Dr. Mike Spranger

Assistant Dean -- Environmental & Natural Resources

Assistant Director -- Florida Sea Grant Program

University of Florida IFAS Extension

P.O. Box 110405

Gainesville, FL 32611

Comments -- United States Climate Change Science Program (CCSP) Plan,
Chapter 13 -- Reporting and Outreach

1)  Although the CCSP plan's primary focus is on climate change
    research, it acknowledges the importance of the involvement of
    stakeholders in the overall process. It also acknowledges the
    importance of outreach and education in informing stakeholders on
    the science and potential impacts of climate issues that could
    affect them in their daily lives. Throughout the plan, there are
    suggestions that stakeholders be involved throughout the process.

2)  The chapter on Reporting and Outreach lacks the depth and breathe of
    the other chapters in the plan. Although a proactive reporting and
    outreach process is discussed in various parts throughout the plan,
    and the emphasis of an open process in involving a number of
    scientists, managers and stakeholders at the recent Stakeholders
    Conference (December 3-5, 2002) in Washington DC, I remain unclear
    if the plan provides a real commitment to an active, proactive
    education and outreach process throughout the life of the plan and
    beyond.

3)  In reading the Reporting and Outreach Chapter, it is my feeling that
    there is a mixing of "apples and oranges" in definitions. I would
    recommend a re-definition of terms to better reflect the various
    nuances of education and outreach. My construct for a re-definition
    of terms follows:

    a.  *Reporting* refers to providing and transmitting scientific
        findings to scientists, decision-makers, resource managers, and
        other stakeholders through print and electronic media. This is a
        traditional, one-way flow of information

    b.  *Outreach* refers to "reaching out" and actively engaging
        decision-makers, resource managers, and other stakeholders in
        the identification and development of informational tools and
        products that result from research *activities. In some cases,
        it may also be a process to solicit comments from the end users
        of the research to even "direct the scope and direction of the
        research." This idea is expressed in several chapters of the
        plan,* namely in Chapter 4, Decision Support Resources and in
        Chapter 11, Human Response and Contributions to Environmental
        Change.

    c.  *Education* refers to the formal transmittal of basic knowledge,
        and scientific research findings into the formal K-12 structure,
        as well as into the classrooms of higher education.

4)  The plan accurately reports that currently there is "no routine,
    comprehensive, interagency assessment of public information and
    outreach efforts," (page 149:26) and that "reporting and outreach
    efforts are also individually pursued by each agency" (p. 150:12).
    Having recognized that there is no comprehensive listing of
    existing, on-going educational activities, the plan makes a very
    good suggestion that agencies be surveyed so "they can determine
    what is effective and can avoid duplication of effort" (p.150, line
    25). Similarly, the plan acknowledges "strategy is needed to
    allocate responsibilities and ensure participation;" and that
    information is "effectively" disseminated and communicated. However,
    there is no discussion or definition on what "effectiveness" means
    anywhere in the report. There is no discussion of the development of
    evaluation and assessment criteria on what the agencies will utilize
    to measure effectiveness. This is one of the critical flaws in this
    chapter. There is a wealth of knowledge in evaluative research and
    assessments for reporting, outreach (public involvement), and formal
    educational activities. References to this research, as well as ways
    to incorporate this research into the various components of this
    outreach plan should be pursued.

5)  *Comments with regard to section "2. Reporting and Outreach to
    Decision makers."* Please note that the majority of examples on
    "reporting" to National Policy-makers, the International Community,
    Local and Regional Government, Businesses, and Non-Governmental
    Organizations" (P. 151). are one-way communication examples. These
    include "provide Congressional briefings, science and technology
    assessment reports; supplement agency outreach with basic
    information (i.e. brochures, fact sheets); produce hard copy and
    digital materials; and facilitate regional identification of key
    stakeholders through workshops and briefings." This does not embrace
    the dialogue in the plan of actively engaging "stakeholders" in the
    process. These individual groups need to be part of the process in
    identifying what informational materials are needed, and then the
    respective agencies need to target specific products and services to
    these key stakeholder groups. The research literature demonstrates
    that active public involvement and education is much more than
    developing a brochure or holding a public meeting, and then
    demonstrating success by the numbers of individuals reached or
    brochures distributed. The "effectiveness" of these efforts need to
    be determined by described "outcome measures" on how these
    individuals will be utilizing this information in their decision
    making process or business activities; that is, the information
    reported was relevant to their needs.

