2020 Teleconferences

This session was a discussion among attendees of ED033 and ED034 that focused on the work of multiple climate communication experts.

You can find the recording here: https://youtu.be/rPpOi7fUWVA

You can read the chat from this discussion here: https://drive.google.com/file/d/1SbPGru-NCuPTmqTc9Vf8JUFqakKGdRA5/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/Zj9gFdapyNc[link https://drive.google.com/file/d/1uBiSHr3hvKY9XUktbOIWj2EGXEOUJkYc/view?usp=sharing '']

You can read the chat from this discussion here: https://drive.google.com/file/d/12OrgCiQ62V3vkwR56gFBQ-8XoDQrQ5bT/view?usp=sharing

This session was an informal discussion among attendees focused on the AGU conference.

You can find the recording here: https://youtu.be/1xAB3FqoZAU

You can read the chat from this discussion here: https://drive.google.com/file/d/1UJosNzMopEeSZUM4e1U1_YEvoBWRfaWP/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording CLEAN Network ACE Framework Deck 2021-1-12 Public.pptx (PowerPoint 2007 (.pptx) 3.6MB Jan12 21)here: https://youtu.be/WtsoIxkOPL8

You can read the chat from this discussion here: https://drive.google.com/file/d/1_MLvJCRAQVn7HgndlkjwdmPmnp6K_uXn/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/pYKB9ybqF-k

You can read the chat from this discussion here: https://drive.google.com/file/d/15Isr7MFFo9uW-suxzMcZrM46CBWleffl/view?usp=sharing

Abstract: The Co-produced Creative Climate Change Curriculum project (5C) represents a partnership between three University of Colorado Boulder departments (Theater and Dance, Environmental Studies, and the CU Museum of Natural History) and the Jefferson County School District (Jeffco) which has enabled us to co-produce an embodied exploration of fossils, energy, and climate for 4^th/5th-grade students. This project addresses the current lack of embodied participatory learning which could enhance retention and understanding of climate change. During the pilot process, we recognized that elementary students need more access to climate solutions, so in addition to the lessons we have also adapted Project Drawdown's solutions to an elementary literacy level. Now that are nearly ready to publish the lessons and the solutions, we are seeking advice from the CLEAN community on effective rollout strategies.

Bios:

Patrick Chandler is a Ph.D. student at the University of Colorado, Boulder who has fifteen years of experience working in and developing environmental education, stewardship, and science programs. His current focus is the co-creation of guidelines to help bring together partners from multiple epistemologies to work together on projects for a sustainable future, including working with artists and arts organizations to catalyze collective action on social and environmental issues. Patrick is the Coordinator of the CLEAN network.

Beth Osnes PhD is an Associate Professor of Theatre at the University of Colorado Boulder and is an associate of the Environmental Studies faculty. She is a theatre and performance studies artist/scholar who is active in applied performance and creative climate communication. She engages in performance to co-author and actualize an equitable, survivable, and thrive-able future for all life and the ecosystems upon which all life relies. This applied approach to performance is explicitly for positive social change and is characterized by process-oriented work on issues identified by the community.

You can find slides for this presentation here (Acrobat (PDF) 3.3MB Nov16 20).

You can find the recording here: https://youtu.be/K7S8wNYZi0E

You can read the chat from this discussion here: https://drive.google.com/file/d/1r1ARQQNQc0kAFPHcXoikNPXuqWNcG7Ws/view?usp=sharing

Bio: Tracey joined EARTHDAY.ORG as the director of education in January 2018. Most recently she was adjunct faculty at the University of Florida and has held positions from Florida to North Carolina, managing and facilitating environmental education programs. Tracey holds a Ph.D. from the University of Florida, where she focused on developing systems-thinking skills in students and teachers to more effectively communicate about complex environmental issues such as climate change.

Abstract: This presentation will review EARTHDAY.ORG's global initiatives to advance climate and environmental literacy by harnessing the electricity of the grassroots movement and bringing it to national leaders at COP26 in Glasgow. We will discuss how educators, scientists, and other allies from across the CLEAN Network can help advance local and global policy.

You can find slides for this presentation here (Acrobat (PDF) 1.4MB Nov9 20).

You can find the recording here: https://youtu.be/NCF3OOwVhfo

You can read the chat from this discussion here: https://drive.google.com/file/d/1xx-dQLUzGhsomil_YONvK6I9_JuGx3pt/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/4xKfN9uYgQY

You can read the chat from this discussion here: https://drive.google.com/file/d/1PcJWDMuLgmtx3uiVHBBIN1YcL_ra-Bjx/view?usp=sharing

Abstract: On this CLEAN conference call, we will present the Living Landscapes project and how we are incorporating it into CLEAN pages. The Living Landscapes Project is a NASA-funded set of climate-science educational resources designed to integrate traditional knowledge (Native science) about the climate with current climate science research. The package includes a ten-episode video series, two online college courses and an on-line high-school learning unit, 10 in-depth climate labs, a set of 18 climate tools and models, a complete teachers'/instructors' guide, and a climate-themed social networking site.

