[ESIP-all] AGU Climate Literacy Sessions - ED09 - ED15 - Abstract deadline Aug 4th

[Tamara Ledley]

Hi Everyone,

   Many of you will be attending the American Geophysical Union meeting 
this year (December 5-9, 2011.)  I want call your attention to a set of 7 
Climate Literacy sessions.  They cover a wide range of 
audiences/venues/issues in addressing climate literacy (see descriptions 
below).  I hope you will consider contributing an abstract to one of these 
sessions.  Please share this information to others you think might be 
interested. The abstract deadline is August 4th, much earlier than usual 
this year.

Thanks

Tamara Ledley

URL for abstract submission: http://agu-fm11.abstractcentral.com/ 
URL for general abstract information: 
http://sites.agu.org/fallmeeting/announcements/abstract-submission-open/ 

Climate Literacy sessions:

ED09: Climate Literacy: Addressing Barriers to Climate Literacy - What 
Does the Research Tell Us?
Description: It is imperative that we prepare tomorrow’s scientists and 
citizens to address the societal impacts of a changing climate. The 
manifestations of climate change are becoming more apparent, as is the 
need for individuals to hold a complex interdisciplinary knowledge and 
understanding of the Earth system. We welcome papers that focus on what 
education, social and cognitive research can tell us about misconceptions 
and incorrect mental models that hinder the understanding of the complex 
climate system. What are common misperceptions of climate change science? 
How does the public form its opinions about climate change issues? How can 
this knowledge be used to improve climate literacy for all learners?

ED10: Climate Literacy: Evidence of Progress in Improving Climate Literacy 

Description: We now have many years of evaluation data from climate change 
education and outreach programs funded by federal agencies and 
foundations. What methods of evaluation and assessment have measured 
impacts and successes? Evaluation efforts within this community of 
projects provide a rich opportunity to share results for programs that are 
similar in content and message, but different in learning environments and 
audiences. In this session we welcome papers that address determining a 
baseline from which we can measure progress and the evaluation of and 
assessment in materials, curricula, professional development programs, and 
informal education programs that identify effectiveness, challenges, and 
insights into impact.

ED11: Climate Literacy: Higher Education Responding to Climate Change 
Description: There is a growing need to prepare the scientists and 
citizens of tomorrow to respond to climate change. In the fields of 
engineering and science, as well as in businesses and communities, climate 
change poses complex problems that require interdisciplinary knowledge and 
collaboration. In this session, we welcome papers that focus on activities 
in higher education that prepare students to meet these challenges, 
including those that involve undergraduates, graduates, post-doctoral 
fellows, and early career programs. We are interested in innovative 
approaches to reach students across a wide variety of disciplines and 
perspectives, and that involve both STEM and non-STEM faculty.

ED12: Climate Literacy: Integrating Research and Education, Science & 
Solutions 
Description: Scientific information alone is not sufficient to motivate 
climate change adaptation and mitigation behaviors. Emerging effective 
practices demonstrate that infusing scientific content with relevant 
context, values, and solutions can be effective in helping connect society 
with the complexities and consequences of climate change. What strategies 
allow scientists, educators and learners to collaborate in order to 
explore climate change responses? How can studying renewable energy and 
conservation complement climate science literacy efforts? What models and 
exemplars demonstrate the integration of climate research and education 
for diverse learners and learning environments in order to foster civic 
science literacy?

ED13: Climate Literacy: New Approaches for Tackling Complex and 
Contentious Issues in Museums, Zoos and Aquariums 
Description: Engaging diverse audiences in the scientific realities and 
urgency of climate change requires new approaches. Informal science 
education (ISE) venues are on the front lines for educating the public on 
the impacts and mitigation of climate change. ISE developers are using 
innovative techniques and partnerships with researchers that go beyond 
scientific facts to create meaningful interactive visitor experiences. We 
welcome abstracts from multiple perspectives: climate researchers engaged 
in public education and ISE partnerships, informal science educators 
designing visitor experiences, and learning researchers studying public 
perceptions and understanding of climate change.

ED14: Climate Literacy: Pre-college Activities That Support Climate 
Science Careers and Climate Conscious Citizens 
Description: As the manifestations of climate change become more apparent 
it is vital that we prepare tomorrow’s scientists and citizens to address 
the resulting societal issues. In this session we welcome papers that 
focus on pre-college audiences (students & teachers) including materials, 
activities, curriculum, capstone projects, service learning and 
professional development programs. Papers that address diverse 
communities, teaching about emotionally charged issues, exploring how 
climate change is integrated into science education frameworks and 
standards, engaging students in pursuing science careers, and engaging 
students in becoming climate literate citizens are particularly 
encouraged.

ED15: Climate Literacy: The Role of Belief, Trust and Values in Climate 
Change Science Education Efforts 
Description: We propose a session focused on the role of beliefs, trust 
and values in climate change science education that include strategies for 
showing the public that scientists share their values, as well as 
approaches that effectively show that climate science is not threatening 
to core values. There is ample evidence that scare tactics and negative 
messages only serve to reinforce that the public must choose between 
climate science and jobs/economy/religion. We must craft positive 
arguments and educational materials to reflect that climate science is 
compatible with core beliefs, and negate efforts of climate science 
deniers who use effectively use values to sway the public from the 
consensus view.
___________________________________
Tamara Shapiro Ledley, PhD
Senior Scientist, TERC
2067 Massachusetts Ave
Cambridge, MA 02140
phone: 617-873-9658; fax: 617-349-3535

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