Records of the U.S.
Climate Change
Science Program's Planning Workshop for Scientists and Stakeholders
3-5 December 2002, Washington, DC

Thank you for allowing me the opportunity to comment on this climate change plan. It is indeed encouraging to see the topic of outreach given such a prominent place in the plan. The question is who??

I realize that my view of this topic and, the plans for it, is different than most participants, however, I believe that it is worthwhile to take a look at these things from the local point of view where a disconnect occurs between the national and local decision makers, where finally, it all will rest. Many of the federal partners in the Climate Change Science Program also provide federal dollars, to local implementing agencies, for on the ground programs. That is why I think that the most important audience to address, at least for the short term, is the state and local government natural resource managers and planners. The possibility of negative economic and land use impacts, as the effects of climate change emerge, is a reality that local governments must soon address.

According to the Pew Oceans Commission Report in February, 2002, a 50 centimeter rise in sea level, discounting wetlands and habitat, will have an impact of 20 to 150 billion dollars. In Maryland, based on available data, approximately 31% of the state's shoreline is experiencing erosion. This erosion is compounded by sea level rise. To ensure that these stakeholders have access to the most current research, technologies and evaluations of global and climate risks and opportunities, I would suggest a forum of these state and local decision makers, for at least initially, the Coastal States. This forum would provide an opportunity for these decision makers to openly discuss the current state of knowledge and research needs identified in the strategic plan. It is also important that an ongoing relationship is established with these stakeholders as the scientific research in pertinent areas emerge to assist local decision makers to mitigate, adapt, manage and plan for these impacts.

In part 3 of the chapter the importance of communications with the general public is discussed. I agree that an engaged and informed citizenry is paramount, however, caution should be applied in how the public is approached. Over the past several years the public has been bombarded with weighty environmental issues which have concerned them, but, have been given little or no actions, that they can take, to mitigate or even cope with these problems. In the long term the effect of this is to produce a society which is hardened to messages and engendered with a feeling of hopelessness.

In my work with the Chesapeake Bay Program partnership we have found that the most successful engagement of the public has been when we were able to capture their interest and imagination; make a connection to their lives and how it will directly effect them; finally, and most importantly, give them things to do, or to plan for, that give them a sense of empowerment. To improve water and air quality in the Bay watershed Maryland set a goal of 600 new miles of riparian forest buffers to be planted by 2010. With the engagement of the public this goal was met this year, 8 years ahead of schedule. Over the next 4 years profound decisions will have to be made based on information received through climate change research. Many of these decisions will likely be consumer based and politically difficult so it is imperative that the public is aware and engaged in a systematic way.

Outreach for K-12 education, though correct in many ways, is also subject to the disconnect between the federal view and the state and local systems. Curriculum in school systems is often overloaded, making it difficult to incorporate new material, no matter how well prepared, unless it is linked to the system's outcome standards. Using some of the same mechanisms designed for the general public, students can be drawn into an interest in the science of climate by using innovative approaches designed to capture their imagination and sense of adventure. In Maryland we have had some success using ocean racing, in particular, the Whitbread Round the World and Volvo Ocean Race, to involve students in the science of the oceans, climate, culture and history. By following the progress of the boats, each leg of the journey served to educate the participating students regarding the currents, conditions, temperatures, aquatic life etc. of each ocean system.

I believe that the Climate Change Science Program should be proud of the work and thought that has gone into this draft strategic plan and the efforts made to reach out to a diverse group for a full range of opinion.

Thank you.