1 | Forum Goals & Objectives | Essential Questions (Big ideas) | Objectives/Skills | Topics | Lessons and Guiding Questions | Content Delivery format | Time | Activities | Notes |
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2 | Day 1 | ||||||||
3 | Overall Goal: Empower the Cooperative Extension Service to support climate adaptation in local agroecosystems to sustain food security, cultural ecosystem services, and local livelihoods | Welcome, introductions, housekeeping items | Clay Trauernicht & Jonathan Deenik | 0:30 | Pre-HEC Forum survey (Online) | To be sent to the audience by the forum event | |||
4 | What is your understanding of climate change in Hawaii and how it relates to your work? | Recognize how climate and weather are relevant to a wide range of extension programs | Cimate change and your work | Prompts for the facilitators: Introductions, what do you do, expectations for the forum? What is your understanding of climate change in Hawaii and the Pacific? What are your concerns? How does it apply to your work? Do you have any burning questions? | Faciliated by M'Randa Sandlin | 0:30 | 1) Think/Pair/Share: Introductions, what do you do, expectations for the forum? What is your understanding of climate change in Hawaii and the Pacific? What are your concerns? How does it apply to your work? Do you have any burning questions? 2) Flip chart (followup) activity: Reporting out (faciliated by the facilitator) | Student helper to scribe shared back results | |
5 | Forum objectives: (1) Develop the foundational knowledge of regional climate change science (2) Identify locally relevant strategies for climate adaptation and communication (3) Incorporate climate-related information and tools into CES programs | What is your understanding of climate vulnerability and resilience in Hawaii and the Pacific and how it relates to your work? | Define components that determine vulnerability | Vulnerability and resilience | Questions to be used by the presenter: 1) Describe how your work contributes to building resiliency specifically in relation to the resources, industry, or clients within your extension program. 2) How does your work contribute to the resilience of the broader community and/or ecosystem? | Faciliated by Patricia | 0:30 | ||
6 | Why is climate change relevant for my work and clientele? | Describe Pacific climate systems, drivers of variations, and projected changes and impacts | Climate and weather (Pacific climate systems - atmosphere circulation patterns over the Pacific ocean, island rainfall patterns; Drivers of variations - seasonality, El Niño-Southern Oscillation, La Niña, PDO) | Questions to be used by the presenter: 1) What is the difference between climate and weather and how are they related? 2) What are the major atmosphere processes contributing to weather and climate patterns in Pacific and Hawaii (e.g. rainfall, storm systems) 3) What causes seasonal (intra-annual) and interannual variations in climate/weather? How predictable/conistent is this variation? | Faciliated by Abby Frazier | 0:45 | Note cards (post it) activity: 1) Which climate and weather variables and/or climate-related events/natural hazards concern you/your program and your clientele? | Student helper to photograph notes resutls | |
7 | Carbon and climate change (carbon cycle and human emissions, climated model projections, downscaling for Hawaii) | Questions to be used by the presenter: 1) What role does carbon play in climate systems? 2) What are the major sources and sinks of carbon moving into and out of the atmosphere? 3) How is carbon in the atmosphere integrated into climate change projections (e.g. emission scenarios)? | Presented by Rebecca Ryals | 0:30 | No activity associated | ||||
8 | Projected climate changes (temperature, rainfall, sea level, storm intensity and occurrence) | Questions to be used by presenter: 1) How are projected global changes relevant to understand change in Pacific and Hawaii? 2) How are projections improved for local scale changes? 3) What are the projected changes in Pacific and Hawaii? 4) How certain are we ablout these changes? 5) What can we say (know) about climate extremes (drought, heavy rainfall, storms, etc.) | Faciliated by Jeff Burgett and Clay Trauernicht | 0:45 | Pairwork (Turn to a neighbor): 1) Which changes are most important for your clientele to understand and prepare for ? | ||||
9 | Who is engaging in the production and communication of regional climate science? | Identify actors/agencies currently engaged in climate change work in the Pacific | Pacific organizations active in climate change work (Pacific RISA, Pacific Islands Climate Science Center, Pacific Islands Climate Change Cooperative; Seagrant) | 4 panel presentations Group discussion questions to be usedby the presenter: 1) How is your agency addressing climate adaptation/mitigation? 2) What are the key needs to improve adaptation and/or mitigation? 3) How would you describe your agencys niche? 4) Given what you know about extension, how can extension support your agency's efforts and vice versa? For example, what types of programs/products/prediction models would be relevant to support extension programs? | Facilated by Clay Trauernicht Panelists | 1:15 | Group Discussion | ||
