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1
Annual Report
Climate Change & Society PSM
North Carolina State University
August 2013
Adapting to Change
The Growing Demand for Climate Adaptation Expertise
2
Board of Advisors
Nancy White: Executive Director, UNC Coastal Studies Institute;
http://csi.northcarolina.edu; [email protected]
Cliff Ogburn: Town Manager, Town of Nags Head;
Brooke Hemming: Global Change Research Program; National Center for
Environmental Assessment; Office of Research and Development; US
Environmental Protection Agency
Wassila Thiaw: NCEP, NOAA; Climate Prediction Center - International
Projects Coordinator, African Desk Support; [email protected].
www.cpc.ncep.noaa.gov/.../fewscontacts.shtml
Michel Tanner: Deputy Director National Climatic Data Center;
David Marlett: Chair, Department of Finance, Banking and Insurance;
Professor of Insurance; Appalachian State University
3
Table of Contents
4 What is Climate Adaptation?
5 About the Program
6 Alignment with Mission: MEAS, NCSU, UNC and NCILT
8 Conceptual Model
9 Higher Education’s Role in Climate Adaptation
10 Climate Adaptation Programs at Other Universities
11 The Growing Demand for Expertise
14 Sample Job Listings
17 Growing the Program
18 Things to Consider
19 Recommendations
20 Glossary
21 References
23 Appendix 1. Curriculum: Core Course Descriptions
24 Appendix 2. Program Evaluation: Objectives, Outcomes & Data Sources
4
What is Climate Adaptation?
According to the EPA, climate adaptation is,
“Adjustment in natural or human systems to a new or
changing environment that exploits beneficial
opportunities or moderates negative effects.”[1] (Fig. 1)
This definition is essentially a condensed version of
that provided by the Intergovernmental Panel for
Climate Change (IPCC)[2], and therefore represents a
generally accepted standard internationally.
Adaptation can be approached by geographical
regions, such as the Southeast, or separately,
coastlines; by sector, such as transportation, energy,
water, agriculture, health etc.; or even by type of risk
which may affect a company, community or
organization.
In an overarching sense, climate adaptation is any
activity which plans for or responds to impacts from
sea level rise, extreme storms, drought, melting
glaciers and polar ice, changing trends in precipitation
and temperature or any other climatic trend.
Adaptation approaches the problems associated with
global warming and asks, “What do we do to ensure
safety, security and success now and in the future?”
This implies a response in policy, management and
practice.
However, the art and science of climate adaptation is
nascent. The Climate Change & Society Professional
Science Master’s (CCS PSM) is vital to helping students
and professionals understand this new, growing
universe of ideas and problem-solving opportunities
that lie ahead.
Figure 1: US EPA definitions
5
About the Program
The Climate Change & Society Professional Science Master’s program (CCS PSM) provides
a multidisciplinary education via a combination of core course and flexible electives
(Appendix 1) for students working in, or preparing for, a career in government, non-profit
and private sectors.
The CCS PSM degree bridges the gap between the generators of information on climate
science, impacts, and control strategies and the users of that information at local, state,
and national levels. As a user-centric program, the CCS degree is a key element the vision
of the Global Framework for Climate Services (Figure 1: GFCS). Currently, no similar
program is available in the southeast. The program is intended for students interested in
careers in:
- Planning or policy in government agencies;
- Private sector firms concerned with global climate change;
- NPO and NGO climate adaptation and advocacy;
- Climate science and applications
Figure 2: World Meteorological Organization/ Intergovernmental
Board on Climate Services, "New Global Framework for Climate
Services (GFCS)" http://www.gfcs-climate.org/components
6
Alignment with Mission: MEAS, NCSU, UNC and NCILT
The CCS PSM program is aligned with North Carolina State University’s Marine, Earth
and Atmospheric Sciences (NCSU MEAS) department mission [3] to:
- educate students who will become leaders in government and industry;
- teach introductory courses that reach NCSU non-geoscience majors every year,
thereby promoting among NCSU students a broader understanding of processes
and critical issues regarding the Earth, oceans, atmosphere and biosphere;
- offer guidance, founded in our scientific expertise, on pressing societal issues
related to the geosciences (for example, natural hazards, environmental quality,
water resources, etc.).
