Progress 06/15/17 to 06/14/22
Outputs
Target Audience:The immediate audience for the duration of the project was Extension and other Land Grant University personnel conducting outreach, who are interested in providing climate education to and / or encouraging sustainable behaviors in their communities. Thus the indirect audience for this project, are those people whom Cooperative Extension and Outreach personnel work with. It is important to also clarify here, the difference between Extension Specialists and County Extension Agents. Extension Specialists usually work within specific disciplines of which there are a vast range (e.g., horticulture, agronomy, agricultural business, livestock management, health and nutrition etc.) Extension Specialists are often of Doctorate level and hold appointments that require research and Extension components. Many County agents also hold advanced degrees, but their focusis much more on community engagement, most usually in (i) farming and ranching, (ii) Health and family, (iii) 4H, (iv) food preparation, (v) yard and garden. There are relatively few Extension Specialists and almost no County Agents who have a specific remit to conduct climate education but many have expressed an interest on incorporating climate information into their programs (McCann et al., 2020. Cooperative Extension and Sustainability Outreach: Programmatic Successes, Administrative Support and Areas for Improvement.) While the reports forthcoming from this project are aimed at a broad range of Cooperative Extension personnel, the project personnel only worked directly with 4H agents in New Mexico to develop content and activities fora 4-H Youth Climate Change Communications Hackathon. Final project outputs are intended to help Cooperative Extension personnel (agents and specialists) assess what kind of climate change or sustainability projects are feasible given their available timeand access to resources and to explainthe concepts behind effective climate change communication and encouraging sustainable behaviors. Changes/Problems:This was a very ambitious project that was derailed by a number of factors (loss of team members, impact of new administration, COVID etc). However, the project has also persevered through a paradigm shift around climate change adaptation, mitigation, and environmental justice (EJ). We felt strongly at the beginning that the feasibility of climate change mitigation and adaptation is largely determined by access to resources. The emerging and strengthening focus on EJ has disrupted our research in a good way and helped to realign our thought process to a more constructive critique of climate change outreach and Extension. What opportunities for training and professional development has the project provided?Two graduate students were employed for part of the project to (i) review climate and sustainability-relatedactivities at Land Grant Universities, (ii) review the behavioral psychology and social marketing literature to assess best practice for motivating sustainable behaviors. One student is now employed as a porgram manager with the Southwest Climate Hub, the second went on to strat a PhD course of study. One postdoctoral student reviewed the literature onclimate change practices and funding sources in the USA.This postdoc accepted a position as an assistant professor at another University. We conducted a weeklong Extension Climate Change workshop/training for 4 Mexican Universities. 4-H Climate Change Communication Hackathon--developed format for hackathon How have the results been disseminated to communities of interest?Project outputs will be housed on a dedicated page on the USDA Southwest Climate Hub website (Director approved). What do you plan to do during the next reporting period to accomplish the goals?This is the final report to NIFA. However, Climate Hub funding will continue to support the project until all white papers and reports are published on the USDA Southwest Climate Hub webpage.
Impacts
What was accomplished under these goals?
Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility i. What initiatives did we look for (climate change, sustainability, waste, energy-efficiency, disaster-preparedness etc.).Completed ii. Create list / list of contacts. Have currently identified 30 "masters" type outreach models. Completed iii. Inventory all Extension sustainability outreach, classify into CBSM / other. Completed iv. Presented research at National Sustainability Summit & National Extension Energy Summit, Tampa 2019. Completed. v. Attended Introductory and Advanced Community-Based Social Marketing Training with Dr McKenzie Mohr. 2019 Completed. Final: There are numerous volunteer Climate Change outreach programs and models and many are effective in reaching those that want to hear and or engage in the climate change conversation. Based on work done by project partners at University of Arizona, the advocates for climate change and the environmentand social equality are very often the same audience, but often working on very different issues. Non-proponents of climate change and or social equality are less likely to engage in the same conversation/communications regardng climate change. Climate Masters (or similar) label is not appropriate for all groups - especially the Disengaged, Doubtful and Dismissive (Global Warming's Six Americas). The Climate Master-type programs we found were often based out of predominantly white institutions (PWIs >50% white) as opposed to more diverse or minority-serving institutions (e.g., HSIs, HBCUs) and located in middle-class locales. This in itself raises concerns over the feasibility of such programming in lower-income neighborhoods.The Climate Masters format is one-directional and focused on climate mitigation.Information is delivered "down" through volunteer trainers to a community audience, and the expectation is that the audiencewill act on this information, to mitigate climate through their personal behaviors. However, personal or community actions to support climate mitigation can be expensive and entirely unfeasible for overburdened communities. Alternative "sustainability" type programming (Master Naturalist, Tree Stewards, Stream Stewards) has a broader reach. Further, issues of equity and injustice are likely less pronounced in these programs in that they can support participant well-being through supporting access to the outdoors (as well as environmental protection). The Climate Masters format is an information deficit approach and assumes greater knowledge about climate change will encourage more people to act sustainably. Researchfrom behavioral economics and social psychology demonstrates that there is usually not afunctional relationship between knowledge, attitude, and behavior. Therefore, if an educator's intention is to encourage sustainable behavior, they would see more impact from their efforts by using a social marketing approach that focuses very narrowly on a single behavior We propose that incorporating simple climate change information in existing successful programs may be more efficient and feasible for most Extension and outreach educators. Report: Is the Climate Master label appropriate for all groups? Final draft:January 2023. Peer-reviewed paper on social marketing and Extension