Bios for Germain White, David Rockwell, Bonnie Murray, Rylee Arlee, and Katie Boyd

Germaine Whiteis the Native American Engagement Director for the Maureen and Mike Mansfield Center at the University of Montana. Germaine served as the Education and Information Program Manager, Division of Fish, Wildlife, Recreation and Conservation of the Natural Resources Department of the Confederated Salish and Kootenai Tribes.  Before that, she served as the Cultural Resource Program Manager for the Salish Pend d' Oreille Culture Committee of the Confederated Salish and Kootenai Tribes.

David Rockwell is currently an adjunct faculty member at Salish Kootenai College and is a former department head of the college's Department of Environmental Sciences. He currently works on a variety of natural resource education projects for the Confederated Salish and Kootenai Tribes.

Bonnie Murray Bonnie is the NASA MAIANSE Strategic Partnerships Lead, working in the Office of STEM Engagement at NASA Langley Research Center, in Hampton, VA.  Bonnie works with the NASA MAIANSE activity (Minority University Research & Education Project for American Indian, Alaska Native STEM Engagement MUREP) building partnerships to support American Indian and Alaska Native communities and coordinating Distance Learning elements to connect students to NASA mission content.

Rylee Arlee is a first-year student at Salish Kootenai College in Pablo, Montana, and a member of the Confederated Salish and Kootenai Tribes. Rylee, his grandfather Johnny Arlee, and Alysa Bigcrane star in the ten-episode Living Landscapes video series.

Katie Boyd is an Education and Outreach Associate at CIRES. She works on several projects for CIRES, including serving as the program manager for the CLEAN network and collection of educational resources. She also conducts evaluation efforts on multiple large education projects. Her professional interests include science education, outreach, and communication, specifically helping to build bridges between the scientific community and the public on climate change.

You can find the recording here: https://youtu.be/_sGfmZVVsS0

You can read the chat from this discussion here: https://drive.google.com/file/d/15xYp-26DOo5P2FgrcCBMLe4_Pcm4rWJ5/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/5lKCAKRdxRc

You can read the chat from this discussion here: https://drive.google.com/file/d/1Bg2ngL2cK_yZCoYH83OhOpCjeE5U6fbo/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/o7NajLu3yQc

You can read the chat from this discussion here: https://drive.google.com/file/d/1vyidWND7FooT6A7TAfGd9IRaDB8nS7-x/view?usp=sharing

We will update the CLEAN Network on the US ACE Strategy website (https://aceframework.us/), the Building a National US ACE Strategy Talanoa Dialog Roadmap (https://docs.google.com/document/d/11kqA-GDd595ji8EsyIBSzIxNlGRF1fRgm4iZJrXyEUI/edit#) and the upcoming Closing session on October 22nd, 2020 starting at 1 PM ET. At the closing session, we will launch the community review of the US ACE Strategic Planning Framework.

Speakers include: Frank Niepold, Isatis Cintron, and Jen Kretser

You can find the recording here: https://youtu.be/JhZezcfYmxo

You can find the chat from this call here: https://drive.google.com/file/d/18resXCrI34Am7sPf8fxNtZuxjx4vpGp_/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/cx21YesxDy8

You can find the chat from this call here: https://drive.google.com/file/d/1GpPjwNS5e7t2v0XvcuJSao9qByh47qQa/view?usp=sharing

Abstract: An ongoing blended Climate Teacher Professional Learning Community (Climate TPLC) has been envisioned that would help teachers build climate investigations and units using reviewed CLEAN Resources to help them effectively teach climate change in the context of the 3-dimensional learning outlined in the NGSS. Recent work has focused on fleshing out a template for starting a Climate TPLC and exploring ways to sustainably fund a Climate TPLC. This presentation will describe the results of a survey of a broad spectrum of teachers that explores the extent to which climate change is integrated into classroom curriculum, the satisfaction teachers have with the climate professional development they receive, what teachers look for in professional development, and how they fund their professional development activities. This begins the process of identifying lines of potential revenue to make a Climate Teacher Professional Learning Community financially viable and sustainable.

Bio: Dr. Tamara Shapiro Ledley is President and Chairman of the Board of Directors of the Earth Science Information Partners (ESIP), a STEM education consultant, Earth, and climate scientist, Secretary of the Education Section of the American Association for the Advancement of Science (AAAS), an En-ROADS Climate Ambassador, and Adjunct Professor at Bentley University. She was a 2017 Harvard Advanced Leadership Initiative Fellow where she explored her interests in making climate change education efforts scalable and financially sustainable and leveraging these efforts to enable all climate change stakeholders to align efforts to address the local impacts of climate change. She served as a senior scientist and chair of the Center for STEM Teaching and Learning at TERC for 20 years. She received her Ph.D. from MIT in atmospheric and climate science and her BS from the University of Maryland in astronomy.

You can find slides for this presentation here (Acrobat (PDF) 1011kB Jun2 20).

You can find the recording here: https://youtu.be/t4-sbxHcP8s

You can find the chat from this call here: https://drive.google.com/file/d/1_WpFkaBCZ40BWczi1CH0EAdmv2t0_c4e/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/fQqHUUHQRlw

You can read the chat from this discussion here: https://drive.google.com/file/d/1NTZhwOcYJXpjGjoVee7KqeDMYPxtmTQ_/view?usp=sharing

Abstract: I am not a teacher, but I often think of myself as an educator. As a former broadcast meteorologist frequently talks to kids about technology and tools like satellites, radar, rain gauges, and thunder makers (technical terms) to explain the weather and why we need to observe the weather better every day...and I also talk to some adults...when they feel like listening.