Additionally, the program closely conforms to the university’s Graduate School strategic
priority [4] :
“to enhance the success of graduate students by expanding the number and
range of Professional Science Master’s (PSM) degrees at NC State and maintain
the health of present ones (Goal 1)”;
as well as its mission:
“encouraging research and graduate programs that address the critical issues that
challenge our state, our nation and our world,” and “achieving recognition of NC
State as a model for leadership and innovation in graduate education in North
America.”
The program is also well aligned with North Carolina State University’s mission [5] as a
research extensive land grant university; it builds on our historic strengths in agriculture,
science and engineering. It is consistent with our commitment to excellence in a
comprehensive range of academic disciplines and provision of leadership in intellectual,
cultural, social, economic and technological development within the state, the nation
and the world.
In context to its partnership with UNC-Asheville and its CCS certificate program, [6] the
CCS PSM adheres to UNC’s 2013-2018 Strategic Plan with particular reference to Goal
(3), “Serving the People of North Carolina” and Goal (4), ”Maximizing Efficiency.” [7]
7
The CCS PSM adheres to Goal (3) in UNC’s Strategic Plan as described above (Figure 2)
by seeking out students who intend to apply climate adaptation science and policy in
government, non-profit or private sector.
The CCS PSM also aligns with Goal (4) by considering the integration of UNC-Asheville’s
CCS certificate program into the PSM, and by offering Distant Education.
The CCS PSM also provides critical resources which may support Recommendations (3)
and (4) detailed in the North Carolina’s Interagency Leadership Team (NCILT) report
“Climate Ready North Carolina: Building a Resilient Future,” [8] as follows:
3. Facilitate communication and education to support local, regional and state
adaptation planning efforts
4. Encourage broad collaboration and partnerships to leverage resources, including
private industry, professional associations and institutions.
We believe the CCS PSM offers multiple opportunities to help fulfill the University’s
institutional mission and role as a provider of education, innovation and societal benefits
for the State of North Carolina and its residents. With support of this program, the CCS
PSM may join and help create pivotal partnerships linking science resources to economic
sectors impacted by climate change, such as tourism, insurance and agriculture.
UNC 2013-2018 Strategic Plan
Goal 3: Serving the People of North Carolina
- Apply research and scholarship carried out on our campuses to the
state’s economic, civic and social challenges
- Directly engage with the specific needs of businesses, non-profit groups
and governments throughout North Carolina
Goal 4: Maximizing Efficiencies
- Consider consolidation of certain overlapping programs and make better
use of online instruction
Fig. 3: Our Time Our Future: The UNC Compact with North Carolina
8
Conceptual Model
Primary inputs derive from societal needs related to climate impacts and adaptation,
such as the needs of towns, businesses and residents located on the Outer Banks region
of North Carolina, for example. This model (Fig. 3) ensures academic relevance to real
world applications and exemplifies a new perspective in climate research – to formulate
research and education based on user needs, as compared to pure academic research.
The CCS PSM program, through a selection of approved electives, is tailored to fit
students’ profession or field of work, providing the intended outcome to fulfill the
University’s social, civic and economic mission.
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Fig.43: CCS PSM Conceptual Model
9
Higher Education’s Role in Climate Adaptation
The 2011 report, “Higher Education’s Role in Climate Adaptation” [9] commissioned by
the American College & University President’s Climate Commitment (ACUPCC) found
higher education institutions:
1. Have a critical role to play in preparing society to adapt to the impacts of
climate disruption by providing research and education around adaptation
strategies and science.
and
2. Need to increase their curricular offerings on climate adaptation, both through
mainstreaming the information in core courses and offering electives that
specialize in the topic.
North Carolina State University Chancellor Dr. Randy Woodson is a signatory member of
the ACUPCC and the CCS PSM represents a leading example of fulfilling higher
education’s role in climate adaptation. By virtue of the CCS PSM, Dr. Woodson is a
leader among his colleagues at ACUPCC.
Furthermore, as a bridge linking climate science to government, business and
communities, the CCS PSM provides an exemplary platform to help attain the ACUPCC’s
recommendations (Fig. 4) and, with support, maintain NCSU’s leadership position.
In short, institutional support of the CCS PSM will help NCSU and the state university
system maintain and grow leadership and innovation in the rapidly expanding field of
climate adaptation.
Fig. 5: ACUPCC, “Higher Education’s Role in Climate Adaptation,” 2011.
10
Climate Adaptation Programs at Other Universities
The CCS PSM represents one of only a handful of graduate level programs offering
expertise in climate adaptation. (Table 1.) Many universities and 4-year colleges offer
courses, concentrations or conduct research in climate change adaptation, but at this
time there are only five graduate programs specializing in this field.