for submission to Journal of Extension.January 2023 Objective 2: Inventory current community-based climate/sustainability initiatives: best practice (i) Review published research. This is a literature review on community based climate change initiatives, climate masters programs and sustainability programs in the US. The review focused on identifying best climate/sustainability practices, brief summary of the program, what it seeks to accomplish, the outlined steps to reach program objectives and what measurable outcome were achieved. Completed (ii) List (non-climate masters type) climate change / sustainability initiatives that have achieved measureable successes. An inventory of the above-mentioned programs has been documented to guide future strategies/focus groups for managing the impacts of climate change. Completed Final: Areview of available programs from websites and the published literature would help to inform this question while creating a pathway for future research.We use program longevity and continuity as a metric for program success. One of the challenges of this modified approach is that few of the climate or sustainability programsdiscuss publiclyhow they measure their own successes either in terms of outputs (number of meetings, number of people reached etc) or longer term outcomes. Extension hasused many methods for measuring the value of engagement for the public good, therefore to help informbest practice in climate programs, we have reviewed the broader literature beyond climate and sustainability programs. White paper forthcoming - "An inventory of community-based climate and sustainability initiatives - best practice". T "Library" page on the Southwest Climate Hub websiteto curate current, ongoing Extension climate and/or sustainability programs. Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-making (i) Which southwestern communities are most exposed to climate change impacts? Identified the socio economic impacts that influence best climate/sustainability practices, as reported in the peer reviewed literature. Completed. Note - this is being extended with spatial data from FEMA National Risk Index and Headwaters Economics Neighborhoods at High Climate Risk. ii.What attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Reviewing literature of published articles that estimate community or individual attitudes and behaviors that influence climate resilience or sustainability. The review is focusing on the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. i.Informal beta testing of communication and or messaging strategies in workshop and classroom settings. Completed ii. Reviewing best strategies for communicating climate change impacts and solutions with different groups. Conducted an IRB approved research focus group session in Payson (10/19/2019; 11 participants) and in Globe (01/25/2020; 9 participants). 38 adult students increased their awareness about climate change and communication. Student pretest averagewas 56%; post-test average was 83%.Report completed December, 2020. iii. Developed website and materials for 4H Sustainability Project (Hackathon) on Targeting Food Waste with 4-H youth(previously reported under obj 2). Objective 5: Develop an effective method for two-way information flows: i. Literature review: program delivery and refinement. How does community-based social marketing compare to participatory curriculum development? Task and Progress to date: Ongoing. ii. Communication Assessment: 1. Identifying and increasing awareness of different climate change audiences; 2. evaluating how each audience responds to different types of climate change messages and strategies and 3. Identifying optimum program content for specific audiences: Ongoing In process: In draft form: White paper documenting core competencies in climate change knowledge and skills, training materials and methods, and communications strategies.White paper documenting a comprehensive framework for a community-based outreach program.
Publications
- Type:
Other
Status:
Other
Year Published:
2023
Citation:
Steele, C.M., Gutierrez, P., Brown, C., Aney, S., Amosi, N., (2023) Encouraging sustainable behavior in Extension audiences, a review of Climate Masters programs. Report.
- Type:
Other
Status:
Other
Year Published:
2023
Citation:
Steele, C.M., Gutierrez, P., Brown, C., Aney, S., Amosi, N., (2023) The role of social marketing in encouraging behavior change in Extension audiences. Journal of Extension.
- Type:
Websites
Status:
Published
Year Published:
2022
Citation:
Hacking Food Waste: Developing Climate Friendly Habits for a Better World. https://hackingfoodwaste.nmsu.edu/
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Progress 06/15/20 to 06/14/21
Outputs
Target Audience:We worked primarily with 4H Extension agents during this year. Our research on available literature as well as catalogingcurrently available "climate extension" revealed some interesting observations. Climate masters type programs seem to be more active in institutions which access a wealthier, more middle class audience. By focusing on 4H, we aim to reach a diversity of youth who are interested in becoming more active in climate change solutions. In addition, 4H agents are very specific about the type of information and acitivities that would be benefical for 4H youth to learn and to engage in. Changes/Problems:This was a very ambitious project that was derailed by a number of factors (loss of team members, impact of new administration, COVID etc). However, the project has also persevered through a paradigm shift around climate change adaptation, mitigation, and environmental justice (EJ). We felt strongly at the beginning that the feasibility of climate change mitigation and adaptation is largely determined by access to resources. The emerging and strengthening focus on EJ has disrupted our research in a good way and helped to realign our thought porcess to a more constructive critique of climate change outreach and Extension. What opportunities for training and professional development has the project provided?There has been no formal training or professional development provided by the project in the last year. However,collaboration with 4H agents has informally educated scientists on the importance of co-production of training and outreach materials. In addition, 4H partners have learned about climate change and actionable steps that can both address climate change problems (food waste) and compliment existing 4H porgrams (food security) How have the results been disseminated to communities of interest?Reports and project materials for 4H partners are still being completed. While general findings have not yet been widely disseminated outside of conferences. The development of 4H materials have been shared with 4H partners. What do you plan to do during the next reporting period to accomplish the goals? Finish outstanding reports from objectives 1, 2, 3 and 5. Into draft format by June 2022 and final form, December 2022. Finalise web resource for 4H agents and youth on food waste Create web resource / library for climate outreach for Extension. Focused on existing Extension programs and ranked according to accessibility of materials and reported impact / success
Impacts
What was accomplished under these goals?
