2017 CLN Teleconferences

Abstract: Climate education efforts in formal learning environments have traditionally emphasized students' conceptual understanding about climate concepts. These efforts have been successful in developing students' factual knowledge about the phenomenon (i.e. they know that Earth's average global temperatures have shown an increase). However, students still often do not describe causation (why the temperatures are increasing) and/or correlation (describing what other factors might influence global temperatures) in their explanations about changing climate. Through a recently funded 4-year, mixed-methods, design-based NSF project, we aim to engage students in learning about climate systems by developing their epistemic understanding about climate science, particularly climate modeling. We do so by using a simple global climate model toolkit called EzGCM and by emphasizing that as students explore the fundamentals of Earth's changing climate, they engage in epistemological reasoning through the use of EzGCM. In our presentation, we will share more information about the objectives and scope of the project, the pilot program with Lincoln Public Schools to use EzGCM in secondary science classrooms, and project research on intended outcomes regarding students' learning and understanding.

Bios:

Dr. Cory Forbes is an Associate Professor of Science Education in the UNL School of Natural Resources and College of Education and Human Sciences and Director of the National Collaborative for Food, Energy, & Water Education. Forbes holds a B.S. in Ecology and M.S. in Science Education from the University of Kansas and M.S. in Natural Resources and Ph.D. in Science Education from the University of Michigan. His teaching and research efforts focus on STEM education and education research in K-16 contexts, with a particular emphasis on teaching and learning about food, energy, and water. He directs multiple externally-funded projects involving STEM curriculum development, assessment design and testing, professional development for K-12 STEM teachers and postsecondary STEM faculty, and classroom-based research on STEM teaching and learning that are based in regional, national, and international partnerships with education researchers, STEM faculty, K-12 teachers, and stakeholders. Over the past 10 years, he has secured over $3.5M in external funding and led eight externally-funded research and development projects, contributed to 40+ publications and over 90 conference presentations, mentored 15 graduate students, taught 350+ preservice teachers, 150+ practicing teachers, and 500+ undergraduate students, and impacted thousands of K-12 students. In 2014, Forbes was awarded the Early Career Research Award by the National Association for Research in Science Teaching.

Dr. Devarati Bhattacharya is a K-16 STEM Education Postdoctoral Fellow at the School of Natural Resources at the University of Nebraska. Her work focuses on advancing the understanding of the Anthropocene among teachers through STEM curriculum, teacher education and professional development, and education research. Bhattacharya recently completed her Ph.D. in science education, building upon her background in environmental science and ecology. These projects paved the way for her doctoral work with the STEM Education Center at the University of Minnesota. Focused on secondary science teachers' conceptual understanding of global climate change, this work revealed the importance of epistemological reasoning and that the development of conceptual understanding by itself was not sufficient for understanding a complex natural phenomenon like global climate change. In addition to her work in climate literacy, she has significant experience and expertise with STEM curriculum development and teacher professional development, both of which were crucial elements of multiple scientist-educator partnership projects to which she has contributed. Advancing this experience under the mentorship of Dr. Cory Forbes at the University of Nebraska-Lincoln, Bhattacharya is working to engage students in scientific modeling to foster their conceptual and epistemological understanding about the Earth's climate.

Dr. Mark Chandler is a climate scientist at Columbia University and a member of NASA's global climate modeling and analysis team at the Goddard Institute for Space Studies (GISS) in New York. In his research he uses computer climate models to study Earth's past and future climates, with a focus on extreme climates in Earth history. His projects span a wide range of climate study from the effects of future climate change on Earth to the search for habitable planets in other solar systems. Dr. Chandler is also director of the Educational Global Climate Modeling project (EdGCM), a program that develops computational tools to make NASA's global climate models more accessible to educators and students. EdGCM software is used in over 200 institutions worldwide, including at universities, museums and in online courses. In the past decade he has taught dozens of professional development workshops, helping instruct over one thousand K-12 teachers about climate modeling. Dr. Chandler has been principle investigator on more than 20 awards from NASA, NSF, NOAA, and USGS and he is a co-founder of the Center for Climate Systems Research a cooperative program between Columbia University and NASA/GISS since 1993.

You can find the video recording here (MP4 Video 47.7MB Dec21 17).

Abstract: Youth are concerned about climate change. Recent research conducted by the Alliance for Climate Education, in partnership with the Skoll Global Threats Fund, demonstrates that youth have agency within their families regarding climate relevant behaviors, particularly resulting from conversations that rely on listening. In this pilot project, we examined whether youth involved in a year-long climate action program will carry out climate related conversations with their parents, and whether youth who have engaged online with a climate education group, will carry out similar conversations with their parents when asked to do so via SMS. In study one, we used mixed methods to determine if youth participating in a training would carry out a climate conversation with their parents, adhere to guidelines such as reflective listening, and have positive experiences. Further, we investigated to what extent parents would experience the conversation as a positive and impactful event. Parents overall reported a positive experience, and were proud of their child's work. In study two, in a randomized controlled trial conducted entirely via SMS, we investigated whether youth would watch a brief instructional animated video, and have a conversation with a parent. Results showed the majority of youth reported gained confidence in conducting a climate conversation and intended to speak to relatives. Preliminary results indicate when youth can express their climate engagement to a parent using these techniques, they have positive experiences, gain confidence in future engagements and can influence family. The studies highlight the positive impact of climate conversations as well as the potential to scale climate conversations to reach more youth and families.

Bio: Rebecca came to ACE in its inception in 2008 as an Educator, and now serves as ACE's Director of Education. Rebecca develops ACE's science content, manages the online climate education resource Our Climate Our Future, oversees the ACE Teacher Network, and works with schools in the Reno-Tahoe area.

