CCEP II- Making Global Climate Science Local: Implementing an Effective Model to Educate Key Influentials and Community Leaders

第二阶段气候变化教育伙伴关系项目正在开发一种新的模式，用于对加州圣地亚哥地区的关键影响者（知名人士、决策者和领导人）和普通公众进行气候科学教育。该项目建立在第一阶段战略规划工作的基础上，以经验评估圣地亚哥普通公众和关键影响者（KI）对气候科学知识的深度和差距。这些发现为第二阶段的5年实施计划提供了信息，并为区域KI社区领导人开发多学科气候素养模型提供了证据基础。正在实施一套强有力的综合活动，这些活动将(1)开发适用于非正式环境中成年受众的气候科学教育资源，(2)利用这些资源对关键影响者及其社区进行教育，(3)评估这些资源的有效性和创新教育方法的应用，以及(4)促进该过程的复制，以供其他地区使用。特别地，第二阶段的活动正在调查KIs的三种不同教育角色：(1)关键影响者作为气候科学教育的目标受众；(2)将关键影响者培训为知识渊博的信使，向其他ki及其社区提供有关气候科学和潜在影响的当地相关信息；(3)关键影响者作为其选民和利益相关者的教育门户。每组活动都反映了相关的学习科学理论和当代传播方法，以有效地传播区域气候观测、模式和影响。与ki合作的过程和整套活动构成了可复制模式的核心，可以输出到全国其他地区。该项目预计将大大提高我们对如何教育社区领导人和非k -16社区成员有关当地相关的前沿气候科学的认识和理解。这套教育活动将产生广泛的影响，通过与关键影响者合作，作为活动的目标受众，作为教育工作者本身，以及作为更大受众的门户，包括圣地亚哥县的美洲原住民部落，地区规划者，民选官员和当地公用事业。气候科学家、环境教育工作者和能源分析师正在与有学识的科学家和通信专家合作，开发用于非传统场所的教育资源，如中小型论坛、气候之旅、个人住宅，以及通过社交媒体。学习科学专家正在使用严格的研究设计来评估教育活动的影响，并测试教育与各种潜在和可观察结果之间的假设关系。预计研究结果将提供实施指南和评估工具，可在第五年结束时向寻求复制这一方法的其他社区传播。这是一个催化项目，将显著提高科学、技术和教育方面的认识，为应对气候变化提供相关的科学知识和循证方法，从而促进知情决策。该项目是气候变化教育伙伴关系（CCEP）计划资助的六个二期项目之一。CCEP项目是美国国家科学基金会气候变化教育项目的一部分，该项目是在2009财年通过国会拨款建立的。CCEP项目是美国国家科学基金会（NSF）的一次性专项项目，旨在建立一个以区域或主题为基础的合作伙伴关系协调的国家网络，致力于提高与气候变化及其影响科学相关的有效、高质量的教育项目和资源的采用。CCEP项目包括一项主要的跨学科研究和开发工作，旨在促进对气候系统科学以及气候变化对自然和人类系统的影响的更深入理解和参与。该计划的愿景是建立一个具有科学素养的社会，在面对未来挑战时，能够有效地权衡有关全球气候变化的证据，同时培养创新的科学和技术劳动力，以提高我们对人类与气候相互作用的认识，并为可持续、繁荣的未来开发方法。每个CCEP都需要在正式或非正式的学习环境中纳入气候科学家、学习科学家和教育从业者之间的专业知识创新合作，以研究、设计和测试有效的气候科学教学的新模式和策略。CCEP项目专注于跨学科方法和变革规模的影响，在与气候科学教育和劳动力发展相关的联邦投资组合中占有独特的互补地位。

This Phase II Climate Change Education Partnership project is developing a new model for educating Key Influentials (high profile, decision-makers and leaders) and the general public in the San Diego, California region about climate science. The project builds on a Phase I strategic planning effort to empirically assess the depth and gaps of knowledge about climate science in the San Diego general public and among Key Influentials (KI). These findings have informed the 5-year implementation plan for Phase II and have provided the evidence basis for the development of a multidisciplinary climate literacy model for regional KI community leaders. A robust suite of integrated activities is being implemented that will (1) develop climate science education resources applicable to adult audiences in informal settings, (2) educate Key Influentials and their communities using these resources, (3) assess the effectiveness of these resources and the application of innovative educational methods for learning, and (4) facilitate replication of the process for use in other regions. In particular, Phase II activities are investigating three different educational roles for KIs: (1) Key Influentials being served as the target audience of climate science education; (2) Key Influentials being trained as knowledgeable messengers to deliver locally-relevant information about climate science and potential impacts to other KIs and their communities; and, (3) Key Influentials serving as the educational portal to their constituents and stakeholders. Each set of activities reflects relevant learning science theory and contemporary methods of dissemination to effectively communicate regional climate observations, models and impacts. Both the process of working with KIs and the whole suite of activities form the core of a replicable model that can be exported to other regions across the country. This project is expected to significantly advance our knowledge and understanding of how to educate community leaders and non-K-16 community members about locally relevant, cutting-edge climate science. The suite of educational activities will have broad impacts by working with Key Influentials as the intended audience of activities, as educators themselves, and as portals to much larger audiences, including Native American tribes in San Diego County, regional planners, elected officials, and the local utility. Climate scientists, environmental educators and energy analysts are working together with learning scientists and communications specialists to develop educational resources for use in non-traditional venues, such as small and medium sized forums, climate tours, personal homes, and through social media. Learning science specialists are using rigorous research designs to assess the impacts of the educational activities and test hypothesized relationships between education and a variety of latent and observable outcomes. The results are expected to provide implementation guidelines and assessment tools that can be disseminated to other communities seeking to replicate this approach by the end of the 5th year. This is a catalytic project that will significantly increase scientific, technological and educational understanding and provide relevant science knowledge and evidence-based approaches for responding to climate change, thereby contributing to informed decision-making.This project is one of six Phase II projects being funded through the Climate Change Education Partnership (CCEP) program. The CCEP program was developed as part of the NSF Climate Change Education program, established through Congressional appropriations in FY 2009. The CCEP program is a one-time, dedicated NSF effort to establish a coordinated national network of regionally- or thematically-based partnerships devoted to increasing the adoption of effective, high quality educational programs and resources related to the science of climate change and its impacts. The CCEP portfolio encompasses a major interdisciplinary research and development effort designed to promote deeper understanding of, and engagement with, climate system science and the impacts of climate change on natural and human systems. The vision of this program is a scientifically literate society that can effectively weigh the evidence regarding global climate change as it confronts the challenges ahead, while preparing the innovative scientific and technical workforce to advance our knowledge of human-climate interactions and develop approaches for a sustainable, prosperous future. Each CCEP is required to incorporate innovative collaborations among expertise of climate scientists, learning scientists, and education practitioners in either formal or informal learning environments to research, design, and test new models and strategies for effective teaching and learning about climate science. With its focus on interdisciplinary approaches and transformative scales of impact, the CCEP program occupies a unique and complementary niche in the portfolio of Federal investments related to climate science education and workforce development.