Objective 1: a. Task and Progress to Date: i. What initiatives did we look for (climate change, sustainability, waste, energy-efficiency, disaster-preparedness etc.). Completed ii. Create list / list of contacts. Have currently identified 30 "masters" type outreach models. Completed iii. Inventory all Extension sustainability outreach, classify into CBSM / other. Completed iv. Presented research at National Sustainability Summit &National Extension Energy Summit, Tampa 2019. Completed. v. Attended Introductory and Advances Community-Based Social Marketing Training with Dr McKenzie Mohr. vi. Presented on social marketing to NM Farmers Marketing Association. Completed b. Timetable to complete remaining task/objectives: i. Report: Is the Climate Master label appropriate for all groups?First draft completion date, December 2020. Final draft: December 2022. ii. Peer-reviewed paper on social marketing and Extensionfor submission to Sustainability. Submission date revised to December 2022. Objective 2: a. Task and Progress to Date: i. Review published research and available online resources on community-based climate change initiatives, climate masters programs and sustainability programs in the US. The review focuses on identifying best climate/sustainability practices and how program outcomes are measured. Ongoing ii. List (non-climate masters type) climate change / sustainability initiatives that have achieved measurable successes. An inventory of the above-mentioned programs has been documented to guide future strategies/focus groups for managing the impacts of climate change. Ongoing. b. Timetable to complete remaining task/objectives: i. White paper documenting best climate/sustainability practices and metrics for program success. First draft:June 2022.Final draft:December 2022 ii. List (non-climate masters type) climate change / sustainability initiatives that have achieved measurable successes. Completed. December 2019. iii. Categorize programs by type of community (if sufficient numbers) to support Objective 3. First draft, May 2022.Final draft:December 2022 iv. Messaging strategies. This has now morphed into two sub-projects. Messaging strategies overview will be included in the white paper documented above. A sub-project with 4-H agents is underway in New Mexico "Targeting Food Waste with 4-H youth". Website and support materials are completed. Original 4-H Hackathon date, February 2022 - cancelled. Reviewing approach - virtual hackathon window closed. Youth are now more engaged in in-person meetings. Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-making what attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? a. Task and Progress to Date i. Which southwestern communities are most exposed to climate change impacts? (research synthesis article). Ongoing. Continue to work on the socio-economic impact that influence best climate/sustainability practices, as reported in the peer reviewed literature. Completion date, December 2020 - to be revised with new information on over-burdened communities. ii. What attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Ongoing. Reviewing literaturethat estimates community or individual attitudes and behaviors that influence climate resilience or sustainability. The review is focusing on the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Parts now need revision in light of COVID19 responses. iii. Review community initiatives for building resilience, resilient communities research. Ongoing. b. Timetable to complete remaining task/objectives: i. Research report: southwestern communities most exposed to climate change impacts? June 2022 first draft.Final draft:December 2022 ii. White paper documenting attitudes / behaviors / individual experiences / socio-economic backgrounds that lead to climate resilient decisions. June 2022 First draft.Final draft:December 2022 iii. White paper documenting community initiatives for building resilience, resilient communities research. June 2022 First draft.Final draft:December 2022 Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Completed a. Task and Progress to date: i. Informal beta testing of communication and or messaging strategies in workshop and classroom settings. Completed ii. Reviewing best strategies for communicating climate change impacts and solutions with different groups. Conducted an IRB approved research focus group session in Payson (10/19/2019; 11 participants) and in Globe (01/25/2020; 9 participants). Report completed December, 2020. b. Timetable to complete remaining task/objectives: i. Classroom testing with students on available curriculum materials. Initiate fall of 2018, complete spring semester of 2019. Classroom testing with students on available curriculum materials. Initiate fall of 2018, complete spring semester of 2019. Jones taught a pilot 16-week Climate Extension Masters course in Spring 2018 to 19 students in Globe, Arizona and 28 in Payson, Arizona. Thirteen students in Globe and 25 in Payson completed the course. Completed. a. UA guest presenters included key project partners. b. Directly, 38 adult students increased their awareness about climate change and communication. Student pretest average was 56%; post-test average was 83%. c. In a post-class survey six months after the Climate Extension Masters course, students were asked: On a scale from 1-10, how much of what you learned in the class has affected your perception of climate science and today's issue of climate change? (1:None to very little to 10:A great deal): 10% responded between 1 and 2, 16% between 5-6, and 74% between 8-10. Comments concerning key issues such as the greenhouse effect and climate science communication demonstrated genuine learning and a desire to take action: "I understand why CO2 is such a harmful greenhouse gas and why it needs to be reduced in the atmosphere.", "Appreciating the urgency of action and the importance of individuals actions and participation." and "...Now what to do to help?" ii. Report documenting best strategies for communicating climate change impacts and solutions with different groups. Report in draft format. Completion date May 2021 (to allow for presentation to Association of Natural Resource Environmental Professionals Conference - 2020 meeting cancelled because of COVID-19). Objective 5: Develop an effective method for two-way information flows: a. Task and Progress to date: i. Literature review: CBSM program delivery and refinement. How does CBSMcompare to Participatory Curriculum Development? Task and Progress to date: Ongoing. ii. Communication Assessment: 1. Identifying and increasing awareness of different climate change audiences; 2. evaluating how each audience responds to different types of climate change messages and strategies and 3. Identifying optimum program content for specific audiences: Ongoing b. Timetable to complete remaining task/objectives: i. White paper documenting core competencies in climate change knowledge and skills, training materials and methods, and communications strategies. First draft June 2022,Final draft:December 2022 ii. White paper documenting a comprehensive framework for a community-based outreach program. Completion date December 2022 iii. Compile white papers from objs 1, 2, 3 and 5 into single report with chapters. Completion date December 2022
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2021
Citation:
Steele, CM et al., (2021) Hacking food waste with 4-H youth, Abstract ID: 868500, American Geophysical Union, Fall Meeting, December 2021.
