2016 CLN Teleconferences

No recording is available.

Slides for the presentation are here (MP4 Video 282kB Dec20 16).

A video recording of this teleconference call is here (MP4 Video 29.4MB Dec13 16)

A video recording of this teleconference call is here (MP4 Video 29.4MB Dec13 16)

Abstract: In 2013 the Cayuga Nature Center established a tree phenology trail, enabling visitors to observe and record seasonal changes in ten different tree species. Nature Center staff then submit these observations to the USA National Phenology Network. The phenology trail is intended to serve as an educational opportunity for visitors and a source of data for researchers. In this presentation, I will discuss the choices made in setting up the trail, the challenges faced in this project, and the lessons we've learned.

Bio: Ingrid Zabel, Paleontological Research Institution, Ithaca, NY

Ingrid Zabel is the Climate Change Education Manager at the Paleontological Research Institution and is interested in building public understanding of the science and societal impact of climate change. She has developed content for museum exhibits on glaciers, local impacts of climate change in New York State, and the carbon cycle. Ingrid has led climate change science activities with the public, summer campers, and school groups at the Cayuga Nature Center and the Museum of the Earth, and she is currently part of a team writing PRI's Teacher-Friendly Guide to Climate Change. Ingrid has an A.B. in physics from Cornell University and a Ph.D. in physics from the Ohio State University. Before being in informal science education she worked on radar studies of sea ice and the Greenland ice sheet while at the Byrd Polar Research Center at Ohio State, and modeling and fieldwork on surveillance radar at MIT's Lincoln Laboratory.

The slides for the presentation are here (Acrobat (PDF) 4.9MB Dec2 16).

A video recording of this teleconference call is here (MP4 Video 29.4MB Dec6 16)

As the CLEAN Network has grown in its membership and range of activities as well as its visibility over the past years, it has become apparent that there is a need to have a broader leadership structure and reliable infrastructure support. This has become even more critical because of a new opportunity that has arisen for me. Many of you already know that I will be a Fellow in Harvard's Advanced Leadership Initiative in 2017. To have the work and activities of the CLEAN Network continue forward smoothly while I am on leave we have done several things. These include forming a CLEAN Network Leadership Board which has voted to join the Earth Science Information Partners (ESIP) as a cluster; and distributing responsibilities for ongoing CLEAN Network activities to volunteers (members of the CLEAN Network Leadership Board) that will be coordinated by our ESIP Fellow, Johanna Bozuwa, with oversight by the CLEAN Network co-chairs Frank Niepold and Anne Gold.

I will describe these efforts in more detail during our discussion. An outline of what will be covered can be found here. Slides describing the Earth Science Information Partners (ESIP) are here (PowerPoint 2007 (.pptx) 2.9MB Nov29 16).

A video recording of this teleconference call is here (MP4 Video 33.3MB Nov29 16)

A video recording of this teleconference call is here (MP4 Video 26.7MB Nov22 16)

Abstract: The second week of COP 22 is underway in Marrakech. We will explore the founding of a new constituency group for education, communication, and outreach groups, ECONGO, and how the CLEAN Network can engage in an international network and push for robust action in the UNFCCC policy space.

Link to ECONGO Facebook Group https://www.facebook.com/groups/1768457856741772/

ECONGO Press Conference today at 2:30 pm ET

Bio: Mark is now a Senior Fellow at the Centre for Sustainable Development Studies at the National University of Public Service in Budapest, Hungary. He was present at the first CLEAN conference call in January of 2008 and was a co-PI on the CLEAN project funded by NSF. He was an associate scientist at the NOAA Cooperative Institute for Research in Environmental Sciences at the University of Colorado at Boulder, served as program and policy director at the National Center for Science Education, was co-author of the survey of US science teachers on their practices of teaching climate change that was published in the journal Science last spring, and is author of the Climate Smart & Energy Wise, published by Corwin Press. Mark collaborates with Climate-KIC, the largest European public-private partnership focused on climate solutions, and is excited to share some background on ECONGO and its vision of working internationally to help build capacity for climate action through effective climate education, communication, and outreach.

The slides for the presentation are here (Acrobat (PDF) 3.4MB Nov15 16)

A video recording of this teleconference call is here (MP4 Video 49.7MB Nov1 16)

Abstract: Woodland Park Zoo launched Seattle Youth Climate Action Network (CAN) in early 2015 with support from The Ocean Project's Innovate Solutions Grants+ Program. Seattle Youth CAN empowers teens to address climate change in their communities through education, leadership, and action. This project represents a unique collaboration between three local informal science institutions, Woodland Park Zoo, Seattle Aquarium, and Pacific Science Center, and has engaged hundreds of teens in its first two years. The talk will focus on our evolving model for youth-driven climate action and will highlight successes and challenges from this pilot project. I will also touch on the power of collaboration between local institutions and cross-sector stakeholders.

