Summit Roundtable Topics

Presenters selected by the ECCLPS Pre-service, In-service, and Curriculum Subcommittees demonstrate best practices and recommendations in the Report. Attendees will particpate in 2 rounds of presentations at the summit.

Pre-service (Teacher Preparation) Roundtables

Table 1. How can we enhance the recruitment of students with interests in climate change action into the teaching profession?

    1. Presenter: Jose Flores, Civic and Environmental Advisor, Comite Civico Del Valle and former educator
    2. Presenter and Facilitator: Agustin Cervantes, Director, Office for Student Services, Charter College of Education, California State University, Los Angeles
    3. Description: Explore current recruitment strategies into teaching with a focus on teachers of color and teachers with an interest in environmental education.

Table 2. What is the alignment between Environmental Principles and Concepts and single subject/multiple subject matters?

    1. Presenters:
      1. Mara Brady, Associate Professor, College of Science and Mathematics, California State University, Fresno
      2. Virgina Oberholzer Vandergon, Professor, Biology, College of Science and Math, California State University, Northridge
    2. Facilitator: Cheryl Ney, Dean, Charter College of Education, California State University, Los Angeles
    3. Description: This session focuses on how the California's Environmental Principles and Concepts (EP&C's) can be integrated into both education courses and science content courses for pre-service teachers. Ways to introduce EP&C's to university faculty in both education and science are discussed and experiences are shared by presenters and participants.

Table 3. How can field work help prepare student teachers to integrate climate crisis studies?

    1. Presenter: Jeffrey White, Professor, Biological Sciences, Humboldt State University
    2. Presenter and Facilitator: Jessica Pratt, Assistant Teaching Professor and Faculty Director, CalTeach Program, School of Biological Sciences, University of California, Irvine
    3. Description: Recent studies show that children can foster climate change concern from their parents, especially when linked to local or regional issues, which can result in meaningful local action to mitigate or adapt to the impacts of the climate crisis. Discuss the role of student teacher field work in climate crisis education from two perspectives: (1) student teachers can bring university research on climate impacts directly into classrooms, and (2) student teachers can be trained to effectively make the climate crisis a local issue by understanding the needs and concerns of the community they are working within. Examples of local and regional climate impacts are highlighted.

Table 4. What types of instructional materials and pedagogical approaches would best support teaching about the climate crisis in pre-service training?

    1. Presenters:
      1. Jeff Share, Faculty Advisor, Teacher Education Program, University of California, Los Angeles
      2. Grinell Smith, Professor, Teacher Education, Connie L. Lurie College of Education, San Jose State University
    2. Facilitator: Richard Arum, Dean and Professor, School of Education, University of California, Irvine
    3. Description: Democratic pedagogy that is inquiry-based should address the intersections of environmental justice with social justice. Explore uses of media, technology, and popular culture to promote critical thinking about our relationship with the natural world and the climate crisis.

Table 5. What are examples of current efforts in teacher preparation programs to prepare teachers for environmental literacy education?

    1. Presenter: Katie Burns, Grant Project Coordinator, Teachers College of San Joaquin
    2. Presenter and Facilitator: Audra Whaley Ruben, Community Representative, Carthay School of Environmental Studies Magnet, Los Angeles Unified School District
    3. Description: Recent multiple subject and single subject teacher survey results of credential programs and efforts to integrate environmental literacy are shared along with examples from teacher education programs and an elementary school site.

Table 6. What are models of funding sources for environmental literacy in teacher preparation programs?

    1. Presenters:
      1. Dawn Digrius Smith, Educational Consultant, DMDS Educational Consulting
      2. Will Parish, Founder and President, Ten Strands
    2. Facilitator: Leslie Tamminen, Director, Ocean Program, 7th Generation Advisors
    3. Description: Explore federal and state funding opportunities and strategies for approaching philanthropic foundations. Recent experiences and what lies ahead are shared and discussed by presenters and participants to expand understanding of the scope of opportunities and strategies.

In-service (Teacher Professional Development) Roundtables

Table 7. How can the high school science 3-year course model (with embedded Earth and space sciences) truly promote environmental literacy development?