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Progress 06/15/17 to 06/14/21
Outputs
Target Audience:Local communities, Urban communities, climate masters, individuals and households:Climate change projects at the state, county and local community levels were reviewed. Using a designed excel template, key aspects of the reviewed projects were recorded. Thereview process saw data compiled for analysis to inform climate change resilience of communities and cities within United States. The analysis includes major climate projects completed or on-going in communities, funding sources secured to support these projects and the most targeted audience. The report includes an Ordinary Least Square model analysis to understand the effect of socio-economic characteristics on communities with some form of climate change projects. The final year of this project, like all many projects, was greatly impacted by the social and emotional impact of Covid 19 pandimic. Although climate issues was, is and continues to be an important issue for many citizens, it was not even on the minds of many more citizens, the pandimic created many more imediate issues and challenged. Coupled with the 2020 election, climate change communication was very difficult to asses. However, we did identify an target audiance that were engaged with issues beyond the pandimic and politics and were open to multiple learning platforms--youth. Time and effort in the final months of the project were focused on developing the content and activities for a 4-H Youth Climate Change Communications Hackathon. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?We have conducted a week long Extension Climate Change workshop/training to 4 Mexican Universities. 4-H Climate Change Communication Hackaton--developed format for hackaton--pending How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
1.Summary of Progress to Date, and Time Table to Complete Remaining Portions of Project Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility Task and Progress to Date: i.What initiatives did we look for (climate change, sustainability, waste, energy-efficiency, disaster-preparedness, community resilience, environmental friendly behaviors/attitudes etc.). Completed ii.Create list / list of contacts. Have currently identified 30 "master climate change" type outreach models. These programs emulate the classic Extension Master Gardner model. Completed Final: Their are numerous volunteer Climate Change outreach programs and models, all across the country, and are highly effective in reaching those that want to hear and or engage in the climate change conversation. Based on work done by project partners at University of Arizona, the advocates for climate change and the environment and socail equality are very often the same audiance, but often working on very different issues. Non-proponent of climate change and or social equality are less likely to engage in the same conversation/communications regardng climate change. Objective 2: Inventory current community-based climate/sustainability initiatives: best practice a.Task and Progress to Date: i.Review published research. This is a literature review on community based climate change initiatives, climate masters programs and sustainability programs in the US. The review focused on identifying best climate/sustainability practices, brief summary of the program, what it seeks to accomplish, the outlined steps to reach program objectives and what measurable outcome were achieved. Completed ii.List (non-climate masters type) climate change / sustainability initiatives that have achieved measureable successes. An inventory of the above-mentioned programs has been documented to guide future strategies/focus groups for managing the impacts of climate change. Completed Food insecurity, food waste and climate change were researched this year. Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-making what attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Task and Progress to Date i.Which southwestern communities are most exposed to climate change impacts? (Research synthesis article). Currently working on the socio economic impacts that influence best climate/sustainability practices, as reported in the peer reviewed literature. Based on the findings from reviewed published papers, some of the factors found to influence sustainable climate/environmental practices include: Environmental beliefs systems, Income inequalities, comparing economic cost versus benefits of environmental actions, value-based environmental beliefs, moral obligation to act pro-environmentally, societal norms on behavior, environmental concern, contextual factors such as physical infrastructure and availability of affordable environmental choice options and socio-demographic factors such as age, level of education and gender. Completed ii.What attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Reviewing literature of published articles that estimate community or individual attitudes and behaviors that influence climate resilience or sustainability. The review is focusing on the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Completion date, August 30th, 2018. Some sustainable environmental Attitudes /Behaviors that could lead to climate resilient decisions include: Changing purchasing behavior, Reusing or recycling available products, Reducing car use, Refusing plastic bags in stores, Avoid leaving the TV on standby, Switching off lights, Avoid running tap among others. Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Objective 4 forms the core of this proposal because it focuses directly on the information and communication strategies that Climate Masters will need to learn. Task and Progress to date: i.Informal beta testing of communication and or messaging strategies in workshop and classroom settings. Not complted ii. 4-H Climate Change Communication Hackathon--focus on food waste DRAFT Objective 5: Develop an effective method for two-way information flows: Objective 5 will initiate a process of developing a "blueprint" for a comprehensive CMOE Model for two-way information flow. The CMOE model/curriculum development will emphasize an active learning approach, based on a process of experience, reflection and action. Task and Progress to date: Progress in previous objective will and have informed this objective.?
Publications
|
Progress 06/15/19 to 06/14/20
Outputs
Target Audience:With the support of NMSU team, the UA research team conducted two focus groups in the distinct towns of Payson and Globe Arizona, on the north and south ends of Gila County in central Arizona. These towns were selected because they are small, rural communities familiar with and served by UA Cooperative Extension and represent potential audiences of a Climate Master program. Although 12 potential participants were initially recruited over the telephone for each focus group, 11 attended in Payson and nine in Globe. Understanding the demographic composition of a community is an important factor in designing a Climate Master program.Focus group participant demographic data was collected during the recruitment process and compared to 2018 national Census statistics. Generally, Payson focus group participants resemble national figures. The primary differences are that the participantsinthe focus group represent a higher proportion of females, an older age range, and higher educational attainment levels. Globe, on the other hand, veered farther from national Census data with a higher proportion of males, an older age range, and white and non-Hispanic/Latino participants. Changes/Problems:We requested a 1-year no-cost extension. The no-cost extension was approved. NMSU team member and co-PI Steele is responsible for much of the paper/report writing and coordinating surveys. A family emergency in late 2019 necessitated her absence from the U.S. for 5 weeks to attend to her mother's affairs in the U.K. during a prolonged stay in hospital. This has resulted in delays in a final survey of extension personnel throughout the southwest United States and preparation of final report/paper completion. The onset of COVID-19 has caused further delays in this final survey process as extension personnel priorities have shifted to focus on mitigating and outreach to clientele impacted by the COVID-19 pandemic.The project team is committed to completing project objectives at the highest level. What opportunities for training and professional development has the project provided? PROGRAMCONTENTANDCOMMUNICATION Participantswereaskedtothinkaboutthe climate changeissuesidentified in the literature and press andbegintomatchthesewith messaging that should be included in a climate-smart community outreach program. To frame this, respondents were directed to think about messaging that would resonate with their community and lead to: increased communityawareness; better preparing communities for changes in the environment and adopting sustainablepractices; motivating individuals and communities to act and provide tangible solutions;and influencing decision-makers and political leaders to provide solutions to the community's identified priorities and expect them to promote policies that support thesesolutions. As the group thought about and discussed these issues, they identified topical areas and how the community could deliver and communicate effective messaging to residents and visitors alike. In considering messaging to increase community awareness, five main themes were identified that include communicating (see Table 3): threat of severewildfire; community concerns tovisitors/tourists; adoption of Firewiseprinciples; environmental sustainability;and the need for forest thinning and wildfire mitigation projects andactions. Focus groups identified the messaging strategies/topics for their communities.In considering messaging to better prepare communities