Twelve years ago my team and I invented a technology to connect subject matter experts (primarily scientists) with decision-makers in a 5-year long effort to evolve a capability to share data across platforms and to engage those decision-makers in looking at actual data. The only thing that existed before GeoCollaborate was screen sharing technologies like WebEx, GoToMeeting, Google Hangout/Meet...and of course now Zoom. No technology could enable the access and sharing of data in a collaboration session and let the followers or collaborators interact with the data. Since 2010 GeoCollaborate has evolved and is now getting noticed...and licensed by decision-makers. I have always thought, however, that there are many more applications for GeoCollaborate such as education. So for the next 30 minutes, I would like to show you GeoCollaborate and get your feedback as we try to understand how it might be used in the formal learning environment as well as the informal learning environment. Thanks for attending my show and tell...and giving me the feedback that could launch an environmental science education revolution. You can even follow in real-time when I give you a URL...awesome! :)

Bio: Dave spent nearly a decade (1990s) as an on-air broadcast meteorologist for NBC4 in Washington, DC, appeared on NBC's Today Show multiple times, and designed and launched the very first TV weather website in the nation, WeatherNet4 (1995). He also co-organizes and hosts the Glen Gerberg Weather and Climate Summit, a national summit that brings together TV meteorologists and scientists to advance TV meteorologists' understanding and communication of extreme weather impacts and climate science to build a more resilient nation. With NASA support StormCenter delivered the 2017 solar eclipse LIVE to an audience of millions from Salem, Oregon. With support from NOAA and NASA StormCenter has also produced a live-streamed workshop for broadcast meteorologists in conjunction with the 2016 launch of the GOES-R advanced weather satellite from Kennedy Space Center. Dave is frequently invited to make keynote presentations to groups across the nation and stresses the importance of integrating science and earth-observing results into the decision-making process to improve resilience to extreme weather and the impacts of a changing climate. Dave has also worked for the nation's leading private weather company and at NASA Goddard Space Flight Center in Greenbelt, MD.

You can find the recording here: https://youtu.be/hKqEVwxi7jU

You can view the chat from this call here: https://drive.google.com/file/d/1hsXBaT0pluAukoe4VgXbONho-k1TthaF/view?usp=sharing

This is the seventh in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first six calls in the notes for February 25th, March 24th, April 28th, May 26th, June 23rd, and July 21st.

Facilitator 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 which 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.

Panelists:

Bernadette Woods Placky, Chief Meteorologist, Climate Matters Director, Climate Central

David Sittenfeld, Manager, Forums & National Collaborations, Museum of Science, Boston

Rachel Valletta, Environmental Scientist, The Franklin Institute

Miranda Massie, Director, The Climate Museum

Patrick Hamilton, Director, Global Change Initiatives, Center for Research and Collections, Science Museum of Minnesota

You can find the recording here: https://youtu.be/2o0dwb7yqPc

You can read the chat from this discussion here: https://drive.google.com/file/d/1HF1Tsa-n-n4_-JaOD2RB9Z3NINK1ij7a/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/3wZIFgxjZKU

You can read the chat from this discussion here: https://drive.google.com/file/d/1-bv1msw_4sHFHNy7rSluVvSkwDqKDMs3/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/4azgLupvQf0

You can read the chat from this discussion here: https://drive.google.com/file/d/10Sl0jToitnJRNZGXy3_f9jurhjPlkrqx/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/tp8iF9D9KQ4

You can read the chat from this discussion here: https://drive.google.com/file/d/1FXx-r5ys2zQxuatWaX-q_ZdMVMxMzAD5/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://youtu.be/LPPCG_89Lxc

You can read the chat from this discussion here: https://drive.google.com/file/d/1Sa7aMv5J1udGs_jrIr-Rt929WbB5rlYx/view?usp=sharing

This is the sixth in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first five calls in the notes for February 25th, March 24th, April 28th, May 26th, and June 23rd.

Facilitator 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 which 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.

Panelists:

Cristin Dorgelo, President and CEO, Association of Science and Technology Centers

Curtis Bennett, Director of Equity & Community Engagement, National Aquarium

Jeremy S. Hoffman, Ph.D., Chief Scientist, Science Museum of Virginia

Jen Kretser, Director of Climate Initiatives, The Wild Center

David Sittenfeld, Manager, Forums & National Collaborations, Museum of Science, Boston

You can find the recording here: https://youtu.be/aWPYiAaaH-Y

You can read the chat from this discussion here: https://drive.google.com/file/d/1U4_m3qxr6fOJTTGAur6iN97Xvd1fe4mu/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording here: https://drive.google.com/file/d/1PMsCSRs7_Mr9kBmhPCzWZgYW5q5EEtdU/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1joHfp3l2Xr6q34sF27_b50ir1St6z05c/view?usp=sharing