Rebecca holds a B.A. in Geosciences from Williams College and an M.S. in Geological Sciences from the University of Colorado. For her graduate degree, she studied melting ice caps on Baffin Island in the Canadian Arctic. Some of the ice caps she studied in 2005 are now completely gone.

Rebecca has also worked in Antarctica as a member of the West Antarctic Ice Sheet Ice Core Drilling Project, where she analyzed the age of the ice core, shoveled mountains of snow, lived in a tent, and worked in a (no joke) air-conditioned room at -30ºF. When not fighting climate change, Rebecca enjoys chasing her husband Andy and young son Huck over the slopes, rocks, and trails around Truckee, CA.

You can find the presentation here (MP4 Video 73.2MB Dec6 17).

You can find the video recording here (MP4 Video 72.7MB Dec6 17).

Abstract: The Climate Education and Opportunities Collective Impact Summit was held on September 5 – 8, 2017 at the Redford Conference Center, Sundance Mountain Resort in Sundance Utah.

The purpose of the Climate Education and Opportunities Collective Impact Summit was to help cities and counties reach the net zero emissions by 2050 needed to achieve the Paris Agreement's aspiration for a 1.5 degree world. At the summit, it was confirmed that effective climate change education, civic engagement, and workforce development can support communities to reach their climate goals. The Summit envisioned how effective education programs can support municipal leaders for the coming decades by connecting them with national climate change education professionals who can help them seize the opportunities of a post-carbon and climate resilient future.

Among the many issues discussed were the ways in which effective climate change education, engagement, and workforce development can support community climate actions;

• Few issues facing our society are more urgent than reducing our vulnerability to climate impacts and preparing for the staggering transitions to a low-carbon economy.
• Making the case for climate action is one of the leading challenges that cities face in undertaking ambitious urban climate action.
• Our city and state schools, higher education, and free choice learning institutions can become better prepared or focused on this critical issue.
• Extensive federal climate change education and related philanthropic investments can support state and local climate actions.
• Through the activation of American communities' extensive education systems, we have the opportunity to showcase the adaptability of our cities, embrace a low-carbon future, and inspire our future leaders to create a healthy and prosperous America.

The issues discussed at this Summit were not raised in isolation, but in the context of social realities, including limited funds, political interests, and competing values of educational investments. Cities, county councils, and states are now leading the American response to a changing climate, incubating social innovation and generating new experiments so that they can prevail in the face of unprecedented change.
To support these ambitious climate change goals over the coming decades, investments in both making the case for climate action and creating inspirational and pedagogically sound climate education learning opportunities are a moral imperative and a great investment in our future.
This Summit was primarily supported by the National Science Foundation funded Climate Change Education Partnership (CCEP) Alliance, Climate Education Partners-University of San Diego, the National Wildlife Federation, New Knowledge Organization Ltd, and the Redford Center in coordination with the Tri-Agency Climate Change Education Collaborative and the Climate Literacy and Energy Awareness Network (CLEAN). We were joined by colleagues from across the nation's climate education community who have synthesized a decade of federal agency and philanthropic literacy initiatives to support the Summit's outcomes.
This CLEAN telecon will explore the next steps from the summit including:

• Post Summit analysis and write report
• City/County summit deliverables for the leaders
• Follow up with the City/County leaders and explore the next steps their climate actions
  Finish the Climate Change Education Effective Practices Toolkit
• Explore the establishment of the Network/Collaborative to support City/County climate actions
• Build the funding supports
• Build the strategy developed at the Summit

Summit Steering Committee:

Frank Niepold, CLEAN Network
John Fraser, New Knowledge Organization Ltd.
Carey Stanton, National Wildlife Federation
Gail Scowcroft, University of Rhode Island
Andrea Gingras, University of Rhode Island

Bio: Frank Niepold is the Climate Education Coordinator at NOAA's Climate Program Office in Silver Spring Maryland, Climate.gov Education section lead, a co-chair of the U.S. Global Change Research Program's Education Interagency Working Group, the U.S. Climate Action Report Education, Training, and Outreach chapter lead for the U.N. Framework Convention on Climate Change (UNFCCC), Education and Youth delegate for the United States at the 2015 Conference of Parties (COP21), and a member of the Federal Steering Committee for the Fourth National Climate Assessment (NCA4).
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. Frank is the "Teaching Climate" lead for NOAA's Climate.gov web portal that offers learning activities and curriculum materials, multi-media resources, and professional development opportunities for formal and informal educators who want to incorporate climate science into their work.

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.

You can find the presentation here (Acrobat (PDF) 19.5MB Nov28 17).

You can find the video recording here (MP4 Video 73.2MB Dec6 17).

Abstract: iMatter is a youth-driven organization dedicated to inspiring and mentoring young people to make meaningful impact toward ending the climate crisis. iMatter's is currently focused on working with young people to drive and shape aggressive climate policy in their cities. Learn how iMatter's innovative youth-supported model teaches students about civics AND climate change and mentors them in local action. Hear case studies from communities around the country.

Bio:Larry Kraft is the Executive Director & Chief Mentor of iMatter. He left a successful high tech career 3 1/2 years ago to focus on doing something about climate change. At iMatter, Larry helps young people passionate about the issue to step into and use their power to push their cities to adopt aggressive climate change policies. Larry has a Bachelor of Science and MBA degree from Cornell University.

You can find the presentation here (PowerPoint 2007 (.pptx) 406.5MB Nov28 17).

You can find the video recording here (MP4 Video 100.5MB Nov28 17).