Among this group, each university offers different focus areas in such a way that we may
think of these programs as complementary rather than competing at this time. The CCS
PSM is unique within this group by offering a program designed for professionals as
well as students who wish to apply adaptation science in the private and public sectors.
We believe more climate adaptation programs will emerge over this decade and that it
is crucial to preserve the University’s leadership position. Institutional support for the
CCS PSM will help secure the University’s role as an early adopter and innovator.
Table 1: List of climate adaptation graduate degree programs
11
The Growing Demand for Expertise
A recent report, “Emerging Business Opportunities in the Climate Adaptation Industry” 10
conducted by the trade organization Environmental Business International (EBI) provides
unprecedented insight into the current status and projected increase in the new climate
adaptation industry (Fig. 6.) Additional news articles reinforce the rapid growth of a
climate adaptation industry. [11, 12, 13]
The EBI report describes an emergent field “led by consulting and engineering firms
doing assessment and planning work. “ EBI lists the following firms as those already
involved in climate adaptation projects:
ICF International
Stratus Consulting
Global Climate Change Adaptation
Partnership
Acclimatise
Caccadia Consulting Group
Dewberry
Stratus Consulting
URS Corp
ARCADIS
Mott MacDonald
PwC
Halcrow Group Ltd. (CH2M Hill)
AECOM
MWH Global
WSP Group
Fig. 6: North Carolina Department of Transportation.
Fig. 7: Climate Change Business Journal. EBI Report: Emerging Business Opportunities in the
Climate Adaptation Industry. Spring, 2013.
12
Since the publication of this report in Spring 2013 more firms have advertised for
employment positions specifically referencing experience in climate adaptation.
Kleinfelder, Ernst & Young, RMS, Engility, Tetra Tech, International Rescue Committee,
Michael Baker Corporation, World Wildlife Fund and the Metropolitan Transportation
Authority have offered positions under various job titles, but with the phrase “climate
adaptation” within the description. These positions can be found using the same phrase
on popular job search websites like Indeed.com and Glassdoor.com. More positions can
be found on the job board at Cakex.org, the website for the Climate Adaptation
Knowledge Exchange.
Locally, RTI International has recently been awarded a DoD grant to engage in the
climate adaptation phase of ongoing work for the Defense Coastal/Estuarine Research
Program (DCERP) at Camp Lejune. [14,15]
Professional areas of expertise related to climate adaptation include the following:
Risk analysis
Planning
Environmental Engineering
Environmental Consulting
Project management
Civil engineering
Urban planning
Business consulting
Anecdotally, it appears that this first wave of employment opportunities is dominated by
demand for Senior-level applicants, although there are also advertisements for interns
and Entry-level associates. Additionally, it also appears that climate adaptation expertise
is becoming integrated into traditional careers, particularly those related to
infrastructure projects, water management and civil engineering.
The first observation the immediate demand for experienced professionals may be in
part a reaction to Hurricane Sandy, from which we learned how inadequately prepared
coastal cities are for rising sea levels and extreme weather. Hence, there has been a
Fig. 8: Michael Baker Corporation, Job Listing on Glassdor.com. Web. 4 Sept. 2013.
http://www.glassdoor.com/Job/michael-baker-corporation-job-opportunities-SRCH_KE0,25_IP5.htm
13
scramble for adaptation solutions by employers seeking the most experienced and
immediately available experts in the field.
Additionally, some companies are beginning to initiate resiliency programs internally.
The Center for Climate and Energy Solutions (C2ES) released a report [16] including case
studies at American Water, Bayer, The Hartford Group, National Grid, Rio Tinto and
Weyerhaeuser. C2ES also surveyed the perspectives and activities of companies listed in
the Standard and Poor’s Global 100 Index (Fig.8.). In this report C2ES presents ten key
findings which may be summarized briefly as follows:
1. Companies acknowledge climate risks but estimates of significance vary
2. Most companies have experienced impacts or expect to within five years
3. Disruptions to operations are of greatest concern
4. Supply chains may be a particular source of vulnerability
5. Companies see market opportunities from climate change
6. Companies may underestimate risk by relying on traditional ERM
7. Few companies have assessed climate vulnerability
8. Uncertainty about impacts is a barrier to action
9. Governments play an important role in resilience efforts
10. It is possible to identify emerging best practices using a four step process: Build
awareness; Assess vulnerabilities; Manage risks and pursue opportunities; Assess
and review.
