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Initial Publication Date: March 29, 2016

2015 CLN Teleconferences

December 29, 2015: Informal discussion - no recording made

December 22, 2015: Informal discussion

December 15, 2015: Informal discussion / CLEAN at AGU Dec. 14-18 - no recording made

Discussed the potential impacts of the COP21 Paris Agreement on state-level actions in Kentucky, Ohio, and Washington. Will it energize efforts or be simply ignored? How will the coal/fossil fuel industry react? In Ohio, in a surprising move, "Columbus-based AEP [American Electric Power] is committing to develop 500 megawatts of wind energy and 400 megawatts of solar energy ... [and] agreeing to close two of its coal-fired plants or convert them to run on natural gas by 2029 and 2030." ([https://www.dispatch.com/article/20151214/NEWS/312149732]). Will local economics -- with a nudge from policy and advocacy work - drive the needed changes in GHG emissions?

December 8, 2015: LIVE FROM PARIS - Kristen Poppleton, Climate Generation: A Will Steger Legacy, Title: Window into Paris: COP21

Climate Generation will bring a delegation of 10 Education Ambassadors to Paris, in conjunction with the UNFCCC 21st Conference of the Parties in Paris, France December 6-December 11, 2015. These ten teachers represent diverse subject areas, grade levels, and educational settings from each of the following states: New York, North Carolina, Georgia, Minnesota, and Colorado. Individuals and classrooms from around the world will be able to join virtually via daily webinars and blogs during COP21.

http://www.climategen.org/cop21

This CLEAN Network presentation was conducted on WebEx hosted by the Federation of Earth Science Information Partners and the Foundation for Earth Science.

Here is the link to the YouTube recording for this teleconference.

December 1, 2015: LIVE FROM PARIS - Frank Niepold, NOAA Climate Program Office, Juliette Rooney-Varga, U Mass - Lowell and Johanna Bozuwa, Earth Day Network Title: #COP21 Youth Engagement on #climatechange and Climate Interactive's World Climate Game

This November and December, youth leaders focused on climate change from all over the world will gather for the UN climate talks in Paris. To support youth virtually, you can join youth leaders from the United States and around the world on November 30th and December 3rd to learn more about how they are taking the lead in advancing climate solutions. Youth and education leaders can ask their questions in advance by using the hashtag #Youth4Climate.

https://www.climate.gov/teaching/climate-youth-engagement/case-studies/youth-climate-summit-scale-initiative

Climate Interactive's webinar on December 3rd - register here

Click here for Information about the World Climate Project

This CLEAN Network presentation was conducted on WebEx hosted by the Federation of Earth Science Information Partners and the Foundation for Earth Science.

Here is the link to the YouTube recording for this teleconference.

November 24, 2015: Informal discussion: background on issues and activities at COP21

Many members and friends of the CLEAN network are involved in the upcoming COP21 meetings in Paris - with activities planned both in Paris and in the United States. On Tuesday we will have an informal overview of what they are planning to do and how you can be involved.

We expect that Frank Niepold (NOAA), Kristen Poppleton (Climate Generation), Juliette Rooney-Varga (U Mass - Lowell), Gary Braasch (Environmental Photography), and likely Johanna Bozuwa (EarthDay Network) will join us.

If you are going to Paris for an event associated with COP 21 or have an event in the U.S. associated with COP 21 please add it to the list of activities on this Google Document. And if you can, please participate in Tuesday's teleconference call to share what you are planning.

An audio recording of this teleconference call is here (MP3 Audio 12.2MB Nov24 15).

November 17, 2015: Informal discussion

November 10, 2015: Kate Heffernan, National Center for Science Education
Title: Scientists in the Classroom: Connecting the scientific community with K-12 classrooms to address climate change

November 3, 2015: Informal discussion / CLEAN at GSA November 1-4

October 27, 2015: Energy Action Month:
Alexis Wolfe (2015 John D. Knauss Marine Policy Fellow Title, Bioenergy Technologies Office, US Department of Energy)
Title: BioenergizeMe !