Bio: Deb Morrison (Learning Scientist) is deeply engaged in research-practice partnership efforts around equity and justice in STEM learning contexts, particularly concerning furthering climate justice. This work is done through a cultural lens centered on differential participation within and across varied communities of practice and seeks to disrupt oppressive structures limiting participation. Deb has taught middle school science and is particularly interested in content intersecting with environmental literacy, justice, and sustainability. She is passionate about working with educators in practice and has undertaken such efforts in a wide variety of contexts and content domains. Deb earned a B.S. in Geography at the University of Victoria, an M.S. in Plant Sciences and Environmental Sciences at the University of Western Ontario, and a Ph.D. in Curriculum and Instruction – Science Education at the University of Colorado at Boulder. More about Deb can be found at www.debmorrison.me

You can find the presentation slides here:

https://docs.google.com/presentation/d/16hpxilKhOtat6ZeGP7XNkSN8vfQt___-zVIF_NYGlLA/edit?usp=sharing

The recording of this presentation can be found here: https://drive.google.com/file/d/14cN9mHxoH-IVWGo_abRhf_6Pt56r3BMS/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1TCU4vePpkq8eVkof-I4ghmOokeyKnHv6/view?usp=sharing

Abstract: Atmospheric Molecule Models -- a physical, kinetic, interactive demonstration and climate education icon. Would this be a good CLEAN-listed resource? Currently in use across the US: in K-12 schools & universities, during large events out in under-served communities, at science festivals, youth summits, field trip hubs, in science centers, and by student activists. Typical elementary school level presentation in, Youtube video format, at: 
https://www.youtube.com/watch?v=OurnlNxBGX8

You can find the presentation videos and still images here:
youtube.com/playlist?list=PLmftP5AROc0n2dLus4hS81nSJkisKyfWB 

Co-presenters Include:
Natalie Stapert, middle school humanities, and language arts teacher, Lowell School, Washington DC
Bella Calemine, middle school student, representing Lowell's Climate Club and Mobile Climate Science Labs volunteer
James Callahan, founder of ClimateChangeEducation.org. Director, Mobile Climate Science Labs
Alana Siegner, PhD; University of California, Berkeley, Energy, and Resources Group
Liz Bullock, middle school science teacher, Lowell School

The recording of this presentation can be found here: https://drive.google.com/file/d/1B-rMD2QEKiNIpLCPV5afQu6gN2SuDLVY/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1cvPw762liYzectOYiUX-QxHZqNwl6of3/view?usp=sharing

You can find slides for this presentation here (Acrobat (PDF) 1.3MB Jun30 20).

This is the fifth in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first four calls in the notes for February 25th, March 24th, April 28th, and May 26th.

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 which 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 recording of this conversation here: https://drive.google.com/file/d/1bAQISDasHWJZI0CeMGUdUJKUzHHePnoM/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1iF9a4FvAoZ4oV9ZpF6-258Tx1Uib48pf/view?usp=sharing

Abstract: The urgency of the climate crisis demands not only greater coherence and coordination of education efforts but also a deep examination of the education sector's role in the perpetuation of the status quo. However, much of the global education community's attention and resources have been fractured by other development priorities, diluting the efficacy of its power to be a game-changer in climate action. As a starting point for critical discussion, this presentation attempts to focus attention on the education spaces where coordinating local efforts across districts, states, and nations can have an impact on a global scale. It describes the current policy landscape for education in climate action and climate in education. It then presents five underlying challenges preventing the formal education sector from taking a more proactive role in climate action. Finally, the presentation makes a case for how these roadblocks can become entry points for policy and action, with the ultimate goal of developing a roadmap for the education sector in climate action that generates a new set of game-changing rules.

Bio: Christina Kwauk is a fellow in the Center for Universal Education at the Brookings Institution. Her current research focuses on gender equality in education, 21st-century skills, and youth empowerment, and education and climate change. Christina is co-author (with Gene Sperling and Rebecca Winthrop) of What Works in Girls' Education: Evidence for the World's Best Investment. She has also published on girls' life skills education, gender in education and climate policies, and sport for development. Christina also leads the Echidna Global Scholars Program and previously served as chair of the Girls CHARGE initiative. Christina holds a Ph.D. in Comparative and International Development Education from the University of Minnesota, a MA in Social Sciences from the University of Chicago, and a BS in Psychology from Sewanee: The University of the South.

You can find slides for this presentation here (Acrobat (PDF) 1.1MB Jun15 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1HwJGK1BdAITrzm_7NmOBNZALXVRWyjHx/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1ipgnqd0EdVm2MWIanG12lGnf2cdAEnji/view?usp=sharing

Abstract: The goal of this presentation is to engage CLEAN and gather some feedback on an evolving new approach to engaging broadcast meteorologists and their viewers regionally.

StormCenter Communications and its partners recently produced award-winning stories for NOAA. The Promise of JPSS is a recent Telly Award winner for excellence in communicating effective messages from a government customer and tells the story of the usefulness of satellite data from the perspectives of actual users. You can view The Promise of JPSS (10:55) here: https://youtu.be/eulPPfwexaE

In 2017, StormCenter's production: The Promise of GOES-R was featured in the Colorado Environmental Film Festival, exposing the incredible impacts that GOES-R had in its first year in orbit while being tested for operational deployment. You can view The Promise of GOES-R (8:51) here: https://youtu.be/AT-DnFqVp_4

StormCenter has also recently produced an award-winning series for Celebrity Cruise Lines in the Galapagos with Chief Science Advisor for the Galapagos and Author Dr. Ellen Prager. These short videos bring science to the passengers during their awesome exploration experiences which include an on-board lab where the sand from different islands can be analyzed...the sand is different on each island. You can see Web of Life here: https://youtu.be/WClcWhu7GPg (Dr. Prager's latest series, designed for middle school kids, is her Wonderlist Adventure Series with the first book "Escape Galapagos" recently published. The fiction series is designed to excite kids with mystery and adventure while teaching them about science and climate change).

