Source: ALABAMA A&M UNIVERSITY submitted to
MINIMIZING CLIMATIC IMPACTS THROUGH THE ENVIRONMENTAL EDUCATION AND CLIMATE OUTREACH INITIATIVE
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1031978
Grant No.
2024-38821-42086
Cumulative Award Amt.
$249,999.00
Proposal No.
2023-09215
Multistate No.
(N/A)
Project Start Date
Apr 1, 2024
Project End Date
Mar 31, 2027
Grant Year
2024
Program Code
[EWE]- Extension Project
Recipient Organization
ALABAMA A&M UNIVERSITY
4900 MERIDIAN STREET
NORMAL,AL 35762
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
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
1326099302020%
1360850107020%
1330399310010%
8076099302010%
3063095107010%
8060430302010%
4030320310010%
1240430310010%
Knowledge Area
807 - Disaster Preparedness, Mitigation, Response, and Recovery; 806 - Youth Development; 403 - Waste Disposal, Recycling, and Reuse; 136 - Conservation of Biological Diversity; 133 - Pollution Prevention and Mitigation; 132 - Weather and Climate; 306 - Environmental Stress in Animals; 124 - Urban Forestry;

Subject Of Investigation
3095 - Other non-bee pollinators, general; 0850 - Wildlife habitats; 0320 - Watersheds; 0430 - Climate; 6099 - People and communities, general/other; 0399 - Watersheds and river basins, general;

Field Of Science
3020 - Education; 1070 - Ecology; 3100 - Management;
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.

Progress 04/01/24 to 03/31/25

Outputs
Target Audience:The target audiences reached included urban and rural audiences, including youth, adults, and the elderly. Target audiences also included college-age students, K-12 teachers, educators, stakeholders, federal and state funders, policymakers, environmental educators, businesses, partners, master gardeners, professionals, community organizations, community groups, and the general public. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Monthly in-service training sessions are being untaken by the Team. They ncludeparticipation in a four-part Climate-Resilient Pollinator Series. Several planning meetings were conducted to discuss details of the Environmental Education, Climate, and Outreach Academy (EECOA) and its implementation and train agents on program delivery. Investigators attended principal investigator meetings to understand reporting guidelines better. The Team participated in several professional development opportunities. They includeattendance at statewide, national, and international professional development (PD) meetings, such asthe Alabama Chapter of the American Fisheries Society Meeting in Guntersville, AL (February 21-22, 2024), the Climate U Network Conference in Nairobi, Kenya (September 27, 2024) [virtually], the Alabama Water Resources Conference in Orange Beach, AL (September 4-6, 2024), the AGROSYM Symposium in Bosnia and Herzegovina (October 10-13, 2024) [virtually], the International Conference on Life Sciences, Engineering and Technology (ILSET) [virtual] (April 16-19, 2024), the Regenerative Growers Conference in Birmingham, AL (November 2, 2024), the Alabama Association of County Agricultural Agents and Specialists (AACAA) Meeting in Opelika, AL (June 5-7, 2024), the 30th Annual Beekeeping Symposium in Clanton, AL (February 1, 2025), the Extension Disaster Education Network (EDEN) in Salt Lake City, UT (October 22-25, 2024), and the National Association of County Agricultural Agents 109th Annual Meeting and Professional Improvement Conference in Dallas, TX (July 14-18, 2024).Team members routinely engaged in online and in-person training offered by organizations like the American Horticultural Society,Alabama Rivers Alliance, the International Society of Arboriculture (ISA), the Association of Natural Resources Extension Professionals(ANREP), the National Extension Climate Initiative (NECI), and Southern Region Extension Forestry (SREF). Other training included participation in the Climate Conversations: Women in Climate Science Webinar (March 22, 2025), a three-day Tree Risk Assessment Qualification (TRAQ) course, and the EcoActUs Beta Test Climate Course. These opportunities were used to seek out research-based information that would enhance the development and delivery of the program. How have the results been disseminated to communities of interest?Program results were shared using radio, magazines, university calendars, online internet sources (i.e., Facebook), newsletters, success stories, exhibits, and interactive demonstrations. They were spotlighted in local newscasts, newspapers, and state and federal annual reports. Program outcomes were also shared at local, regional, national, and international meetings and conferences. This includes an oral poster presentation entitled "Assessing Outcomes of the Environmental Education and Climate Outreach Initiative at the Climate U Network Conference in Nairobi, Kenya (September 27, 2024) [virtually]. Results were also shared at the International Conference on Life Sciences, Engineering, and Technology (ILSET) [virtual] (April 16-19, 2024), the Alabama Association of County Agricultural Agents and Specialists (AACAA) Meeting in Opelika, AL (June 5-7, 2024), the 30th Annual Beekeeping Symposium in Clanton, AL (February 1, 2025), the Extension Disaster Education Network (EDEN) in Salt Lake City, UT (October 21-24, 2025), the National Association of County Agricultural Agents in Dallas, TX (July 12-19, 2024) and the Disaster ResiliencySummit in Mobile, AL(May 22, 2024). An array of educational materials and marketing tools was utilized, with an estimated 450 publications, 300 brochures, and 420 flyers shared with the public. A total of 36,480 indirect contacts were made via programming, online, and social media resources. The social response to the output was as follows: an estimated Facebook Reach of 16,625, as well as 12,854 online page views and 31,130 video views. What do you plan to do during the next reporting period to accomplish the goals?The next reporting period will include planning, coordinating, and implementing in-person, hybrid, virtual, and traditional workshops, demonstrations, webinars, and field days to advance the Environmental Education, Climate, and Outreach Academy (EECOA). Efforts will include continued work towards developing the multidisciplinary curriculum, the 365Green Podcast, the EECOA Task Force, and the 365Green Mobile Conservation Van. Several advisor/advisee meetings will take place to lay the foundation for a graduate research/extension project. The project will involve an introduction to Geographic Information Systems (GIS) and work on temperature and precipitation estimation for the study areas based on various climate change scenarios. The next reporting period will also entail the implementation of the UEI-AFNR Program. The interns will help coordinate educational programs, conduct fieldwork, partake in service-learning projects, and translate data. They will also help build client, volunteer, and partner relationships. Interns will be evaluated on performance in areas ranging from leadership ability to attitude toward work. Proposed activities will also include additional training and participation in local meetings and national conferences.