Bio: Eli Weiss, Community Engagement Supervisor at Woodland Park Zoo and Project Leader for Seattle Youth Climate Action Network

Eli has worked for more than fifteen years as an educator and program manager, in both formal and informal learning environments. He has extensive experience working with diverse populations in Seattle and internationally. During his four-plus years at Woodland Park Zoo, Eli has developed and launched several new education programs including the Seattle Youth Climate Action Network. Through his work he has collaborated with many local and national partners and in 2013 he participated in a yearlong study circle with the National Network of Ocean and Climate Change Interpretation. Eli currently leads the Community Engagement team which is working to create more access through the zoo's education programs and increase engagement in communities that are currently less served by the zoo and its mission.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 14.1MB Oct25 16)

A video recording of this teleconference call is here (MP4 Video 33.4MB Oct25 16)

Abstract: Elementary school-aged students can learn about climate science in age-appropriate yet rigorous ways. The three-dimensional approach to science instruction advocated for in the Next Generation Science Standards offers an exciting opportunity to teach climate science to young learners. Specifically, instruction in climate science can meaningfully integrate disciplinary core ideas related to weather, climate, the Earth, and human activity with crosscutting concepts such as patterns; cause and effect; systems and system models; and scale, proportion, and quantity. Kim will share practical ways to effectively teach climate science based on her own experience with elementary school children and preservice elementary teachers. She will also share how to connect instruction about climate science to the Common Core State Standards for Mathematics.

Bio: Kim A. Cheek, Associate Professor of Science Education at the University of North Florida

Dr. Kim Cheek is a native of Pennsylvania but has lived in a variety of places inside the U.S. and overseas. She has a Ph.D. in science education from Durham University in the UK., as well as master's degrees in elementary education and geoscience. Kim has 11 years of full-time teaching experience as an elementary and middle school classroom teacher and an elementary special education teacher. At UNF, Kim teaches STEM methods courses for elementary and early childhood majors.

You can find the presentation slides here (PowerPoint 2007 (.pptx) 3.9MB Oct12 16) or here (Acrobat (PDF) 4.6MB Oct12 16)

A video recording of this teleconference call is here (MP4 Video 39.9MB Oct18 16)

A video recording of this teleconference call is here (MP4 Video 11.5MB Oct11 16)

Abstract: This presentation will share the EdgeMaker's Sustainability & Social Justice (SISJ) curriculum and seek feedback and input from CLEAN Network participants. EdgeMakers' SISJ curriculum helps students examine and reframe the environmental crisis from a story of "doom and gloom" to a vision of hope -- hope created by realizing that they have the power to create change. Participating students examine the problem of climate change in depth and evaluate solutions being developed to address the environmental crisis. As they progress through the curriculum, students design their own innovative solutions to community challenges, building on EdgeMaker's capacities of creativity, communication, design, digital fluency, collaboration, and entrepreneurship. For more information about the EdgeMakers curriculum, go to www.edgemakers.com.

Bio: Dara Westling, EdgeMaker Institute, Executive Director

Dara leads EdgeMakers Institute, whose mission is to catalyze economic and social development in communities by teaching young people the tools of innovation so that they can make a difference ahead of schedule. The Institute is independent of, but works closely with EdgeMakers, Inc. Dara was previously vice president of alliances and community engagement at TechSoup, a social enterprise that to date has matched changemakers with $5.5 billion in tech donations and services in 236 countries and territories. As a parent of young children, Dara is delighted to be working at the intersection of innovation and education to help the next generation create a brighter future.

You can find the presentation slides here.

A video recording of this teleconference call is here (MP4 Video 41MB Oct4 16)

A video recording of this teleconference call is here (MP4 Video 12.5MB Sep27 16)

Abstract: To create lasting, sustainable solutions to climate change it is necessary to engage communities. One approach is a child-driven method in which children are educated and inspired to be the agent of change in their homes and further. Can such an approach scale? Can it be effective in multi-lingual communities? What might hinder progress? Program success, new changes, and open-source partnership opportunities make for a recipe for success.

Bio: Carleen Cullen, Executive Director, Cool the Earth

In her role as founder and executive director of Cool the Earth, Carleen draws from a wealth of experience including co-founding an international information technology focused on science and medicine. Carleen oversaw taking the company public and selling it to a large European corporation. Before this, Carleen's summer jobs consisted of working at summer camps. Both experiences came together to create Cool the Earth. Carleen lives in Northern California with her family and serves on the Leadership Council for Chabot Space and Science Center, amongst other boards.

A video recording of this teleconference call is here (MP4 Video 33.3MB Sep20 16) and a chat recording here (HTML File 8kB Sep20 16).

