Camden_Wind

Camden High School students learn about the potential of wind power to address climate change and benefit Maine communities by studying a wind power installation on their campus — Portland Press Herald.

Sponsored by the

Climate Change Institute at the University of Maine

IGERT Adaptation to Abrupt Climate Change Program

Tuesday May 17 — Friday May 20

Stodder 57

Matthew Nisbet

This four-day workshop introduces participants to different schools of thought, modes of practice, and areas of research relevant to engaging the public and decision-makers on climate change and energy. Participants will gain an integrated understanding of the institutions, organizations, and actors involved in public communication and engagement; and the different roles they can play as experts and professionals. Blending seminar-style discussion with strategic exercises and scenario building, the workshop will focus on developing and telling compelling stories about why climate change mitigation, adaptation, and energy innovation matter to Maine and the country’s future. The workshop will also cover specific communication strategies that scientists and other experts can comfortably engage in, cultivating a public role that enhances their professional work and civic goals. Discussion will focus on opportunities to enhance the mission, goals, and profile of the University of Maine as a leading land grant university and international center for research that serves the needs of state communities, industries, and students.

Preparing for the Workshop

Approximately 15-20 participants are registered for the workshop, reflecting a diverse set of fields and disciplines.  This diversity will provide a rich context for discussion, the sharing of ideas, and collaboration.  Each topic and set of exercises build towards the final day in which we will think through and discuss  examples of possible interdisciplinary programs, partnerships, and activities that engage state, national and international publics, stakeholders, and decision-makers.

In preparing for each  session, make sure to carefully read at least 1-2 of the assigned readings and to skim the others.  The great majority of readings are only a few pages in length. Most importantly, think in advance about each of the relevant discussion questions.  

SCHEDULE, TOPICS, READINGS

TUESDAY

10am-12pm — WHY WE DISAGREE ABOUT CLIMATE CHANGE AND ENERGY

In this session, we focus on the factors that shape public attitudes and decisions about climate change, energy, and other sustainability problems, highlighting the major barriers to consensus building, cooperation, and collaboration.

Readings

  • Nisbet, M.C. & Markowitz, E. (2016, March). Americans’ Attitudes About Science and Technology: The Social Context For Public Communication. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 13-41) [PDF]
  • Hoffman, A. (2012). Climate Science as Culture War. Stanford Social Innovation Review. [HTML]
  • Voosen, P. (2014, Nov 3). Seeking a Climate Change. Chronicle of Higher Education. [HTML]
  • Geiling, N. (2014, May 7). Why doesn’t anyone know how to talk about global warming? The Smithsonian magazine. [HTML]
  • Mooney, C. (2016, May 12). The vicious cycle that makes people afraid to talk about climate change. Washington Post. [HTML]

Discussion Questions

1 – Drawing on your experience and what you have followed relative to the debate over climate change and energy issues, briefly reflect on each of the following questions:

  • Who are the relevant publics or stakeholders involved in the debate (s)?
  • What values or social identities appear to be relevant to decision-making or conflict?
  • What approaches to communication or engagement appear to have been applied?

1-2pm — THE ROLE OF SCIENTISTS AND THEIR ORGANIZATIONS

In this session, we focus on how scientific and expert advice are used in the policy process and in community decisions; highlighting the different roles that experts, universities, and other organizations can play in Maine and beyond.

Readings

  • Nisbet, M.C. (2015, March 6). Inside America’s Science Lobby: What Motivates Scientists to Engage the Public? The Conversation. [HTML]
  • Alvarez, G. (2014, April 2). What Role for Scientists in the Climate Debate? The Breakthrough.org [HTML]
  • Nisbet, M.C. & Markowitz, E. (2016, April). Science Communication Research: Bridging Theory and Practice. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 1-12) [PDF]
  • Strelich, L. (2016, May 9), Scientist credibility unhurt by climate advocacy, study suggests, Eos, 97. [HTML]
  • Nisbet, M.C. & Markowitz, E. (2015, Nov.) Public Engagement Research and Major Approaches. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 1-11) [PDF]
  • Hall, D. M., & Lazarus, E. D. (2015). Deep waters: Lessons from community meetings about offshore wind resource development in the US. Marine Policy,57, 9-17. [PDF]

Discussion Questions

1 – As a scientist or professional working on behalf of the university or a similar expert institution, what is your preferred role relative to public outreach and policymaking? How might this role change given the nature of an issue you may be working on or based on a career change?

