The Climate Change Educational Partnership Climate Change, Engineered Systems, and Society: A Report of Three Workshops (2014) / Chapter Skim
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Appendix C: Summary of Evaluations
Appendix C: Summary of Evaluations
Pages 89-95
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Appendix C Summary of Evaluations 89
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Nine attendees listed other topics that could have been usefully included: More information on ecosystem services; more illumination of human connection to natural world and identification of areas/connections that, if damaged, are the biggest threat. Climate change affects the economy/society not just through disasters but also altering the ecology, thus affecting ecological services.
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After the talks by Munevar and Lapp at the capstone workshop, a majority of attendees agreed that they gained a better understanding of engineering perspectives on climate change and infrastructure problems as well as the ways in which engineering, climate change, and infrastructure resilience are interconnected (Table A.2) , although some thought the discussions should have presented examples of successful engineering solutions.
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This session gave me a better understanding of: % Justice in relation to climate change education 63 Sustainability in relation to climate change education 54 Governance in relation to climate change education 54 Trust in relation to climate change education 67 Public engagement in relation to climate change education 67 The policy and governance challenges and strategies for assessing the problem of climate change, adaptation, 65 and vulnerability The engineering, justice, and human rights challenges inherent in climate change, adaptation, and 70 vulnerability How engineering, climate change, adaptation, policy and governance, justice, and human rights interconnect 87 92
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This session gave me a better understanding of: % Diffusion of educational innovation 96 The potential challenges of integrating climate change and engineered systems into the engineering curricula 96 The potential opportunities of integrating climate change and engineered systems into the engineering 83 curricula The potential institutional barriers to integrating climate change and engineered systems into the engineering 87 curricula The potential local and/or state barriers to integrating climate change and engineered systems into the 35 engineering curricula The potential national/federal barriers to integrating climate change and engineered systems into the 35 engineering curricula How engineering curricula are used in K–12 education 48 The potential challenges for the topics of climate change and engineered systems in the changing science 57 standards for K–12 education The potential opportunities for the topics of climate change and engineered systems in the changing science 43 standards for K–12 education The idea of a naturalized philosophy of sciences 17 How science and engineering practices can be integrated into science standards 74 Learning performances and progressions in relation to science standards 70 The challenges of educating engineers about climate change, adaptation, and infrastructure vulnerability 87 Potentials in Informal Engineering and Science Education Most respondents at the first workshop said they gained a better understanding of the role of science and technology centers in education efforts related to climate change (Table A.5) and found the session useful and engaging.
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This session gave me a better understanding of: % The role that science and technology (S&T) centers play in the educational community 91 The institutional strengths of S&T centers in communicating multifaceted information 61 The role that S&T centers can play in local and regional outreach 87 How S&T centers will engage the general public and school-aged audiences in the topic of climate change, 96 engineered systems, and society Informal science education opportunities in climate change, adaptation, and infrastructure vulnerability 100 How informal science education and engineering education can work together to increase knowledge of 67 climate change, adaptation, and infrastructure vulnerability Engaging the public in climate vulnerability and adaptation 76 Perspectives of Engineering Professional Societies, Business and Industry, Local Government, and Native Americans The second workshop included perspectives from both engineering professional societies and industry representatives.
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This session gave me a better understanding of: % The educational priorities of ABET in terms of climate, technology, and society 69 The educational priorities of ASCE in terms of climate, technology, and society 75 The educational priorities of the Canadian Standards Association in terms of climate, technology, and 94 society What employers expect from engineering graduates in terms of underlying engineering principles 75 What employers expect from engineering graduates in terms of engineering skills 63 What employers expect from engineering graduates in terms of engineering experiences 44 Whether employers recognize the issues concerning climate, engineered systems, and society 88 How employers are working to address the issues concerning climate, engineered systems, and society 69 Local government solutions to climate change and infrastructure vulnerability 100 Native American perspectives on climate change and infrastructure vulnerability 76 95
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