for changes in the environment and adopting sustainable practices, five main topics were identified in the list below: restore the recyclingprogram; ban single-use plastics; reduce use of/reuse consumable items; assure Arizona Corporation Commission supports forest biomass for energy production;andpromote solutions to injunctions on federal public lands that hinder implementation of forest thinning projects. In considering messaging that resonates with their community and leads to actions and tangible solutions, the group discussed three key topics listed below: emphasize risks and effects of disasters (i.e., severewildfires); highlight concern for water supply;and promote Firewise actions and forest thinningprojects. How have the results been disseminated to communities of interest?Strategies for Dissemination to Communities:When the discussion shift to messaging that influences political leaders to address and promote solutions to the community's top climate-related issues, participants pinpointed integrating political leadership with education and community service (see Table 6). Table 6.Messaging that resonates with their community and leadsto influencingdecision-makers and political leaders to provide solutions to the community's identifiedpriorities and expect them to promote policies that support these solutions. Topic Communication Methods Considering the biomass/forest thinning issues and other issues identified above, tie together education with political leaders and community service, "under some umbrella." Encourage residents to get involved by attending meetings, and tie them to fun events, like a chilicookoff. •Hold town hallmeetings. •Conduct school-based serviceprograms. Sponsor online petitions that are delivered topolitical leaders (i.e.,Facebook). Respondents deliberated about programming that is relevant to Payson's culture and values. Table 7 describes participant's thoughts, which include targeted messaging to engage second homeowners, illustrate economic benefit, embody holistic community benefit, and impart environmental education programs. Table 7.Programming that is relevant to their community's cultures and values. Topic Communication Methods Derive strategies to involve second homeowners. •Engage homeownerassociations. Illustrate how environmental consciousness saves residents money and improves their quality of life (i.e., reusing and recycling saves money). Target younger families who are not a typical audience for this type ofmessaging. Encourage businesses to incentivize reusing containers with cost-saving promotions. A respondent stated, "[There is a myth that being environmentally conscious is a] rich person's game." Considering Payson's economic disparity, countering this type of messaging is important. Sell the "community" message versus the "rugged individual" message. •Promote at churches and othervenues. Instill environmental education programs. Youth have inherited the current environmental issues, and they have to take action to find solutions because the effects will be felt by their generation. They are the up and coming generational voters. Target messaging to youth and motivate them to take action (Greta Thunberg was used as an example). Work with county and municipal governments, schools and theUSFS. What do you plan to do during the next reporting period to accomplish the goals? Going forward, focus groupparticipants discussed what they believe should be the top three goals and associated outcomes of the Climate Master program. We will "field test" these goals in the coming year, as well as identify additional community-based goals. Responses consisted of general aspirational goals and the associated intrinsic value of the program, targeted activities and key issues, and overall associated collective actions, which are summarized below. ASPIRATIONALGOALSANDASSOCIATEDINTRINSICVALUE: DEVELOP EDUCATION PROGRAMS THAT PROMOTE REVERSE INFORMATION FLOWS.Participants identified creating conditions conducive to a reverse information flow that begins with children and students and is transmitted to other family members that include siblings, parents, and grandparents, as an effective means to promote change. They suggested encouraging sustainable practices such as water catchments and composting. CONSISTENCY IN PROGRAMMING IS IMPORTANT.Another component in assuring that the program is valuable is consistency. More specifically, consistency in communicating the issue(s) athand, the program's objectives, the associated messaging, and in its leadership. Similarly, creating connectedness with politicians and community members to focus on "a real future" was identified as a necessary ingredient to a successful program. TARGETED PROGRAMS,KEYISSUES,ANDCOLLECTIVEACTION: PROTECTION AND MAINTENANCE OF THE WATERSHED IS A PRIORITY. Thegroup identified safeguarding and maintaining the watershed as the number one priority. The concern stems from the risk of an out of control wildfire that renders the water undrinkable.FOOD CONSERVATION IS VALUED.Specific programs that would be valuable to their community include food conservation programs. More specifically, the group identified a large homeless population in Payson and some elderly residents who would benefit from receiving free or low-cost food. They suggested partnering with restaurants to distribute unconsumed food. CONNECT WITH SUMMER VISITORS.Another suggestion was to focus on summer visitors from close by metropolitan areas (i.e., Phoenix, Glendale). This could be accomplished through promoting visitors' connections to the Payson community. For example, participants suggested asking visitors to contribute a small donation to an identified sustainable local effort when purchasing fishing or hunting licenses. INCREASE AWARENESS AND SUPPORT FOR INITIATIVES.Another suggestiondesigned to increase awareness in out of town visitors, second homeowners, and residents is to promote local programs and events at Farmer's Markets. This would provide the opportunity to increase organizational and programmatic awareness and engage various segments of the population to support local environmental and sustainable initiatives; at the same time, engage citizens in influencing legislative environmentally based policy, like signing petitions. INSTILL A "SISTER CITY" PROGRAM.Initiate a "sister city" program across the state that bolsters interest and support for novel initiatives. One respondent provided an example in which the City of Tempe and the town of Strawberry/Pine become sister cities and work together on climate-related initiatives. DESIGN AN EFFECTIVE ADVERTISING CAMPAIGN.An aggressive advertising campaign that informs residents/visitors about the program is needed. This is especially true of people who are not usually reached. The group was essentially posing this question, "How do we reach those who are less likely to know about this program?" They suggested determining the composition of these groups and designing a targeted advertising campaign. Potential information channels include the Town of Payson or Gila County's websites, but they said they are uncertain how much residents visit these websites.
Impacts
What was accomplished under these goals?
SIXAMERICASSUPER SHORT SURVEY(SASSY!) The original Six Americas Survey was comprised of36-questions(Maibach et al. 2011). For the purpose of our work, the surveywas reduced to only four questions and dubbed TheSix Americas Super Short Survey (SASSY) (Chryst et al. 2018). The SASSY instrument used the original Six Americas' screener and results from a series of nationally representative surveys, "Climate Change in the American Mind" (n=18,000 +). Although the SASSY is a much shorter survey, results still sort respondents into the six respective audience groups who perceive and respond to global warming in different ways. Further, results reveal how a particular individual or group compares to Americans across the country. These results can also be used to develop communication messaging and tools for respective groups. As respondents were recruited on the telephone to attend the focus group, they were asked the four questions that comprise the short SASSY survey (Chryst et al. 2018). Of the eleven respondents who participated in the Payson focus group, almost two-thirds (64%) were "alarmed," as compared to just under one-third (31%) of national SASSY estimates (November 2019). Following this, about one-fifth (18%) represented the "cautious" group, and this closely resembled national estimates (16%). The remaining respondents represented a smaller proportion (9% each) of either "concerned" or "disengaged." Nationally, about one-quarter (26%) are "concerned" and 7% are "disengaged." Although "alarmed" and "concerned" respondents varied widely from the national results, the "cautious" and "disengaged" participants more closely resembled national values. None of the participants sorted into "doubtful" or "dismissive" categories, in which a small percentage (10% each) of the American public are represented within these categories. Of the nine respondents who participated in the Globe focus group, most (44%) were "alarmed," while about one third (31%) of Americans qualified as "alarmed." About one-fifth each (22%) ranked as either "concerned" or "cautious." Those "concerned" were slightly lower than national estimates (26%) and those "cautious" were somewhat higher than their American counterparts (16%). The remaining respondents were "doubtful" (11%), which closely matches Americans (10%) across the country. None of the respondents in this group fell into "disengaged" or "dismissive." Nationally, 7% are "disengaged" and 10% are "dismissive." In comparing the Six America's audience groups of Payson to Globe, Globe more closely resembled national results. Nationally, numbers in each group generally progress downward from "alarmed" (31%) to "dismissive" (10%).
