2014 CLN Teleconferences

There is an audio recording of this teleconference call here (MP3 Audio 15.1MB Dec23 14).

Abstract: The Pacific islands Climate Education Partnership (PCEP) is a collaborative network of Pacific Island communities and organizations responding to the impacts of climate change and committed to enhancing climate education in the Pacific Island region. The core team includes PREL, WestEd, the University of Hawai'i, the College of the Marshall Islands, entity-based Curriculum and Instruction Chiefs, and other researchers. About 40 other organizations, including all U.S. Affiliated Pacific Islands (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 the cadre of supporting partners. A PCEP-developed K-14 Climate Education Framework (CEF) guides the PCEP work in professional development, curriculum contextualization and dissemination, and assistance to community-school partnerships. The regional implementation and dissemination strategies are informed by deep understanding of the differences and similarities among the region's islands, cultures, and governments.



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 so that students and citizens within the region will have the knowledge and skills to improve understandings of climate change and adapt to its impacts. A strategy of connecting community adaptation and K-14 education to advance climate science education is particularly appropriate for this highly vulnerable and currently impacted region. This aspect of the PCEP work can serve as a beacon for climate education strategies that may become equally appropriate and desired if projected increases in climate change occur in other regions of the USA and internationally.



The presentation with CLN will highlight key PCEP activities. One focus will be on pedagogical content knowledge related to the carbon cycle and Earth's energy flows. A second major focus of the presentation is on mangrove climate adaptation as a way to illustrate the multi-faceted PCEP approach to climate education in the Pacific Island region.

Bio (Art Sussman): Dr. Art Sussman, a research scientist who has devoted his career to public undertanding of science and K-12 science education, is a Senior Project Director at WestEd, where he has worked for more than 20 years. He is perhaps best known as "Dr. Art," the author of the books Dr. Art's Guide to Science, Dr. Art's Guide to Planet Earth, and the DVD Dr. Art Does Science.

As Co-PI of the NSF-funded Pacific Islands Climate Education Partnership (PCEP), Sussman is coordinating multi-faceted strategies for implementing K-14 climate education in a wide variety of Pacific island contexts. Key activities include helping Pacific island states and countries to revise their grade level science education standards, developing curriculum resources contextualized to the Pacific Island region, and designing and implementing climate science professional development such as a "Climate 101" pedagogical content course taught at the community college level.

Sussman is also currently assisting the state of California in its implementation of the recently adopted Next Generation Science Standards. This work includes working on a Science Expert Panel to design an NGSS integrated middle school sequence; providing technical assistance in the state's current development of a California Science Framework that helps teachers and publishers understand the intent and content of the new standards; and assisting a WestEd grant-funded project that is working with eight California school districts that were selected as early NGSS adopters. Sussman is extending his NGSS work to include assisting the Commonwealth of the Northern Mariana Islands, which has adopted NGSS, and the state of Hawaii, which is considering NGSS adoption. A big part of this NGSS assistance focuses on climate related Performance Expectations and Disciplinary Core Ideas, systems as a Cross-Cutting Concept, and science content that is foundational for understanding climate.

Sussman is often the keynote or featured presenter at conferences and informal science venues. His Planet Earth Show enjoyably educates about Earth systems science.

Bio (Marylin Low): Marilyn Low is the Senior Specialist, Languages and Literacies, at Pacific Resources for Education and Learning (PREL) and a Co-PI of the NSF-funded Pacific Islands Climate Education Partnership (PCEP). She is committed to public education and its desire to promote rich and relevant learning experiences for students, K-14. Her continuing fields of interest include contextualized learning, and localized and transnational models of language and literacy education across and within disciplines. More recently, through experiences that integrated science, math, and literacy in the Philippines, her adolescent interests in science re-emerged and became rooted in questions of the environment and specifically of climate change. Ongoing conversations about climate change education in the Pacific led to PCEP, an incredible opportunity for us, in partnership, to plan and implement climate change education in the USAPI—one that informs and honors the people, ocean, and land of the Pacific.

The slides are here (PowerPoint 2007 (.pptx) 8.1MB Sep30 14) and here (Acrobat (PDF) 15.1MB Sep30 14).

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Dec10 14).

There is an audio recording of this teleconference call here (MP3 Audio 17.1MB Dec3 14).

There is an audio recording of this teleconference call here (MP3 Audio 15.7MB Nov25 14).

Abstract: The Climate Change Education Partnership (CCEP) Alliance is a network of six multi-institutional projects funded by the National Science Foundation. The Alliance Office, located at the University of Rhode Island Graduate School of Oceanography, serves as the hub for the CCEP program. It facilitates communication among the CCEP projects, enables and nurtures cross-project coordination and collaboration, and supports the dissemination of Alliance resources. The CCEP Alliance Office also fosters communication with the larger climate change education community.

