Climate Change Outreach and Education

Good Morning Bob,

Just as with the CBSM model, it's critical to identify your desired outcomes and program parameters in advance. Many outreach and education programs are simply informational and provide education to participants. Rather passive, and terrifically difficult to associate any tangible outcomes or new behavior to the investment. We have worked with a different model for the past 15 years, combining integrated education with individual kits for students. These have focused on home energy and water conservation with a grade 5 or 6 target age. The model works in areas where there is an emphasis (and value placed) on tangible energy and water savings. Generally funded by water or energy utilities. In those situations, you get an effective educational vehicle where kids take measures home and work with their families to put new knowledge to work immediately. Very empowering. We are now expanding the content to encompass GHG impacts and climate change topics, still with an emphasis on non-controversial actions which anyone can (and should) take to affect change in their own lives. We are also working on strengthening the CBSM elements of our programs - the prompts, commitments and public recognition. Good luck with your planning, and feel free to be in touch for more ideas or visit www.resourceactionprograms.org

Dave Munk

Program Manager
Resource Action Programs
800-465-5095

We have a little bit on our site: www.nature.org

The Queensland Government has just launched ClimateSmart Living, a multimedia campaign aimed at educating people about the little things they can do to make a difference. The supporting web site can be checked out at www.climatesmart.qld.gov.au

Dr John R Cole
Assistant Director
General Multicultural Affairs
Queensland Executive Director
Sustainable Industries Division &
EPA Marketing Environmental Protection Agency
4th Floor 160 Ann Street
Brisbane QLD 4000 AUSTRALIA
+61-7-3238 3632

Check out the "Rules of the Game" for communicating about climate change, developed by Futerra for the UK government:
Summary:
http://www.compassnetwork.org/images/upload/RulesOfTheGame.pdf Recommendations:
http://www.defra.gov.uk/environment/climatechange/pubs/pdf/ccc-rulesofth egame.pdf

- Gwen

Gwen Farnsworth
303-345-9111

Dave,

I have been following this discussion, and your program sounds great. Beyond the outcomes-- which, I agree, it's not how many people you reach with a program, it's what kind of action it inspires that's a real measure of effectiveness-- has there been any discussion in examining impacts over the longer program life? It seems to me that education must first move beyond simply trying to raise awareness, which is increasingly being shown to not alone lead to action for change. Textbooks, brochures, and interpretive signs are all good things, but they alone aren't going to inspire action. Programs focused on action-oriented outcomes are a great next step, if we can engage people in actions for change, whether it's in saving water or energy, or addressing broader topics such as climate change. It seems to me that, in the end, once an education program is complete and the individual moves on in their life, it's the impacts that become the focus. How have we helped to shift not only an individual's one-time actions, but deeper changes in their thinking and -- more importantly -- their action? It's no easy task, but this is where it seems that environmental education programs should include ways for learners to question and reflect on their own values and what's important to them in their lives.

Keep up the good work.
Dave Wortman

Hi Bob,

I would encourage you to check out the recently updated EPA Climate Change Web site at http://www.epa.gov/climatechange/index.html. There are some great fact sheets you could use or adapt that let individuals know what they can do at home, at the office, on the road, and at school. Plus much more. You could also touch base with Ed Maibach, currently at GWU. He'll be heading up a new climate change center at George Mason in the fall. Phone: (202) 467-2286; Email: [email protected].

Best,
Luke Hall-Jordan

Stratospheric Protection Division,
Office of Atmospheric Programs
U.S. Environmental Protection Agency (MC-6205J)
Phone: (202) 343-9591
Fax: (202) 343-2338
Email: [email protected]

this may be useful re: the climate change education discussion..just out from our Office of Atmospheric Programs. also a link for help through the state/local clean energy environment program. EPA Fact Sheets Give Tips on What You Can Do to Reduce GHG Emissions Individuals release greenhouse gases as a result of activities such as using energy to drive, using electricity to light and heat homes, and through other everyday actions. EPAs four new fact sheets on What You Can Do to reduce greenhouse gas emissions are intended for individuals at home, at the office, on the road, and at school. The fact sheets can be used by state and local governments to educate their citizens about reducing greenhouse gases. These engaging fact sheets provide over 25 easy steps individuals can take to not only to reduce their greenhouse gas emissions, but also reduce air pollution, increase the nations energy independence, and save money. The fact sheets feature a variety of ways to reduce greenhouse gases, including:
- What You Can Do: At Home recommends changing the five most frequently used light fixtures to ENERGY STAR qualified options, resulting in a savings of about $60 a year on energy bills.
- What You Can Do: At the Office suggests ways for individuals to better manage the energy use of their office equipment. For example, consider using a power strip that can be turned off when youre done using your computers, printers, wireless routers, and other electronics.
- What You Can Do: On the Road gives information about buying smart. Before buying a new or used vehicle (or even renting), look at the fuel economy and emissions of different vehicles.
- What You Can Do: At School proposes that students, teachers, and administrators power down classrooms by turning off computers, lights, and other devices that use energy when no one is in the classroom. You may find these sheets, and see other tips, by going to the 'What You Can Do" page at http://www.epa.gov/climatechange/wycd/index.html. Printable versions are also available at the URLs below: http://www.epa.gov/climatechange/wycd/downloads/ClimateChange-Road.pdf http://www.epa.gov/climatechange/wycd/downloads/ClimateChange-Office.pdf http://www.epa.gov/climatechange/wycd/downloads/ClimateChange-School.pdf http://www.epa.gov/climatechange/wycd/downloads/ClimateChange-Home.pdf Anyone may print and give out these materials to raise awareness about "What You Can Do." ******* State and local officials interested in additional information about developing and implementing cost-effective clean energy and environmental strategies that help further environmental and clean energy goals and achieve public health and economic benefits may visit: http://www.epa.gov/cleanenergy/stateandlocal.