Abstract: Climate Generation believes it takes all sectors to address climate change, and all voices must be represented at the decision-making table. They are sending a multi-sector delegation of Minnesota leaders to the UN Climate Change Conference in Bonn, Germany from November 6–17. The nine-member delegation features representation from education, law, philanthropy, youth, elected officials, and indigenous communities. Hear direct from two Climate Generation delegates, John Olson, State Science Specialist, MN Department of Education, and Adri Arquin, 13 year old middle school student, as they share their experiences and perspectives live from COP23!

Learn more about and follow the delegation at www.climategen.org/cop21

Bios: Adri Arquin, Junion High Youth: Adri is an 8th-grade student at St. Paul Academy. Going to COP23 is an excellent opportunity for him to bring a new perspective to the conference. He has been interested in the issue of climate change and global cooperation for a long time. At his school, he has found that many people care deeply about what they can do, and what we as a generation need to do, to help solve this massive issue. He wants to show that people his age care a lot about the problems that are being discussed at COP23. It is really important to get younger people involved in the climate change discussion, because they are the ones that can make the most impact over the long run. He is excited to go to COP23 and bring back the knowledge to share with many of his peers at St. Paul Academy. He hopes that through this whole experience, he can learn more about these topics that are interesting to him and his peers.

John Olson is the Science Content Specialist for the Minnesota Department of Education. He works on science learning goals and instruction with teachers, schools, districts and other state education leaders. John serves on the Board of Directors for the National Science Teachers Assn. as director for Coordination and Supervision of Science Education. This work is primarily with science education leadership of school districts and states. In addition he teaches science education methods classes for Metropolitan State University in St. Paul.

Mr. Olson's background includes teaching in several settings. He taught physics and environmental science with St. Paul Public Schools in an urban setting and also served as the science coordinator for the district. In the early 70's and again in 2016, John served in Liberia with the US Peace Corps as a rural teacher trainer. John also spent several years as the director of a youth camp on Lake Superior in Wisconsin. He was a lead state representative for the development of the Next Generation Science Standards.

John's family includes four adult offspring and six grandchildren. He enjoys camping, biking, construction and choral singing.John Olson, Minnesota Department of Education:

You can find the video recording here (MP4 Video 62.4MB Nov14 17).

Abstract: Climate Signals is a digital science platform for reporters and general audiences that makes clear established long-term trends and physical processes associated with climate change — all through the lens of emerging impacts. Climate Signals is a project of Climate Nexus, a strategic communications organization that works to steer the conversation on climate change toward a robust search for solutions. After educators expressed significant interest in the project at conferences last year, we decided to pursue curriculum development. We will share two draft lesson plans and open the floor up for comments and suggestions from CLEAN Network members.

Bio: Celia Gurney is the Climate Change Impacts Communications Fellow at Climate Nexus, working primarily on the Climate Signals team. She converted to environmentalism at age eight, when her third grade class did a unit on tropical rainforests. Between completing her BA in Environmental Studies at the University of Washington and finding her current position, Celia worked in Paris as an au pair. Both her conversion story and her experiences tutoring children inspired her to take on this environmental education project. She implores you to shower her with constructive criticism as she's new to the field.

You can find the presentation here (PowerPoint 2007 (.pptx) 62.8MB Nov7 17).

You can find the video recording bad file id.

Abstract: There are significant infrastructure, biodiversity, and vulnerable populations at risk from climate disruptions in SE Florida. The CLEO Institute is the only non-profit exclusively invested in climate outreach and education in the region, and we will share our strategy, successes, frustrations and on-going efforts to engage diverse audiences. Our partnerships keep growing, as CLEO's simultaneous top-down/bottom-up approach to climate outreach helps broaden the ranks of climate engaged leaders at the city, county, school, community, and business levels. We will share efforts such as our Mayors Roundtable discussions, the CLEO Teachers Network, Community Town Halls, the GenCLEO movement, Climate 101 Trainings, Municipal Partnerships, Climate Justice advocacy, and the building of a Speakers Network. See www.CLEOInstitute.org and pdf reports attached.

Bio: Caroline Lewis is passionate about education and its tremendous potential to influence lives. She is a champion of effective teaching and a warrior for climate action. In her many roles, Ms. Lewis strategically builds capacity, promotes innovation, and inspires leadership in individuals and institutions. She enjoys developing creative, collaborative programs to significantly increase outreach to diverse audiences. After 22 years as a science teacher and school principal, Lewis joined the staff of Fairchild Tropical Botanic Garden, created the Fairchild Challenge, and, as Director of Education, expanded programs and partnerships. Currently, Lewis is the high school director of the newly formed Cushman High School in Miami, Florida, as well as the founding director of the CLEO Institute, a non-profit that promotes climate education and action.

You can find the video recording here (MP4 Video 72.8MB Oct25 17).

Abstract: We will present instructional methods contained in the new book, Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference, by Richard Beach, Jeff Share, and Allen Webb (2017) co-published by Routledge Press and the National Council of Teachers of English. Additional resources and activities are located on the book's website http://climatechangelea.pbworks.com and blog ETCCC. (English Teachers Concerned about Climate Change https://etcccsite.com). This book provides secondary English teachers theoretical frameworks along with practical applications for teaching about climate change and environmental justice. The lessons, activities, and resources provide students with methods for analysis of economics, energy, agriculture, transportation/housing, and political systems related to climate change and developing alternative energy sources. We discuss ways for responding to portrayals of climate change in cli-fi literature; having students engage in writing about climate change; fostering critical media literacy associated with representations of climate change; engaging students in video games and drama related to coping with future climate change effects; developing interdisciplinary activities for addressing climate change; and fostering students' civic engagement in schools and communities to address climate change, as evident in the example of a group of students' lawsuit charging the federal government with neglect in addressing climate change.