    1. Presenters:
      1. Dean Reese, Science Coordinator, Outdoor Education and Environmental Literacy, San Joaquin County Office of Education
      2. Richard Smith, Science Teacher, Buena High School, Ventura Unified School District
    2. Facilitator: Maria Simani, Executive Director, California Science Project, University of California, Riverside
    3. Description: Explore the benefits and challenges of requiring 3 years of science at the high school level to promote a comprehensive science education designed to build scientific and environmental literacy including a deep understanding of climate change that empowers students to take action.

Table 8. How might Scholars, Practitioners, and Community Partners Contribute to Improving Best Practices?

    1. Presenters:
      1. Thomas Herman, Director, California Geographic Alliance, San Diego State University
      2. Lynn Kim-John, Director, Science Programs, Graduate School of Education & Information Studies, Center X and Site Director, California Science Project, University of California, Los Angeles
    2. Facilitator: Mary Anne Pella-Donnelly, Teacher, Science, Chico Junior High School, Chico Unified School District
    3. Description: Explore opportunities for tapping into university scholars, professional learning programs, and community organizations connected to climate change and sustainability to enhance K–12 student learning.

Table 9. How might students, educators, scientists and community organizations collaborate to promote and support environmental engagement that benefits all students and the environment?

    1. Presenters:
      1. Linda Chilton, Programs Manager, Sea Grant Education, College of Letters, Arts and Sciences, University of Southern California
      2. Rob Wade, Science and Outdoor Education Coordinator, Plumas County Office of Education
    2. Facilitator: Kimberly Waite, Teacher, Compton Unified School District
    3. Description: Explore how strong partnerships afford all students opportunities to understand and engage with authentic and relevant environmental phenomena and problems and allow them to become solution finders.

Table 10. How might we design systems of support that secondary classroom teachers need to implement environmental literacy best practices?

    1. Presenter: Anne Stephens, Professor, California State University, Chico
    2. Facilitator: Emily Schell, Executive Director, California Global Education Project, San Diego State University
    3. Description: Explore the challenges and opportunities for creating a supportive ecosystem for secondary classroom teachers to effectively implement environmental literacy.

Table 11. How might we reimagine and redesign high school pathways for student learning that promote agency towards environmental stewardship?

    1. Presenters:
      1. Juanita Chan, STEM and College Career Pathways Coordinator, Rialto Unified School District
      2. Ryan Gallagher, Director, Continuous Improvement, High Tech High Graduate School of Education
    2. Facilitator: Susan Gomez Zwiep, Professor, Science Education, College of Natural Sciences and Mathematics, California State University, Long Beach
    3. Description: Efforts by LEAs to reimagine and redesign successful pathways for high school students to become learners and agents of environmental change and stewardship are shared.

Table 12. How might we design systems of support that classroom teachers need to implement environmental literacy best practices? (elementary)

    1. Presenter: Andra Yeghoian, Environmental Literacy Coordinator, San Mateo County Office of Education
    2. Facilitator: Fred Uy, Director, Educator Preparation and Public School Programs and Co-Director, Center for the Advancement of Instruction in Quantitative Reasoning, CSU Office of the Chancellor
    3. Description: Explore opportunities and challenges for creating a supportive ecosystem for elementary classroom teachers to effectively implement environmental literacy.

Curriculum Roundtable Topics

Table 13. CSTA Climate Summit—Lesson Sequences Co-created by Teachers and Scientists

    1. Presenter: Stephanie Sanchez, Science Teacher, Vista Magnet Middle School, Vista Unified School District
    2. Facilitator: Shannon Gordon, Education Programs Consultant, California Department of Education
    3. Description: Participants learn about the lesson sequences, co-developed by California Science Teachers Association members and climate scientists, that support local, active, engaged, and authentic learning.