Bio: Andrea Gingras has been working in the informal marine education field for over thirteen years. After receiving her B.S. in Marine Biology from the University of Rhode Island (URI), she took a position with URI's of Marine Programs (OMP) as a Programs Coordinator. In this role, she engaged in marine and environmental science education and outreach, specifically working with educators and scientists. She has experience in designing and executing workshops, conferences, and meetings, big and small, local and national, as well as coordinating field, in-class, and camp programs for students. Currently, Andrea is the Manager of Ocean Science Education for URI's Inner Space Center, a national hub for ocean exploration and telepresence communication technologies. She is also currently serving as the National Network Coordinator for the Centers for Oceans Sciences Education Excellence (COSEE) and Coordinator for the National Science Foundation (NSF) funded Alliance Office of the Climate Change Education Partnership (CCEP) program. In addition, Andrea is the project coordinator for several other grant funded programs, including the NOAA funded Linking Aquariums with Ocean Scientists project and the NSF funded Marine Technology for Teachers and Students project.

The slides are here (PowerPoint 2007 (.pptx) 5.4MB Nov17 14) and here (Acrobat (PDF) 6.4MB Nov17 14).

There is an audio recording of this teleconference call here (MP3 Audio 9.9MB Nov19 14).

There is an audio recording of this teleconference call here (MP3 Audio 13.3MB Nov11 14).

Abstract: Vietnam is one of the most vulnerable countries to the impacts of climate change. The country is already experiencing changes in fundamental climactic elements as well as extreme weather phenomena such as storms, heavy rains, and droughts. The frequency and intensity of natural disasters is increasing, causing enormous losses of human lives, property, and infrastructure, as well as economic, cultural, social and environmental impacts. A new effort to bring climate literacy to the country through training of provincial leaders and government workers is a first step in developing climate resilience and adaptation strategies to a population eager for economic growth. Peg Steffen will discuss the design and implementation of strategies in bring climate literacy to this rapidly changing Southeast nation.

Bio: Peg Steffen is a former teacher with high school and college classroom teaching experiences that span 25 years in biology, physics, astronomy/geology, and environmental science. In her present position as education coordinator for NOAA's National Ocean Service, she works to provide professional development programs and online products that promote environmental and climate literacy. http://oceanservice.noaa.gov/education/, and http://games.noaa.gov,
Peg.Steffen@noaa.gov

The slides are here (PowerPoint 7.6MB Nov3 14) and here (Acrobat (PDF) 5.1MB Nov3 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.6MB Nov5 14).

Dr. Laura Petes, Senior Policy Advisor for Climate Adaptation and Ecosystems from the Office of Science and Technology Policy, will participate at the beginning of the call to clarify what they are looking for and answer any questions.

We will gather input during our discussion on the Google Doc linked here. You can enter your suggestions before, during or after the teleconference. Those who can't call in are welcome to contribute also. Please provide your input by Nov 4th so we have time to meet the Nov 7th OSTP deadline.

There is an audio recording of this teleconference call here (MP3 Audio 18.8MB Oct30 14).

Abstract: Learn how you can use NASA's award-winning Climate Kids website to enrich your own efforts. The Climate Kids website engages upper-elementary and middle school-aged children in Earth science through interactive games, hands-on activities, fun articles, and short videos. The Climate Kids web site has been selected as one of the American Library Association's "Best Web Sites of Kids". With numerous resources for parents and teachers, Climate Kids has something for everyone.

Bio: Nancy Leon provides leadership for the Climate Kids team. She and her team at JPL are committed to reaching children at the beginning of the educational pipeline and awakening their interest in science. In addition to the Climate Kids web site, she and her team are responsible for the NASA Space Place web site and the NASA/NOAA SciJinks site. Nancy pioneered the creation of the Space Place web site over 15 years ago when there was no single NASA page geared at the elementary school audience. She and her team have also developed several cutting edge educational apps including Images of Change and Space Place Prime.

The slides are here (PowerPoint 2007 (.pptx) 11MB Jul23 14) and here (Acrobat (PDF) 5.4MB Jul23 14).

There is an audio recording of this teleconference call here (MP3 Audio 20.8MB Oct14 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.3MB Sep30 14).

Abstract:
From the Foreword by Eugenie C. Scott, Ph.D., former Executive Director of the National Center for Science Education, Inc. and Jay B. Labov, Ph.D., Senior Advisor for Education and Communication for the National Academy of Sciences and the National Research Council
"Climate Smart & Energy Wise provides a roadmap to teachers to assist them in acquiring the background and resources to bring climate and energy education into their classrooms . . . It provides a wealth of information to help teachers find resources, including the very useful Climate Literacy and Energy Literacy frameworks, developed by scientists and master teachers. This book is packed with suggestions for where a teacher can find more information and classroom guidance for the teaching of global climate change."

