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On August 19-20, 53 educators from a diverse set of learning contexts (libraries, K-12 classrooms, 4-H afterschool clubs, outdoor education centers, and more) gathered in Orono, Maine for the Learning Ecosystems Northeast (LENE) biannual Connect, Reflect, & Plan Connected Learning Ecosystems (CLEs) Gathering. These gatherings are meant to foster meaningful connections and collaborations and shared knowledge and confidence building amongst educators within the LENE network.
NASA Science Activation's Learning Ecosystems Northeast (LENE) is a network of education partners across the Northeastern United States, led by the Gulf of Maine Research Institute. These partners are dedicated to creating and linking communities of in and out of school educators, Connected Learning Ecosystems (CLEs), who are committed to empowering the next generation of climate stewards.
The focus of this gathering was to provide educators the time, experiences, connections, and space to explore ways they can prepare the youth and communities they work with to build resilience in the face of climate change. Educators participated in sessions around local asset mapping, climate mental health, positive youth development, building STEM skills through games and fieldwork, and planning forward around coastal flooding and sea level rise. Each session was followed by time to debrief, reflect, and plan both in their regional CLEs as well as with statewide partners. The value of NASA assets and connection to local issues was woven throughout many experiences during this gathering. LENE's CLE Resource Drive has a growing list of phenomena-based NASA assets that has been curated based on the interests of their network over time. The Global Learning and Observations to Benefit the Environment (GLOBE) program's GLOBE Observer tree height app was part of the Ash Protection community science protocol and many NASA assets enhance the educator-guided planning forward experience guide that youth practice the difficult, real-life conversations about the
consequences of sea level rise as they think about ways they can plan for a resilient future in the face of rising seas and coastal flooding.
Sara King from the Rural Aspirations Project (Hancock/Midcoast CLE) had this to say: "Before I first joined the CLE, I viewed STEM professionals to be separate from myself for the most part because I did not feel very confident in my abilities in all parts of STEM. I feel more comfortable with data and technology, engineering, and science practices now."
One educator said that their highlight from the gathering was, "[o]pportunities to meet with other teachers and educators and librarians to share ideas about how we can pool our resources and reach more students." These educators left with draft learning projects ready for refinement and review, renewed dedication and motivation for the school year, and new perspectives to lead them into continued conversations and partnership with their CLE peers as they meet throughout the year.
