The Learn More About Climate Initiative is pleased to introduce the following educators to our teacher advisory board. The board will help guide the priorities for the Learn More About Climate initiative, share best practices with other educators, and inspire regional climate education resources for the classroom.
We are thrilled to welcome this stellar group of accomplished teachers who bring a wealth of expertise and variety of experiences to our program. The advisory board will meet in person in August and virtually throughout the school year. Stay tuned for great things from this great group.
Manitou Springs District 14, Manitou Springs, Colo.
Lynn brings more than 20 years teaching experience as a classroom teacher, a summer science program educator, English language learners coordinator, and administrator. “As a teacher with a long term interest in science and especially environmental education, I am excited to be a part of discussion about how to deliver hands-on science about hot topics into classroom practice.”
5th Grade, Lincoln Elementary School in Delta, Colo.
Michael is interested in educating his students and the broader community, and he brings more than 26 years of experience. “I believe being on this advisory board can and will only make me a better educator and advocate for climate education for not only my community but for Colorado.”
Mary Claire Collins
Kindergarten, La Escuela Bilingue Pioneer, Lafayette, Colo.
Mary Claire brings 27 years of experience teaching core subjects — in both Spanish and English — as part of a dual-language immersion program. “I am interested in learning more about this topic and sharing it at Pioneer with my colleagues, my students, and their families. I can contribute an early childhood and a bilingual education perspective to the group.”
8th, 11th, and 12th Grades, Union Colony Preparatory School, Greeley, Colo.
Eileen served in the US Navy as an operational meteorologist and oceanographer, and she brings six years teaching experience teaching at the middle and high school level. “I have extensive background in both subjects (meteorology and oceanography) and have learned a lot about climate science over the past 9 years. I would like to gain more knowledge about climate science and current issues and research surrounding the environmental and human impacts of climate change.”
9th-12th Grades, Steamboat Springs High School, Steamboat Springs, Colo.
Cindy is the president of the Colorado Biology Teachers Association, and she brings more than 30 years of experience. “I hope to gain a more complete understanding of Learn More About Climate resources and how to best incorporate them into my practice in order to share this understanding with other teachers in our region.”
9th-12th Grades, Delta High School, Delta, Colo.
Before moving to Western Colorado, Ben was deeply involved in environmental education and citizen science initiatives in National Parks including leading volunteer trail crews across Alaska and teaching inquiry-based science workshops for students and teachers at the Headlands Institute. He brings 4 years of experience in public education. “I hope to gain a collaborative working relationship with other teachers in Colorado to help make climate science less of a threatening topic and more of an integrated part of general science classes.”
6th and 7th Grades, Boulder Country Day School, Boulder, Colo.
Carl has been teaching for more than 10 years. He has experience as a STEM outreach educator, Arctic researcher, and assistant professor of oceanography for the United States Naval Academy and, more recently, as a middle school teacher. He has a PhD in physical oceanography. “It’s my hope that an ocean background will prove valuable in helping the Advisory Board achieve its goals. I’m also very interested in building new relationships and collaborating with educators throughout the state.”
9th, 11th, and 12th Grades, Pagosa Springs High School, Pagosa Springs, Colo.
J.D. brings 12 years of experience as a science teacher. He hopes to share and receive creative lessons ideas that can be incorporated into the classroom.“I also hope to establish contacts with researchers at the forefront of climate science. And I’d like to improve my understanding of climate research and climate issues.”
9th, 11th, and 12th Grades, Evergreen High School, Evergreen, Colo.
Cheryl’s teaching experience ranges from middle school to college courses. Before coming to Colorado in 2002, she taught middle school in Utah and was the lead lab instructor in the geology departments at the University of Utah and Montana State University. “I had the good fortune of working with the Learn More about Climate in its first summer session. Since then, I have continued to reference the program, build on what I have learned there, and I refer others to the LMAC resources. I would love to see LMAC continue to develop resources that help teachers meet the Next Generation Science Standards at many levels.”
Broomfield Heights Middle School, Broomfield, Colo.
Deb has a PhD in instruction and curriculum-science education CU-Boulder, where she studied science teachers’ classroom formative assessment practices to inform ways to best support teachers in improving classroom-based equity. She has also been involved in teacher education and research on climate literacy, participatory action research, and issues of justice, specifically racial justice. “I became involved in education as an environmental activist and scientist deeply concerned about our society’s ability to make scientifically informed decisions, particularly in regards to complex systems such as those involved in climate change. All of my efforts in education, as a result, focus on some aspect of scientific literacy development both in teachers and students.”
2nd Grade, Aspen Creek K-8, Broomfield, Colo.
Judy is the Science Lead for the elementary grades at Aspen Creek, and she brings more than 20 years of experience. She has been working with Boulder Valley School District and the CU-Boulder School of Education on a pilot program to integrate Next Generation Science Standards into the classroom. “I think I can be an experience voice as to the level of scientific complexity very young children can handle and their great interest on how their actions can impact the environment in both positive and negative ways.”