Urban social–ecological–technological systems (SETS) are dynamic and respond to climate pressures. Change involves alterations to land and resource management, social organization, infrastructure, and design. Research often focuses on how climate change impacts urban SETS or on the characteristics of urban SETS that promote climate resilience. Yet passive approaches to urban climate change adaptation may disregard active SETS change by urban residents, planners, and policymakers that could be opportunities for adaptation. Here, we use evidence of urban social, ecological, and technological change to address how SETS change opens windows of opportunity to improve climate change adaptation.
A climate risk analysis of Earth’s forests in the 21st century
Climate change is predicted to change forest composition, decrease carbon, and increase disturbance, with some forests at high risk of all three.
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- Award ID(s):
- 2044937
- PAR ID:
- 10407735
- Date Published:
- Journal Name:
- Science
- Volume:
- 377
- Issue:
- 6610
- ISSN:
- 0036-8075
- Page Range / eLocation ID:
- 1099 to 1103
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Broadcast meteorologists—highly skilled professionals who work at the intersection between climate scientists and the public—have considerable opportunity to educate their viewers about the local impacts of global climate change. Prior research has shown that, within the broadcast meteorology community, views of climate change have evolved rapidly over the past decade. Here, using data from three census surveys of U.S. broadcast meteorologists conducted annually between 2015 and 2017, is a comprehensive analysis of broadcast meteorologists’ views about climate change. Specifically, this research describes weathercasters’ beliefs about climate change and certainty in those beliefs, perceived causes of climate change, perceived scientific consensus and interest in learning more about climate change, belief that climate change is occurring (and the certainty of that belief), belief that climate change is human caused, perceptions of any local impacts of climate change, and perceptions of the solvability of climate change. Today’s weathercaster community appears to be sharing the same viewpoints and outlooks as most climate scientists—in particular, that climate change is already affecting the United States and that present-day trends are largely a result of human activity.more » « less
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null (Ed.)Abstract This article systematically reviews how change theory has been used in STEM higher educational change between 1995 and 2019. Researchers are increasingly turning to theory to inform the design, implementation, and investigation of educational improvement efforts. Yet, efforts are often siloed by discipline and relevant change theory comes from diverse fields outside of STEM. Thus, there is a need to bring together work across disciplines to investigate which change theories are used and how they inform change efforts. This review is based on 97 peer-reviewed articles. We provide an overview of change theories used in the sample and describe how theory informed the rationale and assumptions of projects, conceptualizations of context, indicators used to determine if goals were met, and intervention design. This review points toward three main findings. Change research in STEM higher education almost always draws on theory about individual change, rather than theory that also attends to the system in which change takes place. Additionally, research in this domain often draws on theory in a superficial fashion, instead of using theory as a lens or guide to directly inform interventions, research questions, measurement and evaluation, data analysis, and data interpretation. Lastly, change researchers are not often drawing on, nor building upon, theories used in other studies. This review identified 40 distinct change theories in 97 papers. This lack of theoretical coherence in a relatively limited domain substantially limits our ability to build collective knowledge about how to achieve change. These findings call for more synthetic theoretical work; greater focus on diversity, equity, and inclusion; and more formal opportunities for scholars to learn about change and change theory.more » « less
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Wilkening, Jennifer Lee (Ed.)The Endangered Species Act (ESA) was a landmark protection for rare organisms in the United States. Although the ESA is known for its protection of wildlife, a majority of listed species are actually plants and lichen. Climate change will impact species populations globally. Already-rare species, like those listed in the ESA, are at an even higher risk due to climate change. Despite this, the risk climate change poses to endangered plants has not been systematically evaluated in over a decade. To address this gap, we modified previously existing qualitative assessment toolkits used to examine the threat of climate change in federal documentation on listed wildlife. These modified toolkits were then applied to the 771 ESA listed plants. First, we evaluated how sensitive ESA listed plants and lichens were to climate change based on nine quantitative sensitivity factors. Then, we evaluated if climate change was recognized as a threat for a species, and if actions were being taken to address the threats of climate change. We found that all ESA listed plant and lichen species are at least slightly (score of 1) sensitive to climate change, and therefore all listed plants and lichens are threatened by climate change. While a majority of ESA listing and recovery documents recognized climate change as a threat, very few had actions being taken in their recovery plans to address climate change directly. While acknowledging the threat that climate change poses to rare plants is an important first step, direct action will need to be taken to ensure the recovery of many of these species.more » « less
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A survey was conducted to evaluate the perceptions of undergraduate students enrolled in an introductory atmospheric processes course towards various climate change related topics, such as the validity of, and the scientific consensus surrounding climate change. Further questions sought information regarding student knowledge of climate change, such as when they were first exposed to the science, and their methods of seek- ing out information regarding climate change. This study additionally seeks to identify sectors of the human and natural world that students feel climate change negatively affects. Results indicate that students desire information about mitigation strategies, regardless of whether they believe humans are the leading cause of climate change. Additionally, students must be made more aware of the non-natural impacts of climate change (infrastructure, economy, etc.). These findings can help instructors enrich course content to include topics relevant to student concerns regarding climate change, particularly its adverse impacts, and mitigation strategies.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1126/science.abp9723