Publications
- Type:
Other
Status:
Published
Year Published:
2020
Citation:
Mottek Lucas, Anne and Christopher Sones. Managing for Climate Change: Climate Master Outreach and Extension, University Of Arizona Cooperative Extension Research Report 64pp, August 1, 2020.
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Progress 06/15/18 to 06/14/19
Outputs
Target Audience:Local communities, Urban communities, climate masters, individuals and households: Climate change projects at the state, county and local community levels continue to be identified andreviewed. Using a designed excel template, key aspects of the reviewed projects were recorded. The review process saw data compiled for analysis to inform climate change resilience of communities and cities within United States. The analysis includes major climate projects completed or on-going in communities, funding sources secured to support these projects and the most targeted audience.Reviewing literature of published articles that estimate community or individual attitudes and behaviors that influence climate resilience or sustainability. The reviews is focuson the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Changes/Problems:Because this project is a stakeholder driven process and our primary stakeholders are Cooperative Extension, these key findings prompted us to re-examine our research activities especially with respect to Objectives 1, 4 and 5 and how we might explore the potential of CBSM in more detail. We propose that incorporating CBSM more thoroughly into our research and program design is essential because it goes beyond simple information delivery and the expectation that change happens because an audience is more aware of an issue. With its focus on change, CBSM for encouraging sustainable behaviors has already been adopted more widely than broad content, train-the-trainer education programs like Climate Masters. Further, we feel that incorporating a stronger focus on CBSM is important now more than ever, given the ever evolving conversation around climate change, and the increasing polarization in views on the cause and existence of climate change. Over this last year, we added to our project activities a review of CBSM already in use by Extension and other relevant CBSM programs such as those run by Conservation Districts. In short, we have extended our secondary research to sustainability programs across the U.S. whose focus is on behavior change. We have already compiled a list of sustainability programs who use CBSM or other approaches. We think that these programs will provide valuable insight into best practices and the feasibility of implementing "Masters" type outreach for encouraging sustainable behaviors in diverse audiences. The project team is committed to completing project objectives at the highest level. We request additional time to allow us to do this. What opportunities for training and professional development has the project provided?The work of this project is professional development. Incrediable opporutnity How have the results been disseminated to communities of interest?Classroom testing with students on available curriculum materials.Initiated in fall of 2018, complete spring semester of 2019. Classroom testing with students on available curriculum materials. U of A/Jones taught a pilot 16-week Climate Extension Masters course in Spring 2018 to 19 students in Globe, Arizona and 28 in Payson, Arizona. Thirteen students in Globe and 25 in Payson completed the course. Completed. UA guest presenters included key project partners Dr. Jeremy Weiss and Dr. Mike Crimmins, as well as Drs Gregg Garfin, Don Falk, Malcolm Hughes, Katie Hirschboeck, George Frisvold, and Elise Gornish. Julian Reyes from the SW Climate Hub Mexico also presented. Directly, 38 adult students increased their awareness about climate change and communication. Student pretest average was 56%; post-test average was 83%. In a post-class survey six months after the Climate Extension Masters course, students were asked: On a scale from 1-10, how much of what you learned in the class has affected your perception of climate science and today's issue of climate change? (1:None to very little to 10:A great deal): 10% responded between 1 and 2, 16% between 5-6, and 74% between 8-10. Comments concerning key issues such as the greenhouse effect and climate science communication demonstrated genuine learning and a desire to take action: "I understand why CO2 is such a harmful greenhouse gas and why it needs to be reduced in the atmosphere.", "Appreciating the urgency of action and the importance of individuals actions and participation." and "...Now what to do to help?" What do you plan to do during the next reporting period to accomplish the goals? Timetable for Completing remaining task and objectives. Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility Timetable to complete remaining task/objectives: i.Report: Is the Climate Master label appropriate for all groups? Continue to review programs to gain qualitative / quantitative knowledge of efficacy. Completion date, October 2019. ii.Focus groups with Extension audiences * dependent on time / resources. Subcontractor with focus group specialty was identified and contract process was completed in February 2019. The contractor's scope of work, focus group protocol, and focus group recruitment script and survey were completed in February. Focus group candidates and contact information have been identified for locations in Gila County. Completion date, November 2019. iii.Peer-reviewed paper on social marketing and Extension in progress for submission to Sustainability. Submission date, December 2019. Objective 2: Inventory current community-based climate/sustainability initiatives: best practice Timetable to complete remaining task/objectives: i.White paper documenting best climate/sustainability practices and metrics for program success.Completion date, November, 2019 ii.List (non-climate masters type) climate change / sustainability initiatives that have achieved measureable successes. Completion date, September, 2019 iii.Categorize programs by type of community (if sufficient numbers) to support Objective 3. Completion date, January, 2020 iv.Messaging strategies (CBSM). Completion date, January 2020 Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-makingwhat attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Timetable to complete remaining task/objectives: i.Research article: southwestern communities most exposed to climate change impacts? Completion date, September 1, 2019 ii.White paper documenting attitudes / behaviors / individual experiences / socio-economic backgrounds that lead to climate resilient decisions. Completion date, April, 2020 iii.White paper documenting community initiatives for building resilience, resilient communities research. Completion date, June, 2020 Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Timetable to complete remaining task/objectives: i.Classroom testing with students on available curriculum materials.Initiate fall of 2018, complete spring semester of 2019. Classroom testing with students on available curriculum materials.Initiate fall of 2018, complete spring semester of 2019. Jones taught a pilot 16-week Climate Extension Masters course in Spring 2018 to 19 students in Globe, Arizona and 28 in Payson, Arizona. Thirteen students in Globe and 25 in Payson completed the course. Completed. ii.Report documenting best strategies for communicating climate change impacts and solutions with different groups. Completion date March 2020. Objective 5: Develop an effective method for two-way information flows:. Timetable to complete remaining task/objectives: i.White paper documenting core competencies in climate change knowledge and skills, training materials and methods, and communications strategies. Completion date, May, 2020 ii.White paper documenting a comprehensive framework for a community-based outreach program. Completion date May, 2020
Impacts
What was accomplished under these goals?