Impacts
What was accomplished under these goals? Component I: The first curriculumlesson, "Pollination and Honeybees," was developed for the 365 Green Climate Literacy Program. It explores the pollination process, the contributions of honeybees, and their challenges. Additional data for curriculum development is being acquired with team members enlisting in the EcoActUs Beta Test Climate Course and participating in the American Climate Corps Listening Sessions (January 16 and 25, 2024) as a part of the EECOA Climate Change Training Bootcamp. Seeking more resources, the team participated in a webinar series on climate-resilient pollinator habitats across landscapes offered by the University of Minnesota (January 27-30, 2025). Pollinator conservation specialists delivered strategies for building resilient ecosystems in the face of climate change. Component II: Efforts are underway to design the concepts for the 365Green Mobile Conservation Van. Estimates have been obtained for the Transit Cargo Van, the digital devices for simulation, and portable modelsneeded to retrofit the mobile unit. The first lesson is being developed into a virtual reality (VR) digital scene by Integration Innovation, Inc. (i3). Participants will take VR field trips that teach the importance of pollinators and conservation. Component III: Several workshops, webinars, demonstrations, exhibits, expos, e-cycling drives, and symposiums were carried out for the wildlife, natural resources, and waste management focus areas. The 365 Green Climate Literacy Program was written into the Plan of Work (POW), and activities used in-person, virtual, and hybrid delivery modes like Zoom and live streaming via Facebook. Programs were evaluated using formative and summative processes, with polling, impact surveys, and questionnaires. Program outcomes revealed significant increases in knowledge and anticipated positive changes in behavior for the participants. Focus Area I: Wildlife Management: During the program year, fifty new nestboxes were established on birding trails, and five new trails were added. In-person workshops included "Seed Starting for the Pollinator Garden" on March 13, 2025 (n=35), a Beginner Beekeeping Workshop on January 25, 2025 (n=45), and the Oakville Mounds Birding Festival on March 9, 2025 (n=95). A Spring Community Garden Expo was held on February 25, 2025 (n=129), and a Spring Garden Symposium entitled "Earth, Wind, and Fire: A Concert of Issues Facing Today's Gardener in a Climate of Change (n=112) was held on March 20, 2025. Presentations were made for beekeeping clubs, Master Gardeners, and Backyard Birdwatching groups.Team members helped host the 30th Annual Alabama Beekeeping Symposium on February 1, 2025, and Earth Day at Hays Nature Preserve on April 20, 2024. Virtual pollinator workshops included Senior Scientists (n=122) and a cross-institution At Home Beekeeping Series (n=2,019). The latter reached 2,019 live participants via 11 sessions. Video content received 29,726 minutes of views, with 206 live views, while social media responses showed a Facebook reach of 10,002 with engagements of 319 and an average savings of $68 per person per session. The pollinator workshop revealed that 100% of the respondents surveyed increased their knowledge of pollinators; 91% planned to plant more pollinator plants; 41% planned to apply pesticides more carefully; 73% planned to protect pollinator species diversity; 64% planned to help reduce the impact of climate change on pollinators; 89% planned to adopt a practice demonstrated, with 11% responding maybe; and anticipated cost savings were $0-50 (55%), $50-100 (23%), and $100-150 (23%). Focus Area II: Natural Resource Management: Interactive exhibits were provided at the Madison County Water Festival (n=600), the North Alabama Ag Expo [n=800], and the Marion County Ag Expo [n=465]. The Eco-friendly Fridays Webinar Series helped citizens reduce their ecological footprint (n=184). Sixty-five percent (65%) of respondents felt the