Bio: Richard Beach is Professor Emeritus of English Education at the University of Minnesota.

He is co-author of Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference (climatechangeela.pbworks.com); Teaching Literature to Adolescents(teachingliterature.pbworks.com); Understanding and Creating Digital Texts: An Activity-Based Approach(digitalwriting.pbworks.com); and Using Apps for Learning Across the Curriculum: A Literacy-Based Framework and Guide (usingipads.pbworks.com). He served as a former President of the Literacy Research Association.

Jeff Share worked for ten years as a freelance photojournalist and seven years as an elementary school teacher in downtown Los Angeles. He now works as a Faculty Advisor in the Teacher Education Program at the University of California, Los Angeles (UCLA) with new teachers in the master's level credentialing program. He also provides professional development training in critical media literacy with teachers in the Los Angeles Unified School District as well as educators across the US and internationally. His research focuses on theoretical frameworks and practical applications for teaching critical media literacy in inner-city classrooms. In 2015, Share published the second edition of his book, Media Literacy is Elementary: Teaching Youth to Critically Read and Create Media.

Allen Webb is Professor of English at Western Michigan University where he teaches courses in English education, postcolonial studies, and climate change. He taught high school in West Linn, Oregon, and has a PhD in Comparative Literature from the University of Oregon. He has written a dozen books for teachers including Literature and Lives: A Response-based, Cultural Studies Approach to Teaching English, Teaching Literature of Today's Middle East, and Literature and the Web. He served as a former President of the Michigan Conference on English Education.

You can find the video recording here (MP4 Video 78.4MB Oct17 17).

Abstract: Communities, organizations, businesses, and individuals will have to address the impacts of climate change on society whether it is for adaptation - to build resilience and establish preparedness, or for mitigation – to migrate to cleaner energy sources and reduce energy use. To effectively address these impacts we need to develop a workforce that has an understanding of the science causing climate change and the critical thinking and data analysis skills to develop and implement solutions. Therefore, there is a tremendous need to increase teacher's capacity to effectively help students develop this content knowledge and skills.

Building Tomorrow's Workforce imagines that high school students could simultaneously contribute to solving the societal and economic impact of climate change and energy challenges and develop their skills as the workforce of tomorrow. This will be accomplished through a two part strategy that includes 1) a blended teacher professional learning community and 2) a student competition which includes cross sector partnerships to solve local challenges related to climate change or energy. The current status of Building Tomorrow's Workforce will be described, and input on the feasibility and usefulness of the components as will as suggestions for changes are welcome.

Bio: Dr. Tamara Shapiro Ledley is currently a 2017 Harvard Advanced Leadership Fellow (http://advancedleadership.harvard.edu) where she is pursuing her interests in making climate change education efforts scalable and financially sustainable and to leverage these efforts to enable all climate change stakeholders to align efforts to address the local impacts of climate change. She has most recently served as a senior scientist and chair of the Center for STEM Teaching and Learning at TERC (http://www.terc.edu). She received her PhD from MIT in 1983 and her BS from the University of Maryland in 1976. Early in her career she led a research program in Earth system science and climate change at Rice University, and joined TERC in 1997 to pursue her science education interests. At TERC she led the development of the Earth Exploration Toolbook, EarthLabs, and Climate Literacy and Energy Awareness Network (CLEAN) Collection and chaired the CLEAN Network from 2008-2016.

You can find the presentation here (PowerPoint 2007 (.pptx) 4.6MB Oct10 17).

You can find the video recording here (MP4 Video 48.4MB Oct11 17).

Abstract: This presentation will focus on a new book, the Teacher-Friendly Guide^TMto Climate Change, which was written for teachers who could benefit from a "teacher-friendly" resource that includes both the basics of climate change science and perspectives on teaching a subject that has become socially and politically polarized. Our audience is middle and high school Earth science and environmental science teachers, and the guide is written to provide the information and graphics that a secondary school teacher needs in the classroom. The book addresses both the physical science in a clear and concise way as well as the psychological and social issues that add to challenges of teaching this content. The Teacher-Friendly Guide^TMto Climate Change also speaks to a wider audience, including educators of other grade levels, subjects, and contexts, as well as non-teachers who find the approach helpful. We'll discuss the book's content and a crowdfunding campaign we've established to send this book to teachers around the country.

Bio: Ingrid Zabel is the Climate Change Education Manager at the Paleontological Research Institution (PRI), 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 one of the authors of PRI's Teacher-Friendly Guide^TM 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 field work on surveillance radar at MIT's Lincoln Laboratory.

Don Haas is the Director of Teacher Programs at The Paleontological Research Institution and its Museum of the Earth & Cayuga Nature Center in Ithaca, NY. Don's work in public outreach, teacher education, teacher professional development and curriculum materials development marries deep understandings of how people learn with deep understandings of the Earth system. He is a nationally regarded expert in climate and energy education, place-based and technology-rich Earth and environmental science education. He has led educator professional development programming throughout the US. He also is co-author of the books,The Teacher-Friendly Guide to Climate Change and The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale.He served on the Earth & Space Science Design Team for the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideasand currently serves as the First Vice President of the National Association of Geoscience Teachers. Don has taught at Colgate, Cornell, and Michigan State Universities, Kalamazoo College, and Tapestry and Norwich (New York) High Schools.

You can find the presentation here (PowerPoint 2007 (.pptx) 1.7MB Sep25 17).

You can find the video recording here (MP4 Video 172.2MB Oct2 17).