2 – Think about individual scientists or organizations working either at the state or national level on climate change and energy.  Drawing on readings and discussion, which scientists and organizations reflect the role of a) science arbiter ; b) issue advocate ; c) stealth advocate ; and d) honest broker?  How effective have each of these individuals or organizations been?

3 – What role should universities be playing relative to climate change and energy? What types of activities or initiatives would reflect or promote these roles?

2-3pm — Models of Science Communication and Outreach – Guest speaker Brianne Sulkovsky

WEDNESDAY

10-12pm — WORKING WITH THE NEWS MEDIA AND JOURNALISTS

In this session, we discuss how journalists commonly cover climate change and energy debates, and how experts can influence their coverage.

Readings

  • Gibson, T. A., Craig, R. T., Harper, A. C., & Alpert, J. M. (2015). Covering global warming in dubious times: Environmental reporters in the new media ecosystem. Journalism, 1464884914564845. [Library Gateway]
  • Rutenberg, J. (2016, April 17). For News Organizations Squeezed from the Middle, It’s Bend or Bust. The New York Times. [HTML]
  • Hayes, D. & Grossman, D. (n.d.) A Scientists Guide to Talking with the Media: A Desk Reference. Union of Concerned Scientists. [HTML]

Discussion Questions

1. How do you see the rapid changes in the news media industry and digital technology shaping your own news consumption habits? Do you see your own information sources as siloed and selective?  How might they compare to different segments of the public or stakeholders you are trying to engage or reach?

2. What concerns do you have about speaking with journalists about your research, work, or related issues? What do you see as the advantages of engaging journalists? What do you see as the risks?  How would you identify and start to cultivate a relationship with key journalists and media producers?

1-2pm — IDENTIFYING AND WORKING WITH OPINION-LEADERS

In this session, we discuss how audiences find and use information about climate change and energy online, and the role of social media and everyday opinion-leaders as part of this process.

  • Nisbet, M.C. & Markowitz, E. (2016, March). Americans’ Attitudes About Science and Technology: The Social Context For Public Communication. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 4-13) [PDF]
  • Nisbet, M.C. & Kotcher, J. (2009). A Two Step Flow of Influence? Opinion-Leader Campaigns on Climate Change.  Science Communication, 30, 328-358. (PDF).
  • Nisbet, M.C. & Markowitz, E. (2016, April). Science Communication Research: Bridging Theory and Practice. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 21-37) [PDF]
  • Review the following Facebook pages related to climate change and environmental conservation: World Ocean Observatory, The Working Waterfront, Gulf of Maine Research Institute,  Andrew Revkin, Katharine Hayhoe, Chris Mooney, Yale Program on Climate Change Communication.

2-3pm — Opinion-leaders on climate change adaptation – Guest speaker Samuel Belknap

Discussion Questions

1. Think about your own work environment. Who are the opinion leaders at work? What specific traits do they have and how do they influence people?  Next, think about communities or groups with which you may be trying to engage on climate change or offshore wind power.  What role would opinion-leaders play in influencing and engaging these broader communities? How would you identify these opinion-leaders and build relationships?

2. How comfortable are you discussing science, technology, and environment-related topics via social media including Twitter and Facebook? What do you see as the advantages or pitfalls in doing so?

THURSDAY

10-12pm —  STORYTELLING, FRAMING, AND VISUAL COMMUNICATION

In this session, we discuss the role that narrative, storytelling, and framing play in how publics understand climate change and energy issues. We also discuss strategies for adapting stories and frames of references to different audiences, including the types of visual images about climate change that audiences find most engaging.