You can find the presentation slides here (PowerPoint 3.7MB Sep16 16) or here (Acrobat (PDF) 3.7MB Sep16 16)

Abstract: Over 20,000 people spread across at least 57 countries have participated in the World Climate Simulation, a role-playing exercise of the UN climate negotiations. Facilitators will share their experiences using this simulation in a wide variety of contexts and discuss the potential for it to reach even more people. Learn more about the World Climate Simulation at: https://www.climateinteractive.org/programs/world-climate/

Bio: Ellie Johnston and Grace Mwaura, Climate Interactive

Ellie Johnston leads Climate Interactive's global climate and energy efforts. She has built up Climate Interactive's engagement programs to extend to thousands worldwide. Through this, Ellie is working to deepen and expand global understanding of how to act on climate change and related systemic challenges by bridging the gaps between science and policy.

Ellie is also on the Board of Directors of SustainUS and formerly led the organization, which has brought hundreds of young people to participate in United Nations meetings and develop expertise in effective advocacy and leadership on climate change and sustainable development. Ellie has spoken at numerous UN meetings, the White House, and many conferences on climate change.

Grace Mwaura works with Climate Interactive to elevate the reach of World Climate simulation tools and events throughout Africa. She works at the intersection of science, development, and policy and is a science communication enthusiast. She has a Ph.D. in Geography and the Environment from Oxford.

You can find the slides for the presentation here (Acrobat (PDF) 4.3MB Sep13 16) and the video recording here (MP4 Video 56.1MB Sep13 16).

A recording of this teleconference call is here (MP4 Video 19.5MB Sep6 16).

A recording of this teleconference call is here (MP4 Video 26.3MB Aug30 16).

A recording of this teleconference call is here (MP4 Video 21.2MB Aug23 16).

No recording is available.

A recording of this teleconference call is here (MP4 Video 8.6MB Aug9 16).

A recording of this teleconference call is here (MP4 Video 10.6MB Aug9 16).

A recording of this teleconference call is here (MP4 Video 21.8MB Jul26 16).

A recording of this teleconference call is here (MP3 Audio 11.1MB Jul20 16).

Abstract

On September 28, the Administration will host the first-ever White House Arctic Science Ministerial, bringing together leaders from foreign governments around the world to expand collaborations focused on Arctic research, observations, monitoring, and data-sharing. In support of the Ministerial, the White House is issuing a call to action for individuals, organizations, and institutions from all sectors to help people better understand, adapt to, and address the changing conditions in the Arctic. One of the themes is "Using Arctic Science as a Vehicle for Science, Technology, Engineering, and Math (STEM) Education and Citizen Empowerment." We would welcome submissions from the education community through the following site: https://www.whitehouse.gov/webform/white-house-arctic-science-ministerial-september-28-2016. Please note that these should be new, specific, and measurable steps/projects that raise understanding and awareness and/or catalyze solutions. We are looking for input by COB on July 29.

Bio

Laura Petes, Office of Science and Technology Policy (OSTP)

Laura Petes is the Assistant Director for Climate Adaptation and Ecosystems at the White House Office of Science & Technology Policy (OSTP). In this role, she is leading OSTP's engagement in activities to climate-resilience activities under the President's Climate Action Plan, as well as the Climate Education and Literacy Initiative. Before coming to OSTP, Laura was serving as the Ecosystem Science Advisor in the National Oceanic and Atmospheric Administration (NOAA) Climate Program Office.

A video recording of this teleconference call is here (MP4 Video 10.6MB Jul12 16)

no recording available

- Don Duggan-Haas and Frank Niepold have created an initial draft in a Google doc

The document is set so anyone can comment but not edit. Take a look at the document before our conversation. It is too long now so please read and comment with strategic shortening in mind.

A video recording of this teleconference call is here (MP4 Video 29.2MB Jun28 16)

A video recording of this teleconference call is here (MP4 Video 25.8MB Jun21 16)

A video recording of this teleconference call is here (MP4 Video 25.8MB Jun14 16).

A video recording of this teleconference call is here (MP4 Video 14.6MB Jun7 16).

Tamara Ledley and Rebecca Anderson

We have started a Google Doc where we will be drafting the position statement. We also have a link to a folder that has examples of some climate change education and related position statements. Rebecca Anderson will extract language from these examples for us to work with as we craft this position statement. All are invited to participate.

A video recording of this teleconference call is here (MP4 Video 74.3MB May31 16).

A video recording of this teleconference call is here (MP4 Video 17.6MB May24 16).

Abstract
Climate change is an environmental problem, but it is also a public health issue, a threat to national security, and an economic challenge of considerable magnitude. Now, the public debate is shifting away from weighing the evidence to asking what we should do about our changing climate and the effects that are beginning to be felt. This presentation introduces NAAEE's Environmental Issues Forums (EIF) process, developed with the Kettering Foundation, and the newly published issue guide Climate Choices: How Do We Meet the Challenge of a Warming Planet? This issue guide is designed to promote meaningful, productive discussions, convened locally in face-to-face forums or online. EIF provides tools, training, and support for engaging adults and students in deliberation about sticky issues that affect the environment and communities.