Abstract: Many students haven't thought much about biomass as an option for generating electricity, transportation fuels, and other products. The Biomass Basics Webinar provides general information about bioenergy, its creation, its potential uses, and its future. As a clean future resource learn how biomass can help our planet and move to a clean energy economy.

Bio: Alexis Wolfe is a John A. Dean Knauss Marine Policy Fellow in the Bioenergy Technologies Office at the Department of Energy. Ms. Wolfe's work focuses on algal technologies, as well as education and workforce development. Her interests include the capacity development of STEM educators, science communication, and strengthening the connection between science and policy. Ms. Wolfe received a Master's in Marine Policy from the University of Delaware, and a bachelor's Degree, with Honors in Environmental Science from the University of Florida.

The slides for the presentation are here (Acrobat (PDF) 4.3MB Oct27 15) and here (PowerPoint 2007 (.pptx) 15.4MB Oct27 15) with notes.

An audio recording of this teleconference call is here (MP3 Audio 6.5MB Oct27 15).

October 20, 2015: Informal Discussion

October 13, 2015 [CLEAN at NAAEE October 15-18]: Energy Action Month:
Scott Thach, Vice President of Education, Alliance to Save Energy
Title: Student Leadership in Climate Change Mitigation: The Alliance to Save Energy Education Programs (http://www.ase.org)

Abstract: Climate change will profoundly affect the lives of today's college students. Over the coming decades, they will witness the effects of an unprecedented natural imbalance; but the crisis will also bring opportunities for innovation and leadership. Many colleges and universities are leading the shift toward clean and efficient energy use. In California, the UC system has committed to achieving carbon neutrality by 2025. A critical element in the UC's Carbon Neutrality Initiative is student engagement. As the primary campus occupants, their behavior drives energy demand, so a comprehensive strategy has to include education, outreach, and engagement of students. These are some of the issues the Alliance to Save Energy's PowerSave Campus Program was designed to address. Through the academic infusion of energy principles, hands-on projects, and student-led efficiency campaigns, the PowerSave program allows students to take the lead in transforming their campuses into cultures of efficiency. They work hand-in-hand with their educators, facilities staff, administrations, and other stakeholders to reduce energy waste. The program also gives students the knowledge and skills to become smart energy consumers, professionals, and leaders. This presentation will cover best practices, successful strategies for overcoming obstacles, and case studies in the transformative power of energy efficiency education.

Bio:
Scott Thach joined the Alliance in 2011. As Vice President of Education, he oversees over 100 schools and 16 campuses in the Alliance's PowerSave Schools and Campus programs. Over the last 4 years, he has been instrumental in redesigning key elements of the PowerSave Schools program and forging new relationships with key partners. Before joining the Alliance, Scott worked as an educational therapist for more than 12 years. He holds a bachelor's degree in Media Studies from Pomona College and a master's degree in Education from Cal State Northridge.

The slides for the presentation are here (Acrobat (PDF) 2.6MB Oct10 15).

An audio recording of this teleconference call is here (MP3 Audio 20.5MB Oct14 15).

October 6, 2015: Followup discussion on National Environmental Education Foundation report on Environmental Literacy.

We had a great conversation on Sept 29th examining the overlap of Climate and Environmental Literacy, thinking about how we can work together, and about what would be useful to build from the NEEF Report to support Climate Literacy. This week's discussion will focus on examining who beyond the usual audiences should we think about concerning climate change education. We will draw from chapters 8 and 9 of the NEEF report and Vicki Arthur's summary of the climate change-related content of the NEEF report. Opportunities might be to develop an addendum to the NEEF report focused on climate and energy literacy and provide input to the writing of the next National Climate Assessment.

Patrick Deavy and Sara Espinoza from the National Environmental Education Foundation (NEEF) will be joining us for this conversation.

Vicki Arthur's summary (Microsoft Word 2007 (.docx) 20kB Sep28 15) of the climate-related elements of the NEEF report.

An audio recording of this teleconference call is here (MP3 Audio 20MB Oct6 15).

