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2015 GSA Annual Meeting in Baltimore, Maryland, USA (1-4 November 2015)

Paper No. 183-6
Presentation Time: 9:20 AM

MIND THE GAP - AN INTERDISCIPLINARY CLIMATE LITERACY MODULE FOR SCIENCE MAJORS


DONER, Lisa A., Environmental Science and Policy Department, Center for the Environment, Plymouth State University, 17 High St., Plymouth, NH 03264, DAVIS, P. Thompson, Department of Natural & Applied Sciences, Bentley University, 175 Forest St, Waltham, MA 02452, MCGARRY, Mary Ann, Center for the Environment, Plymouth State University, 17 High St., MSC 63, Plymouth, NH 03264 and TURSKI, Mark, Environmental Science & Policy Dept, Plymouth State University, 17 High St., MSC 67, Plymouth, NH 03264-1595, ladoner@plymouth.edu

In climate literacy surveys of 139 students in 10 meteorology degree programs, respondents display limited understanding of climate change processes, climate model projections and consequences to human and natural systems. This is surprising, given American Meteorology Society curriculum recommendations that emphasize climate training in meteorology programs, and inclusion of one or more chapters on climate change in most introductory meteorology textbooks. Surveyed students are particularly weak on interdisciplinary topics related to climate drivers, feedbacks and Earth system responses.

Since only 11 of 80 universities with undergraduate meteorology programs require courses on climate change, here we present a module that emphasizes systems thinking and Earth systems interactions on three topics: a) climate change and phenology, biodiversity and the spread of infectious diseases; b) anthropogenic CO2 and ocean acidification and buffering; and c) climate change feedbacks on the distribution of freshwater resources. Learning outcomes for the module are for students to:

  1. recognize the phenological nature, biodiversity and human health consequences of climate change data and natural phenomena.
  2. graph and apply climate interpretations to biological data, like climate-species space, gradients and ranges.
  3. use datasets to infer potential feedbacks, thresholds and hysteresis in Earth’s biological systems as climate parameters change.
  4. diagram and explain the ocean buffering system and ocean acidification as it relates to the buffering process.
  5. evaluate long- and short-term impacts of changes in ocean pH to human systems.
  6. describe interactions between precipitation, stream flow, groundwater, and vegetation in different zones and seasons.
  7. apply model projections of precipitation to predict impacts on these components of the hydrologic system.

This module, targeted at meteorology students, can be used to expand the climate reach in any of the sciences.

Session No. 183

T68. Climate Literacy: Formal and Informal Education and Outreach Activities and Research and Evaluation Measures of Success
Tuesday, 3 November 2015: 8:00 AM-12:00 PM
Room 324 (Baltimore Convention Center)
Geological Society of America Abstracts with Programs. Vol. 47, No. 7, p.468
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