Bios
Michele Archie
Michele Archie is a principal at The Harbinger Consulting Group. Over nearly 20 years, she has worked in partnership with individuals, businesses, nonprofits, government agencies, and community groups on six continents to:
- Use economic analysis and community engagement to help leverage natural, historical, and cultural resources and special designations for community, economic, and conservation benefits;
- Create community learning materials on issues ranging from climate change to community-police relationships;
- Develop environmental and health education curriculum materials that have reached more than eleven million students from the Hawaiian Islands to Africa.
Michele works as an interpreter in two senses: translating volumes of complex, technical information; and presenting factual information in an engaging context. Her body of work includes dozens of reports, articles, and curriculum pieces, a Western Montana fishing guide, and a collection of ceramics her family refers to as "the heavy pottery." With that encouragement, she became a textile artist. 

Bora Simmons
Bora Simmons serves as the founding director of the National Project for Excellence in Environmental Education, an initiative of the North American Association for Environmental Education (NAAEE). The Project has drawn on the insights of literally thousands of educators across the United States and around the world to craft guidelines for top-quality environmental education. After twenty years as a professor of environmental education at Northern Illinois University, Bora retired and moved the Project to the Institute for a Sustainable Environment at the University of Oregon. Bora has been actively involved in environmental education research, evaluation, and professional development for forty years. 

She served as president of NAAEE; serves on numerous steering committees and boards of directors, and was an executive editor of the Journal of Environmental Education. Bora has received NAAEE's Walter E. Jeske Award for Outstanding Contributions to Environmental Education, the award for Outstanding Contributions to Research in Environmental Education, and the award for Outstanding Service to Environmental Education at the Global Level.

Frank Niepold
Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, and the U.S. Climate Action Report Education, Training, and Outreach chapter lead.

At NOAA, he develops and implements NOAA's Climate goal education and outreach efforts that specifically relate to NOAA's Climate goal and literacy objective and is the section lead for Climate.gov's Teaching Climate. Additionally, he is the managing lead of the U.S. Global Change Research Program (GCRP) document, Climate Literacy: The Essential Principles of Climate Science. NOAA, NSF, NASA, AAAS Project 2061, CIRES, American Meteorological Society, and various members from both the science and education community worked to define climate literacy in the United States. 

Additionally, Frank is a founding member of the CLEAN Network ( and a former Co-PI for the NSF Funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway project that led to the CLEAN Collection. 

https://www.linkedin.com/in/frank-niepold-5a45b611

The slides for the presentation are here (PowerPoint 2007 (.pptx) 4MB May16 16) and here (Acrobat (PDF) 669kB May16 16)

A video recording of this teleconference call is here (MP4 Video 46.7MB May17 16).

Abstract 
Over the last year, Climate Generation has visited 12 communities throughout the state of Minnesota through our Climate Minnesota: Local Stories, Community Solutions Convenings. We have heard how climate change is impacting our economy, our tourism, our seasons, and our way of life. We have also heard stories of community members working towards solutions and connected with organizations, utilities, and businesses that can offer specific, tangible solutions. Hear lessons learned and the next steps and engage in a discussion on community engagement on climate change.

Bios
Kristen Poppleton directs the Climate Generation education program. In her role, she collaborates with local, national, and international partners on curriculum development, professional development for educators, public engagement, and other resources focused on climate literacy. She has directed and implemented two state grant-funded education projects focused on Minnesota's Changing Climate. She regularly writes interdisciplinary climate change curricula for Grades 3-12 educators; develops, coordinates, and implements professional development institutes for educators; manages volunteers, interns, and project staff; and maintains a regular blog focused on climate education resources and ideas. Kristen actively presents at educator conferences and is a member of the CLEAN Network, an informal group engaged in fostering Climate Literacy in the U.S. and abroad since 2010. She recently led a delegation of 10 educators to COP21 to observe the world climate talks and connect them back to classrooms. Kristen's formal education includes a MEd in environmental education, and a MS in conservation biology with a focus on climate change education, from the University of Minnesota. 

Education Coordinator, Jothsna Harris's primary role is to lead planning and implementation efforts for Climate Generation's public education project, Climate Minnesota: Local Stories, Community Solutions. Jothsna has helped to create a neutral balance in bringing the issue of climate change to communities across Minnesota, building community resiliency and capacity through multi-stakeholder alliances, and connecting people through the power of storytelling. Jothsna's forte in diplomatic persuasion, strategic problem solving, and individualized coaching has been essential in preparing local communities in each of Climate Minnesota's 12 Convening locations. Jothsna currently serves on the Social Change Fund Grants Committee for the Headwaters Foundation for Justice and the Executive Board for the Minnesota Green Schools Coalition through the USGBC MN Chapter. Jothsna holds a dual BA in Environmental Studies and Political Science from the University of Saint Thomas and is currently working towards a Master of Liberal Studies degree in Innovation and Sustainability at the University of Minnesota.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 60.7MB May10 16) and here (Acrobat (PDF) 35.7MB May10 16).