Abstract: Climate science information becomes ever more available to the non-science general public, presented in new and creative ways, but is this information understood? Only by evaluating the efficacy of these methods can we improve the delivery of information to the public. Through the application of new tools, eye tracking and hand-sensors, as well as more traditional questionnaires and interviews, researchers can complete such evaluations. This presentation shares preliminary results from three studies: 1) the evaluation of the usability and understandability of a climate information website for forestry stakeholders in the Southeast United States; 2) a comparison study between the learning gains from climate information animations and their still-frame counterparts; and 3) a comparison study between the ability to change attendees' engagement, conceptions, perspectives, attitudes, and behaviors toward global change at a science café and a symphony concert. These results can inform climate science communicators on effective ways to share climate science information with the non-science general public.

Bio: Lindsay am an atmospheric scientist working on her PhD at NC State University. Her research interests fall under Geoscience Education Research and Geocognition, with a special focus on evaluating climate literacy in informal education settings. She received her B.S. in Meteorology from The University of Oklahoma and her M.S. in Atmospheric Sciences from The University of Arizona. Outside of teaching and research, she enjoys running, taking ballet classes, reading, and spending time with family and friends.

You can find the presentation here (PowerPoint 2007 (.pptx) 20MB Sep12 17).

You can find the video recording here (MP4 Video 46.3MB Sep12 17).

In 2007, despite growing scientific evidence that global warming will have serious impacts worldwide, the lack of commensurate public understanding on the importance of the climate change issue was significant. Since then the United States has experienced economic challenges, public frustration with Washington, concerns about terrorism and a divisive health care debate, largely pushing climate change out of the news. It is also clear that public understanding of climate change fundamentals - that it is happening, is human caused, and will have serious consequences for human societies and natural ecosystems here in the United States and around the world - is stubbornly improving too slowly.

The World Wide Views Global Citizen Consultation Results Report on Climate and Energy revealed a global citizenship both well-informed and motivated about climate change but which wants to know more about the concrete issues so it can take a direct part in the solutions. This requires a sharp and sustained focus on education, training and public awareness at all levels of government, society and enterprise to empower everyone to take climate action.

In the formal education arena, U.S. national education standards aimed to define the foundational understandings of a climate literate person have been created (e.g., Next Generation Science Standards [NGSS] and Essential Principles of Climate Science [EPCS]), providing a common education benchmark for students of all ages. The Next Generation Science Standards (Achieve, 2013) are infused with climate science and pre-climate foundational knowledge for the K–12 grade levels. The Essential Principles of Climate Science (USGCRP, 2009) provide an overview of the big ideas and supporting concepts essential for climate literacy of all citizenry.

Given the progress to date on increasing climate literacy, it is time for the education community to review The Essential Principles of Climate Science (USGCRP, 2009) and develop select updates. The last revision was completed in May of 2009. Over the summer, Frank Niepold at NOAA will work with the CLEAN Network in select Tuesday telecons to select limited text and images to update. The target is to have a version 2.1 of the Essential Principles of Climate Science for the fall of 2017.

Please join the CLEAN telecons to participate or suggest your edits in the 2017 Review/Update Essential Principles of Climate Science google document. Check out the document here: https://docs.google.com/document/d/1z65oVs1LwL7iykAjraBuaFLvARK2uzDA-2jTsqYIeXs/edit

You can find the video recording here (MP4 Video 126.4MB Jun27 17).

Abstract: In order to be effective, the responsibility for actualizing the United Nations' Sustainable Development Goals (SDGs) cannot lie with developing nations alone. While the focus of the Millennium Development Goals (2000-2015) was on developing nations, shifting to a sustainable development framework will necessitate the inclusion of highly developed nations in initiating an ecologically sustainable global society. Very highly developed countries and territories will need to reposition not only their policy objectives, but also their cultures and learning to achieve sustainable development. This presentation illustrates what approaches would be effective for very highly developed countries and territories in achieving sustainable development, and how education for sustainable development (ESD) can facilitate these initiating approaches. Three of the SDGs are considered in this presentation: climate action, protecting terrestrial ecosystems, and marine conservation. Identifying best practices and making concrete curriculum and pedagogy recommendations will provide a blueprint for how ESD can be used to move towards sustainable development for highly developed countries and territories.

Bio: Philip Vaughter joined the Education for Sustainable Development Programme at the United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) in June of 2015. A native to Minnesota in the United States, he received an undergraduate degree in biology from Iowa State University in the United States and a post-graduate certificate in Environmental Sciences from University of Victoria in New Zealand before returning to Minnesota to complete his PhD in Conservation Biology with a focus on climate policy and climate literacy in civil society actors.

Before joining UNU-IAS, he worked as a research fellow at York University in Canada. In Canada, his work focused on analyzing the synergies and obstacles in linking local, regional, and national education policies to UN policy objectives. He also investigated the role of Higher Education Institutions (HEIs) promoting Education for Sustainable Development through curriculum, research, practice, and inter-institutional networks. Philip has taught undergraduate and post-graduate courses in ecology, political science, sociology, and statistics during his graduate and professional career.

You can find the presentation here (PowerPoint 2007 (.pptx) 17.6MB May29 17).

You can find the video recording here (MP4 Video 48.5MB Jun1 17).

You can find the video recording here (MP4 Video 106.2MB May23 17).

You can find the video recording here (MP4 Video 26.6MB May17 17).

You can find the video recording here (MP4 Video 27.2MB May9 17).

Abstract: Global warming, air pollution, and energy insecurity are three of the most significant problems facing the world today. This talk discusses the development of technical and economic plans to convert the energy infrastructure of each of the 50 United States and 139 countries of the world to those powered by 100% wind, water, and sunlight (WWS) for all purposes, namely electricity, transportation, industry, and heating/cooling, after energy efficiency measures have been accounted for. Results showing the ability of the grid to remain stable at low cost under 100% WWS conditions are also provided. Please see http://web.stanford.edu/group/efmh/jacobson/Articles/I/WWS-50-USState-plans.html for more information.