Table 14. Creating University Courses To Engage College Students in K-12 Classrooms

    1. Presenters:
      1. Greg Grether, Professor, Ecology and Evolutionary Biology, University of California, Los Angeles
      2. Rebecca Heneise, Outreach Specialist and Demonstration Teacher, Dual Language Immersion, Lab School, University of California, Los Angeles
    2. Facilitator: Amy Frame, K–12 Program Manager, Ten Strands
    3. Description: Hear about a successful partnership between a university faculty member and K–12 teachers that engages college students in delivering lessons in local classrooms. Learn about the implications of research on this project and the best ways to teach complex, multi-grade level concepts in the Next Generation Science Standards. Help refine a proposed professional learning and collaboration model for universities to encourage and support faculty in future climate change-focused lesson creation.

Table 15. Supporting Youth Climate Action

    1. Presenter: Maxine Jimenez, Climate Educator, Climate Corps Education Outside
    2. Facilitator: Karen Cowe, Chief Executive Officer, Ten Strands
    3. Description: Learn about ways to support and empower high school students through their journey to becoming climate leaders. Maxine will share effective ways that educators, teachers, and community members have successfully supported youth in their community despite limited resources.

Table 16. Leveraging NGSS—How Learning about Climate Change Progresses in the California NGSS & Coherent Systems Support

    1. Presenters:
      1. Kelley Le, Teacher Network Coordinator, CalTeach Math and Science Program, University of California, Irvine
      2. Mark Stemen, Professor, Geography and Planning, California State University, Chico
    2. Facilitator: Frank Niepold, Senior Climate Education Program Manager, Climate Program Office, National Oceanic and Atmospheric Administration
    3. Description: Explore (1) alignment between the Next Generation Science Standards (NGSS) and climate change topics in the California 2016 Science Framework across grade levels (2) different analyses are explored on how learning progresses in the NGSS related to climate change (3) educational and science practices and resources, including the Climate Literacy and Energy Awareness Network (CLEAN)—a peer-reviewed source of over 700 high-quality, rigorously reviewed, and NGSS-aligned climate and energy educational resources for grades 6-16.

Table 17. Educating for Climate Careers through Career & Technical Education (9-12)

    1. Presenters:
      1. Kahri Boykin, Green Technology and Energy Conservation Teacher, Yosemite High School, Merced Union High School District
      2. Karen Wilhoyte, Science Teacher, Marin School of Environmental Leadership, Terra Linda High School
    2. Facilitator: Cyane Dandridge, Executive Director, Strategic Energy Innovations
    3. Description: Learn how California educators build leaders to drive climate solutions by leveraging career technical education pathways and project-based learning. Discuss best practices for teaching about climate change, challenges in the field, and how to scale climate education. Participants will engage in conversation and brainstorm ideas to raise awareness and prepare students for green college and career pathways crucial to our collective quality of life.

Table 18. Interdisciplinary Environmental Literacy Professional Learning—Elementary History & Science

    1. Presenter: Kristal Cheek, Teacher, Fremont Elementary School, Long Beach Unified School District
    2. Facilitator: Shelley Brooks, California History-Social Science Project, University of California, Davis
    3. Description: Explore the successes of an elementary teacher institute that models the integration of environmental principles into history-social science and science instruction. This model uses Next Generation Science Standards-aligned and inquiry-based instruction to reinforce student learning related to sustainability with real-world applications. Participants brainstorm additional science-history correlations, for multiple grade spans.

Table 19. Amplifying Student Voice Through a Multidisciplinary Youth Climate Summit (6-12)

    1. Presenters:
      1. Bonnie Belshe AP U.S. History Teacher, Department Lead, Fremont Union High School District
      2. Kavita Gupta, AP Chemistry Teacher, Curriculum Lead, Fremont Union High School District
      3. Julia Satterthwaite Journalism and English Teacher, Fremont Union High School District
    2. Facilitator: Christy Porter, Senior Environmental Scientist, Office of Education and the Environment, CalRecycle
    3. Description: Explore innovative multidisciplinary approaches to engage students in climate education through the Youth Participatory Action Research (YPAR) model. YPAR can be implemented at the classroom, school, or community level and aligns with the 3-dimensions of the Next Generation Science Standards and Common Core standards. Learn from journalism, social studies and science teachers on how you can empower your students to be change makers against climate change.