A video recording of this teleconference call is here (MP4 Video 41.8MB May10 16).

Abstract 
My imagery is landscape driven and motivated by a deep concern for the dire threats of climate change. To that end, I've made expeditions to the three largest ice fields in the world: Antarctica, Greenland, and Patagonia to bear witness. I have also partnered with the scientific community benefiting from their shared experience and knowledge. My goal is to raise awareness through images to reach people on an emotional rather than intellectual level. In this presentation I will review my evolution from landscape artist to activist, acknowledging some individuals who had helped along my journey as well as my outreach activity.

Bio
Diane Burko's art focuses on monumental geological phenomena. Over ten years ago she shifted her practice to the intersection of Art and Science. Her current work reflects expeditions to the three largest ice fields in the world, all to bring attention to the urgent issues of Climate Change. 

Her paintings and photographs have been featured in over 40 solo exhibitions as well as over 140 group shows throughout the country. 

Her work is in numerous private and public collections including the Art Institute of Chicago; The Philadelphia Museum of Art; The Pennsylvania Academy of the Fine Arts; The PEW Foundation; The Delaware Art Museum; The Woodmere Art Museum; The Frederick R. Weisman Art Museum; Denver Museum of Art; The Tucson Museum of Art and Tang Museum. Her numerous awards include Independence Foundation's Fellowship in the Arts (2013), NEA Visual Arts Fellowships (1985, 1991); Individual Artists Grants from the Pennsylvania Council on the Arts (1981, 1989); a Lila Acheson Wallace Foundation Residence Fellowship (1989); a Rockefeller Foundation Residence Fellowship (1993); and the Bessie Berman Grant, awarded by the Leeway Foundation in Philadelphia (2000).

The slides for the presentation are here (Acrobat (PDF) 10.6MB Apr28 16) and here (PowerPoint 2007 (.pptx) 33.9MB Apr28 16).

A video recording of this teleconference call is here (MP4 Video 88.2MB May5 16).

An audio recording of this teleconference call is here (MP3 Audio 17MB Apr26 16).

Join a live climate education event to celebrate Earth Week brought to you by Alliance for Climate Education (ACE), Earth Day Network, and other CLEAN members. The 1-hour live stream will take place on Tuesday, April 19 at 1:00 pm ET, and is part of Climate Education Week. 

The program will feature a live interview with American Ninja Warrior and environmentalist Meagan Martin, climate education videos from Our Climate Our Future, ways to take action for Earth Week, and the opportunity for students, educators, and the public to participate in a live webchat about climate issues.

Questions? Email leah@acespace.org.

A video recording of this teleconference call is here (MP3 Audio 16MB Apr5 16).

Abstract 
Accurate, quality science education is a necessary and crucial element of our nation's response to climate change. Research from the National Center for Science Education has shown that while climate change is addressed in many schools, this often occurs in the context of a debate-format exercise in a humanities class. NCSE has also learned that teachers often avoid teaching potentially controversial science due to a lack of community support. The Science Booster Club Project is a dynamic way to build grassroots support for teachers and science education while providing hands-on education about these same potentially controversial topics to the larger community. SBC activities help to destigmatize science, provide dynamic community education, and support teachers both financially and emotionally.

Bio
Emily Schoerning, Ph.D. is NCSE's Director of Community Organizing and Research. Schoerning earned her Ph.D. in microbiology at Arizona State University and then, as a post-doctoral research scholar at the University of Iowa, turned her attention to science education research. In Iowa, she established partnerships to support and improve science education in rural communities. At NCSE, she will be building on that work by spearheading a new initiative that aims to help local communities form and nurture coalitions to support and improve science education.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 3.5MB Mar25 16) and here (Acrobat (PDF) 2.7MB Mar25 16).

A video recording of this teleconference call is here (MP3 Audio 19.9MB Mar29 16).

Abstract:
The Midwestern states make an outsized contribution to global warming pollution. Recognizing that collective action would be far more effective than organizations working in isolation, the RE-AMP Network was established to support clean energy advocacy in eight Midwest states with the audacious goal of an 80% reduction in carbon emissions by 2050 (from 2005 levels). The RE-AMP Network has evolved over twelve years starting with an analysis of the electricity system and what it would take to sever carbon-polluting fossil fuel's (particularly coal's) stronghold. The RE-AMP Network, now with 170 member organizations, supports its members to think systemically and work collaboratively to achieve our audacious goal. The webinar will cover RE-AMP's structure, achievements, and challenges with time for discussion.