10 | What are our options to respond to climate change within CES programs? What are examples of CES programs where climate information is relevant? | 1) Define and differentiate climate adaptation and climate mitigation 2) Recognize how adaption is relevant to extension program outcomes | Extension responses to climate change | A) 30 min presentation (prompting questions): 1) what are possible roles for extension in addressing adaptation and mitigation? 2) What are its strengths? 3) Where do we fit into the broader adaptation/mitigation world? 4) What are examples of where extension has reduced vulnerability? 5) How are climate adaptation and mitigation related? 6) How far can adaptation take us? 7) Will adaptation/mitigation create opportunities for clients? B) 4 five-min extension program presentations (promtping questions): 1) What aspects of climate/weather are issues for your clientele? 2) What tools or project has your program developed to respond to those issues? 3) How has your tool/project integrated climate information and what specific types of climate information do you see? 4) What impact has it had on your clientele in terms of changes in behavior or knowledge? C) Discussion questions: 1) Which resources do you use to track climate/weather? 2) What kind of timescales are relevant for different extension clients in terms of climate/weather forcasting? Do your current programs address preparing for and/or responding to climate- and weather-related impacts? | Presented and faciliated by Mike Crimmins Panelists | 1:15 | Group Discussion | ||
11 | How can we improve existing extension programs with climate-related information? | Using knowledge of climate science, identify opportunities to apply climate-related information into your extension program | Improving existing extension programs | Promting questions for the facilitator: 1) What are the exisitng strengths/focus areas of your program to help make your clientele more resilient to climate change? 2) What are potential opportunities to make your clientele more resilient to climate change? 3) What are challenges to making your clientele more resilient to climate change? | Faciliated by Jonathan Deenik, Mark Thorne, Jensen Uyeda & Andrea Kawabata Recorded by Clay Trauernicht, Patricia Fifita, Lelemia Irvine, & Hannah Cliverd | 1:00 | |||
12 | Day 2 | ||||||||
13 | Debrief from Day 1 Group Activity | Recorders to compile notes into a presentation and share it to the audience | Shared by the recorders | 0:30 | |||||
14 | How do we effectively talk about climate change with our clients? | 1) Identify strategies for effective communication about climate change 2) Incorporate relevant communication strategies based on clients' perspectives and needs | Effective communication about climate change | Presentation: Comfort with discomfort: Relational Approaches to Climate Change Engagement in Cooperative Extension (including a video) Reflection exercises followed by a debrief | Presented and faciliated by Faith Kearns | 1:30 | Exercise 1: Active Listening (slides 26, 29, 30) Exercise 2: Working with conflict (Slides 34 & 35) | Paper & pens needed for the exercises | |
15 | 1) Panel discussion (30 min): Prompting questions provided for the faciliator 2) Audience quesitons and discussion (30 min): Open it to audience quesitons and/or quick shares on their experiences dealing with climate conversations in extension (can use same guiding questions if needed to spark conversation) 3) Group exercise (30 min): Get people into small groups (2-3 at their seats) to come up with a) ideas for how they could move the climate conversation forward in their context and b) identify the kind of support they'd need to do so. | Facilitated by Faith Kearns Panelists | 1:30 | Q&A and Small group discussions | |||||
16 | What existing resources can we use? What resources need to be developed? | 1) Review clamate information and other resources for your region (and elsewhere) 2) Identify the most useful/relevant cliamte-related resources to support CES programs 3) Identify resources that don't exist that would be useful | Climate tools | Topic table and discussion (breakouts) 1) Climate-related data products 2) Climate summaries & forecasts 3) Climate communication resources Tools Wrap-up: Comments from audience on tools | Faciliated by Clay Trauernicht Panelists | 1:40 | Topic table and discussion (Tool review/evaluation sheet provided) Note: Groups can rotate to a different room every 20 min? 5 min transitions and a 15 minute report to the group by facilitators? Facilitators could provide a preview and explanation of the tools and then allow people to “solve a problem” using the tools, ask questions, and provide feedback. Facilitators could take notes and then report back to the larger group, if there’s time. | need a laptop/projector/screen at each table | |
