jan 15, 2013 teleconference notes below.

There is an audio recording of this teleconference call here (MP3 Audio 40.1MB Jan23 13).

To prepare for this discussion, we recommend that you review the comments (Microsoft Word 72kB Jan8 13) that the CLN submitted for the first public review in May 2012. Does the new January 2013 draft address our earlier concerns?

As background, Scott Carley has collected together several useful figures (Acrobat (PDF) 4.3MB Jan8 13) from NSTA and his own work. Here are the spreadsheets (Excel 47kB Jan8 13) that Scott and Frank Niepold developed in May to look at how those draft performance expectations related to the climate literacy principles and concepts.

The second draft of the NGSS was released on Jan 8th. You can access them here

First Draft of the NGSS released in May 2012 (Acrobat (PDF) 8.6MB Jan15 13)

If you have comments and can not make the call please post them on this Google Drive document

There is an audio recording of this teleconference call here (MP3 Audio 19.1MB Jan15 13).

There is an audio recording of this teleconference call here (MP3 Audio 12.1MB Jan8 13).