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1 INTRODUCTION AND OVERVIEW
Pages 1-7

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From page 1...
... For instance, improving public infrastructure requires attending to transit, waste, energy, water, and buildings as integrated systems. It also requires addressing the need for changes in engineering education to consider complex systems rather than individual technical problems, and the need for improved communications between public as well as private sector agencies.
From page 2...
... Additionally, this final workshop modeled the range of interests and viewpoints that need to be represented in societal decision making processes about climate change, engineered systems, and society. All three workshops attendees included leading academic researchers, from climate and earth sciences, engineering, ethics, science and technology studies, environmental science, and science and engineering education, and leaders from science museums specializing in informal science education.
From page 3...
... If engineers and the public are to be prepared to address these issues, new and expanded educational programs must be provided. In considering the implications for education at the second workshop, "Networking Educational Priorities for Climate, Engineered Systems, and Society," held in October 2011, there was an effort to identify effective educational interventions, spanning undergraduate engineering curricula, community and tribal college programs, K–12 education, informal education and public engagement, public policy education, and outreach, dissemination, and special projects.
From page 4...
... A variety of approaches can be used to encourage formal and informal education on climate change, engineered systems, and society, such as case studies, courses, degrees, modules, exhibits, extracurricular activities, interdisciplinary collaboration, prizes, institutes, forums, and specialized training involving rethinking concepts, theories, and worldviews. Research is growing about climate change and engineered systems, but two important gaps persist.
From page 5...
... Two examples at the capstone examined infrastructure vulnerability and ways to engage with policymakers and the public: Florida's vulnerability to sea level rise, and approaches to climate-related decisions when the science is uncertain. Panels on vulnerability featured local government officials, both legislative and executive, and artists who had initiated projects to illustrate climate change impacts, with slides and videos of their efforts.
From page 6...
... Experts and local government officials in attendance observed that building social capital requires involving all stakeholders, including media and business as well as multiple agencies, perhaps multiple jurisdictions. Knowledge is distributed in all these groups; governance should increase social sustainability and reduce long-term social risks through inclusive efforts.
From page 7...
... Chapters 5 and 6 draw from the second and final workshops to identify and explore opportunities for formal and informal education in academic institutions and other community venues such as science museums. Chapter 7 summarizes perspectives from professional society, business and industry, local government, and Native American representatives, using material from the second and capstone workshops.


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