Bio: Mark Z. Jacobson is Director of the Atmosphere/Energy Program and Professor of Civil and Environmental Engineering at Stanford University. He is also a Senior Fellow of the Woods Institute for the Environment and of the Precourt Institute for Energy. He received a B.S. in Civil Engineering, an A.B. in Economics, and an M.S. in Environmental Engineering from Stanford in 1988. He received an M.S. and PhD in Atmospheric Sciences in 1991 and 1994, respectively, from UCLA and joined the faculty at Stanford in 1994. He has published two textbooks of two editions each and ~150 peer-reviewed journal articles. He received the 2005 AMS Henry G. Houghton Award and the 2013 AGU Ascent Award for his work on black carbon climate impacts and the 2013 Global Green Policy Design Award for developing state and country energy plans. In 2015, he received a Cozzarelli Prize from the Proceedings of the National Academy of Sciences for his work on the grid integration of 100% wind, water and solar energy systems. He has served on an advisory committee to the U.S. Secretary of Energy, appeared in a TED talk, appeared on the David Letterman Show to discuss converting the world to clean energy, and cofounded The Solutions Project (www.thesolutionsproject.org).

You can find the presentation here (PowerPoint 2007 (.pptx) 49.4MB May1 17).

You can find the video recording here (MP4 Video 57.8MB May2 17).

On April 25, 2017 at 1 pm EST join The Wild Center's Director of Education, Jen Kretser, along with the Adirondack Youth Climate Program Coordinator, Katie Morgan, for a live webinar during which they'll share their successful Youth Climate Summit model designed to engage high school students in climate literacy through meaningful dialogue and action planning on climate change.

Here's What You'll Take Away:

● An overview of The Wild Center's Youth Climate Summit- Climate literacy with a focus on local climate impacts and solutions is a key component of the Youth Climate Summit. Climate literacy education and action on climate impacts is an urgent issue. The summit format allows for informal science institutions such as science centers, zoos, aquariums, community groups and NGOs as well as schools to join in an international effort.

● A look into varying formats of the Summit- Summit locations have included Detroit, MI, Burlington, VT, Finland and most recently, Sri Lanka. New summits are slated to start in central and western New York, Ohio, and Munich, Germany.

● Impacts and outcomes for schools and students- Youth Climate Summits have been found to be powerful vehicles for inspiration, learning, community engagement and youth leadership development. The project-based learning surrounding the creation of a unique, student driven sustainability and Climate Action Plans promotes leadership skills applicable and the tools necessary for a 21st Century workforce

● Planning resources available through theYouth Climate Summit's Toolkit - Everything you could need to start planning your own summits

Beyond the webinar, the Youth Climate Summit is here to help! Their collective goal is to continue sharing this successful convening program format and support the development of Youth Climate Summits around the world to create a network of youth and organizations leading action on climate change.

How to Participate- NOTE CHANGE OF LOGIN:

Tuesday, Apr 25, 1 pm AM Eastern Standard Time –Hosted by the Climate Literacy Education Awareness Network (CLEAN) with support of the ESIP Federation.

Please join my meeting from your computer, tablet or smartphone.
https://global.gotomeeting.com/join/236141845

You can also dial in using your phone.
United States: +1 (646) 749-3129
Access Code: 236-141-845

You can download the The Wild Center's Youth Climate Summit Toolkit prior to the webinar here

You can find the video recording here (MP4 Video 60.9MB Apr25 17).

Abstract: The primary mission of Climate Stories Project is providing a space to discuss how climate change intersects with our lives. Currently, many of us relate to climate change either through the abstract realm of science or the contentious arena of politics—thus, we often frame climate change as a distant and impersonal problem and we aren't empowered to recognize, discuss, and "own" it. This disconnect inhibits personal and community engagement and stifles opportunities for climate action. The antidote to this problem is honestly and openly sharing our stories about climate change: What current changes are we seeing in the environment around us? What are our emotions in response to climate change? What are our fears and hopes for the future? What solutions are we practicing?

CSP facilitates this dialogue and encourages personal engagement with climate change by sharing audio and video narratives of people from around the world speaking about their observations of global warming in their communities. Additionally, CSP runs educational workshops in which students interview community members and those on the front lines of climate change about their responses to the effects of global warming in their communities. Students then use these climate stories as the basis for documentary film, podcasts, and artistic works. This communicative and artistic component of CSP encourages audiences and participants to connect their own observations and feelings about our changing climate to the experiences of other people from around the world.This webinar will discuss the development of Climate Stories Project, describe educational workshops it has facilitated, and discuss future directions for the project. We hope to inspire educators to make use of CSP in their own classrooms or in other community settings.

Bio: Jason Davis is the director of Climate Stories Project, which is an educational and artistic forum for sharing stories about personal and community responses to climate change. Jason is an accomplished environmental educator and musician, and is currently a doctoral student in music at McGill University in Montreal. With his jazz group Earthsound,Jason combines the power of spoken personal narratives with improvised music and natural soundscapes. Jason has a Master's degree in Music from the University of Massachusetts, Amherst and a Master's degree in Interdisciplinary Ecology from the University of Florida.

You can find the presentation here (PowerPoint 2007 (.pptx) 21.8MB Apr17 17).

You can find the video recording here (MP4 Video 52.7MB Apr18 17).