Bio: Dave spent nearly a decade (1990s) as an on-air broadcast meteorologist for NBC4 in Washington, DC, appeared on NBC's Today Show multiple times, and designed and launched the very first TV weather website in the nation, WeatherNet4 (1995). He also co-organizes and hosts the Glen Gerberg Weather and Climate Summit, a national summit that brings together TV meteorologists and scientists to advance TV meteorologists' understanding and communication of extreme weather impacts and climate science to build a more resilient nation. With NASA support StormCenter delivered the 2017 solar eclipse LIVE to an audience of millions from Salem, Oregon. With support from NOAA and NASA StormCenter has also produced a live-streamed workshop for broadcast meteorologists in conjunction with the 2016 launch of the GOES-R advanced weather satellite from Kennedy Space Center. Dave is frequently invited to make keynote presentations to groups across the nation and stresses the importance of integrating science and earth-observing results into the decision-making process to improve resilience to extreme weather and the impacts of a changing climate. Dave has also worked for the nation's leading private weather company and at NASA Goddard Space Flight Center in Greenbelt, MD.

You can find slides for this presentation here (Acrobat (PDF) 8.3MB Jun12 20).

On this call, we focused on current events and how to respond as individuals and as an organization that supports social justice. The conversation was not recorded to create a confidential space for open discussion. However, the announcements, which included details on how CLEAN and partner organizations can take part in the UN ACE process, are included in the following link:

You can find the recording of this conversation here: https://drive.google.com/file/d/1QQP0O1pNnjQdG5bKx_zTfjOdftrtKqZP/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1rqfYGf4sRNsCfplm2qEE_o7YRka4SUuE/view?usp=sharing

This is the fourth in a series of monthly calls focused on the Action for Climate Empowerment Strategic Plan and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first three calls in the notes for February 25th, March 24th, and April 28th.

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 which 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 slides for this presentation here (Acrobat (PDF) 639kB May27 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1ocs8bn4xi7_vnAt6oDgpHtAkNHjHvDi5/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1AS8LWIWvYcXngLJ4u5FnF7HPafiUeprU/view?usp=sharing

Abstract: Polar regions are disproportionately affected by climate change, and Alaska is at the forefront of the crisis. Rural Alaskans, who are in predominately Alaska Native communities, also pay more for their energy than anywhere else in the US, which is mostly produced from fossil fuels. The non-profit Renewable Energy Alaska Project (REAP) was established in 2004 to address some of these issues through advocacy and education. Since 2011, REAP has been providing K-12 education throughout the state on clean energy that is place-based and relevant to Alaskans. In this presentation, Colleen Fisk will discuss REAP's education work, focusing on K-12 outreach but also sharing collaborations in the technical and post-secondary education spaces (K-Gray). She will also share a brief overview of Alaska's energy landscape and some of the challenges and opportunities to delivering clean energy education in the Last Frontier where all residents get a dividend from oil profits. Bring your questions and your insights for discussion!

Bio: Colleen Fisk is the Energy Education Director at Renewable Energy Alaska Project (REAP). Colleen has been with REAP since 2016, implementing the AK EnergySmart and Wind for Schools curriculum in K-12 classrooms and leading teacher trainings around energy education. Colleen grew up on a small farm in Wasilla where her parents, also science teachers, instilled a lifelong love of science. She loves working with diverse groups, teachers, and students across the state to learn from each other about clean energy.

Learn more about REAP and its initiatives on its website here: https://alaskarenewableenergy.org/

Free AK EnergySmart curriculum here: http://akenergysmart.org

You can find slides for this presentation here (Acrobat (PDF) 3.1MB May21 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1IJuaHm1fDw6yT0qW7I1rkq0yCQiAUXx-/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1w116Drzf2FXVOmdm2P4Kz32OeG4Fiarh/view?usp=sharing

Abstract: Join NOVA on a dramatic and surprising multimedia adventure from pole to pole and back in time with Polar Extremes, Antarctic Extremes, and the NOVA Polar Lab. Hosted by renowned paleontologist Kirk Johnson, Polar Extremes is a two-hour special that takes viewers on an epic adventure through the last 650 million years to uncover the extraordinary climate history of Earth's poles. As Johnson travels the planet, uncovering clues of the polar past, NOVA's Caitlin Saks & Arlo Pérez explore the challenges of polar research today in Antarctic Extremes, a 10-part digital series that discovers what it takes to live, work, and do science at the bottom of the world. Classrooms can also experience the science of Polar Extremes firsthand, with the NOVA Polar Lab, a web-based experience that uses 360° videos, interviews with scientists, and mini-games to send players on an immersive quest to understand how the poles are key to understanding Earth's climate—past, present, and future. This multi-platform project brings the field of polar science to life for all kinds of learners through traditional storytelling and experiential, digital learning environments.