September 29, 2015: Informal discussion on National Environmental Education Foundation report on Environmental Literacy

September 22, 2015: Informal discussion
The scheduled talk by David Herring (Director of Communications & Education, NOAA Climate Program Office) has had to be canceled due to a program conflict.

September 15, 2015: Informal discussion

September 8, 2015: Ellie Johnston, Climate Interactive, and Juliette Rooney-Varga, Associate Professor, University of Massachusetts Lowell
Topic: World Climate, a simulation role-playing game of the UN climate talks

Abstract: Ellie Johnston Climate Interactive and Juliette Rooney-Varga of UMass Lowell will present World Climate, a simulation role-playing game of the UN climate talks in which participants get to take on the role of negotiators. They will give an intro to the game and the decision-support computer model that grounds the exercise in science, then run a mini version of the game in which webinar participants can make their own decisions about climate policy and find out what your global deal means for future generations. We'll discuss 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.

Climate Interactive aims to reach 10,000 people before the UN climate talks in Paris this December. Their work has been recognized by the White House, the French government, and dozens of institutions worldwide. With support from NASA and the National Science Foundation external evaluations of the learning outcomes from the exercise indicate that it is a powerful tool for delivering insights into the urgency, scale, and motivations for action on climate.

Bios:
Ellie Johnston is the Manager of the World Climate Project at Climate Interactive and facilitates From working with young leaders in international policy to editing a reference encyclopedia on sustainability, Ellie has a breadth of experience in what it will take to find success in meeting the world's sustainability challenges. Ellie has worked with many civil society and non-profit organizations on strategic development and sits on the board of SustainUS.

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.

This presentation will be given live using GoToWebinar. Information about how to access this presentation will be given in the email announcement to members.

Here are some slides in ppt(x) (PowerPoint 2007 (.pptx) 15.3MB Sep4 15) (and in pdf (Acrobat (PDF) 8.4MB Sep4 15)) about the World Climate game and process.

An audio recording of this teleconference call is here (MP3 Audio 19MB Sep8 15).

September 1, 2015: Informal discussion

August 25, 2015: Informal discussion

August 18, 2015: Informal discussion

August 11, 2015: Informal discussion

August 4, 2015: Informal discussion

July 28, 2015: Informal discussion - no recording made

July 21, 2015: Informal discussion

July 14, 2015: Informal discussion

July 7, 2015: Informal discussion

June 30, 2015: Informal discussion

June 23, 2015: Informal discussion

June 16, 2015: Informal discussion

June 9, 2015: Informal discussion

June 2, 2015: Rachael Shwom, Assistant Professor, Department of Human Ecology, Climate & Society, School of Environmental and Biological Sciences, Rutgers University
Coauthors: Cindy Isenhour, University of Maine; Rebecca C. Jordan, Rutgers University; Aaron M. McCright, Michigan State University; Jennifer Meta Robinson, Indiana University

Title: Enhancing Climate Literacy through the Social Sciences

Abstract: Coordinated efforts to improve climate literacy have been underway for over two decades, culminating in the publication of Climate Literacy: The Essential Principles of Climate Sciences (1). Developed through a collaborative process involving several US government and science agencies, non-governmental organizations, and individual scientists and educators, this guide outlines a consensus on what climate literacy is and why it is important. As the guide notes, climate-literate individuals should be able to: (a) understand the basic principles of Earth's climate system, (b) assess scientifically credible information about the climate, (c) meaningfully communicate about climate and climate change (CC), and (d) make informed and responsible decisions about CC. Achieving these competencies requires an interdisciplinary approach that integrates social science knowledge with biophysical science knowledge. To facilitate such integration, this review identifies important social science knowledge that is vital for cultivating climate literacy.

Recent years have seen continued calls for greater participation by social scientists in climate science and (formal and informal) climate education (2). At the same time, social scientists have amassed substantial bodies of CC-relevant knowledge. Indeed, several social science disciplines—psychology (3), anthropology (4), and sociology (5) —recently have summarized the state of their respective disciplinary knowledge about CC. Thus, the social sciences are ready to engage with climate literacy.

