CSEP provides formal and informal educators working with elementary through university age students with sustained professional development, collaborative tools, and support to build a climate-literate public that is actively engaged in climate stewardship. CSEP also provides support for educators to execute climate stewardship (mitigation or adaptation) projects with their audiences to increase understanding of climate science and practical actions to reduce the impact of climate change. The project is part of NOAA's portfolio of activities to strengthen ocean, climate, and atmospheric science education.
Participants at this level do not engage in the development or implementation of climate stewardship action projects, they receive notifications of, and are invited to participate in face to face workshops, webinars, book/discussion club meetings, professional development opportunities, educational materials/resources and readings through our moderated CSEP Listserv. Participants at this level are asked to participate in CSEP evaluation efforts i.e. online surveys, and encouraged to use the Listserv to share climate science and education opportunities and resources with the national CSEP Education Community.
Sign up for the Listserv at: https://list.woc.noaa.gov/cgi-bin/mailman/listinfo/noaaclimatestewards/
If you are interested in professional development and the opportunity to receive:
Then you will need to apply to the Stewardship Community. If accepted into the Stewardship Community, you will be committing to:
Applications to join the CSEP Stewardship Community will occur in the fall of 2015. Applications require the submission of a climate stewardship action project proposal. Project proposals are NOT reviewed for funding at the time of application, they are solely meant for application into the Stewardship Community. Applicants will be selected based on their qualifications and the merits of their proposal. If accepted, participants will work with a peer review group to refine their proposals which may be submitted for funding of up to $2000.00 during the early/mid-summer 2016. Accepted refined proposals will be funded for the 2016/2017 academic year.
For additional information and to see an application template, Click on this link.
To receive information about CSEP and when the Stewardship Community Application will be open, sign up for our Project Listserv at: https://list.woc.noaa.gov/cgi-bin/mailman/listinfo/noaaclimatestewards/
A climate stewardship action project must involve action based behavioral activities focused on the mitigation of or adaptation to climate change. The IPCC defines climate change mitigation as, "A human intervention to reduce the sources or enhance the sinks of greenhouse gases" and climate change adaptation as, "The process of adjustment to actual or expected climate and its effects."*
Climate change mitigation generally involves engaging in activities that reduce the production of human generated greenhouse gas emissions, i.e. energy reduction/conservation in homes and transportation options, recycling, etc. or increasing sinks of carbon dioxide i.e. reforestation, planting regionally appropriate gardens, etc. Climate change adaptation involves making changes in our environment or the way we do things to respond to changes in climate i.e. habitat restoration, planting regionally appropriate gardens, establishing regionally appropriate pollinator habitats, birdhouses, etc.
*Glossary/Definition IPCC Fifth Assessment Report (AR5) Working Group III Mitigation of Climate Change (https://www.ipcc.ch/pdf/assessment-report/ar5/syr/AR5_SYR_FINAL_Annexes.pdf)
Local Educators measuring elevation change due to sea level rise in the wetlands surrounding the NOAA Oxford Cooperative Laboratory at a hands-on workshop.
The NOAA Climate Stewards Education Project provides formal and informal educators sustained professional development, collaborative online tools, and the support to build a climate-literate public engaged in climate stewardship. Climate Stewards educate themselves and others as they work with their students and communities to reduce their carbon footprints and “go green.” The following are examples of CSEP educator climate stewardship projects:
After learning about climate change, 5th graders in New York were anxious to disseminate their important findings. They knew they needed the help of adults. But many adults don't know how to talk to kids about this important topic. "It's too scary," some say. "How do I even begin?" others lament. So they helped their teacher write an article about how to talk to children about climate change. These 11-year-olds know what they're talking about! Last fall they researched the Earth's changing climate, evaluated and synthesized information to write essays, participated in teleconferences with students in South Africa who were also studying climate change, and took steps toward mitigating global warming by recycling and reducing their energy use. Their teacher and the students, hope you'll spread the word.
Elementary school students designed a project to reduce idling cars waiting to drop off and pick up students at the school. Students measured the temperature and carbon dioxide levels of the school driveway before, during, and after the carpool line-up. They also counted which waiting cars were idling and which had their engines off. Lastly, they recorded the model and fuel ratings of the cars. Students used their results to develop an anti-idling campaign, which they presented to the student body and posted on the school website and e-newsletter.
Elementary school teachers learned about how human activities affect climate change and impact various habitats as well as the animals that live in them. Teachers and students developed classroom projects to conserve energy that involved making at least one change to their daily habits for 21 days. Teachers took pictures of their students and parents in action, calculating the amount of carbon dioxide they prevented from entering the atmosphere.
Middle school students created and led a model United Nations simulation of the 2011 Durban Climate Summit, experiencing the roles of diplomats attempting to solve a significant global problem and scientists as contributors of knowledge. Working together, the students developed a framework to provide global solutions as world leaders. Students representing members of the Intergovernmental Panel on Climate Change worked with computer models and data to develop a well-rounded understanding of paleoclimate, current climatic trends, carbon cycling, and modeling future outcomes. Others took on the roles of UN diplomats researching their respective nations, engaged in practice UN simulations, and developed a working understanding of the diplomatic process. After the climate summit, students said that they finally understood why it was so difficult to get a world consensus on climate change. Post assessments also demonstrated awareness of students’ personal contribution to carbon emissions—that small steps (e.g., playing outside, not using the dishwasher when it isn’t full) matter if enough people do them.
Elementary school students learned about climate change, then studied one issue effecting their local environment: production and disposal of plastic bags. Students took a “Plastic Bag Reduction Pledge,” to reduce their plastic bags use over time. They held a plastic bag drive, collecting all the bags the school community throws out in a month. Each week, they calculated the weight, number and carbon footprint of the bags and reported their data to the school community to see if this impacted plastic bag use in subsequent weeks.
Elementary school students learned about their effect on the environment through a lesson called “What is Your Carbon Footprint?” The students started a vermicomposting bin to minimize their lunch waste. They also created a school garden to show the importance of plants to the environment, and how local farming and food consumption helps decrease carbon dioxide.
Elementary school students and their teachers learned about ocean acidification and its effect on indigenous sea life. Students built a “cultivation station” to observe the effects of ocean acidification on the growth and reproduction of local sea urchins, and worked to reduce their carbon footprints using an online carbon footprint calculator.
College students recorded information about their energy usage and expenses, and developed individual plans to reduce their carbon footprints and increase their savings. Students “journaled” their activities, graphing their data to visualize their successes or failures. After one month, students were asked to look at their data, reflect on what they learned about climate change, and determine whether this affected their attitude toward reducing their carbon footprint and saving money.