17 | How do we move forward? | Moving forward | Prompting questions to be used by the faciliator: List 1-2 program areas that currently help reduce your clients’ vulnerability to climate change impacts. Do any of the existing tools support this work, if not what would? List 1-2 ways in which your clients are vulnerable to climate change that your program does not address, but has the potential to address. Do any of the existing tools support this potential work, if not what would? SWOT analysis (Must frame this within a specific context --> program specific vs broader context, e.g. cooperative extension) -- Sticky note actiivity: Participants to post on sticky walls, create themes within SWOT sections during evaluation to summarize in closing remarks Frame SWOT analysis as a jumping-off point to help frame a program that could provide support to integrate climate science into extention programming | 0:45 | |||||
18 | Post-HEC Forum survey (paper-based/online) | ||||||||
19 | Day 3 | ||||||||
20 | How did the forum go and what are the next steps? | Project Overview | Wendy Miles & Patricia Fifita | 1:20 | |||||
21 | Individual program introductions | Participants | 0:30 | ||||||
22 | Forum feedback questions | Prompting questions: 1) Which topic sessions would work for your area? 2) What additional or less content needed? 3) Who in your area could assist? 4) Speicific audience considerations: interests, prior knowlede, attitudes, timing, schedules, etc. 5) How many participants? Who are they? 6) Who else should we consult with? 7) What role would you like to play? 8) Specific scheduling, how is this best accomplished given possible participant numbers, 2 locations and fundings? | 1:00 | ||||||
23 | Big questions and curriculum map revisions | 1:30 |
1 | Essential Questions (Big ideas) | Objectives/Skills | Revised Content (Topics) | Guiding Questions | Content Delivery format | Time | Activities | Learning Activity Type | Benchmarks (if any) || Key Takeaways? | ||
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2 | Overall Goal: Empower the Cooperative Extension Service to support climate adaptation in local agroecosystems to sustain food security, cultural ecosystem services, and local livelihoods | Day 1 What are we talking about and why? :) | Welcome, Introductions, initial comments 8:30 - 4:00 | :20 (8:50) | Pre-HECC Forum Survey to be sent and completed by participants before June 7 | ||||||
3 | What is your understanding of climate change in Hawaii and how it relates to your work? | -- Recognize how climate and weather are relevant to a wide range of extension programs | -- Relevance of climate and weather to a wide range of extension programs | What are your thoughts about climate change? What do you know about CC in Hawaii and the Pacific? What are your concerns about CC in relation to your work? What are you hoping to learn at the climate forum? | Small group discussions Faciliator: M'Randa Sandlin | :30 (9:20) | Small groups: Introductions, what do you do, what are you wanting to get out of this, why are you here? How does it apply to your work? Do you have any burning questions? Pick a leader to share back to the larger group | Can the shared back results be recorded by the student helper? | |||
4 | -- Define components that determine vulnerability | -- Vulnerability= Exposure*Sensitivity*Adaptive Capacity -- Resilience = reduce sentivity and/or increase adaptive capacity | --- How is vulnerability determined? --- How do we define resilience? Can you use examples from the small group discussions into this presentations? | Facilitated by Patricia | :15 (9:35) | ||||||
5 | Workshop objectives: (1) Develop the foundational knowledge of regional climate change science (2) Identify locally relevant strategies for climate adaptation and communication (3) Incorporate climate-related information and tools into CES programs | Why is climate change relevant for my work and clientele (AK)? | -- Describe Pacific climate systems, drivers of variations, and projected changes and impacts | -- Climate vs Weather -- Pacific climate systems (atmosphere cirulation patterns over the Pacific ocean, island rainfall patterns) -- Drivers of variations (seasonality, El Niño-Southern Oscillation, La Niña (AK), PDO (Pacific Decadal Oscilliation) -- Climate change (carbon cycle and human emissions, climated model projections, downscaling for Hawaii) -- Projected changes (temperature, rainfall, sea level, storm intensity and occurrence (AK)) -- Impacts (coastal development, salt water intrusion, ecosystem shifts, species extinction, crop suitability and damages (AK)) | 30 min presentation: --- What is the difference between climate and weather and how are they related? --- What are the major atmospheric processes contributing to weather and climate patterns in Hawaii (e.g. rainfall,storm systems) --- What causes seasonal (intra-annual) and interannual variations in cliamte/weather? How predictable/consistent is this variation? (Group Activiity) 30 min presentation: --- What role does carbon play in climate systems? --- What are the major sources and sinks of carbon moving into and out of the atmosphere? --- How is carbon in the atmosphere integrated into climate change projections (e.g emisison scenarios)? (Group activity) 30 min presentation: --- How are projected global changes relevant to understand change in Hawaii? --- How are projections improved for local scale changes? --- What are the projected changes for Hawaii? --- How certain are we about these changes? --- What can we say (know) about climatic extremes (drought, heavy rainfall, storms, etc.)? | Most likely- Clay and Becca presenting ***Possibly Jeff Burgett and/or Abby Fraiser | 2:00 | Sticky notes? (participants' questions for speakers to address) -- snow cards, or digital form? Split into 20 min chunks Is there a coffee break in there? Intersperse with small activities: Activity 1. 1st 3 topics (20 min), then card activity and break Activity 2. Turn to your neighbor: what are you biggest worries, most relevant to your program, introduce the form then take minute to fill it out Which weather variables concern you? Now based on what you've learned which concern you? | Sticky notes would need to be photographed Form introduced and filled out | ||
