Abstract
Community resilience increasingly depends on adapting to uncertain levels of risk from weather extremes interacting with complex Earth surface processes. Preparation for extreme events, with risk assessment, management, mitigation, and resilience, requires community knowledge of natural hazards, many of which involve the geosphere, while geoscientists need to be aware of the social, political, and economic contexts into which they share data and risk communications. This three-unit, three-week teaching module introduces students to various natural hazards associated with weather and climate extremes, risk assessment for those hazards, and community-based risk mitigation strategies. At the same time, students acquire familiarity and hands-on practice with the vocabulary, data, data visualization, and communication of storm risk that they can carry forward not just in career applications but for practical use as community citizens. Pilot tests of the module at three university settings reveal that students acquire proficiency in many key components but underemphasize communications of the evidence base for their outcomes and proposed resilience strategies. The module is adaptive to many different regions and event types, with multiple activities that involve the use of local events.
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Notes
- 1.
For a brief literature review of this “information deficit model,” see Wibeck (2014, pp. 390–391).
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Doner, L.A., Stapleton, P. (2019). Teaching Societal Risk and Resilience Through Systems Analysis of Major Storms. In: Gosselin, D., Egger, A., Taber, J. (eds) Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future. AESS Interdisciplinary Environmental Studies and Sciences Series. Springer, Cham. https://doi.org/10.1007/978-3-030-03273-9_10
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