Bio: Currently serving as Programs and Policy Director at the National Center for Science Education (NCSE), Mark S. McCaffrey helped spearhead the NCSE Climate Change Education initiative and convene the Climate and Energy Literacy Summit. He served as Associate Scientist with the Cooperative Institute for Research in Environmental Sciences (CIRES) at the University of Colorado at Boulder from 2001 to 2011. During that time he helped lead the development of the NOAA Paleo Perspective on Abrupt Climate Change, the Climate TimeLIne Information Tool, and played a catalytic role in initiating and deploying the Climate Literacy and Energy Literacy frameworks. He was a Co-Principle Investigator of the Climate Literacy & Energy Literacy Network (CLEAN), and member of the International Polar Year Education, Outreach and Communications Committee. He holds a graduate degree in education from the University of Northern Colorado where he focused on water as an interdisciplinary and integrating theme for teaching. McCaffrey helped establish an education affilnity group with the National Climate Assessment Network, which is a public private partnership organized under the auspices of the U.S. Global Change Research Program.

He currently resides in Oakland, California with his wife Patricia, an old Shepherd named Bella and three cats in a one-bed room apartment that's a five minute bike ride away from his office.

The slides are here (PowerPoint 2007 (.pptx) 16.1MB Sep23 14) and here (Acrobat (PDF) 9.4MB Sep23 14).

There is an audio recording of this teleconference call here (MP3 Audio 19MB Sep24 14).

There is an audio recording of this teleconference call here (MP3 Audio 23.5MB Sep17 14).

Abstract: The Ask NICE series provides monthly Professional Development opportunities for educators via NASA's Digital Learning Network™, connecting presenters with education audiences from diverse geographic areas for interactive, web-based events. Each session brings content to enhance literacy about climate and other Earth systems environmental changes. The use of distance education allows for participants to be highly engaged and to be involved in more frequent connections resulting in long term, sustained engagement.

Bio: Bonnie Murray is an Education Specialist working in the Office of Education at NASA Langley Research Center. She plans Educator Professional Development events for NASA Innovations in Climate Education Project (NICE) and manages the Tri- Agency Climate Education Catalog (TrACE) found on the NICE website.

The slides are here (Acrobat (PDF) 7.5MB Sep8 14).

There is an audio recording of this teleconference call here (MP3 Audio 14.4MB Sep16 14).

There is an audio recording of this teleconference call here (MP3 Audio 13MB Sep5 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.5MB Aug20 14).

There is an audio recording of this teleconference call here (MP3 Audio 13.8MB Aug12 14).

There is an audio recording of this teleconference call here (MP3 Audio 10.6MB Aug6 14).

There is an audio recording of this teleconference call here (MP3 Audio 9MB Jul30 14).

There is an audio recording of this teleconference call here (MP3 Audio 10.4MB Jul22 14).

There is an audio recording of this teleconference call here (MP3 Audio 15.8MB Jul15 14).

1. Session proposals for the National Council for Science and the Environment - Climate and Energy Conference and National Energy Education Summit are due July 18th. We had a number of session that were suggested during our teleconference a couple of weeks ago. See https://docs.google.com/document/d/1uS4CwcW7Lo6zGodU9iCOgGdCFmr7oJHE2mQn07amO0o/edit

2. The Geological Society of America abstract deadline is July 29th. We have two climate literacy sessions scheduled for that meeting. See https://docs.google.com/document/d/1ea4D9j814MdrH6ONQjmJsdCJWcUPlHlr6L9RrJxjxuM/edit?usp=sharing

3. The American Geophysical Union abstract deadline is August 6th. We have 10 climate literacy sessions scheduled for that meeting. See https://docs.google.com/document/d/1-7t7c9h4hePVJzOZfPREVpVAlbSFc2pyFV_FFCW-Xho/edit?usp=sharing

There is an audio recording of this teleconference call here (MP3 Audio 10.2MB Jul10 14).

There is an audio recording of this teleconference call here (MP3 Audio 14MB Jul1 14).

Submission deadline is July 18, 2014.

A Google Doc has been created to capture ideas and associate names with them. The link is here

There is an audio recording of this teleconference call here (MP3 Audio 13.2MB Jun27 14).

The presentation and discussion will touch on the following topics

• how social studies standards are currently created (50 different sets, national standards by professional organizations, some movement to uniform standards with C3 document, but nothing like natural sciences)
• What is considered "social studies" at k-12? (types of courses etc)
• Of the various standards listed above, to what extent do they actually include climate change concepts?
• In theory, in which types of courses/grades might social studies cover climate change?
• In practice, which types of social studies courses/grades do cover climate change?
• How might the regional data from NCA be useful for formal and non-formal social studies educators?
• Where do we see social studies going in the future in terms of climate change?