6 | What are our options to respond to climate change within CES programs? What are examples of CES programs where climate info is relevant? | -- Define and differentiate climate adaptation and climate mitigation. -- Recognize how adaptation are relevant to extension program outcomes (changing clients' awareness and behavior) | --- Climate adaptation and climate mitigation --- Climate adaptation and extension program outcomes | For Presenter: ---What are possible roles for Extension in addressing adaptation and mitigation? ---What are its strengths? ---Where do we fit into the broader adaptation/mitigation world? --- What kind of climate/weather forecasting timescales are relevant for different extension clients? What are examples of where extension has reduced vulnerability? --- How are climate adaptation and mitigation related? --- How far can adaptation take us? --- Will adaptation/mitigation create opportunities for clients? For extension program presentations (in 5 min pls address): --- What aspects of climate/weather are issues for your clientele? --- What tools or project has your program developed to respond to those issues? --- How has your tool/project integrated climate info and what specific types of climate info do you use? --- What impact has it had on your clientele in terms of changes in behavior or knowledge? | Presentation - 30 minutes Mike Crimmins Panel of extension programs (facilitated by presenter) | 1:15 | Discussion with panel Have prompts ready for audience to elicit responses questions from them | Can scribe record big ideas from participants | |||
7 | Who is engaging in the production and communication of regional climate science | -- Identify actors/agencies currently engaged in climate change work in the Pacific | Agency perspectives on climate adaptation (sharing experience) --- Hawaii climate change action plan --- PacificRISA --- Pacific Islands Climate Change Cooperative --- PREL --- Pacific Island Climate Science Center | --- How is your agency addressing climate adaptation/mitigation? --- What are the key needs to improve adaptation and/or mitigation? --- What opportunities do you see within the agricultural or natural resource sector? --- What types of programs/products/prediction models (AK) would be relevant to support extension programs? | Mike - 30min overview Panel discussion (5 min presentation followed by questions) Facilitiated group discussion (Mike) | 1:15 | Can scribe record big ideas from participants Add question to form: How is my topic prioritized by these organizations? Are they addressing your area or do they plan to in future? | ||||
8 | How can we improve existing extension programs with climate-related information? | -- Using knowledge of climate science, identify opportunities to apply climate-related information into your extension program | --- What strengths should Extension build on? --- How is climate information relevant to existing program objectives? --- What aspects of climate/weather are clients interested in/concerned about? --- What could your program do to make your clientele more resilient to climate change? --- What are the existing strengths of your program to help make your clientele more resilient to climate change? --- What are potential opportunities to make your clientele more resilient to climate change? | Facilitated breakout groups broken up by topic area: Which of your existing programs do you have that could use more climate info? Which aspects of climate and weather are you most concerned about? What do you need? (this is leading into tomorrow's topics) What specific of vulnerability does it address? Tomorrow we'll be getting into what's existing out there Speakers/Facilitators: Forum organizing committee?? | 1:00 | Can scribe record big ideas from participants Identify their own program or project (add the survey questions here for them to fill out as an activity) Groups based on topic: Have a facilitator for each, create a few slides on your group's outcomes. Facilitator summarizes into slides to be presented next day. (Slides in Google shared with facilitators prior or made public, can be easily accessed from prenter machine next day) | |||||
9 | Prime for Day 2 (climate-smart ag, resources, communication) | Closing comments | |||||||||
10 | Day 2 (8:30 - 4:00) | ||||||||||
11 | Opening comments for day 2 Followed by debrief of last activity (slides of day 1) | Debrief from last group activity: Facilitators present slides from each group/ | |||||||||
