T211 Barriers, Misconceptions, and Progress in Improving Climate Literacy and Strategies for Communicating about Climate Change

Tuesday, 6 November 2018
1:30 PM - 5:30 PM
Room 234

USING THE EARTH SCIENCE LITERACY PRINCIPLES AT THE INTERSECTION OF EDUCATION, GEOSCIENCE ADVOCACY, AND PUBLIC DECISION-MAKING

Paper number: T211-5
Program: Technical Sessions
Time: 2:15 PM – 2:30 PM

Authors

Abstract

The challenges in using geoscience for public policy development – including advocacy for funding and using Earth science information – have only multiplied in the decade since the launch of the Earth Science Literacy Initiative. But like the ebbs and flows of the U.S. political system, enhancing public policy with science is a long-term pursuit. This presentation will highlight several public policy and advocacy “wins” derived from professional and educational projects employing the Earth Science Literacy Principles. Given the intentional design of the principles to provide all citizens with an understanding of the big ideas in Earth science, this presentation will focus on using the principles in the context of a co-curricular civic engagement and service-learning project for non-science majors at Bentley University. Over the last eight years, a total 33 business students in teams of 4-7 have provided consulting services to nonprofit geoscience/environmental organizations involved in national science policy. Over the course of a semester, the students receive a crash-course in aspects of the principles, and ultimately use their understanding to propose and advocate for specific policy change in a trip to Capitol Hill. The work of individual teams to deliver a message and “ask” to members of U.S. Congress has been met with success, including explicit decisions to act on geoscience information.

Geological Society of America Abstracts with Programs. Vol. 50, No. 6

doi: 10.1130/abs/2018AM-315374

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