This review offers a framework for conveying the social science dimensions of climate literacy. We first identify the most robust social science knowledge relevant to the current climate literacy principles mentioned above. We then describe key social science contributions to our understanding of CC decision-making that are not located within the current climate literacy principles. Finally, we identify areas where climate social science theoretical development and empirical research need strengthening to further advance climate literacy.

1. NOAA. 2009. Climate literacy: The essential principles of climate sciences. NOAA Guide: 14 www.climatescience.gov/Library/Literacy/.

2. Victor DG. 2015. Climate change: Embed the social sciences in climate policy. Nature 520: 27–29.

3. Swim J, et al. 2009. Psychology and global climate change: Addressing a multi-faceted phenomenon and set of challenges. A report by the American Psychological Association's task force on the interface between psychology and global climate change. Washington, DC: American Psychological Association.

4. Fiske SJ, Crate SA, Crumley CL, Galvin K, Lazrus H, Lucero L, Oliver-Smith A, Orlove B, Strauss S, Wilk R. 2014. Changing the Atmosphere. Anthropology and Climate Change. Final report of the AAA Global Climate Change Task Force: 137. Arlington, VA: American Anthropological Association.

5. Dunlap R and Brulle R. Forthcoming 2015. The Sociology of Climate Change. Washington, DC: The American Sociological Association's Task Force on Climate Change.

Bio: Rachael Shwom is a sociologist who is interested in how different groups of people in society make sense of and respond to energy and climate change problems. She understands these processes as not just technological or economic processes, but inherently social and political processes. She is particularly focused on the role of civil society, such as environmental groups and the public in general, and their role in perceiving and acting to remedy climate change. She has studied public opinion on climate change, non-profits' decisions to partner with businesses to address energy issues, household energy consumption, long-term risk governance, and risk communication. She uses both quantitative and qualitative methods to study these issues including surveys, social network analysis, and semi-structured interviews. Her work is strongly interdisciplinary. She teaches undergraduate courses in Energy and Society, Innovative Solutions to Environmental Problems, an interdisciplinary class on Energy and Climate Change, and Environmental Politics. She also teaches graduate courses in Human Dimensions of Environmental Change, Organizations in the Environmental Movement, and Long Term Risk Assessment and Governance.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 619kB Jun2 15).

The recording of the presentation is here (MP3 Audio 21.5MB Jun2 15)

May 26, 2015: Informal discussion

May 19, 2015: Randy Russell, Game & Interactive Multimedia Developer UCAR Center for Science Education, Boulder, CO
Title: Simulations and Games for Climate Education

Bio: Randy Russell develops educational resources and leads teacher professional development opportunities at the UCAR (University Corporation for Atmospheric Research) Center for Science Education (SciEd.ucar.edu), which is housed at the National Center for Atmospheric Research (NCAR), a major climate & atmospheric science research lab in Boulder, Colorado. His main passion is the development and use of educational simulations and games for Earth science education. He has been at UCAR/NCAR for 12 years; previously he helped faculty at Michigan State develop online courses in STEM disciplines, briefly worked as a telecommuter for TERC, and for a short while drove satellites at NASA's Goddard Space Flight Center. He started in science and engineering with a decidedly spacey theme (B.S. astrophysics, Michigan State; M.S. aerospace engineering), then grew interested in STEM education and got his doctorate in education from Michigan State.

Abstract: I create educational simulations and games myself, and also like to check out what cool things other groups are doing along those lines. I'll provide something akin to a visual literature review of some of the simulations and games that are relevant to climate and energy education. Some of the items I'll show were developed by our group at UCAR, but most come from a variety of sources such as NASA, universities, the BBC, the Concord Consortium, and others. I'll provide a quick overview of several items that address climate issues such as the greenhouse effect, tree rings and paleoclimates, climate modeling, melting glaciers, and more... as well as where to find them online. I'll follow with quick "teaser" demonstrations of as many items as I can get to in the allotted time. I've collected links to numerous games and sims for climate and related topics onto a website, which I'll share. All items referenced during the webinar can be accessed via the following web page - scied.ucar.edu/events/clean-webinar-may-2015

The slides for the first part of this presentation are here (PowerPoint 2007 (.pptx) 10.5MB May18 15) and here (Acrobat (PDF) 4MB May18 15).