Here are the slides for the presentation by Lori Kumler and Bethany Vosburg-Bluem Social Studies Standards and Climate Change Education (PowerPoint 2007 (.pptx) 1.8MB Jun17 14)

There is an audio recording of this teleconference call here (MP3 Audio 20.9MB Jun20 14).

Abstract: Juliette will present World Climate, a simulation role-playing game in which participants get to take on the role of a delegate to the United Nations Conference of Parties in a facilitated role-playing game framed by state-of-the-art climate change science. During the webinar, she will give an intro to the game and the decision-support computer model, C-ROADS, that frames it. We'll then run a mini version of the game in which webinar participants can make their own decisions about climate policy for their negotiating bloc and use C-ROADS to find out what your global deal means for future generations. We'll discuss lessons learned, effective debrief and facilitation approaches, and instructional settings in which this tool can be used - from early high school to graduate school, to informal settings that have included university presidents, Nobel Prize-winning climate scientists, CEOs, policymakers, citizens, and students around the world.

World Climate's development and evaluation have been supported by grants from NASA and the National Science Foundation and external evaluation indicate that it is a powerful learning tool for delivering insights into the urgency, scale, and possibility of action for successfully mitigating climate change.

Bio: Juliette Rooney-Varga is Director of the UMass Lowell Climate Change Initiative (CCI) and Associate Professor of Environmental Biology. Her microbial ecology research has spanned diverse topics related to carbon cycling, climate change, and energy; from feedback loops in microbial production of methane in the Arctic and the climate system, to harnessing electricity produced by anaerobic microorganisms in soil.

She is currently leading the NASA-funded CAM (Climate Education in an Age of Media) Project that puts the tools of media-making into the hands of students, in order to engage them with climate change science and empower them to add their own voices to the societal discourse about an issue that will impact younger generations significantly. She is also working closely with Climate Interactive, an organization that is at the forefront of creating decision-support simulations around climate change and the transition to a low-carbon economy. With support from the National Science Foundation, Rooney-Varga's group and Climate Interactive are bringing decision-support simulations into immersive role-playing exercises that enable students, citizens, and decision-makers to come to their own insights, grounded in current scientific understanding, about the impacts of national and regional climate and energy choices and policies.

We will be using GoToMeeting for this teleconference call. Login information was sent on June 4 but will be included again with the usual announcement email. If for some reason you are unable to use GoToMeeting there will be a telephone conference line (in the email) and the presentation slides are here (Acrobat (PDF) 4.4MB Jun9 14). We will not be using our regular telephone conference line for this presentation.

There is an audio recording of this teleconference call here (MP3 Audio 87.9MB Jun10 14).

There is a html file of the chat for this teleconference call here (HTML File 14kB Jun10 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.5MB Jun4 14).

Abstract: The CAM Project has developed a set of tools to make it easy to bring student media production into your climate change education work - whether you are working with middle school students or graduate students. We've found these tools to be a great way to engage students in climate change science and to empower them to add their voices to the societal discourse by learning how to 'write' in the language of video - an increasingly dominant form of communication. We are eager to share the CAM approach with other educators.

Here's a quote from Brian Stilwell, Associate Program Director of the Alliance for Climate Education (ACE) on the CAM Approach:

"The CAM framework and website have been powerful tools for activating our students and helping them make their voices heard through smart, effective media production. The website is easy to use and the resources provided ensure you are able to develop a high quality experience for your participants. However, even more key, the CAM framework helps high school students develop a robust understanding of the climate change situation, while fostering a deep connection to fostering climate solutions... we've seen inspiring results."

Bio: Juliette Rooney-Varga is Director of the UMass Lowell Climate Change Initiative (CCI) and Associate Professor of Environmental Biology. Her microbial ecology research has spanned diverse topics related to carbon cycling, climate change, and energy; from feedback loops in microbial production of methane in the Arctic and the climate system, to harnessing electricity produced by anaerobic microorganisms in soil.

She is currently leading the NASA-funded CAM (Climate Education in an Age of Media) Project that puts the tools of media-making into the hands of students, in order to engage them with climate change science and empower them to add their own voices to the societal discourse about an issue that will impact younger generations significantly. She is also working closely with Climate Interactive, an organization that is at the forefront of creating decision-support simulations around climate change and the transition to a low-carbon economy. With support from the National Science Foundation, Rooney-Varga's group and Climate Interactive are bringing decision-support simulations into immersive role-playing exercises that enable students, citizens, and decision-makers to come to their own insights, grounded in current scientific understanding, about the impacts of national and regional climate and energy choices and policies.