CMOE research has progressed well during this last year, and has illuminated complimentary research questions that are highly relevant to the assessment of Climate Masters outreach model. As part of our Objective 1 (Determining if a volunteer-based Climate Masters outreach model is practical strategy for climate communication), we extended our research more deeply into the seminal texts by social marketing experts Kotler et al., and community-based social marketing (CBSM) author McKenzie-Mohr as well as the peer-reviewed literature on community-based social marketing. Social marketing is is "...the use of marketing principles and techniques to influence a target audience to voluntarily accept, reject, modify or abandon a behavior for the benefit of the target audience or society as a whole" (Kotler et al. 2002). CBSM combines expertise from social marketing and social psychology to engage community members' action to change behavior. It is now a widely accepted approach to attaining broad sustainable behavior in our communities. From our research into social marketing and CBSM, we made three key observations. First, while the original Climate Masters program does claim to use some CBSM techniques (such as the recruitment of volunteers to share the message of sustainable behavior), we realized that Climate Masters is not CBSM in the strict sense. This is highly relevant to our goal to highlight best practice in sustainability outreach. CBSM campaigns have a narrower focus on the specific behaviors they are designed to change (e.g., recycling, energy use, water efficiency, or food waste etc.) whereas Climate Masters addresses nine categories of sustainable actions, each with multiple behaviors. Second, CBSM recognizes that the barriers and benefits associated with changing behaviors are usually activity-specific and often information alone will not result in behavior change. It is well documented in social psychology research that an increase in awareness about a particular issue does not necessarily translate to behavior change. Further, people do not always act in their own economic self-interest. Therefore, part of CBSM is to identify the barriers to and benefits of adopting a new behavior and to strategize the best tools (communication, incentives, pledges, prompts, social diffusion, social norms, creating convenience etc.) for encouraging that behavior change in a target audience. Thirdly, while the original Climate Masters climate change program content is likely to appeal to "innovators and early adopters" (Diffusion of Innovation Theory) and to specific social groups, with careful and appropriate messaging a CBSM approach can be tailored to reach much wider audiences. Specific Accomplishements related to project objectives include: Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility Task and Progress to Date: i.What initiatives did we look for (climate change, sustainability, waste, energy-efficiency, disaster-preparedness etc.). Completed ii.Create list / list of contacts. Have currently identified 30 "masters" type outreach models. Completed iii.Inventory all Extension sustainability outreach, classify into CBSM / other. Completed iv.Presented research at National Sustainability Summit &National Extension Energy Summit, Tampa 2019. Completed Objective 2: Inventory current community-based climate/sustainability initiatives: best practice a.Task and Progress to Date: i.Review published research and available online resources on community based climate change initiatives, climate masters programs and sustainability programs in the US. The review focuses on identifying best climate/sustainability practices and how program outcomes are measured. Ongoing ii.List (non-climate masters type) climate change / sustainability initiatives that have achieved measureable successes. An inventory of the above-mentioned programs has been documented to guide future strategies/focus groups for managing the impacts of climate change. Ongoing. Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-makingwhat attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Task and Progress to Date i.Which southwestern communities are most exposed to climate change impacts? (research synthesis article). Ongoing.Continue to work on the socio-economic impact that influence best climate/sustainability practices, as reported in the peer reviewed literature. Completion date, September 1, 2019 ii.What attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Ongoing. Reviewing literature of published articles that estimate community or individual attitudes and behaviors that influence climate resilience or sustainability. The review is focusing on the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Completion date, May, 2020. iii.Review community initiatives for building resilience, resilient communities research. Ongoing. Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Task and Progress to date: i.Informal beta testing of communication and or messaging strategies in workshop and classroom settings. Completed ii.Reviewing best strategies for communicating climate change impacts and solutions with different groups. Currently underway, completion February 2020. Objective 5: Develop an effective method for two-way information flows:. Task and Progress to date: i.Literature review: CBSM program delivery and refinement. CBSM already incorporates feedback and program refinement, how does this compare to Participatory Curriculum Development?Task and Progress to date: Ongoing. ii.Communication Assessment: 1. Identifying and increasing awareness of different climate change audiences; 2. evaluating how each audience responds to different types of climate change messages and strategies and 3. Identifying optimum program content for specific audiences: Ongoing
Publications
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Progress 06/15/17 to 06/14/18
Outputs
Target Audience: Local communities, Urban communities, climate masters, individuals and households: Climate change projects at the state, county and local community levels were reviewed. Using a designed excel template, key aspects of the reviewedprojects were recorded. The review process saw data compiled for analysis to inform climate change resilience of communities and cities within United States. The analysis includes major climate projects completed or on-going in communities, funding sources secured to support these projects and the most targeted audience. The report includes an Ordinary Least Square model analysis to understand the effect of socio-economic characteristics on communities with some form of climate change projects. Changes/Problems:Principal change in the project is that we have requested, and have been granted a one year extension for this project. The project goals and objectives still remain intact, the time for completion has been adjusted to reflect this, see above. What opportunities for training and professional development has the project provided?We have conducted a week long Extension Climate Change workshop/training to 4 Mexican Universities. How have the results been disseminated to communities of interest?Preparing survey questions for focus group. To be conduceted late summer early fall, 2018 What do you plan to do during the next reporting period to accomplish the goals? 1.Summary of Progress to Date, and Time Table to Complete Remaining Portions of Project Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility? 