An audio recording of this teleconference call is posted here (MP3 Audio 19.8MB May19 15).

The associated live demo using WebEx video streaming is available here.

May 12, 2015: Informal discussion

May 5, 2015: Informal discussion

April 28, 2015: Informal discussion

April 21, 2015: Brief Update on AGU Climate Literacy sessions and then informal discussion

April 14, 2015: Informal discussion

April 7, 2015: Johanna Bozuwa, Associate Director of Education, Earth Day Network
Topic: Climate Education Week

Abstract: Earth Day Network presents Climate Education Week, on April 18-25th. Climate Education Week will provide standards-based, state-of-the-art climate education to over 100,000 K-12 schools across the United States under the banner of our 2015 Earth Day theme, "It's Our Turn to Lead." To carry out Climate Education Week, EDN is developing an online toolkit that provides teachers with everything they will need to deliver lessons and activities related to climate science. It will include lesson plans for specific grade levels that meet both NGSS and CCS. The toolkit will be cross-disciplinary, with activities ranging from scientific investigations of renewable energy to a lesson plan simulating policy recommendations to the UN. Earth Day service learning projects will also be provided to inspire educators and their students to take action on April 22nd. The website with the Climate Education Week activities is here

Bio: Johanna assists in international outreach for Earth Day campaigns, organizing events all over the world. She works closely with the Green Schools Program, researching the benefits of environmental education and green schools for students, communities, and the environment. Johanna has worked in both environmental advocacy and education, including editing environmentally-focused educational children's books at Nomad Press. Johanna earned her degree in Environmental Policy from Barnard College, where she was also an Athena for Leadership Studies Scholar.

The slides for this presentation are here (Acrobat (PDF) 2.4MB Apr7 15).

An audio recording of this teleconference call is posted here (MP3 Audio 11.5MB Apr7 15).

March 31, 2015: Kristen Poppleton, Director of Education, and Jothsna Harris, Education Coordinator, Will Steger Foundation
Title: Climate Minnesota: Local Stories, Community Solutions. A Statewide Public Engagement Project. (www.climateminnesota.org)

Abstract:

The Will Steger Foundation(www.willstegerfoundation.org) has launched Climate Minnesota: Local Stories, Community Solutions, a two-year project funded through the Minnesota Environment and Natural Resources Trust Fund. Climate Minnesota responds to the urgent need to increase climate literacy and promote sustainable behavior change among Minnesotans by sharing the knowledge of local experts and the stories of individuals impacted by climate change. The project builds on the power of media for sharing stories and the importance of personal contact to reach a broader, more diverse audience.

The project's components include:
1) Convenings: Throughout 2015 and into 2016, we will hold a series of 12 public convenings across the state that will connect communities through local science, stories, and solutions that encompass the broad range of impacts that Minnesotans are seeing now. In addition, we will hold two to four educator workshops that highlight local resources and build capacity.
2) Climate action teams: Each convening will culminate in the establishment and ongoing support of peer groups in all of the 12 communities. These groups will focus on sharing their "climate stories" and implementing community projects that advance climate change solutions.
3) Storytelling Collection: We're inviting Minnesotans across the state to share their stories of how climate change has impacted their lives, either in blog or podcast form. We will present these stories online and encourage them to be shared statewide as educational resources and as inspiration for climate action.
4) Television production: Twin Cities Public Television (TPT) is creating TV production and video segments that examine the different ways that climate change is affecting Minnesotans in various settings.

Bios:

Kristen Poppleton has spent the last five years developing and directing the Will Steger Foundation's climate change education program. Her work includes collaborating locally and nationally on climate and STEM education initiatives, creating original materials and training, strategic planning with the organization's board and staff to develop a clear educational philosophy, and seeking funding through partners and writing grants. In addition to her work with WSF Kristen is currently working as a Next Generation Science Standards curator assisting the National Science Teacher's Association identify educational resources that support the new standards.

