ED032
Getting to scale and impact in climate education and communication for action

Session ID#: 82185

Session Description:
The scientific imperative for action on climate change is clear and demands science-based decision-making at all levels of society. We need ‘education for action,’ and effective education and communication approaches that:

  • leverage systems thinking and system dynamics as frameworks for integrating knowledge across disciplines;
  • are clearly and transparently grounded in facts;
  • enable people to learn for themselves;
  • engage social, affective, and analytic learning pathways, including opportunities for deliberation and collective problem-solving.

In order to achieve scale and impact, these tools and approaches must also be widely available, accessible to non-experts, and easily spread by opinion leaders. In this session, we will explore challenges, opportunities, and success stories of education for climate action.

Index Terms:

0850 Geoscience education research [EDUCATION]
1630 Impacts of global change [GLOBAL CHANGE]
6620 Science policy [PUBLIC ISSUES]

Primary Convener:  James M Byrne, University of Lethbridge, Lethbridge, AB, Canada
Conveners:  Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, DC, United States and Juliette N Rooney-varga, UMass Lowell, Climate Change Initiative, Lowell, MA, United States
Primary Liaison:  James M Byrne, University of Lethbridge, Lethbridge, AB, Canada
 
Working With Communities of Practice as a Strategy to Get to Scale and Impact in Climate Education and Communication: TV Weathercasters and the Climate Matters Program as a Compelling Example. (487417)
Edward Maibach, George Mason University Fairfax, Center for Climate Change Communication, Fairfax, VA, United States
 
Climate, energy and education: The challenge of helping economics, employment, security, health, environment and the Golden Rule (Invited) (494028)
Richard B Alley, Pennsylvania State University, Geosciences, University Park, PA, United States
 
10 Years Since ‘A Plan for a Sustainable Future:’ How Public Education About it Paved the Way to 100% Clean, Renewable Energy Laws and Commitments by States, Cities, Businesses, and Countries and to the Green New Deal (Invited) (495729)
Mark Z Jacobson, Stanford University, Civil and Environmental Engineering, Stanford, CA, United States
 
The Ice-Melting Intensity of our Global Economy: Communicating Climate Impacts at the Human Scale (500095)
Rebecca Peer and Ken Caldeira, Carnegie Institution for Science Stanford, Dept. of Global Ecology, Stanford, CA, United States
 
The limits of public carbon numeracy (508669)
Seth Christopher Wynes, University of British Columbia, Geography, Vancouver, BC, Canada, Simon D Donner, University of British Columbia, Vancouver, BC, Canada and Jiaying Zhao, University of British Columbia, Vancouver, Canada
 
Analogical Alignment For Teaching Feedback Loops (516733)
Alexandra E Davatzes1, Thomas F. Shipley2, Kim A Kastens3 and Rebekah Banerjee2, (1)Temple University, Earth and Environmental Science, Philadelphia, PA, United States, (2)Temple University, Psychology, Philadelphia, PA, United States, (3)Raleigh, NC, United States
 
Integrating climate change education into schools – a scaling challenge (557707)
Eugene Cordero, San Jose State University, San Jose, CA, United States
 
The urgent need for journalists to communicate basic climate facts (566191)
David M Romps and Jean P Retzinger, University of California Berkeley, Berkeley, CA, United States
 
Education for Community Resilience - A Theory of Change for How K-12 and Informal Education are needed to achieve Community Resilience to Climate Change and other Environmental Hazards (599538)
Sarah E Schoedinger, Carrie McDougall and Genie Bey, NOAA Washington DC, Office of Education, Washington, DC, United States
 
Designing and Implementing an Introductory Undergraduate Course in Science Policy and Climate Change Using Active-Learning Teaching Methods (602542)
Mary Schultz, James Madison University, Harrisonburg, VA, United States
 
How novices make sense of feedback loops: Does what you call them matter? (604919)
Rebekah Banerjee1, Kim A Kastens2 and Thomas F. Shipley1, (1)Temple University, Psychology, Philadelphia, PA, United States, (2)Raleigh, NC, United States
 
Increasing Our Capacity to Address Climate Change – Developing a Model for Effective Regional Climate Literacy Networks (625088)
Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, DC, United States, William Spitzer, New England Aquarium, Programs, Exhibits and Planning, Boston, MA, United States, Jen Kretser, Wild Center, Tupper Lake, NY, United States, Kristen L I Poppleton, Climate Generation: A Will Steger Legacy, Minneapolis, MN, United States, Gail A Scowcroft, University of Rhode Island, Narragansett, RI, United States, Mahmud Farooque, Arizona State University, Tempe, AZ, United States, Rachel D Valletta, The Franklin Institute, Philadelphia, PA, United States, Yoca Arditi-Rocha, The CLEO Institute, Miami, United States, Anne U Gold, CIRES/CU Boulder-Rsrch Lab 2, Boulder, CO, United States, Tamara S Ledley, Bentley University, Cambridge, MA, United States, Emily Fano, National Wildlife Federation, NYC Eco-Schools, New York, NY, United States, Karen Cowe, Ten Strands, San Rafael, United States, Rebecca K Anderson, Alliance for Climate Education, Oakland, CA, United States and Judy Braus, North American Association for Environmental Education, Washington, United States
 
Teaching integrated climate science and policy: students in physical science, social science, and engineering learning together. (632937)
Sarah A Green, Michigan Technological University, Chemistry, Houghton, MI, United States
 
An Interactive Online Course in Climate and Climate Change: 21st Century Applications for Non-Atmospheric Science Majors (633078)
Andrew Dzambo1, Yun Hang1, Margaret E Mooney2, Zachary Handlos1,3 and Steven A Ackerman4, (1)University of Wisconsin Madison, Madison, WI, United States, (2)CIMSS/SSEC/UW-Madison, Madison, WI, United States, (3)Georgia Institute of Technology, Earth and Atmospheric Sciences, Atlanta, Georgia, (4)University of Wisconsin Madison, Department of Atmospheric and Oceanic Sciences, Madison, WI, United States
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