We will be using GoToMeeting for this teleconference call. Login information will be sent with the usual announcement email. If for some reason you are unable to use GoToMeeting there will be a telephone conference line (in the email) and the presentation slides are here (Acrobat (PDF) 5.4MB May26 14). We will not be using our regular telephone conference line for this presentation.

There is an audio recording of this teleconference call here (MP3 Audio 53.2MB May29 14).

There is a html file of the chat for this teleconference call here (HTML File 11kB May29 14).

There is an audio recording of this teleconference call here (MP3 Audio 19MB May23 14).

Abstract:
CUSP aims to inform and engage city residents about the impacts of and responses to climate change in their city. Informal educators, climate scientists, learning scientists, and local community organizations formed the partnership in 2012 in order to develop resources, share best practices, and leverage impact. The CUSP network is currently active in Philadelphia, Pittsburgh, New York, and Washington, DC. CUSP resources are developed based on the latest educational research on informal learning of climate change, which will be outlined in this presentation.

Speakers:
Raluca Ellis, Ph.D., Director, Climate & Urban Systems Partnership, Environmental Scientist, The Franklin Institute bio
Lauren Allen, Learning Scientist, University of Pittsburgh Center for Learning in Out-of-School Environments bio
Mandela Lyon, Program Development Coordinator, Carnegie Museum of Natural History bio

The slides are here (PowerPoint 2007 (.pptx) 21.6MB May12 14) and here (Acrobat (PDF) 1.5MB May12 14) with file compression and here (Acrobat (PDF) 28.5MB May12 14) without.

There is an audio recording of this teleconference call here (MP3 Audio 21.9MB May14 14).

1. Release of National Climate Assessment in the morning.

2. 1-2pm ET on May 6th CLEAN Network Teleconference - discuss the NCA and explore the online site at http://nca2014.globalchange.gov - facilitated by Minda Berbeco. The agenda is available as a shared Google document.

There is an audio recording of this teleconference call here (MP3 Audio 19.6MB May7 14).

3. 2-4pm ET May 6th Webcast from the White House Panel Discussion on the significance of the National Climate Assessment http://www.whitehouse.gov/live. To view the event schedule: White House Panel Program (Microsoft Word 2007 (.docx) 47kB May6 14)

We will post a recording of this webcast when/if it is available. There is a short video summary of the report here.

4. ~5:00pm ET teleconference from White House of the NCA Education Affinity Group and CLEAN Network - same teleconference phone number as our usual Tuesday CLEAN Network call.

There is an audio recording of this post NCA3 White House Briefing Call here (MP3 Audio 13.9MB May7 14).

Latest word on the events around the release of the National Climate Assessment from Emily Cloyd

The National Climate Assessment and Development Advisory Committee will meet tomorrow (Tuesday, May 6) at 8 am ET to consider the final version of the NCA. Once the report is forwarded from the committee to the federal government, it will go live on http://nca2014.globalchange.gov. Any White House materials about the report release will be available from http://www.whitehouse.gov/climate-change.

At 2 pm, the White House is hosting a stakeholder event that will feature speakers from the Administration, NCA authors, and users of the report. For those who won't be at the event in person, you can tune into the live webcast http://www.whitehouse.gov/live.

The US Global Change Research Program launched the newly designed website Tuesday morning (see http://www.globalchange.gov).

Once the report goes live, there will be a number of other events that amplify the release and leverage the NCA to discuss the impacts of and responses to climate change in the US. A number of the events associated with the release will be available on the NCAnet Partners Calendar http://ncanet.usgcrp.gov/partners/calendar.

There is an audio recording of this teleconference call here (MP3 Audio 18.3MB Apr29 14).

Abstract: Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Funded by NOAA, the Ocean Sciences Curriculum Sequences are in-depth, kit-based curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS), with an emphasis on the Practices of Science, and significant overlap with the Common Core State Standards for English Language Arts. The curriculum provides numerous opportunities for students to engage in investigations, construct explanations and argue from evidence. They are designed in accordance with the latest research on learning and were classroom-tested by teachers across the US in a wide variety of settings. The curriculum provides opportunities for students to explore the inextricable interconnection between Earth's ocean, atmosphere and climate, helping them to be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate some possible solutions.

Bios:

Catherine Halversen is Co-Director of MARE and PI of several NSF-funded projects at the University of California Berkeley's Lawrence Hall of Science, including Communicating Ocean Sciences Informal Education Network. This national network of museums and aquariums partnered with universities offer regional professional learning for informal educators through the Reflecting on Practice program, and for science faculty to teach the Communicating Ocean Sciences college courses at their universities. She also serves as PI for Promoting Climate Literacy, an NSF project to develop a new Communicating Climate Science college course. Catherine led the development team that wrote the NOAA-funded Ocean Sciences Sequence for Grades 3–5, and for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change.