Jothsna Harris is the Will Steger Foundation's Education Coordinator and is currently coordinating the series of public statewide Climate Minnesota Convenings. Before the Will Steger Foundation, Jothsna served as a 2013-14 MN GreenCorps Energy Conservation Member in the Burnsville Independent School District (ISD) 191, where she coordinated a multi-pronged energy conservation campaign, designed to engage students, staff, and community members and to inspire behavioral changes. In addition to her current role at the Will Steger Foundation, Jothsna serves on the Executive Board for the Minnesota Green Schools Coalition through the USGBC MN Chapter and is working on a Master of Liberal Studies degree in Innovation and Sustainability at the University of Minnesota.

The slides for this presentation are here (PowerPoint 39MB Mar30 15) and here (Acrobat (PDF) 39.9MB Mar30 15).

An audio recording of this teleconference call is posted here (MP3 Audio 25MB Apr1 15).

March 24, 2015: Minda Berbeco, Programs & Policy Director; Mark McCaffrey, climate literacy consultant; National Center for Science Education
Title: NCSE: Combating Science Denial on the Homefront and Beyond

Abstract:

Since launching our climate change initiative in 2012, Mark McCaffrey has been integral in NCSE's efforts to combat anti-science legislation, support educators, engage in professional development, and advise on curriculum development. Mark markedly raised NCSE's visibility with like-minded organizations and federal agencies--including an invite to participate in the White House's National Climate Assessment conference last year.

Thanks to our greater visibility, NCSE can work with educators, school districts, and state boards of education that encountering resistance to teaching climate change. But what's this mean and how do we help educators? In this webinar, we'll talk about the past 3 years of NCSE's work with climate change education, our plans for the future, and Mark's next steps in developing an international CLEAN.

Helpful Links:

Article 6 of the United National Framework Convention on Climate Change (UNFCCC) signed by virtually all nations in 1992: http://unfccc.int/essential_background/convention/background/items/1366.php

The Ministerial Declaration from COP20 making the case for Article 6:http://www.uncclearn.org/news/cop20-ministerial-declaration

Here are the nations that have identified Article 6 focal points:http://unfccc.int/cc_inet/cc_inet/focal_points/items/6833.php

Here's UNITAR's Guidance Note for Developing a National Climate Change Learning Strategy: http://www.unitar.org/how-develop-climate-change-learning-strategy

Climate KIC (Knowledge Innovation Community: http://www.climate-kic.org/

Climate KIC Learning Portal: http://www.learning.climate-kic.org/

Bios:

Minda Berbeco came to NCSE from UC Davis, where she was a post-doctoral scholar conducting research studies on climate change and agriculture. An expert on the carbon cycle and climate change, she has taught, written, and presented talks on the effects of climate change on forests and carbon and nitrogen cycling. Berbeco brings to NCSE a knowledge of climate change policy, greenhouse gas emissions, mitigation in agriculture and forests, and related topics.

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-Principal Investigator of the Climate Literacy & Energy Literacy Network (CLEAN), and a 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 affinity 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. (see http://www.markmccaffrey.com/marked-climate-consulting.html)

The slides for this presentation are here (PowerPoint 2007 (.pptx) 11.8MB Mar19 15) and here (Acrobat (PDF) 3.1MB Mar19 15).

An audio recording of this teleconference call is posted here (MP3 Audio 19.6MB Mar24 15).

March 17, 2015: Brief Overview of Energy Literacy Video Series, Erin Twamley, Department of Energy

At the nexus of climate change is energy. From weather patterns and food chains to human society's daily electricity and heating needs, to the toys kids use, energy is everywhere. Understanding energy and its role in our lives can help us make better-informed decisions about our homes, communities, and our world. Incorporating energy into your classroom or program is crucial whether you are a science, math, or even social studies teacher.

