educating climate practitioners -...
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Educating Climate
PractitionersMainstreaming Climate Science
Thirteenth International Seminar on Climate Systems and Climate Change (ISCS), 11-22 July 2016, Chengdu, China, Beijing Climate Center
Marjorie McGuirk
CASE Consultants International
Climate Arts & Sciences Expertise
Asheville, North Carolina
Educating Climate
PractitionersOutline Points
Thirteenth International Seminar on Climate Systems and Climate Change (ISCS), 11-22 July 2016, Chengdu, China, Beijing Climate Center
1. Purpose
2. Technique
3. Results
Source: Glackin, Mary, Marjorie McGuirk, Lenny Bernstein, May 2013. Mainstreaming Climate
Change into the Professional Societies – Business Plan for Continuing Education Units, CASE
Consultants International, Asheville, North Carolina.
PURPOSE
� Given the scientific consensus climate is changing and will have
impacts on both the natural and built environment:
� Educate members of professional societies in climate change
� include the state of climate science expected impacts
� possible strategies for mitigating and adapting to change.
� Part of formal continuing education required for professional
certification.
• Knowledge of how the climate is changing and expected changes is critical for city planners, natural resource managers, insurance professionals, and construction executives.
• Climate mitigation and adaptation requires skills from a wide variety of professions.
• The number of climate practitioners greatly outnumber meteorologists/climatologists.
• It is necessary to “mainstream” climate knowledge into the everyday practices of “climate sensitive” professions
Climate Sensitive Professions from the Past
Architects were called upon in the 1950’s to design for an emerging industrialized society
Open Source war film https://www.youtube.com/watch?v=1ZIv6uLEjgU&list=PLWzI5C-XD4JCspK_e6H2ozszvPQQG-Q5O&index=7
Professional Associations• Modulates Professional training
• awards licenses or certificates of currency• sets the standards required for maintaining an identity as a “certified
professional”• Sets the quality criteria for the Providers of the CEUs
• offers training to the Provider• issues requirements that the Provider must adhere to in order for that
Provider’s course to be acceptable as CEU-worthyElected Boards
• adopt standards for professional certification.• establish the minimum number of CEUs• set guidelines and requirements for courses• list categories of courses that are acceptable for receiving credit
TECHNIQUE
• Engage with “climate sensitive” professional societies• Develop climate-related course material• Deliver with climate professionals familiar with the latest findings• Deliver in conjunction with professionals well versed in the business of
the students
The Plan
American Institute of Architects (AIA)American Planning Association (APA)American Public Health Association (AMHA)American Society of Civil Engineers (ASCE)American Society of Landscape Architects (ASLA)American Association of Water and Wastewater Professionals (AAWWP)American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
Climate-sensitive Professional Societies
Examples Mainstreaming Climate KnowledgeInformal Education
Public Lecture, Public Gaming Convention on Climate Change
University of North Carolina Asheville
Climate Change and SocietyMaster of Liberal Arts &
Sciences
Examples Mainstreaming Climate KnowledgeFormal Education
Examples Mainstreaming Climate Knowledge
Through workshops
Objectives of Engagement with
Professional Associations
• Understand profession’s sensitivity to climate
• Identify climate services for sector
• Identify uses and applications of climate
datasets
• Identify professional associations using the
datasets
• Understand barriers / challenges faced by
professional associations in uses of data
• enable uptake of climate data in planning and operations
Sources: McGuirk and Dissen, NOAA, CICS-NC
Develop and Execute a recurring repetitive process to engage
Our Approach
• Present material in a manner that is “use-inspired”
• Climate-sensitive Professionals • need to make climate-smart decisions • do not need to become climate scientists
• Providers of course development • Need to be adept at translating complex science and
technical concepts • Need to deliver content that is readily understandable
Our Approach
RESULTS
• Our Approach
• Establish Teams • Professional Associations
• National, State, or local chapter
• Climate Scientists• Federal, Regional, State
Climate Office, other• Facilitator & Event Center
• Jointly develop course programs • Typically 1 – 8 credit hours
(one hour to two days)• Give ownership to the
Association
� Course Objectives� …to use publicly available tools and
resources to understand vulnerability to natural hazards and climate change and adapt building designs to improve performance.
� … to comply with recent federal regulatory changes designed to manage risk and adapt to climate change.
� … to incorporate building materials to better withstand characteristics of expected future climates in the Southeast.
� …to identify methods and design elements commonly used in other regions that may be incorporated in the Southeast to enhance resilience to future climates.
�
American Institute of Architects
19
With the Environmental and Energy Study Institute
(EESI) and the International Council for Local
Environment Initiatives (now called ICLEI, Local
Governments of Sustainability) produced a guide
book for climate change.
With the American Planning Association (APA)
and the EESI conducted a three-year research
project on the integration of energy and climate
issues into planning practice which produced a hand
book used in Planner’s Accreditation.
Sample Course
Continuing Education Unit
American Society of Landscape Architects
Several courses held by Professional Associations
All contain three sections
Climate change science
Impacts on climate change on profession
Mitigation and Adaptation in the geographical area
Miller, Laurie and David Tuch. "Nature's genius, your innovation." Climate Resilient Design in the
Southeast. Asheville: AIA, The Collider, 6 November 2015. Lecture.
Resilient Design
Course Outline• Climate Change Impacts
• Globally
• United States
• Southeast
• Mitigation and Adaptation
• Opportunities for Landscape Architects
• Examples and Best Practices
• Executive Orders
• 13690
• 13693
• Tools and Resources
Course Topic SampleKey Climate Impacts to Landscapes
• Extreme heat
• Heat island effect
• Water shortage
• Flooding
• Sea level rise
• Biodiversity changes
• Air quality reductions
Source: Tuch, David P., Michael J. Brewer, and Marjorie McGuirk, The effects of global climate change on the landscape:
the role of landscape architecture in adaptation strategies,19th Conference on Applied Climatology, American Meteorological
Society, Equinox Environmental Consultation & Design, Inc., NOAA’s National Climatic Data Center, Asheville, NC, July
2011.
Miller, Laurie and David Tuch. "Nature's genius, your innovation." Climate Resilient Design in the Southeast. Asheville: AIA,
The Collider, 6 November 2015.
Course Topic Sample The Role of Landscape Architecture
• To help craft design, planning, and management solutions
that can sequester carbon and help communities and
regions adapt to climate change.
• Stormwater Management
• Landscape Design
• Green Infrastructure
• Land Planning and Development Patterns
Course Tool SampleClimate Change Atlas for Tree and Bird Species
Atlas of future distribution of tree and bird species
With projected temperature and precipitation change
Future Red Maple Range:
A1FI (High Emissions Model)
Future Red Maple Range:
B1 (Low Emissions Scenario)
CONCLUSION
• Purpose
• Growing demand for climate services from impacted sectors
• Increased demand for climate science products
• Increased need to connect with climate data experts
• Urgency to mainstream climate science into use
• Technique
• Mainstream climate change science into practices of
climate-sensitive profession
• Utilize the Profession’s own training mechanisms
• Results
• Informal and formal educational venues
• Working with several professional associations
• Conducted successful Continuing Education sessions
Conclusion
Questions?
Educating Climate
Practitioners
Citation:
McGuirk, Marjorie. Educating Climate Practitioners:
Mainstreaming Climate Science, Thirteenth International
Seminar on Climate Systems and Climate Change (ISCS), 11-22
July 2016, Chengdu, China, Beijing Climate Center
Contact:
CASEConsultantsInternational.com
Climate Arts & Sciences Expertise
Asheville, North Carolina
Thank you!