The demand for climate adaptation expertise is growing. A sample of recent job listings
may be found on the following page. (Figures 10, 11 and 12.)
Fig. 9: “Weathering the Storm: Building Business Resilience to Climate Change” Center for Climate and Energy
Solutions (C2ES).
14
Job listings requiring expertise in climate adaptation
Fig.10: Ernst & Young, Job Listing on Glassdor.com. Web. 4 Sept. 2013. http://www.glassdoor.com/Job/ernst-
young-jobs-SRCH_KO0,11.htm
Fig.11: World Wildlife Fund, Job Listing on Glassdor.com. Web. 4 Sept. 2013.
http://www.glassdoor.com/Job/World-Wildlife-Fund-Jobs-E16152.htm
Fig.12: International Rescue Committe, Job Listing on Glassdor.com. Web. 4 Sept. 2013.
http://www.glassdoor.com/Job/International-Rescue-Committee-Jobs-E159088.htm
15
Finally, and particularly relevant to the CCS PSM program, some professionals are
actively seeking out climate adaptation planning and implementation resources, yet
they are unaware of academic programs. The following anecdote offers insight into the
type of educational gap the CCS PSM may help fill:
Recently, a Master Planner Engineer employed by the US Army posted a question on
LinkedIn looking for information about climate impacts and master planning. (Some
Professionals use LinkedIn as a resource when seeking out information and advice from
colleagues.) Her question was:
Email outreach from the CCS PSM Internship Coordinator about Susan’s success or
failure in finding assistance led to this response [17] :
Edmund referred me to the US Army Corps of Engineers Engineer R&D
Command (USACE ERDC) who have been working on Climate Change:
I’ve spoken with them by phone by haven’t really come away with anything. As it
turns out, the Army has been working climate change through their civil works
program side of the house, mostly modeling and analysis. This group has been
engaged within DoD to develop methodology and trend research.
I was looking for something more implementable. I was able to hook up with
Navy folks from that group who are planning to do vulnerability assessments, at
least as soon as we can get those funded. At the same time, DoD is attempting
to centrally manage policy development and has funded some work through the
Strategic Environmental Research Development Program (SERDP).
Fig.13: Walker, Susan (April 2013). Military Master Planners Group, LinkedIn. http://goo.gl/38qCwp
16
Given the growing demand for climate adaptation expertise, it is necessary to
fully support the CCS PSM as an innovative, leading graduate program among a small
handful in the United States. We can anticipate similar graduate programs to emerge
over a short period of time. In fact, the University of Maine has just launched a new
program for the current academic year. [18] The University of Maine’s NSF funded
Integrative Graduate Education and Research Traineeship (IGERT) offers the Post-
Graduate program, Adaptation to Abrupt Climate Change.
The CCS PSM program began as a vision at
North Carolina State University with the
anticipation of current and future demand
for expertise in climate adaptation, as well
as the rise of the climate adaptation
industry. As with all new industries and
ventures, support is required in order to
maintain a position of leadership and
excellence at a time when competition
begins to emerge.
We are very fortunate to have positioned
the CCS PSM among the first wave of
graduate programs in this exciting new
field. Now it is time to grow the program
with an understanding that early
investment leads to greater success.
Fig. 14: North Carolina Department of Transportation.
17
Growing the CCS PSM Program
The CCS PSM must grow to meet the projected exponential rise in the climate
adaptation industry throughout the decade. In order to meet this demand, the CCS
Program will grow using a three-pronged strategy:
1. Develop a strong internship partner program;
2. Employ traditional and online marketing techniques and;
3. Offer more courses via Distance Education.
The 2013-14 year will focus on the development of new partnerships internally and
externally in order to develop corporate and government ties which may lead toward
internship opportunities.
At the same time, we will employ a mix of marketing methods in order to increase
awareness of the CCS PSM among target student populations. This will include
networking, attending conferences, working with the press, maintaining search
optimization results for our website, hanging brochures and posters, making cold-calls
and meeting with prospective students face-to-face.
We also anticipate rapid growth proportional to the amount of Distance Education we
can provide. Immediate demand for the CCS PSM as a Distance Education program has
been expressed via the National Climate Data Center (NCDC) and through our
relationship with UNC-Asheville. We are developing a plan to eventually provide all
courses in the degree program through distance learning via the online Distance
Education and Learning Technology Applications (DELTA) to UNC-A and other NC
campuses.