12 | How are climate projections used to understand the potential responses of different systems? | -- Describe/explain how knowledge of current relationships between climate and ecosystems, weather, and people are used to predict future changes. --Identify how individual extension clients could be impacted | --- Characterizing biological responses to current climate --- Social responses to climate-related events (e.g., drought, natural hazards, migration) --- Potential effects on resources, commodities, and communities related to extension programs | --- What types of climatic relationships do we need to understand to develop projected responses to climate change? --- How do the concepts of vulnerability and resilience play into these relationships? | 5-min presentations by researchers followed by questions Speakers/Facilitators: Forum organizing committee? | 1:00 | Audience prompt for researchers: What kinds of research questions would be most relevant to your clientele? What do you want to know as a practictioner? What information is most relevant for your program? What are the opportunities for extending these studies into ag? Given the variables you're most concerned about, how can research be used as a tool in your program? | ||||
13 | How do we effectively talk about climate change with our clients? | -- Identify strategies for effective communication about climate change -- Incorporate relevant communication strategies based on clients' perspectives and needs | Our need to understand climate change vs our clients' needs How do climate information needs of clients vary across extension programs | --- How and to what degree do clients need to be 'convinced' about climate change impacts? --- How do Extension personnel make shift from information provision to relationship-centered approach to climate change that recognizes role of emotion and conflict? --- What can Extension learn from fields like law and medicine that are already moving toward relationship-centered work? --- What are specific skills and capacities that Extension personnel can practice to increase comfort talking about contentious issues like climate change with diverse clientele? | Faith Kearns (invited speaker) build in a break?, definitely lunch | 3:00 | |||||
14 | What existing resources can we use? What resources need to be developed? | -- Review climate information and other resources for your region (and elsewhere) -- Identify the most useful/relevant climate-related resources to support CES programs -- Identify resources that don't exist that would be useful | --- Climate-smart agriculture programs elsewhere (does this need to be introduced at start?) --- Climate data for Hawaii (eg Rainfall Atlas, Drought Monitor) --- Forecast products (e.g., Pacific ENSO Applications Center Quarterly reports, Island Climate Update-NIWA) --- Climate change outreach/communication materials (PIRCA, PREL, PCEP) | Presenters: --- What info/tools are we currently using? --- How are they accessed? --- What new info could be useful? | Presenters (Faith - Climate education materials; Mike - Climate data) Becca: Shifting groups across "Topic Tables" (ie, groups rotate among tables devoted to specific types of resources/tools) Patricia (Climate smart agriculture, Dashboards, Misc tools) | 0:45 | Facilitated Discussion: Given what you've seen what would you be most likely to use? What info/tools did you not see that would be useful to you? Would it be useful to have a resource access point (i.e. website) What would the characteristics a useful access point be for you? Fill out a form to gather data about what extension needs are | Groupwork: Tool reviews | |||
15 | How do we move forward? | The larger context of the event... Potential collaborations with W. Pacific partners? - working groups, developing curricula for common interest areas | --- What is most needed that may require funding? --- What are common needs across the region? | Speaker/Facilitator? | 0:45 | Brainstorming session on what a Climate focused program to support extension work would look like for Hawaii and the Pacific? - RQs - Relevant extension training/capacity building needs - Relevant extension resource needs | This is a good spot for gathering info on the "idea sheet" | ||||
16 | Thanks & Concluding remarks | time should be specifically provided to fill out the Post-HECC Forum survey so its more likely to be completed, perhaps blended into a break a little earlier in the day? | 0:30 | Will there be a post-workshop test (survey)? AK - Post-HECC Forum Survey to be completed by participants at the workshop (online and paper-based copies available) | |||||||
17 | Day 3 (Feedback session) | ||||||||||
18 | How did the forum go and what are the next steps? | -- Assess initial workshop outputs/feedback (discussions, group reporting) -- Identify resources/support required to integrate climate change into extension programs -- Identify extension programs with high potential/need to successfully integrate climate change information -- Discuss potential modifications for Western Pacific effort | 13. Follow up --- How do we get started incorporating climate change into programs? --- What program objectives are good fits for climate adaptation/mitigation? ------ Initial steps ------ Opportunities and barriers ------ Needs and resources ------ Volunteers share their ideas for incorporating climate science into local program | Evaluation - What worked well in the forum? What did not work well? | Brainstorming breakout session |