To help bring energy to you and your students, check out the new Energy Literacy Video series and the Energy Literacy Quick Start Guide aligned to Common Core Standards and the Next Generation of Science Standards. The video series and accompanying lessons are also aligned with the Department of Energy's (DOE), Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education framework. The videos help to engage students on the 7 Principles of energy outlined in the Framework.

The Quick Start Guide and sample Social Studies lessons help teachers connect energy to political and economic factors, policy decisions, and quality of life. The video series is also available in Spanish and are found on YouTube.

The new Energy Literacy Video series and guides are a collaborative project with DOE, American Geosciences Institute, and the National Center for Science Education.

An audio recording of this teleconference call is posted here (MP3 Audio 11.5MB Mar18 15).

March 10, 2015: AGU Climate Literacy session proposal discussion

It is time to identify the climate literacy sessions we would like to have at the Fall AGU meeting (San Francisco, Dec 14-18, 2015) and the convenors who will organize those sessions. Please join the discussion. If you can't call in please let me know both your ideas for sessions and your interest in organizing a session. - Tamara Ledley

The link to the Google doc where we will be listing session proposal ideas and identifying convenors is here

An audio recording of this teleconference call is posted here (MP3 Audio 19.5MB Mar16 15).

March 3, 2015: Brian Drayton (Co-Director, Center for School Reform, TERC) and Gilly Puttick (Senior Scientist, TERC)
Title: Place, community, and Biosphere: An Overview of the TERC Life Science Initiative's climate education work

Abstract: Climate change education is one of the strands of work in the Life Sciences Initiative of the Center for School Reform at TERC. Beginning in the late 1980s, an early initiative included The Global Lab, the first curriculum available nationally that introduced probes and computers in the classroom. Another early product was the Ecology curriculum, with a hands-on unit on carbon cycling and climate change, presented from an ecological perspective.

Since that time, our work has evolved through successive phases of development, beginning with the presentation of concepts related to climate change informed by the learning sciences, through an increased understanding of the importance of place and identity, to an emphasis on place-identity, and an understanding of community involvement.

In this talk, we will describe this evolution, using examples drawn from programs and products we have developed. We will elaborate on how theoretical frameworks drawn from conservation psychology and theories of behavior change have come to play a prominent role in how we think about engaging learners with the complexity of climate change.

Gilly Puttick's Bio: Gilly Puttick is currently a co-leader of the Life Sciences Initiative at TERC. Since 1991, Puttick has conducted research on science teaching and learning, developed life science curricula for elementary, middle, and high school, and designed professional development programs for middle and high school science teachers. Her recent work has focused on climate change education, with the development of curricula and programs for formal and informal educational settings. Research and development projects include Biocomplexity and the habitable planet, Girls Energy Conservation Corps, Scratch Girls: Designing games to learn about climate change and The Climate Lab.

Brian Drayton Bio: Brian Drayton is Co-Director of the Center for School Reform and co-leader of TERC's Life Sciences Initiative. Over the past 25 years, Drayton has conducted research on science pedagogy, helped create and research electronic communities for science education and developed curriculum materials for middle and high school. TERC curricula related to climate change include the Global Lab; Ecology: a systems approach, Biocomplexity for a habitable planet, and The Climate Lab.

The slides for this presentation are here (PowerPoint 9.4MB Mar3 15) and here (Acrobat (PDF) 4.2MB Mar3 15)

An audio recording of this teleconference call is posted here (MP3 Audio 17.2MB Mar3 15).

February 24, 2015: David Brooks, Institute for Earth Science Research and Education (INSTESRE)
Title: Developing a Project-Based STE(A)M Program Around Environmental/Climate Science

Abstract: A successful STE(A)M program should integrate all components of the STEM paradigm plus, increasingly, an arts component. It should provide access points for a wide range of student interests and capabilities. It should involve a process that works across disciplines. It should promote schools as centers for education and student research. It may produce student outcomes that are not easily measurable by traditional subject-specific testing.
Pyranometry is one example of a project-based approach to STEM education, focusing on a central theme of climate science. Students can build their own instruments, which will produce scientifically valid and interesting data to support student research for many years. The nature of the measurement encourages the development of a long-term institutional commitment to supporting student research.