Bio: Gina Varamo is the Outreach Manager for NOVA, the Emmy-award-winning science documentary series produced by WGBH Boston for PBS. NOVA is the most popular primetime science series on American television, demystifying the scientific and technological concepts that shape and define our lives, our planet, and our universe.

You can find the slides for this presentation here: https://docs.google.com/presentation/d/1Muicd8Vi5rcBMkJUMRJMX-BcYz9zvsWeLoalcS9XLAY/edit?usp=sharing

You can find the recording of this conversation here: https://drive.google.com/file/d/18JEguphLEqRcwTBftLW55f1aSt38PY_l/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1qB0PYHhVWZxl5tk165yrzK_Wch72kZ-Y/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording of this conversation here: https://drive.google.com/file/d/1amqggacFwn-YZ3ILwnTAy0sJfSuB1snN/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1IfKIBfqMrdFjbar2MHV-b0LumzCfg7HA/view?usp=sharing

This is the third in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first call in the notes for February 25th, and the second call was on March 24th.

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 which 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 slides for this presentation here (Acrobat (PDF) 1.5MB Apr28 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1g93THumZfATs47z5-N_Po0qldGwya_uG/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1KpD8KRlje291QLg6rpwTL-uR6qoSVjOt/view?usp=sharing

Abstract: Like the current global pandemic, disruptive climate change is something that impacts all of us. Consequently, dealing with this change means broadening public engagement in the international climate process. There are, however, significant factors that limit who and how many people can be involved in this process. Chief among these are issues with meeting spaces, the time and expense of traveling to these spaces, the carbon footprint of large numbers of people doing so, and even issues of public health.

In response to this dilemma, a coalition of local groups and institutions in Portland Oregon organized a series of public gatherings known as the PDX Virtual Bridge to COP25. The purpose of these gatherings was to link local people with events at the 2019 UN Climate Conference in Madrid Spain. Designed as an online dialog with observers in Madrid, the bridge also gave locals a chance to hear from area activists, researchers, and policymakers about how their work connects with the international process.

This webinar will present that experience and look at what comes next - plans for broadening the bridge to include the upcoming UNFCCC events like COP26.

Learn more about the Greater Portland Sustainability Education Network here -gpsen.org

Bios:

Frank is a retired community college geoscience instructor now heavily involved in climate education and advocacy work in northwestern Oregon. By training, he is a glacial geologist and a physicist, as well as a veteran science museum educator. He's also an insufferably proud grandpa, which has a lot to do with why he does what he does.

Neeraja is a practicing agriculturist, educator, scientist, and lifelong learner of the power of growing, cooking, and sharing food. Neeraja has a doctorate in environmental science with a research focus on urban water and food resilience and urban agrobiodiversity. She has two master's degrees, one in agronomy, another in plant physiology, and a bachelor's in agriculture science. Her work experience includes consulting with United Nations Development Program-Global Environment Facility and Food and Agriculture Organization.

You can find slides for this presentation here (Acrobat (PDF) 1.1MB Apr22 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1DEXcUiEl1Lh6OQ3E-tubM2nd8EtbbwBf/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1z8Xze9DUqoKiE7hQSJY5AYD43eikYv3U/view?usp=sharing

Abstract: The interactive electronic Design Our Climate simulation (DOCs) equips users to explore the paths we can take globally toward "net-zero" emissions in 2050 needed to meet the international commitments to keep average surface temperature increases below 1.5 °C by 2100. The simulation breaks down the seemingly intractable challenge of moving from our "business as usual" trajectory into 20 smaller challenges. Users can design our climate future by implementing mitigation strategies in five sectors: electricity, transportation, land use & agriculture, buildings, and materials. A "Reality Check" feature gives live feedback on the feasibility of each action and educates about the underlying assumptions that determine what is realistic. The DOCs simulation was developed by an interdisciplinary team of undergraduate students and faculty at The King's Centre for Visualization in Science (KCVS), with support from Energy Efficiency Alberta, as part of Accessible Solutions: Visualizing Energy Choices and Climate Implications Embedded in Alberta Narratives. This simulation joins the suite of free interactive tools and digital learning resources provided by KCVS that are already used by over 500,000 students, educators, and the public from over 100 countries each year. Lessons and activities for students to make effective use of DOCs are now available on the website and will be discussed. In the US, DOCS will be integrated into the climate change lessons developed by the National Centre for Science Education.

Learn more about the Design Our Climate simulation in the November, 2019 ACCN Canadian Chemical News.

Bios:

3M National Teaching Fellow Peter Mahaffy is a Professor of Chemistry at the King's University in Edmonton and Director of the King's Centre for Visualization in Science (www.kcvs.ca), which provides digital learning resources used by over 500,000 students, educators, and the public from over 100 countries each year. His current research and professional work are at the interface of systems thinking in chemistry education, the uses of interactive visualizations to facilitate the learning of science, sustainability/green chemistry, and the responsible uses of chemistry. He has been working on climate change science and its links to STEM education for 15 years, and he served on the American Chemical Society (ACS) presidential working group to help professional chemists communicate climate science to the public.

