Climate change science education across schools, campuses, and centers: strategies and successes

Jennifer Merrill1, Patricia Harcourt2, Melissa Rogers2, Joan Buttram3, Christopher Petrone4, Dana E Veron5, Asli Sezen-Barrie6, Cathlyn Stylinski7 and Gulnihal Ozbay8, (1)University of Delaware, College of Earth, Ocean, and Environment, Newark, DE, United States, (2)University of Maryland Center for Environmental Science, Annapolis, MD, United States, (3)University of Delaware, Delaware Education R&D Center, Newark, DE, United States, (4)Delaware Sea Grant College Program, University of Delaware, Lewes, DE, United States, (5)University of Delaware, Center for Research in Wind, Dept. of Geography and Spatial Sciences, Newark, DE, United States, (6)Towson University, Towson, MD, United States, (7)University of Maryland Center for Environmental Science Appalachian Laboratory, Frostburg, MD, United States, (8)Delaware State University, Dover, DE, United States
Abstract:
With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.
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