Performing Department
(N/A)
Non Technical Summary
Climate change is a growing concern and one of today's most critical challenges. It affects many facets of our lives, yet our lifestyles are key to the problem. According to the Environmental Protection Agency (EPA), the climate is changing because the Earth is warming (USEPA, 2016). Considerable researchers agree that anthropogenic emissions are the primary driver of rising temperatures (Leiserowitz et al., 2023; WMO, 2023). Over the years, we have increased carbon dioxide levels and other heat-trapping greenhouse gases (GHGs) that warm the surface of the Earth. Samantha Burgess, Deputy Director at the European Union's Copernicus Climate Change Service (C3S), declares that human-caused climate change is the cause of this extreme weather and that global air temperatures are directly proportional to atmospheric GHGs (Paddison, 2023). Although Alabama has withstood significant temperature changes due to its natural cycles and abundance of sulfates in the atmosphere, we are starting to see increases. According to ERA5 data from C3S and the World Meteorological Organization (WMO, 2023), Earth saw its hottest temperatures in over 120,000 years in July of 2023. Alabama currently scores an overall grade of D- on the "States at Risk" America's Preparedness Report Card (States at Risk, 2023). Notably, it faces severe growing threat levels from extreme heat, drought, wildfire, and coastal flooding between now and 2050. Climate research suggests that Alabama can expect rising sea levels, loss of wildlife habitat, and intensification of extreme storms (Lombardi & Davis, 2023). We can also expect declines in the quantity of water running into rivers and recharging our groundwater (Meixner et al., 2016). With these projections, a steady decline in Alabama's rich plant and animal biodiversity, dissolution of its natural resources, and economic impacts from natural disasters that are too costly to calculate are inevitable. Petteri Taalas, Secretary-General of the WMO, notes "What we are seeing is the harsh reality of climate change." Although we are witnessing considerable impacts now, we spend little time working to achieve a sustainable environment that will meet our everyday needs without compromising the ability of future generations to address their needs (Brundtland, 1987). Instead, we continue to misuse and abuse our natural resources, increase our solid waste streams, and expand our carbon footprints, creating future threats to all those that inhabit Earth. Our ultimate survival depends on our capacity to reduce greenhouse gas (GHG) emissions and alter the mindset of humankind (IPCC, 2022). Also, we must note that the impacts of climate change are not equal; they disproportionately affect marginalized communities (USAID, 2022). Climate change is even a social determinant for health for marginalized individuals, affecting them physically, mentally, and emotionally (Wu, 2021; CDC, 2020). We must make it clear that our actions are inextricably linked to what happens in the environment around us (CDC, 2021; Isaacs-Thomas, 2022; IPCC, 2022). Efforts to counteract climate change must be inclusive, educating all audiences, especially the underserved who account for roughly 31% of Alabama's population (Garner, 2023; U.S. Census, 2022). Where to start leads us to three critical areas that need proactive action regarding the environment and climate change: wildlife management, natural resources management, and waste management, respectively. According to Powell (2015), climate change is expected to become one of the primary driving forces of global biodiversity decline by the end of this century. This is quite disturbing for Alabama, which ranks 4th among states in species diversity but 3rd for its endangered or threatened species (Oliver, 2018). According to the U.S. National Fish, Wildlife, and Plants Climate Adaptation Strategy (2012), climate-related changes are stressing numerous species of plants and animals (Herring, 2020). Among the species at risk are pollinators, like birds, bees, and butterflies (3Bs) (Gordon, 2019; Steinhauer, 2023). Pollinators depend on natural resources such as water, soil, and forests for survival, and so do we. Poor management of this natural capital can have harrowing impacts. Climate change has immediate and indirect effects on natural resources and agricultural productivity (Gowda et al., 2018). Our careless mismanagement of solid waste is also one of the main drivers of climate change. Enhanced outreach is needed to reach feasible net-zero and climate-resilient pathways (ADEM, 2018; USAID, 2022; Ramachandran et al., 2022). ThisExtension projectaims to minimize climatic impacts through the Environmental Education and Climate Outreach Initiative. It seeks to share adaptation strategies to help the Planet remain inhabitable for future generations (IPCC, 2022).
Animal Health Component
10%
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Goals / Objectives
The overall goal of this project is to enhance the capacity of Alabama Extension at Alabama A&M University (ACES-AAMU) to provide environmental education and outreach that minimizes the impact of climate change. This Initiative seeks to catalyze climate-based outreach efforts for ACES-AAMU, which will be performed through the Environmental Education, Climate, and Outreach Academy (EECOA). It will be founded on several foundational principles: 1) expand education and outreach, 2) promote diversity and inclusion, 3) facilitate CSAs, and 4) build resilience. Each principle will be incorporated into all team-based program planning and activities.The project will use a multifaceted approach to address the climate crisis (USAID, 2022), employing environmental and climate education in three critical focus areas with high-level threats: 1) wildlife, 2) natural resources, and 3) waste management. Hence programming will be three-fold, linking multiple disciplines and strengthening AAMU's outreach capabilities. The project will be accomplished by completing the following Objective and subsequent strategic Components (I-V):Objective: Develop an Environmental Education, Climate, and Outreach Academy (EECOA) that fosters a greater appreciation for the environment and understanding of climate issues, allowing for enhanced action and solution-based problem-solving.-Component I: Develop a multidisciplinary curriculum that utilizes climate-smart action and green strategies to foster environmental awareness and climate literacy in wildlife, natural resources, and waste management.-Component II: Develop a 365Green Mobile Conservation Van to provide educational outreach and encourage the next generation of food and agricultural sciences professionals.-Component III: Establish climate-smart initiatives that enhance education, excite action, and offer Extension personnel training.-Component IV: Expand the ACES Undergraduate Extension Internship in Agriculture, Forestry, and Natural Resources (UEI-AFNR) Program to include undergraduates enrolled at AAMU.-Component V: Produce higher-level degree graduates in food and agricultural sciences to diversify the professional workforce.