Readings

  • Nisbet, M.C. & Markowitz, E. (2016, April). Science Communication Research: Bridging Theory and Practice. AAAS Leshner Leadership Institute. Washington, DC: American Association for the Advancement of Science. (*Read pages 21-37) [PDF]
  • Taylor, B. & Washienko, K. (2014). Climate Solutions for a Stronger America. Washington, D.C.: Breakthrough Strategies. (Skim) [PDF]
  • Krygsman, K., Speiser, M., Perkowitz, R. (2015). Let’s Talk Climate: Messages to Motivate Americans. Washington, DC: ecoAmerica & Lake Research Partners. (Skim) [PDF]
  • Climate Outreach (2016). Climate Visuals – 7 Key Visuals for Climate Change Communication. (Skim Report and Visuals Web Site) [HTML]
  • Samenow, J. (2016, May 10). Unraveling spiral: The most compelling global warming visualization ever made. Washington Post [HTML]. [See also dozens of other news articles on the graphic.]

Discussion Questions

1 –  What are the typical stories or frames of reference that you and your colleagues use to talk about your research, to explain its significance, and/or convey the urgency of the problem you are studying?

2 – What does research suggest are alternative ways to tell this story or to frame the significance of your work and the problems you are working on? How might you adapt these stories or frames to different audiences, stakeholders, or decision-makers?

3 – Would you have difficulty or reservations about communicating by way of these novel or alternative storylines and frames?

1-2pm — DEVELOPING YOUR STORY

In this session, we apply principles covered so far to developing your own authentic story about why the issue you are working on matters; how the issue fits within a broader context for communities, the state or country; and the benefits of your research or proposed course of action.

Readings

  • Baron, N. (2010). “Deliver a Clear Message.” In N. Baron A Guide to Making Your Science Matter: Escape from the Ivory Tower (pg. 103-22) Washington, DC: Island Press. [PDF]

Activity

Drawing on the readings and the Baron overview, develop a message box specific to the topic that you research, work on, or care most about.  This message box should include brief talking points specific to:

  • Issue: In broad terms what is the overarching issue or topic?
  • Problem: What is the specific problem or piece of the issue I am addressing?
  • So What? Why does this matter to my audience?
  • Benefits: What are the potential benefits of resolving this problem?

2-3pm — Communicating within Interdisciplinary Teams and with the Public – Bridie McGreavy

FRIDAY

10-3pm — BUILDING A CIVIC SCIENCE CULTURE

In this final session, we discuss different examples of university-based initiatives that have created a formal infrastructure by which scientists, engineers and other professionals can apply their communication knowledge and skills to engaging the public and policymakers.  We also focus on opportunities and resources for building on existing University of Maine public outreach and engagement activities, applying the principles and strategies discussed so far.  We analyze opportunities to enhance the mission, goals, and profile of the University of Maine as a leading land grant university and international center for research that serves the needs of state communities, industries and students.

Readings

  • Hoffman, A. et al. (2015). Academic Engagement in Public and Political Discourse: Proceedings of the Michigan Meeting, May 2015. Ann Arbor, MI: Michigan Publishing. (Skim) [PDF]
  • Chambliss, L. & Lewenstein, B. (2012). Establishing a Climate Change Information Source Addressing Local Aspects of a Global Issue. Journal of Science Communication, 11 (3). [PDF]
  • Nisbet, M.C. (2015, Jan 28). Universities in the Anthropocene: Engaging Students and Communities. The Conversation. [HTML]
  • Hart, D. & Ferguson, P. (2013, July 4). How UMaine is driving sustainability, research. Bangor Daily News. [HTML]

Maine Resources and Examples

Discussion Questions

1 – As the Climate Change Institute and other University of Maine research centers plan initiatives aimed at public and policymaker engagement, what are the range of goals and outcomes that can be considered?  Who are the relevant publics and stakeholders specific to each of these goals or outcomes? What are the key issues, upcoming events or opportunities that should be targeted?

2- Drawing on strategies and principles reviewed in the workshop, how can these goals or outcomes be effectively achieved?

3 – What are the existing strengths, collaborations, and resources that can be marshaled?  What are the challenges or barriers to effectiveness? Where are there gaps or needs in resources or expertise?

4-  On campus, across the state, and abroad, who are the likely strategic partners and funders of initiatives?  Where are there synergies across campus that are currently missing? How can activities or resources on campus or across the state be aggregated and effectively coordinated?

5 – Which institutions on campus and off, are models to replicate or build on?

6- What role can you play in facilitating these possible goals, initiatives and innovations?  What would help you be more effective at this role and to manage your time?

 Additional Resources