Emily Weiss is one of the primary authors of the Ocean Sciences Sequence for Grades 6-8. She works in the Center for Leadership in Science Teaching at the Lawrence Hall of Science at the University of California, Berkeley. She is the Co-PI of an NSF-funded project (PRACTISE) focused on professional development to support scientific argumentation skills and is the current President of the Southwest Marine/Aquatic Educators' Association. She has taught elementary and middle school and has run informal ocean sciences education programs for middle and high school students.

Traci Wierman is a member of the Learning Design Group at the Lawrence Hall of Science. The Learning Design Group, working with the MARE team, developed the Ocean Sciences Sequence (OSS). Ms. Wierman's role is to lead the Curriculum Implementation Network supporting dissemination and implementation of various science curriculum programs, including the OSS. She spent 17 years as a K -8 public school teacher and 10 years as an informal educator.

The slides are here (PowerPoint 5.3MB Apr22 14) and here (Acrobat (PDF) 4.2MB Apr21 14).

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Apr22 14).

The National Climate Assessment (NCA) is coming out soon-- now delayed until around May 5th it looks like, so we're still in the "getting our ducks in their proper rows" stage of preparing to maximize the teachable moments inherent in the NCA.

Here's a link to the agenda, which will include a review of who plans to lead which region, and a review of what we can expect the report, and most importantly its online features to offer: https://docs.google.com/a/ncse.com/document/d/1Pd65-rTnxnMA76XELmYjO99eH0t3AXKHyWCl-c8FM6g/edit

Once the report is out, our work begins, notifying our networks and colleagues about the resources and resources, so by our next call on May 20th we hopefully will have our proverbial ducks well downstream. Toward the bottom of page 2 of the February notes we started to flesh out a template that the regional and thematic groups can start to flesh out: https://docs.google.com/a/ncse.com/document/d/1X9eAdjduzrcW1hsSkMKyI1SaCP5I8qLLwq2-GGoHFbw/edit

There is an audio recording of this teleconference call here (MP3 Audio 31.6MB Apr23 14).

Abstract: Educators engaged in the climate literacy movement are aware that possession of knowledge about the earth's climate and the causes and consequences of climate change is not sufficient to empower individuals to change their behavior and become advocates for actions that promote a sustainable future. By educating 9th-12th grade students about our fossil fuel based economy, by featuring scientists and engineers who are working to develop solutions to increase the use of renewable energy sources, and by providing opportunities to develop science communication and leadership skills, the extracurricular science enrichment program, Climate Leadership and Energy Awareness Program (Climate LEAP) at the University of North Carolina at Chapel Hill fosters a community of engaged youth and builds the capacity of the next generation of adults to address climate change.

In addition to increasing student knowledge of climate change science and of the solutions proposed to address climate change, program participants engage members of their community on the topics of climate change, energy awareness and/or sustainability through implementation of one or more community outreach project.

This session will include a description of the year-long program and the program evaluation plan which includes assessment of student learning. Measuring the program's impact on student behavior change to conserve energy and resources in daily life will also be addressed.

Bio: Dana Brown Haine, MS, K-12 Science Education Manager for the University of North Carolina (UNC) at Chapel Hill's Institute for the Environment, is program director for UNC's Climate Leadership and Energy Awareness program (Climate LEAP) and for the NC Climate Fellows Program, a teacher professional development program funded by a NASA Innovations in Climate Education (NICE) award. Dana creates and delivers learning experiences to grades 6-12 teachers, students and informal educators that are designed to provide access to current scientific information and relevant resources to help make informed decisions about environmental science topics such as climate change, energy and sustainability. She served on the NC Environmental Education Advisory Council from 2007-2011 and the NC Environmental Literacy Plan Working Group from 2009-2011. Prior to joining the Institute for the Environment, she was a science educator for DESTINY, UNC's Traveling Science Learning Program, and from 1998-2003 she was a science faculty member at Central Piedmont Community College in Charlotte, NC. Dana earned her MS in Biology from Wake Forest University and received her BS in Biology from Appalachian State University.

Dana's slides are here (PowerPoint 2007 (.pptx) 6.9MB Apr8 14) and here (Acrobat (PDF) 1.8MB Apr8 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.1MB Apr8 14).

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Apr1 14).

It is a little over one month before the release of the National Climate Assessment.

Frank Niepold is working on a flyer for NSTA, which is early April prior to the launch, so the initial flyer will be a "coming soon!" teaser, but once the report is out and the website is up, we can continue to promote NCA and look for additional ways to add value, link to existing resources, etc.

As a primary focus of the call, I'm suggesting we brainstorm the names of and best way to contact organizations, lists, partners in the broad education arena who we should market the teachable moments of NCA to.