David Brooks Bio:
David Brooks holds BS and MS degrees in physics and a Ph.D. in atmospheric physics from Imperial College, University of London. He is a former researcher at NASA's Langley Research Center and Research Professor at Drexel University. He is a former PI for atmospheric science in the GLOBE Program. He founded the Institute for Earth Science Research and Education (IESRE) in 2004. He was PD for IESRE's NASA-funded Climate Science Research for Educators and Students project, completed in 2014, and is currently PD for one of 23 national environmental education grants awarded in 2014 by the Toyota USA Foundation.

The slides for this presentation are here (PowerPoint 2007 (.pptx) 2.5MB Feb23 15) and here (Acrobat (PDF) 889kB Feb23 15).

There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Feb24 15).

February 17, 2015: Informal discussion

February 10, 2015: Don Duggan-Haas, Director of Teacher Programming for The Paleontological Research Institution and its Museum of the Earth & Cayuga Nature Center
Title: Hydrofracking, Climate Change, and Evolution Outreach Yields Rules of Thumb for Teaching about Controversial Issues

Abstract:
The Paleontological Research Institution has a long history of nurturing public understanding of controversial issues. PRI's 11-year-old Museum of the Earth is built around the idea of evolution, and evolution education stretches back long before that. For more than a decade, PRI has engaged in climate change education, and, for the last several years, we have been engaged in energy education rooted in the science related to slickwater high-volume hydraulic fracturing (HVHF). These issues share common characteristics, and common rules of thumb are derived from our extensive work on teaching controversial issues. There are, however, differences among these issues and amongst the approaches that should be used in building understandings that can yield informed decisions.

Controversial issues tend to be interdisciplinary; complex; play out across multiple scales of time and/or space; and are made difficult to understand by cognitive biases. Climate change and evolution share the characteristic of grounding in areas of consensus science. While there is consensus that HVHF causes environmental harm there is no consensus as to whether the environmental costs associated with HVHF are lesser or greater than those associated with other ways of generating energy on the scale currently required by modern society.

Rules of thumb for teaching about controversial issues include recognizing that: while grounding in evidence is essential, a focus simply upon the related science is insufficient to build understanding; effective approaches for certain audiences may backfire to the point of deepening misconceptions and related convictions if used with other audiences; reframing questions away from the most obvious and most polarizing questions is often helpful; argument in the traditional sense (and potentially advocacy in the traditional sense) may deepen convictions more than understandings; and; attending to issues of scale with familiar examples and user-friendly analogies can deepen understanding.

http://prezi.com/lytrbkeyql_0/?utm_campaign=share&utm_medium=copy,

Bio:
Don Duggan-Haas is the Director of Teacher Programs at The Paleontological Research Institution and its Museum of the Earth in Ithaca, NY. Don has taught at Colgate, Cornell, and Michigan State Universities, Kalamazoo College, and Tapestry and Norwich (New York) High Schools. His current work focuses on teacher professional development and curriculum materials development that fosters an understanding of the central ideas of Earth systems science by engaging students and teachers in the close study of their local environments and using those local understandings to grok larger natural systems and human roles within those systems. Or, that's the aspiration at least.

There is an audio recording of this teleconference call here (MP3 Audio 18.8MB Feb13 15).

February 3, 2015: Informal discussion

January 27, 2015: Informal discussion about communicating climate change to young audiences

January 20, 2015: Informal discussion - Preparation for Energy and Climate Conference - National Council for Science and the Environment.

Here is the Climate Literacy Logic Model that was used as a frame for the AGU Collective Impact on Climate Literacy discussion in December and will be used at the NCSE meeting next week Google doc Climate Literacy Logic Model I am not sure what the access setting is so let us know if you have trouble getting to the logic model. Here is a pdf of the Climate Literacy Logic Model (Acrobat (PDF) 611kB Jan20 15)

There is an audio recording of this teleconference call here (MP3 Audio 14.3MB Jan20 15).

January 13, 2015: Informal discussion

January 6, 2015: Informal discussion - no recording made

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