Bios:
Jennie Curtis is the founding executive director of the Garfield Foundation, a private foundation launched in 2001. In 2003, Jennie proposed that the Garfield Foundation apply a systems thinking approach to at least one sector to better understand and solve a specified entrenched problem, and to build stronger collaborative partnerships within philanthropic and advocate communities. The selected project, advancing renewable energy in the Midwest, evolved into the RE-AMP Network now a coalition of 170 organizations collaborating to drastically reduce global warming pollution. Jennie serves on the RE-AMP steering committee and co-chairs its executive committee. 

Gail Francis is the Knowledge Manager for RE-AMP, a network of 174 organizations working to transform the Midwest's energy systems to rely on clean, safe, and renewable fuels. In this role, she helps members learn from each other and to obtain the knowledge they need to succeed in their work, and she ensures that RE-AMP updates its methodology based on what is learned in the course of the work. Before joining RE-AMP, she founded the Labor in the New Energy Economy Program at the Center on Wisconsin Strategy. She previously worked as a labor and community organizer.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 10.3MB Mar18 16) and here (Acrobat (PDF) 1.9MB Mar18 16). And here (Acrobat (PDF) 1.9MB Mar18 16) is a numbered version.

An audio recording of this teleconference call is here (MP3 Audio 22.6MB Mar25 16).

An audio recording of this teleconference call is here (MP3 Audio 20.5MB Mar15 16).

Abstract
I drew on my best school teachers when I tackled the environment in Eyes Wide Open: Going Behind the Environmental Headlines. Challenges abounded: the topic is broad in the extreme, controversial, and a breaking story that's constantly changing. I'll share the strategies I used in the writing and what I've learned since from teachers and students about environmental literacy, critical thinking, and the crucial topic of morale.

Bio
Paul Fleischman has written novels, plays, poetry, picture books, and nonfiction. He received the Newbery Medal for Joyful Noise: Poems for Two Voices, a Newbery Honor for Graven Images, and was a National Book Award finalist for Breakout. In 2012 he was the United States nominee for the international Hans Christian Andersen Award for the body of his work. He lives in Santa Cruz, California. For more about Eyes Wide Open, visit eyeswideopenupdates.com.

The slides for the presentation are here (PowerPoint 8.5MB Feb5 16) and here (Acrobat (PDF) 3.1MB Feb5 16).

An audio recording of this teleconference call is here (MP3 Audio 20.6MB Mar8 16).

Abstract
The National Center for Science Education and Penn State University's Survey Research Center surveyed 1500 science teachers in US high schools and middle schools, to investigate who teaches climate change, how much time they devote to it, how they deal with the perceived controversy around it, and what their views are about climate science. We found that most teachers, even most chemistry and physics teachers, report spending time on the topic. Unfortunately, many teachers have misconceptions about the science. These misconceptions and the perceived controversy around climate change lead teachers to adopt pedagogical practices that single out or undermine the science of climate change; many reports lend credence to inaccurate claims, such as that natural forces explain most climate change over the last 50 years. Teachers want additional training, with many (even among those who dispute the scientific consensus) saying they would take a continuing education class focused on climate change.

Bio
Since joining NCSE in 2007 as Programs and Policy Director, evolutionary biologist Josh Rosenau has defended honest and accurate science education by working with grassroots groups from Florida to Texas, testifying before school boards, organizing scientists and concerned citizens, meeting with legislators, and speaking with journalists across the country. Rosenau's expertise ranges from biological diversity and biogeography to legal and constitutional barriers to creationism in public schools. Rosenau has written for dozens of publications, including Scientific American, Washington Post, Trends in Microbiology, SEED, and Science Progress.

Article
Eric Plutzer, Mark McCaffrey, A. Lee Hannah, Joshua Rosenau, Minda Berbeco, and Ann H. Reid, "Climate Confusion Among U.S. Teachers", Science 351 (6274):665-666.

Coverage of Article: http://ncse.com/news/2016/02/coverage-climate-confusion-among-us-teachers-0016928

The slides for this presentation are here (PowerPoint 2007 (.pptx) 1.6MB Feb29 16) and here (Acrobat (PDF) 2.2MB Feb29 16).

An audio recording of this teleconference call is here (MP3 Audio 19.6MB Mar1 16).

Abstract
The climate and energy challenges that society must address in the coming years and decades can be overwhelming for many learners. Many students, even before they fully master the science, will want to know what they can do to make a difference. Teachers are finding that weaving together science with solutions is an important strategy to avoid depressing their students. Understanding the basics of climate science is crucial in being able to make informed decisions in our current lives and into the future, and being "climate literate" means more than having a firm grasp of the science, but also appreciating the affective, emotional, social, and behavioral dimensions involved. 

