Frank Niepold Climate Education Coordinator and

1. A National Road Map to a Climate Literate Society: Advancing Climate Literacy by Coordinating Federal Climate Change Educational Programs Frank Niepold Climate Education Coordinator and Education Interagency Working Group Co-chair (USGCRP) National Ocean and Atmospheric Administration (NOAA)

2. Climate Change Brings Opportunities The security and stability of each nation and all peoples -- our prosperity, our health, and our safety -- are in jeopardy. And the time we have to reverse this tide is running out. And yet, we can reverse it. John F. Kennedy once observed that "Our problems are man-made, therefore they may be solved by man." It is true that for too many years, mankind has been slow to respond or even recognize the magnitude of the climate threat. It is true of my own country, as well. We recognize that. But this is a new day. It is a new era. And I am proud to say that the United States has done more to promote clean energy and reduce carbon pollution in the last eight months than at any other time in our history. —President Barack Obama UN Summit on Climate Change, September 2009

3. Obstacles to Achieving Climate Literacy • Climate science is complex and multi-disciplinary – needs to be taught across the curriculum and through learning progressions • Most naturally taught via Earth system science (ESS) class, but... • Inconsistent location of ESS in K-12 curriculum; usually middle school • <30% of H.S. students take an ESS class, often as a remedial science • No AP program other than 1-semester AP Environmental Science • Often not accepted as a laboratory science during college entrance • Most ESS teachers have limited STEM and geoscience content knowledge

4. Obstacles to Achieving Climate Literacy • Climate science is complex and multi-disciplinary – needs to be taught across the curriculum and through learning progressions • Most naturally taught via Earth system science (ESS) class, but... • Inconsistent location of ESS in K-12 curriculum; usually middle school • <30% of H.S. students take an ESS class, often as a remedial science • No AP program other than 1-semester AP Environmental Science • Often not accepted as a laboratory science during college entrance • Most ESS teachers have limited STEM and geoscience content knowledge

5. Obstacles to Achieving Climate Literacy Cont. • <10 HBCU’s and only 14% of community colleges offer ESS-like degrees • 83% of undergrad programs threatened by budget cuts/consolidations • Need standards and assessment strategies regarding climate • Literacy implies action: need to connect content to factors that motivate individual behavior, without advocating specific actions • Informal education venues are extremely important, but not well aligned

6. Advancing climate literacy and an innovative workforce Draft Near term Goals • A catalytic change in the formal and informal education systems that promote ESS, climate and environmental education and serve national scientific literacy and workforce needs in private and public sectors relating to the environment. • Use of emerging technologies and existing outreach networks to provide rapid and convenient public access to high quality, scientifically-current, and consistent educational, outreach, and professional development resources developed through Federal agency investments.

7. Advancing climate literacy and an innovative workforce Draft Near term Goals • An increase in the number and quality of educators who educate K-16 students about climate change science, the impacts of climate change, and related content. • An increase in the number, diversity and quality of students pursuing climate-related education and career paths. • Articulation of a shared, over-arching strategic vision for national climate education that respects individual agency priorities and responsibilities, identifies opportunities for inter-agency collaboration, and establishes mechanisms and infrastructure needs for implementation.