ABSTRACT
Grant-funded outreach projects are important opportunities for university research findings to help improve public knowledge. They can be developed in conjunction with educators through reasonable and meaningful strategies that use their expertise while respecting their time. The authors used several strategies (advisory committee, audience assessment, teacher symposium, quasi-experiment, formative evaluation and summative evaluation) to develop an instructional module with and for the community of science educators in the southeastern U.S. to address climate change. The eagerness with which high school teachers have embraced the module suggests that engaging teachers in the development of the materials and making their contributions obvious can lead to high quality programs that build capacity within this community of interest. Their success should build their students’ capacity to address climate change in community conversations.