A science-informed solutions-focused approach to climate and energy challenges appears in the Next Generation Science Standards under both the Earth & Space and Engineering Design domains. Students are interested in learning about solutions and teachers are being increasingly asked to teach NGSS and NGSS "adapted" (like Massachusetts and West Virginia) standards states and school districts. The CLEAN Network can capitalize on this increasing demand by working to include more solutions-focused resources in the CLEAN collection. In this CLEAN telecon, we will look at gaps in the existing CLEAN collection concerning solutions resources, what criteria the resources need to meet to be considered for inclusion in the collection, and how CLEAN community members can submit solutions-focused resources for review in the spring 2016 CLEAN review camp.

Bios
Rebecca is the Director of Education at ACE, the Alliance for Climate Education, a national nonprofit that educates young people on the science of climate change and empowers them to take action. ACE has educated nearly 2 million high school students on climate change across the U.S. and recently released an online climate education resource, Our Climate Our Future, to bring climate education into classrooms across the country. 

Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, and the U.S. Climate Action Report Education, Training, and Outreach chapter lead. At NOAA, he develops and implements NOAA's Climate goal education and outreach efforts that specifically relate to NOAA's Climate goal and literacy objective and is the section lead for Climate.gov's Teaching Climate. Additionally, he is the managing lead of the U.S. Global Change Research Program (GCRP) document, Climate Literacy: The Essential Principles of Climate Science. NOAA, NSF, NASA, AAAS Project 2061, CIRES, American Meteorological Society, and various members from both the science and education community worked to define climate literacy in the United States. Frank is a founding member of the CLEAN Network and a former Co-PI for the NSF Funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway project that led to the CLEAN Collection. 

Marian Grogan is the TERC-based Project Director for the CLEAN project and has played a major role in curating the CLEAN collection since its inception.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 12.6MB Feb22 16) and here (Acrobat (PDF) 3.3MB Feb22 16).

An audio recording of this teleconference call is here (MP3 Audio 20.9MB Feb23 16).

Abstract: 
The US Global Change Research Program (USGCRP) is implementing a sustained National Climate Assessment process that facilitates the synthesis and sharing of information about climate change science and the impacts of climate change on the United States. An important part of this sustained process is the participation of scientists and stakeholders across regions and sectors, enabling new information and insights to be incorporated into assessment activities and products as they emerge. At this presentation, staff from the USGCRP National Coordination will provide an overview of recent and upcoming assessment releases and will invite discussion about how these products may be of use to the CLEAN community and how the CLEAN community can participate in the sustained assessment process.

Bio:
Emily Therese Cloyd serves as the Engagement and Outreach Lead for the USGCRP National Coordination Office. In this role, Emily leads the development and implementation of USGCRP's stakeholder engagement and communication strategy and related activities. She has been at USGCRP since 2007, and previously served as the Public Participation and Engagement Coordinator for the National Climate Assessment and Carbon Cycle / Ecosystems Coordinator. She was also a Contributing Author to the Decision Support chapter of the Third National Climate Assessment. In 2006, she served as a Dean John A. Knauss Marine Policy Fellow at the National Oceanic and Atmospheric Administration's Center for Sponsored Coastal Ocean Research.

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 has completed advanced coursework and research in Environmental and Natural Resources Policy at SUNY-ESF.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 3.7MB Feb16 16) and here (Acrobat (PDF) 1.3MB Feb16 16).

An audio recording of this teleconference call is here (MP3 Audio 19.6MB Feb16 16).

Abstract: 
The U.S. Climate Resilience Toolkit is a website designed to help people find and use tools, information, and subject matter expertise to build resilience to climate-related impacts and extreme events. The Toolkit offers information resources from all across the U.S. federal government in one easy-to-use location. The goal is to improve people's ability to understand and manage their climate-related risks and opportunities. In a little over a year since the site's publication, we have some positive indicators that the site is being well received by our primary audience (decision-makers in business, resource management, and government at all levels); however, we've also received some constructive feedback to help us evolve the site. This presentation will provide a short site overview and describe the developmental next steps being planned, with some discussion on how it may complement the efforts of science educators.

BIO:
David Herring is the Director of Communication and Education within NOAA's Climate Program Office, where he also serves as Program Manager of NOAA Climate.gov (www.climate.gov) and the U.S. Climate Resilience Toolkit (toolkit.climate.gov). In 2015, David received NOAA's Dr. Daniel L. Albritton Outstanding Science Communicator Award. Before joining NOAA in 2008, David worked for 16 years at NASA's Goddard Space Flight Center, where he led the development of NASA's Earth Observatory (earthobservatory.nasa.gov). David received his Master's Degree in Science and Technical Communication in 1992 from East Carolina University. He is an elected Fellow of the American Association for the Advancement of Science (AAAS). For a longer bio see http://cpo.noaa.gov/AboutCPO/DavidHerringsBio.aspx.

