14 pages., via online journal., Parks and protected areas can be ideal settings for climate change communication since many visitors have an affinity for natural and cultural settings, and an interest in resource protection. However, climate-based education efforts in the Midwestern United States may need a slightly different approach since this region lacks obvious indicators, such as sea level rise and melting glaciers. Interpretation, an informal communication process designed to transmit scientific information to visitors in leisure-based settings, could be a useful strategy for engaging visitors in climate change discussions. Few studies have assessed perceptions of interpreters on this topic, much less, their willingness to communicate such information. To address this issue, a mixed methods approach (surveys, interviews, photovoice) was used to examine interpreters’ perceptions of climate change and its impacts in Missouri State Park and Historic Sites. Although nearly 70% of interpreters were either alarmed or concerned about climate change, many of them were unsure about its causation. Interpreters report observing impacts such as flooding, earlier plant blooming, high temperatures, extreme weather, and invasive species, but were uncertain about attributing these impacts to climate change. Interpreters did not believe that visitors would be responsive to climate-based education per se but thought the topic could be addressed in pre-existing programs and activities. Rather than discussing complex science with visitors, interpreters felt more comfortable with conveying the significance of resources at their sites. Implications from this study include acknowledging multiple viewpoints, framing strategic messages, and developing place-based educational materials.
21 pages., via online journal., Agricultural and forestry advisers and other technical service providers play an important role in supporting farmers and foresters to adapt to climate change. However, not all agricultural and forestry advisers are comfortable talking about climate change with land managers. While there is a demonstrated interest related to climate-related professional development, few examples of curricula developed with the express purpose of serving this audience and a systematic review of these curricula has not been conducted. To address this gap, we reviewed 12 curricula which were developed and implemented between 2001 and 2017. The goal of this review is to apply the lessons learned from a range of climate change-focused curricula to new, regionally or sector-specific educational programs targeting both agricultural advisers and innovative farmers. Our findings suggest that developers of future educational programs consider the following: (a) the specific needs of their audience, including topical interests and learning needs; (b) the use of interdisciplinary teams for curricula development; (c) trade-offs associated with inclusivity and depth of course content; and (d) the advantages of project-based education approaches suited for adult learning audiences. By applying these concepts to future curricula, these curricula are likely to have the greatest level of impact.
7 pages., via online journal., Climate services entail providing timely and tailored climate information to
end-users in order to facilitate and improve decision-making processes.
Climate services are instrumental in socio-economic development and
benefit substantially from interdisciplinary collaborations, particularly
when including Early Career Researchers (ECRs). This commentary
critically discusses deliberations from an interdisciplinary workshop
involving ECRs from the United Kingdom and South Africa in 2017, to
discuss issues in climate adaptation and climate services development in
water resources, food security and agriculture. Outcomes from the
discussions revolved around key issues somewhat marginalized within
the broader climate service discourse. This commentary discusses what
constitutes “effective” communication, framings (user framings, mental
models, narratives, co-production) and ethical dimensions in developing
climate services that can best serve end-users. It also reflects on how
ECRs can help tackle these important thematic areas and advance the
discourse on climate services.
12 pages., Online via UI e-subscription., Authors examine dimensions of globalization and propose three research domains in which psychology scholars can contribute to further understanding of our global society.
13 pages, via Online journal, Natural resource advisors operate at a natural resource-climate nexus that presents opportunity for utilization of regionally relevant climate science and tools to support climate smart decision making among land managers. This opportunity, however, may be underutilized. In thousands of county offices across the country, USDA field staff with the Natural Resources Conservation Service (NRCS) and Farm Service Agency (FSA) interface with farmers on a daily basis to provide conservation technical assistance, farm loans, and disaster recovery assistance. In this study, we conducted a survey of NRCS field staff (n = 1,893) and a similar survey of FSA field staff (n = 4,621) to determine the following: (1) how concerned USDA field staff are with both general and specific climate and weather threats and their effect on agriculture and forestry, (2) what available climate and weather resources staff are currently using, (3) how these factors relate to USDA field staff's confidence and interest in playing the role of climate advisor, and (4) the differences that exist between NRCS and FSA field staff related to these research questions. We found that many USDA field staff are concerned about climate change in general and about several specific impacts, but fewer are confident in their ability to support land managers in addressing these impacts. Additionally, increased concern about climate threats was related to higher levels of climate and weather resource use and an increased desire to play the role of climate advisor, but was also related to lower levels of self-reported ability to play that role. These findings can be used to inform appropriate application of professional development opportunities and creation of tools and resources to improve professional uses of weather and climate information.