Before beginning her work as Project Manager for Accessible Solutions at the King's Centre for Visualization in Science, Dr. Melanie Hoffman developed engaging, student-led learning experiences in an inclusive, collaborative work environment as a science faculty member at the innovative Quest University Canada, Squamish, BC.

You can find slides for this presentation here (Acrobat (PDF) 1.6MB Apr14 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1cwmVx-U8zqUF2VgDm4TWxvr747YIBQT6/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1YPkXda6-TK4NLFj8zp6tRneVMOYTZ-rb/view?usp=sharing

Abstract: Tools from social psychology, including social modeling and building self and collective efficacy, can help us to create a new model for current, culturally-relevant stories that can help communities improve climate mitigation and adaptation skills. These "solution stories" are hopeful, funny stories that effectively teach climate change adaptation, mitigation, and resilience strategies. Up-to-date research can be iteratively utilized in these stories to better equip communities to manage climate change disasters and lessen harmful physical and mental health impacts. Stories are an innovative management strategy for substantially improving preparedness and, hence, health outcomes among communities facing extreme weather events caused by climate change.

NRDC's Rewrite the Future initiative aims to enlist the power of narrative TV, film, and new media to help accelerate our global response to the climate crisis. Storytellers have a vital role to play in shaping our cultural narratives about climate, by producing entertainment that helps us face reality, confront our fear and grief, imagine possible futures, and inspire us to action. The program offers a range of support to Hollywood professionals to encourage more, varied, and compelling climate stories in entertainment, including industry dialogue and networking, climate story consultation, and help with project development.

Bios:

Emily Coren is a science communicator with a background in biology and science illustration, developing tools for producing cultural stories to improve the rate of climate mitigation and adaptation.

Cheryl Slean is a climate communicator, playwright, and filmmaker with a diverse academic background in physics, literature, and sustainability. As an educator, she taught narrative theory, creative writing, and filmmaking at the University of Washington, Seattle University, and UCLA. After making several independent short films, she started a video production company specializing in narrative strategies for educational media. In 2015 she co-founded the grassroots collective Vision LA Climate Action Arts to engage artists in the climate movement and produced a multidisciplinary arts festival concurrent with the U.N. Paris Accords. She currently works with the Natural Resources Defense Council on Rewrite the Future, a climate storytelling in entertainment initiative.

You can find Emily's slides here: https://prezi.com/view/5jMbKM0SVUYolapZp7LX/

You can find the recording of this conversation here: https://drive.google.com/file/d/1EzcFZTX0eGD4ESPx9HGGxtDLv7tu5b3l/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1F8IkqtS_LfsbjCAyz8MUgjJTDI8_cQIz/view?usp=sharing

This session was an informal discussion among attendees.

You can find the recording of this conversation here: https://drive.google.com/file/d/1wifxFLibmiaG6jdvpxjQK0fd87rHXw1N/view?usp=sharing

You can read the chat from this discussion here:https://drive.google.com/file/d/1aBsscx60rPqAkY_idLAgQn2mRI5Pi4LR/view?usp=sharing

This was the second in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020. You can find the recording of the first call in the notes for February 25th.

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 which 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 slides for this presentation here (Acrobat (PDF) 1.3MB Mar24 20).

You can find the recording of this conversation here: https://drive.google.com/file/d/1rPON1ygdyE5c7IYHKk_AqKpYjnEQqgie/view?usp=sharing

You can read the chat from this discussion here: https://drive.google.com/file/d/1Mn1PSiLEsB7_4aREPH2W4mMxzSZ7f23U/view?usp=sharing

Abstract: The Climate Collage (originally La Fresque du Climat in French) is the name of both a serious game about climate change and of the non-profit organization aiming at making the game as widely available as possible and providing support to the growing community of participants and facilitators. It is played in groups of about 6 people over 3 hours and facilitated by an animator. The goal is to let participants gain a good understanding of what climate change is: the causes, consequences, challenges, and systemic obstacles, and to initiate a discussion about the changes we'd like to see happen. All content is based on the IPCC reports. It adapts to all kinds of participants, from politicians, business executives, young professionals, and state officials to students, school kids (with a kid version), convicts, the girl next door, and your other neighbors. The Climate Collage community has grown successfully in France, reaching a total of 25,000 participants and about 1,500 animators in one year. We believe the key to its success is that it is "fun" pedagogic, collaborative, and science-based. It is also very simple to use: all you need is a table, some paper, a set of cards, pens and colored felt pens, and an animator.

The Climate Collage is sponsored by French paleoclimatologist and co-chair of IPCC group #1 Valérie Masson-Delmotte and French glaciologist Jean Jouzel.

Bio: After working 7 years in digital and data marketing, Lan Anh VU HONG is now working as an independent consultant to promote a social, energy, and environmental transition to a sustainable way of life. She works with businesses, non-profit organizations, and individuals to raise the level of awareness around climate challenges and make desirable changes happen. She is particularly interested in the topics of resilience, social justice, and the food system. She has been involved with the development of the Climate Collage since early 2019 as a volunteer, working on topics such as growth, governance, and digital communication. She is a certified trainer and animator of the game, which she has facilitated in all kinds of contexts.