information would provide a safer home, and 95% thought it helped them become better environmental stewards. An on-demand version for undergraduates (n=67) offered six webinars, with 97% of respondents increasing their knowledge of environmental issues and 95% achieving an environmental expectation of protecting the environment. A Camp Conservation field day conducted with the Alabama Forestry Foundation provided teachers with strategies to enhance student learning outcomes. Twenty-one CEUs were awarded via the Alabama Math, Science, and Technology Initiative; 58% of respondents strongly agreed that they felt more confident teaching natural resources afterward; 50% strongly agreed they planned to use what they learned within the next six months. A Lend an EAR Reading Challenge (n=83) revealed that 55% of youth respondents felt the program increased their vocabulary, 49% thought it improved their writing ability, and 88% felt the books encouraged them to protect the environment. Youth Comments:"I loved the stories!" "I like that it teaches you about the environment." Teachers' Comments: "The presenters were knowledgeable and authentic, which made the whole process quite enjoyable." A Lend an EAR Story Time Series (n=221) shared 12STEM books with 2,417 youth. Results showed that 75% of youth wanted to read more because of the program, and 85% felt reading books aloud helped them understand them better. Survey results for teachers participating in Lend an EAR showed that 75% of teachers agreed the books supported their STEM learning outcomes, and 78% agreed that the story time was helpful in their students' literacy development. Focus Area III: Waste Management: The environmental benefits of the waste management activities were demonstrated by applying e-waste calculators that underscore the social, economic, and environmental gains achieved via e-cycling efforts. Greenhouse gas equivalencies were determined using EPA's WARM Emissions Factors and Greenhouse Gas Equivalencies Calculator to average weights. The e-Stewards Global Impact E-waste Calculator showed the activities deferred 42,324 lbs. of CO2 from entering the atmosphere; diverted 1,216 lbs. of toxic metals from landfills [i.e., lead (1,182 lbs.)]; saved over 14,294 lbs. of critical precious metals [i.e., copper (1,870 lbs.), aluminum (866 lbs.), and steel (11,556 lbs.). The ERI Carbon Footprint Calculator indicated that the reduced C02 emissions were equivalent to conserving 17,183 gallons of gasoline, saving 3,906 trees, or recycling 146,837 plastic bottles or 675,466 aluminum cans. The Montgomery County Environmental Calculator showed that the 42,324 lbs. of e-waste recycled would help save 1,685,342 hours of electricity. The Clover Imaging Group Environmental Calculator revealed that the 195 printer cartridges recycled resulted in a total reduction of 1,693 lbs. of CO2. The recycled cartridges provided 364 lbs. of plastic, 43 lbs. of aluminum, 123 lbs. of steel, and 71 lbs. of other metals. Overall, the benefits for the broader public are conserved energy and natural resources, reduced pollution, deferred CO2 emissions, diversion of toxic metals, revenue,cost savings, and increased job opportunities. Component IV: The UEI-AFNR Program will begin in June 2025, and the selection process is underway. Applicants with a 3.0/4.0 GPA will submit official transcripts, two letters of recommendation, and a letter of interest. The internship will last 10 weeks and culminate with a final report, completion of mentor and intern evaluation forms, and a summary of the exit seminar via web conferencing. Component V: A competitive graduate assistantship was marketed to undergraduate students interested in climate science. Applicants were asked to submit a resume, transcript, and a one-page letter of interest. After careful review, a student was selected and will begin an M.S. program in the College of Engineering, Technology, and Physical Sciences in May2025.

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