Here's the link to notes page: https://docs.google.com/a/ncse.com/document/d/1TMl1OcoFO5Sc03_deyhlkSbpjFynFPb_KsqYOV5BhyY/edit

There is an audio recording of this teleconference call here (MP3 Audio 19.5MB Mar18 14).

Abstract: Meet Students for Sustainability, a group of dedicated high school seniors in Port Townsend, WA who are creating a wave of student voices from across the U.S. to the 'other' Washington using only public transportation. Along the 55 stops at train stations from Seattle to D.C., they will gather petitions with suggestions, ideas and concerns about climate action to deliver to our leaders in our nation's capitol.

Bios:
Laura Tucker has spent her life working for a better planet, including participating in the first Earth Day in 1970 and continuing through a career in environmental and science education. She has been honored to serve as the advisor to this amazing group of students for the past two years along with Lois Sherwood, their 10th grade science teacher.

Ewan Shortess, president of SFS, has dedicated the past two years to coordinating the efforts of this exceptional group. He received the E3 Washington Green Apple award in 2012 for environmental leadership with Students for Sustainability.

Natalie Toews, secretary of SFS and Senior Class President, set the course for this trip to D.C. by suggesting that plane travel was not 'walking their talk', resulting in the choice to take the bus, ferry and train all the way to the 'other' Washington.

John Reid has been instrumental in leading the effort to fix the broken recycling system at the school, conducting waste audits and creating a business plan to pay custodians to empty the recycling.

All are members of the National Honor Society for their scholarship and volunteer with many groups in their community including planting over 3,500 trees with the Northwest Watershed Institute and the Jefferson Land Trust, as well as working with the Food Bank, Search and Rescue, local radio station KPTZ, and the Port Townsend Film Festival.

The slides are here (Acrobat (PDF) 1.8MB Mar10 14) and here (PowerPoint 11.2MB Mar10 14) and here in Apple Keynote (Zip Archive 14.6MB Mar10 14).

There is more information about this project look here.

There is an audio recording of this teleconference call here (MP3 Audio 18.5MB Mar11 14).

Indicate your interest and session proposal ideas here

There is an audio recording of this teleconference call here (MP3 Audio 18.2MB Mar4 14).

The discussion will be led by Mark McCaffrey and Minda Berbeco. The agenda is available at this Google Document Link

A National Climate Assessment slideshow on its Digital Distribution Strategy is here (Acrobat (PDF) 8.3MB Feb25 14).

There is an audio recording of this teleconference call here (MP3 Audio 18.4MB Feb25 14).

Abstract:
The mission of the Great March for Climate Action is to change the hearts and minds of the American people, our elected leaders, and people across the world to act now to address the climate crisis. On March 1, 2014, hundreds of climate patriots will set out from Los Angeles, CA, walking 3,000 miles across America to Washington, DC, inspiring action to resolve the climate crisis. This will be one of the largest coast-to-coast marches in American history.

The March seeks to build the broadest possible public consensus and is focused strictly on the climate crisis. Marchers will, of course, have their own personal stories and perspectives. However, it is important that we stick to the core message, in unison, with our words, signs and public presentations. This is a collaborative/pluralistic movement wherein we provide the necessary structure for organized change. Through marching, we orchestrate a highly-visible, eight-month public display of human dedication and self-sacrifice. From this foundation, participating educators, affinity organizations and business partners are given a platform from which to discuss education, policy reform and sustainable development relevant to climate change.

Throughout the planning, Marching, and concluding phases of this movement, we will be seeking strategic alliances and collaboration with affinity organizations to advocate for lasting, sustainable actions to resolve the climate crisis. We do not exclusively seek monetary funding and do not align ourselves with political agendas, candidates or personas. Additionally, we are not funded on credit or loans. All sponsorship has been done through grassroots donations and individual fundraising efforts. Support through equipment, food donations, water supplies, and other resources as well as the less-tangible story-sharing in classrooms, traditional word-of-mouth conversations, and social media networking are vitally important to the success of our March.

Presenter:
Jimmy Betts, Program Coordinator and Facilitator, Jimmy@ClimateMarch.org, 262-235-3276 (262-23-LEARN)

The notes for this presentation are here (Acrobat (PDF) 526kB Feb18 14).

There is an audio recording of this teleconference call here (MP3 Audio 16.8MB Feb18 14).

Abstract: This U.S. EPA-funded EE Capacity Online Learning Community worked for 8 months in 2013 creating materials aimed at encouraging and supporting formal and informal educators not yet addressing climate change education in getting started. Leaders of POLCA will introduce participants to their multidisciplinary product by highlighting unique elements of their e-publication (from the needs assessment to fitting climate change with social studies and common core standards to learner-focused action projects for learners of all ages).