Abstract: A recent systematic literature review explored climate change education to understand effective strategies for teaching about this topic. Using the EBSCOhost search engine, we found 959 unique records and screened these abstracts for studies including empirically measured outcomes of an educational intervention. A final sample of 49 papers were read by the research team and several common themes emerged from analysis. While several themes create effective instruction for any topic (e.g., relevant, meaningful, experiential), working with climate change can make these qualities more difficult to achieve. Additional characteristics seem to be important for controversial and value-laden issues, such as addressing misconceptions, interacting with scientists, conducting projects, and engaging in deliberative discussion. This presentation will introduce the process of a systematic review and explain the themes that we found.

This presentation is part of the eeWORKS program of the North American Association for Environmental Education. This work was funded by the Pine Integrated Network: Education, Mitigation, and Adaptation project (PINEMAP), which is a Coordinated Agricultural Project funded bythe USDA National Institute of Food and Agriculture under Award # 2011-68002-30185.

Bio: Martha Monroe is responsible for extension activities, research, and courses related to environmental education, conservation behavior, and human dimensions of wildland-urban interface issues. Her work includes the development and evaluation of curriculum resources for educators and understanding how people perceive issues such as wildfire and woody biomass in the South. She is exploring strategies for engaging people in helpful dialogue and productive change as we move toward sustainability.

You can find the presentation here (PowerPoint 2007 (.pptx) 5.2MB Apr11 17).

You can find the video recording here (MP4 Video 52.3MB Apr11 17).

You can find the video recording here (MP4 Video 27.5MB Apr4 17).

Abstract: For this network and beyond, our work in communicating about climate change has never been more important. From the threats posed by the new political climate, to fake news, to some in our community still shooting themselves in the foot on some issues, the challenges are enormous. I'll discuss my current thinking on these issues including some of my recently published articles on these topics. We'll focus on words that matter and issues that arise as we pursue the world's most important and time-sensitive conversation.

Bio: Susan Joy Hassol is the Director of Climate Communication, known for her ability to translate science into English. For more than 25 years she has helped scientists, journalists, and others communicate more effectively on climate. She was the Senior Science Writer on all three National Climate Assessments, wrote an HBO documentary, has testified before Congress, publishes widely, and leads communication workshops. She's an elected fellow of AAAS for her "exceptional contributions in the area of science communication, particularly for communication of the science of climate change to policymakers and the public." For more see www.climatecommunication.org

You can find the video recording here (MP4 Video 83.8MB Apr3 17).

You can find the video recording here (MP4 Video 83.8MB Mar21 17).

Abstract: Addressing climate change starts with deeper learning, understanding, and caring, and that true understanding and behavior change requires more than new information. That's where systems thinking comes in. During the presentation, we'll highlight the ThinkWater systems thinking framework and share key strategies and resources that could help build the movement of climate thinkers. Participants will gain new tools and resources to enhance their climate change education programs. Maybe the next big thing in climate change education, research, and outreach is thinking, systems thinking. For a brief introduction, see these short videos about ThinkWater and Systems Thinking.

Bio: Jeremy Solin is the Wisconsin Coordinator and National Program Manager of ThinkWater, a national campaign supported by USDA to help people of all backgrounds and ages think and care deeply about water. He is applying systems thinking to community water education in Wisconsin and working with partners across the US to apply systems thinking in their organizations and programs. He's worked in the environmental and sustainability education fields for nearly 20 years. He has a bachelor's degree in water resources (University of Wisconsin-Stevens Point), a master's degree in environmental education (University of Minnesota, Duluth) and a doctoral degree in sustainability education (Prescott College).

You can find the presentation here (Acrobat (PDF) 3.6MB Mar13 17).

You can find the video recording here (MP4 Video 60.7MB Mar14 17).

Bio: Oksana Shcherba is the Climate Education Program Manager at the Institute at the Golden Gate, a program of the Golden Gate National Parks Conservancy. Oksana has a background in public administration and policy, with an emphasis in environmental policy. She has worked with local governments, including the City of Los Angeles Department of Recreation and Parks, as well as environmental advocacy groups such as the Environmental Defense Fund on initiatives ranging from outlining open space needs in underserved neighborhoods to promoting sustainable fishing practices. She holds a Bachelor's in Politics from the University of San Francisco and a Master's in Public Administration from the University of Southern California.

Abstract: For the past two years, the Bay Area Climate Literacy Impact Collaborative (BayCLIC) has been convening environmental education leaders in the San Francisco Bay Area around the common mission of education and promoting action around climate change. This consortium of informal educators, ranging from zoos to nature centers, was formed to address the significant challenges facing climate communicators in the region (and nationwide). These issues included a discomfort among educators in speaking about climate science, a need for local climate data, staff time to plan out programs, ways to move audiences to action, and more. Given this clear need and an expressed interest from local educators to collaborate on this issue, BayCLIC was launched to cultivate a supportive community that equips climate communicators with tools to build effective climate focused programs. Having identified the highest priorities through a collaborative process, BayCLIC is focusing on connecting educators to local climate science resources, providing them with climate education tools and trainings, and piloting climate action campaigns focused on moving social norms. During this webinar we will discuss how BayCLIC came to be, how we function, and our upcoming projects, which include a website and climate action campaign. As we're just now launching a couple new projects, audience feedback, thoughts, and questions are highly encouraged!

You can find a copy of the presentation here (PowerPoint 2007 (.pptx) 4.8MB Mar7 17).

You can find the video recording here (MP4 Video 34.3MB Mar7 17).

You can find the video recording here (MP4 Video 24MB Mar1 17).

Abstract: The conversation about climate change on social media never fails to be illuminating. To learn more about the climate change conversation on Facebook, over 600 comments from 6 articles about climate science were analyzed. Every post was read and scored for the content, tone, and rationale. Although all the comments were posted on Facebook, the originating articles were from six different sources: the New York Times, Washington Post, CNN, Fox News, NOAA, and NASA.