6)  *Comments with regard to section "3. Reporting and Outreach for the
    Public."* I wholehearted agree with the statement "a well-informed
    citizenry is essential for reporting appropriately to the challenges
    posed by climate change and other global change issues" (p. 152:4).
    This is the basis on which our Jeffersonian democracy is based. What
    I disagree with in this section is the focus on providing
    information to the "general public." As stated, "the CCSP and
    participating federal agencies will identify a range of activities
    and initiatives for reporting useful global change information to
    the public." There is no one general public, but a number of
    "publics" who have varying degrees of interest in climate change
    issues, depending on the relevance in their lives. Through a
    thoughtful performance-based process, a series of education and
    outreach materials should be developed and targeted to specific
    audiences (or publics). In this way, the effectiveness and impact of
    these materials can accurately be measured. For example, the plan
    states the "CCSP will organize workshops for science journalists.
    This will include joint products to educate journalists so they can
    provide more frequent and informed coverage of science topics." This
    is a good example of selecting a specific target group (journalists)
    and a measurable result (more frequent and informed coverage). Other
    examples are more amorphous, such as providing "briefings for the
    public and public officials" and "organizing and compiling websites,
    fact sheets, and other public information." Again, with these
    identified activities, it appears success would only be measured by
    the numbers of materials provided or number of meetings held; a very
    low level of activity measurement with no real measures of
    effectiveness or impact. There is both an "art and science" in
    conveying research results and information to user groups.
    Measurement of impact and effectiveness is accomplished through a
    variety of evaluative tools such as needs assessments, surveys, and
    focus groups. Social scientists with expertise in evaluation should
    be involved in the development and design of these educational
    activities.

7)  There is a need to have "information brokers" into this outreach
    process, who are skilled in bringing scientific information to the
    various "publics." Examples of these types of information brokers
    can be found in the USDA Cooperative Extension and in the NOAA Sea
    Grant Extension programs. In each of federal/state cooperative
    programs, there are individuals trained and skilled in bridging
    university science to various user groups who utilize this science
    in their daily lives. These two organizations have tremendous
    capability in the transfer of information to stakeholders, since
    they have a long-term record of success, are trusted.

8)  Just as the CCSP is an attempt at integrating the research effort,
    and the Stakeholders meetings provided an opportunity to fine-tune
    the plan, a similar effort should be made with the education and
    outreach element. Past examples can be found in the early 1990s to
    provide a coordinated, integrated outreach and educational plan.
    Representatives of the federal agencies that would be involved in
    climate change research and educational activities convened at a
    workshop in Rhode Island to develop an outreach and education plan.
    This built on individual agency plans that had also been developed
    during this time frame. For example, NOAA developed a comprehensive
    education and outreach plan that highlighted a number of action
    items. Unfortunately, due to lack of budgets and politics, the
    majority of these projects were never carried out.

9)  *Comments with regard to section 4. "Outreach and Education."* The
    plan accurately states that "American children still are note
    adequately educated in the math and sciences" despite a number of
    science education programs that have been developed by federal
    agencies. It also points out that this problem rests not so much
    with classroom time, but "on the quality of the curriculum and
    instruction" and suggests time and resources be devoted to teachers
    and instructional materials. This is an important statement.
    However, the plan is weak in describing how this will be carried
    out. If the federal agencies do not actively engage teachers at all
    levels, the materials will fail as they have in the past. The CCSP
    only mentions representatives will participate in dialogues with
    such groups as the National Science Teacher Association to identify
    basic curriculum content. This process needs to be more than
    dialogue. The process should be as meaningful and comprehensive as
    the Stakeholders Workshop. To be successful, one must involve both
    agency representatives and classroom educators in the critique of
    existing materials and in the design, development, implementation
    and evaluation of the future training and materials.

The plan needs to be more specific in how this information and training
will be provided to the teachers. It needs to be more than providing
CCSP representation to key educator conferences that include the
development of exhibits and handouts. There needs to be on-going
pre-service and in-service teacher training. Content of the instruction
should not only reflect current research and basic principles of the
climate processes, such as global warming, ocean-atmospheric
interactions, and ENSO. Content should also address the role of science,
importance of peer-reviewed science, and understanding of risk and
uncertainly in decision-making. Finally the content all need to conform
to national and state educational learning standards.

Concluding Comments and Observation

1)  There needs to be recognition that "Reporting, Outreach, and
    Education" is an involved process with specific elements (needs
    assessments, goal/objective development, implementation, and
    evaluation). It is not simply developing a brochure, designing an
    exhibit or providing a lecture to stakeholders.

2)  Evaluation assessments should be built in all "Reporting, Outreach
    and Education" projects. This will provide the agencies the ability
    to measure the effectiveness of these activities, and also allow for
    "adaptive management and development of projects." A discussion of
    the issues and difficulty of agencies to carry this out can be found
    in a recent General Accounting Office Report entitled *Program
    Evaluation: Strategies for Assessing How Information Contributes to
    Agency Goals* (GAO-02-923).

3)  Just as the CCSP is involving research scientists in development of
    the climate change research activities, the CCSP needs to involve
    educators and outreach specialists in the development of the climate
    change education and outreach activities. Encourage collaboration
    among the vast network of the formal and informal educational
    community in this process, and also include the NGOs.

4)  Recognize that results in the Reporting, Outreach and Education area
    will also take time. As such, allow adequate budgets to provide a
    long-term strategy in the development of materials and training of
    educators at all levels.