The slides for the presentation are here (PowerPoint 2007 (.pptx) 6.6MB Feb9 16) and here (Acrobat (PDF) 6.1MB Feb9 16).

An audio recording of this teleconference call is here (MP3 Audio 20.4MB Feb9 16).

An audio recording of this teleconference call is here (MP3 Audio 8.2MB Feb2 16).

An audio recording of this teleconference call is here (MP3 Audio 10MB Jan26 16).

An audio recording of this teleconference call is here (MP3 Audio 14MB Jan19 16).

Abstract: The Paris climate talks were a historic event of global significance. Join formal educator Shannon Bartholomew, student Gina Fiorile and informal science educator Jen Kretser for a reflection and discussion on their collective experiences and learning at the UN COP 21 – what we did, what we learned, and what will happen next?

Bios:
Shannon Bartholomew teaches biology at Saranac Lake High School where she also serves as advisor to the school's Environmental Club. She received her BSc from SUNY Potsdam in 1994 and returned to earn her MST in Biology in 2007. In addition to her background in science education, she also worked in the biotechnology sector for 10 years, earning her graduate certificate in Biotechnology Management in 2003. Shannon soon discovered her passion for educating students in biological sciences and began teaching in 2008. Since then, her work has grown to encompass climate change science and empowering youth leaders to create solutions. She is a core team member of the Steering Committee of the annual Adirondack Youth Climate Summit, a two-day conference on climate change and regional solutions held for approximately 200 students at The Wild Center. She is also a founding member of the Adirondack Farm to School Initiative, a coalition dedicated to rebuilding a healthy food system in Adirondack schools by connecting classrooms, cafeterias, communities, and local farms. Shannon lives, works, and plays with her husband and two children in the beautiful Adirondack Mountains in NY. She was honored to be included in Climate Generation's contingent to COP21. 

Gina Fiorile is a Sophomore Environmental Studies major, Aiken Scholar, and member of the Board of Directors at The University of Vermont's Rubenstein School of Environment and Natural Resources. Currently, Gina is an intern at the Wild Center in Tupper Lake, NY working with youth around the world to start summits in their communities. Her interest in climate change began while helping to plan the annual Adirondack Youth Climate Summit, which has spread internationally and has been adopted as a model for environmental education within President Obama's Climate Action Plan. She helped create the first annual Vermont Youth Climate Summit held at the University of Vermont in December 2014. Gina was a featured student in the PBS documentary- The Resilient Ones: A Generation Takes on Climate Change- which follows youth engagement in climate change mitigation efforts. She was awarded an Environmental Merit award from the Environmental Protection Agency and was recently honored at The White House as a Champion of Change for Climate Education and Literacy. At the UN COP 21 Climate talks in Paris this December, Gina spoke on a panel at the U.S. Center and at the Universcience-the Paris Science Center about youth engagement in climate change. 

Jen Kretser is the Director of Programs at The Wild Center – the natural history museum of the Adirondack Park in northern New York State where she manages community-based program development, implementation, and evaluation as well as developing professional and effective partnerships in the local community, regional, state, national, and international level. Her primary project (and passion) is the Adirondack Youth Climate Summit which was highlighted by the White House Office of Science and Technology as a model program in 2014. Jen works with other organizations and partners to convene high schools on climate change and solutions in Finland, Vermont, Seattle, and Detroit and new summits are starting in the Catskills, New York City, Colorado, New Zealand, and Alaska. 

Her past experiences include director the education program at the Adirondack Mountain Club focused on land stewardship and recreation; teaching and developing programs at the Cincinnati Zoo, the Aspen Center for Environmental Studies, the Adirondack Park Visitor's Interpretive Center, and Zoo New England in Boston. Through her strong interest in international work, Kretser has led multiple professional exchanges to Finland to help create the first Finland Youth Climate Summit, the Altai Region of Siberia to work with park officials on creating education programs for their National Park system; and an artist exchange to Mazatlan, Mexico. Jen was the 2006 recipient of the ADK Education Award, the 2007 EPA Region 2 Environmental Educator Award, APA Appreciation Award, and the 2015 U.S. EPA Environmental Champion Award. She has traveled and lived extensively in Central America, Australia, New Zealand, Nepal, and India – exploring parks and meeting people. In addition to loving her work, Jen can be found hiking, paddling, and cross-country skiing in the Adirondacks.

The slides for the presentation are here (Acrobat (PDF) 2.5MB Jan11 16) and at this link.

An audio recording of this teleconference call is here (MP3 Audio 23.2MB Jan12 16).

An audio recording of this teleconference call is here (MP3 Audio 19.6MB Jan5 16).