Presenters: The POLCA leadership team. These environmental educators facilitated the working groups responsible for creating each of the chapters:
- Christopher Johnson, Educational Consultant
- Deborah Shiflett-Fitton, Cape Light Compact
- Jennifer Hubbard-Sánchez, Kentucky State University
- Kristen Poppleton, Will Steger Foundation
- Lisa LaRocque, Intercambios
- Lori Kumler, University of Mount Union
- Susan Jane Gentile, Antioch University and Living Routes and
- Karen Hollweg, EE Capacity Professional Learning Community Lead Facilitator

The presenters ask that participants open both the PowerPoint slides (in pptx (PowerPoint 2007 (.pptx) 2.7MB Feb10 14) and pdf (Acrobat (PDF) 1MB Feb10 14) formats) AND OPEN THE ENTIRE PUBLICATION (all 12 sections) by clicking on the button labeled "Download all CCEE POLCA pdfs" at the bottom of this webpage, and opening the file of zip files. They will be referring to both the PowerPoint and multiple sections of the e-publication during the telecon.

There is an audio recording of this teleconference call here (MP3 Audio 21.6MB Feb11 14).

We will give an overview of the National Council for Science and the Environment's Builiding Climate Solutions meeting and in particular the session on Building a Climate Change Education and Communication Collective. During this session we got additional input on the Google Doc "Collective Impact on the Local to Global Challenges Presented by Climate and Global Change Education, Literacy, Preparedness, Adaptation, and Mitigation" which can be found here http://tinyurl.com/mzy8v4w. Note: not all notes taken during the session have been integrated into the Google doc yet.

We discussed this document during our Jan 14th teleconference. Scroll down to that date for more information.

There is an audio recording of this teleconference call here (MP3 Audio 16.1MB Feb4 14).

Abstract: This talk will discuss development of the NEON higher education program. Focus will be placed on online multi-media materials being developed to teach complex data topics. Also discussed will be the development of activities that engage students in the use of larger, long-term datasets to address ecological questions.

Bio: Leah has a Ph.D. in Remote Sensing Ecology from Penn State University and is passionate about remote sensing (and other geospatial) data. Her research utilizes LiDAR remote sensing methods to detect and characterize riparian forests and to furthermore quantify landscape / watershed level disturbance impacts. Her master's degree is in Landscape Architecture with a focus on ecological planning. She recently served as a visiting assistant professor in the Department of Landscape Architecture at Penn State.

Leah has over 10 years of University teaching and course development experience in the areas of spatially driven (GIS) ecological analysis, GPS and ecological planning. She is also interested in creative 3-D visualization techniques of spatial data to demonstrate the ecological impacts of disturbance. She has worked in Yosemite National Park simulating forest density and thinning scenarios in support of both fire management and recreational use planning.

The slides for the presentation are here (Acrobat (PDF) 4.7MB Jan27 14).

There is an audio recording of this teleconference call here (MP3 Audio 19.4MB Jan28 14).

For the next several months CLEAN and the National Climate Assessment Education Affinity Group will have joint calls on the third Tuesday of the month at CLEAN's usual 1PM ET, 10AM PT time slot.

Our focus this first meeting will be looking at existing regional resources and ideally identifying people to lead the regional sections, building on what we already have while we await the final report and related regional resources.

Here's a page we've set up for the meeting that uses the Northeast as an example:
https://docs.google.com/a/ncse.com/document/d/1Y1HaVFj1XFCERwga6aAaDQh1khcfXL-w0Vu4nQDQH0A/edit

There is an audio recording of this teleconference call here (MP3 Audio 20.4MB Jan21 14).

This document has grown out of discussion held in a workshop at AGU in December and is supplemented by notes from a session at the Tri-Agency Climate Change Education PI meeting in October 2013 and from a white paper resulting from the Climate and Energy Literacy Summit held in December 2012. We would like to continue and build on this conversation through discussions on the CLEAN Network teleconference and in other face-to-face meeting opportunities. The summary document the Collective Impact discussion is here.

The AGU Workshop titled Preparing for Global Change: Education, Collaboration and Community Engagement to Enable a Science Savvy Society Workshop" was convened by Mark McCaffrey, Minda Berbeco, and Tamara Ledley

In addition to the Collective Impact discussion, Mark McCaffrey led a breakout on Education, Communication and Outreach and How to Integrate them; and Minda Berbeco led a breakout titled How Can the Next Generation Science Standards be Leveraged for Greater Climate Literacy?

If you are interested in a summary of the discussions of all the AGU Workshop breakout groups you can read that summary of the discussions of all the AGU Workshop breakout groups you can read that here.

There is an audio recording of this teleconference call here (MP3 Audio 20.8MB Jan14 14).

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Jan7 14).