Project Methods
The approach aligns with USDA's strategy for the climate crisis, offering locally-led conservation activities that use nature-based climate solutions (USDA, 2023a). The approach will be coordinated from planning to implementation and have substantive engagement by stakeholders and partners (The White House, 2021). It will offer youth and adults in-person, virtual, and hybrid extension programs. Programs will stress the benefits of a circular economy, ultimately shifting how human society connects with nature and minimizing the use of resources to foster greater sustainability (Grafström & Aasma, 2021). The project will promote the creation of pollinator corridors (Focus Area 1), conservation of natural resources (Focus Area I1), and reduction of individual carbon footprints via local e-waste recycling (Focus Area II1). Employing "green strategies" and CSAs, it will reach an anticipated 3,500 youth. Adopting sustainable practices will reward everyone with the benefits of a greener, sustainable future (Vojnic, 2023). The team will work in concert to carry out outreach activities to promote climate positivity (Purpose on the Planet, 2023). The project will leverage existing partnerships and forge new ones to ensure that benefits and impacts are realized. The impacts will offer solutions that lead to social transformations and an improved capacity to withstand climatic threats. An interactive curriculum with a virtual training manual and digital resource guide for the new 365 Green Climate Literacy Program will be created. The curriculum will deliver education and strategic action steps in the tri-focus areas. The "365green" Mobile Conservation Van, a keen innovation, will enable us to take conservation on the road to promote progressive, climate-smart action. It will be retrofitted with digital devices for simulation and portable activities, spotlighting the three focus areas. Youth will navigate through interactive demonstrations experimenting with studies like bioacoustics, examining core concepts, and utilizing popular applications like Merlin Bird ID, and the eBird mobile app to learn processes like summarization, exploration, and assessment of wildlife data. This mobile classroom will feature augmented reality and VR elements. Youth will learn about pollinators through VR and 360° views. They will take VR field trips, exposing them to science concepts and future career opportunities that are not always known to underrepresented youth. As part of their experience, students will participate in a career interest explorer assessment based on metrics by the College Foundation of North Carolina (CFNC, 2014). Component III will provide climate-smart initiatives like the 365 Green Climate Literacy Program, offering timely information in the three focus areas. It will engage adult clientele in climate circles, workshops, webinars, and disaster preparedness resource fairs where experts will communicate climate resilient practices (Yrs. 2 & 3). After completing at least six hours of programming, adult participants will receive a Climate Conscious Certificate. This work boldly addresses natural resources and leadership development in delivering experiential learning experiences like the UEI-AFNR program. It also demonstrates the value of research-based information in outreach by integrating an M.S. graduate student focusing on climate variability studies within the project. As for training, Extension staff and volunteers will receive training and be immersed in a virtual Climate Change Training Bootcamp, learning various curricula from science experts. They will also participate in teach-back sessions and professional development. EECOA programs will be assessed using an evaluation framework with several interdependent steps: i) engaging stakeholders, ii) describing the Program, iii) focusing on the evaluation design, iv) data collection, v) analysis and interpretation, and vi) follow-up (CDC,1999; Harris et al., 2020). Benchmarks, input, output, and impact indicators will be used to monitor progress and capture success. The design will include formative and summative processes to evaluate program effectiveness, value, and the use of clicker technology. Outputs gauging program success will be participant-driven, including the number of participants involved in climate circles, workshops, citizen science projects, etc. Increases in knowledge concerning the impact of environment and climate on the three focus areas will be accessed using pre/post-test measures. Learning outcomes and demand will measure the success of the Conservation Van and the Podcast.The Intranet Reporting System will synthesize EECOA's activities, on-demand and media statistics, and impacts for reporting. Web-based tracking, like downloads, hits, Facebook likes, engagement, and reach, will be used to assess endorsements of positive attitudes toward the Program. Live polling, impact surveys, and questionnaires will be used to improve delivery. Post-delayed surveys will be sent 6 to 12 months afterward to measure behavior changes as demonstrated by adopting climate-smart practices. Specific evaluation elements [e.g., building program capacity in delivery and technology utilization (20% weight); learning outcomes (30% weight); increased knowledge gained (30% weight); assessment of participant behavioral changes (20% weight)]. Internal and external evaluation committees and the ACES State Leader for Program Evaluation will convene annually to discuss outcomes and progress. All IRB protocols will be followed. An annual report will evaluate benchmarks, content deliverables, and capacity to effect change. The interns will be evaluated based on performance. The graduate student will be assessed using an evaluation plan and timeline.