1. Timetable to complete remaining task/objectives: Contact programs to gain qualitative / quantitative knowledge of efficacy (interviews). Staff and students in process of being IRB certified. Developing interview instrument, field test instrument, survey outreach models identified. Completion date, October 1, 2018. Is the Climate Master label appropriate for all groups? (evaluate interviews). Complete qualitative and quantitative analysis of interviews. Completion date, January 31st, 2019. Focus groups with Extension audiences * dependent on time / resources. Informed by analysis of interviews. Completion date, February 15, 2019. Objective 2: Inventory current community-based climate/sustainability initiatives: best practice Timetable to complete remaining task/objectives: i.Contact programs to gain qualitative / quantitative knowledge of efficacy. Completing date, August 1, 2018 ii.Categorize by type of community (if sufficient numbers) Completion date, September 15, 2018 Which message for which community? (Mitigation versus adaptation). Completing date, April 15, 2019 Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-making what attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Timetable to complete remaining task/objectives: What efforts have been made to improve individual and community preparedness? Completion date, May 1, 2019 Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Objective 4 forms the core of this proposal because it focuses directly on the information and communication strategies that Climate Masters will need to learn. Timetable to complete remaining task/objectives: Classroom testing with students on available curriculum materials. Initiate fall of 2018, complete spring semester of 2019 ii.Reviewing and beta testing best strategies for communicating climate change impacts and solutions. Based on Objective 1, 2 and 3 develop a research instrument and methods to assess results. Completion date, April 1, 2019 Objective 5: Develop an effective method for two-way information flows: Objective 5 will initiate a process of developing a "blueprint" for a comprehensive CMOE Model for two-way information flow. The CMOE model/curriculum development will emphasize an active learning approach, based on a process of experience, reflection and action. Timetable to complete remaining task/objectives: Best methods for communicating climate change impacts. Based on assessment of active learning activities in several focus groups with diverse audiences. Completion date, May, 2019 Two Phase Communication Assessment Strategies: 1. Identifying and increasing awareness of different climate change audiences and; 2. evaluating how each audience responds to different types of climate change messages. Completion date May 1, 2019
Impacts
What was accomplished under these goals?
Summary of Progress to Date, and Time Table to Complete Remaining Portions of Project Objective 1: Determine if a volunteer-based Climate Masters outreach model is practical strategy for climate communication: feasibility? Task and Progress to Date: What initiatives did we look for (climate change, sustainability, waste, energy-efficiency, disaster-preparedness, community resilience, environmental friendly behaviors/attitudes etc.). Completed Create list / list of contacts. Have currently identified 30 "master climate change" type outreach models. These programs emulate the classic Extension Master Gardner model. Ongoing Objective 2: Inventory current community-based climate/sustainability initiatives: best practice a.Task and Progress to Date: Review published research. This is a literature review on community based climate change initiatives, climate masters programs and sustainability programs in the US. The review focused on identifying best climate/sustainability practices, brief summary of the program, what it seeks to accomplish, the outlined steps to reach program objectives and what measurable outcome were achieved. Ongoing List (non-climate masters type) climate change / sustainability initiatives that have achieved measureable successes. An inventory of the above-mentioned programs has been documented to guide future strategies/focus groups for managing the impacts of climate change. Ongoing? Objective 3: Literature synthesis on individual / community preparedness: the impact of informed decision-making what attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Task and Progress to Date Which southwestern communities are most exposed to climate change impacts? (Research synthesis article). Currently working on the socio economic impacts that influence best climate/sustainability practices, as reported in the peer reviewed literature. Based on the findings from reviewed published papers, some of the factors found to influence sustainable climate/environmental practices include: Environmental beliefs systems, Income inequalities, comparing economic cost versus benefits of environmental actions, value-based environmental beliefs, moral obligation to act pro-environmentally, societal norms on behavior, environmental concern, contextual factors such as physical infrastructure and availability of affordable environmental choice options and socio-demographic factors such as age, level of education and gender. Completion date, September 1, 2018 What attitudes / behaviors / individual experiences / socio-economic backgrounds lead to climate resilient decisions? Reviewing literature of published articles that estimate community or individual attitudes and behaviors that influence climate resilience or sustainability. The review is focusing on the fundamental issues and challenges faced by communities or individuals in their determination to adapt to the impacts climate change, develop a sustainable climate adaptation plan, address barriers to successful climate sustainability and monitoring of community efforts as well as the challenges associated with the development of more resilient climate decisions and adaptive communities. Completion date, August 30th, 2018. Some sustainable environmental Attitudes /Behaviors that could lead to climate resilient decisions include: Changing purchasing behavior, Reusing or recycling available products, Reducing car use, Refusing plastic bags in stores, Avoid leaving the TV on standby, Switching off lights, Avoid running tap among others. Objective 4: A framework for training the trainers - design and test climate change communication modules and strategies for different groups. Objective 4 forms the core of this proposal because it focuses directly on the information and communication strategies that Climate Masters will need to learn. Task and Progress to date: Informal beta testing of communication and or messaging strategies in workshop and classroom settings.? Objective 5: Develop an effective method for two-way information flows: Objective 5 will initiate a process of developing a "blueprint" for a comprehensive CMOE Model for two-way information flow. The CMOE model/curriculum development will emphasize an active learning approach, based on a process of experience, reflection and action. Task and Progress to date: Progress in previous objective will and have informed this objective.?
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Managing for Climate Change: Improving Community Resilience through Best Climate Practices Sarah Acquah, Caitriana Steele and Paul Gutierrez, New Mexico State University (Poster)
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
Building Climate Resilient and Adaptive Communities through Sustainable Practices: Evidence from U.S. Southwest Region. Sarah Acquah, Paul Gutierrez, Caitriana Steele and Don Blayney, New Mexico State University (Poster)
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