You can find the recording of this conversation here: https://drive.google.com/file/d/1keFvVDXm1RNqj_eI7sSLh5Bb1TxTU6FN/view?usp=sharing

This session was an informal discussion among attendees.

Listen to the recording here (MP4 Video 283.8MB Mar10 20).

See the chat for this conversation here (Text File 5kB Mar10 20).

This session was an informal discussion among attendees.

Listen to the recording here (MP4 Video 126.3MB Mar3 20).

See the chat for this conversation here (Text File 1kB Mar3 20).

This will be the first in a series of monthly calls focused on this topic and the CLEAN network's role in developing the strategy. For background information and reference materials, please refer to the call that took place on January 28th, 2020.

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 which 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 slides for this presentation here:

Listen to the recording here (MP4 Video 101.4MB Feb25 20).

Read the chat from this call here (Text File 17kB Feb25 20).

This session was an informal discussion among attendees. Listen to the recording here (MP4 Video 168.3MB Feb24 20).

During the February 4th call, the richness of the topic and discussion prompted us to continue the conversation for this call. Please see the presenter and topic details in the notes for February 4th and be sure to listen to the recordings if you were not able to join. The slides from that conversation will continue to serve as a basis for discussion during this call.

Listen to the recording here (M4A Audio 18MB Jan14 20).

Abstract: California is a leader in both climate policy and educational policies that support environmental and climate-related education. To help prepare teachers to enact these instructional shifts in our state's frameworks and provide youth with the skills they are demanding, teacher educators must take a systematic and collaborative approach. This session will provide an update on the progress of the UC-CSU collaboration Environmental and Climate Change Literacy Project and Summit, known as ECCLPS. A steering committee and sub-committees focused on pre-service teachers, in-service professional learning, and curriculum have published a report and hosted a summit that brought together leaders and practitioners from across the PK to higher education fields. This presentation will highlight the many recommendations that have been made to public universities, state agencies, and others involved in teacher preparation.

Dr. Amy Frame is a credentialed teacher who has worked at almost every level of the school system, from teaching English, history, and science to coaching and managing curriculum implementation and leading as a principal. She has worked in public, magnet, charter, and independent schools. Amy has an MEd in Instructional Leadership from Harvard Graduate School of Education and an EdD in Educational Leadership from UCLA where she published her dissertation, "Assessing the Efficacy of Environmental Education on Environmental Stewardship, Civic Engagement, and College and Career Pathways."

Linda Livers has worked on several Ten Strands projects over the last 3 years as a project management consultant. Recent projects include project managing the UC–CSU Environmental and Climate Change Literacy Project and Summit at UCLA, assisting with the implementation of a Global Climate Action Summit education affiliate event in San Francisco, coordinating advocacy work for Senate Bill 720, soliciting funders for a year-end campaign, helping to plan 3 fundraising events. Linda currently assists the Ten Strands chief executive officer with organizational operations. Her work also includes project management and administrative support for individuals by coordinating insurance policies, planning and implementing events of all sizes, and taking on various ad hoc projects.

Here you can find the slides for this presentation.

The recording of this call was broken into two separate files. You can find the first here (MP4 Video 70.2MB Feb4 20) and the second here (MP4 Video 45.8MB Feb4 20).

This session was an informal discussion with a focus on building a strategy for a national plan of Action for Climate Empowerment led by Frank Niepold. Listen to the recording here (MP4 Video 97.4MB Jan28 20).

You can find slides regarding the ACE portion of the discussion here (Acrobat (PDF) 8.8MB Jan28 20).

This session was an informal discussion among attendees. Listen to the recording here (M4A Audio 23.7MB Jan21 20).

Find the chat from the recording here (Text File 2kB Jan21 20).

This session was an informal discussion among attendees. Listen to the recording here (M4A Audio 18MB Jan14 20).

Find the chat from the recording here (Text File 1kB Jan14 20).

Abstract: In this presentation, Dr. Krasny will present the framework for the Fellowship and discuss the opportunities and drawbacks of E-Engaged Learning models. During the Fall Semester, 2019, Dr. Marianne Krasny ran the Cornell Climate Change Online Fellowship concurrently with a hybrid online/in-person undergraduate course called "Climate Solutions." The 35 Fellows hail from over 20 different countries and connect weekly over Zoom and WhatsApp and through small discussion groups. In tandem with the Fellowship, Dr. Krasny and post-doctoral researcher Dr. Xoco Shinbrot ran a three-credit hybrid online/in-person course that engages students in critically assessing the potential effectiveness of a broad spectrum of actions and policies to limit and adapt to climate change. Through engaging in discussion boards and small-group discussions with the Fellows, Cornell students will gain insight into issues of cultural context and scalability in addressing this global problem.

Bio: Marianne Krasny is a Professor and Director of the Civic Ecology Lab in the Department of Natural Resources at Cornell University, specializing in community environmental stewardship and environmental education in urban and other settings in the US and internationally.

You can find the presentation slides here (Acrobat (PDF) 2.8MB Jan7 20).

You can find the recording here:

https://transcripts.gotomeeting.com/#/s/dc3417c5bf828addf5bf77330031d5a52f40289e317b4cc04ebf9bb02ee3f1a4

Resources and notes from this call's chat box here (Acrobat (PDF) 106kB Jan12 20).