The analysis showed that the proportion of posts that dismiss climate science is greater than the proportion of people in the US who do not believe in anthropogenic climate change. In other words, the dismissive voices have an outsized effect compared to nationwide public opinion. Analysis of the tone of the posts showed that uncivil behavior was freely demonstrated by people on both sides of the issue, but was significantly more common among detractors of climate science. Deeper analysis of the tone of the conversation showed that it varied widely depending on the hosting page. The conversations at NOAA and NASA were the most productive, while the comments at Fox News were the most vitriolic. These conclusions were reached via quantitative analyses.

Understanding the discourse around climate change can help educators predict the types of misconceptions and disinformation their students are likely to encounter. Furthermore, learning about the flow of topics and user behaviors can help government and environmental agencies manage their interactions on social media. Lastly, as scientists and educators, being attentive to this conversation allows us to be more effective in our own efforts to share scientific information with disparate audiences.

Bio:Karin Kirk has been a member of the CLEAN team since the inception of the project. Her recent projects include a usability study of NOAA's Climate.gov web portal, co-authoring high school climate science curriculum, and writing about climate change for ski and snowboard instructors. In this Facebook study, she collaborated with John Cook of Skeptical Science, as part of a larger effort to characterize the many facets of climate denial. Karin recently delivered a TEDx talk, "Healing the Divide on Climate Change."

You can find the presentation slides here (PowerPoint 2007 (.pptx) 8.2MB Feb21 17).

You can find the video recording here (MP4 Video 46.3MB Feb22 17).

Abstract: Jen Kretser, Director of Programs and Katie Morgan, Adirondack Youth Climate Program Coordinator from The Wild Center will report out on the first Sri Lanka Youth Climate Summit taking place January 20-22, 2017. Through a competitive process 100 students from Sri Lankan universities have been selected to participate in the Youth Climate Summit and will work to create Climate Action Initiatives. The Selected Climate Action initiatives of participants will then be provided with incubation support through mentorship, advocacy, networking and resource mobilization through partner organizations and experts. The US Embassy in Sri Lanka is the main funding Partner while the Climate Change Secretariat of the Ministry of Environment and Mahaweli Development and The Wild Centre in New York are the technical partners for the YCS. The Disaster Management Centre, Asia Pacific Alliance for Disaster Management Sri Lanka, Janathakshan, Sri Lanka Youth Climate Action Network (SLYCAN), Eco-V Volunteers and many corporate sector organizations are also joining hands to make this summit a success. The main organizer is the Community Resilience Center, a volunteer lead organization, dedicated to promote community capacity against challenges such as natural disasters, environmental pollution and climate change.

You can find the slides here (PowerPoint 2007 (.pptx) 20.8MB Feb14 17).

You can find the video recording here (MP4 Video 32.7MB Feb14 17).

You can find the video recording here (MP4 Video 28.7MB Feb7 17)

You can find the video recording here (MP4 Video 29.9MB Jan31 17)

You can find the video recording here (MP4 Video 29.9MB Jan24 17)

Abstract: A youth perspective on climate and justice, and how ACE Fellows aim to use climate action as a tool for equity building.

Bio: Eva Lin, ACE Fellow

Eva Lin is a senior at South San Francisco High School and is originally from Taipei, Taiwan. At the age of 6, she moved to the U.S. with her small family of four, and together they built a life for themselves. Once in high school, Eva joined her school's Earth Club to dedicate her free time to cleaning up her community. She attended various clean-ups throughout the years and takes care of her school's recycling routine on a weekly basis. In 2014, Eva joined the National Honor Society to help those in need by attending multiple community service events, including working in a soup kitchen and participating in even more clean-ups.

Keliana Hui, ACE Fellow

Keliana Hui is a senior at South San Francisco High School and has lived in the Bay Area her entire life. She believes that everyone should take a part in helping the environment because everyone is connected to the environment, no matter who they are. Keliana wants to raise her voice in the environmental community and inform people of their role in climate change.

You can find a copy of the presentation here (Acrobat (PDF) 9.5MB Jan17 17).

You can find a video recording of the presentation here (MP4 Video 28MB Jan17 17).

Abstract: Detroiters working for Environmental Justice convened the Detroit Climate Action Collaborative in 2011 out of the recognition that preparing for a warming world would be necessary for improving quality of life in the city. This group is rising the city of Detroit's first Climate Action Plan.

This is a unique initiative because it is led by an environmental justice non-profit that convenes partner organizations from universities, businesses, government and non-profits, and incorporates community review of the plan. As Kimberly Hill Knott likes to say, it's an effort "from the bottom up by force." The process has persevered despite the city's challenges-- emergency management, bankruptcy, and the lingering effects of disinvestment. In this webinar, you will hear from Kimberly Hill Knott, who will delve into the DCAC process, and Leila Mekias, who will talk about the youth climate summit program.

Bio: Kimberly Hill Knott, Policy Director at DWEJ

After spending over a decade working under the leadership of Congressman John Conyers (Ranking Member, House Judiciary Committee), as a Legislative Assistant, Kimberly furthered her interest in the political arena by joining the staff of Detroiters working for Environmental Justice (DWEJ), as Policy Director. DWEJ is an award winning social enterprise, dedicated to Detroit becoming the global model of a vibrant urban center, with an emphasis on promoting sustainable redevelopment and environmental justice.

You can find the presentation here (PowerPoint 6.3MB Jan10 17)

You can find a video recording of the meeting here (MP4 Video 49.9MB Jan10 17).

A video recording of this teleconference call is [ file 109913 'here']