Eventually students will be able to complete the entire degree at one location or the
other, or a combination of both. All courses will be taught by NC State faculty, including
adjuncts. This will allow a cohort of students to be taught in Asheville, using a
combination of on-site courses and Distance Education (DE) courses. These students will
graduate with NC State degrees, regardless of the location of their classes.
This third prong in our growth strategy – Distance Education – will require more time to
develop. However, we recognize this as vital to the long term success of the CCS PSM
and seek support for these endeavors.
18
Institutional Partnerships
Institutional partnerships, and university relationships and project collaboration is
Things to Consider
1) Admissions counselors have to be certain about the level of training that students
need when they enter the program, particularly in statistics, mathematics, and the
natural sciences. Teaching may need to be adjusted for students who have been
away from an academic setting for a prolonged period of time.
2) Students need to be clear in their understanding of the program’s intent – to
provide fundamental knowledge about climate change and adaptation policies
with a goal to gain employment in the public or private sector. Students should
have a vision of how they want to apply this education in a professional setting.
3) Every component of the multidisciplinary curriculum needs to contribute to the
program’s mission and purpose. Core and elective courses should align with the
student’s intended career direction.
4) A sense of community should be inspired among students as they progress
through the program. This can be best achieved by encouraging prospective
students to attend the program on a full-time, on campus basis. The advantage
for students who do so will be their opportunity to learn from colleagues with
diverse backgrounds and develop a network for future employment. More face
time between students, faculty and staff will broaden the overall experience,
deepen professional relationships and result in an active, participatory alumni
group.
5) Part time and Distance Education students need to be included in the full time,
on campus community for the benefits described above. It may be useful to
consider an intensive one- or two-week session during the semester and
mandatory presence for the graduation ceremony.
19
6) A strong relationship should be build between the CCS program and the NCDC in
Asheville. NCDC hosts conferences for climate data users, including the
transportation, cargo shipping, and insurance industries. By networking with data
users, internship opportunities may be discovered, as well as information about
employer needs for professional knowledge and skills. With this information,
faculty and staff may help guide students toward a successful internship and
career.
Recommendations
The Board offers recommendations in the following areas:
Curriculum, Instruction and Admissions
1) Broaden choice of electives to include courses relevant to planning, policy,
applied science and leadership.
2) Create academic tracks relevant to distinct employment areas.
3) Pursue co-instructional opportunities with adjunct faculty.
4) Offer the entire CCS PSM program via Distance Education.
5) Review student applications criteria and admissions materials to ensure
relevance and to the PSM target group of working professionals.
Partnerships
1) Work with other academic institutions to improve core competencies,
professional skill sets and industry certifications in the nascent field of climate
adaptation.
2) Partner with internal programs, such as the Natural Resources Leadership
Institute or the Poole College Sustainability Initiative.
3) Coordinate around climate adaptation issues with internal partner programs
at NCSU to develop external partnerships.
Evaluation
1) Review program objectives and on an annual basis and gather student data
on an ongoing basis. (Appendix 2)
20
Glossary
ACUPCC…………. American College & University President’s Climate Change Commitment
ASU…………………………………………………………………………………………….…Arizona State University
C2ES……………………………………………………………………Center for Climate and Energy Solutions
CCS PSM……………………………………Climate Change & Society Professional Science Master’s
DELTA…………………………………….Distance Education and Learning Technology Applications
DoD……………………………………………………………………………………………….Department of Defense
DE……………………………………………………………………………..………………………….Distance Education
EBI……………………………………………………………………………Environmental Business International
GFCS……………………………………………………………………...Global Framework for Climate Services
IBCS…………………………………………………………….Intergovernmental Board on Climate Services
IPCC……………………………………………………………..Intergovernmental Panel on Climate Change
IGERT……………………………………….Integrative Graduate Education and Research Traineeship
MEAS…………………………………………………………………..Marine, Earth and Atmospheric Sciences
NCEP………………………………………………………….National Centers for Environmental Prediction
NCDC…………………………………………………………………………………..National Climatic Data Center
NCDOT……………………………………………………....North Carolina Department of Transportation
NCILT…………………………………………………………..North Carolina Interagency Leadership Team
NCSU…………………………………………………………………………………North Carolina State University
NOAA………………………………………………....National Oceanic and Atmospheric Administration
SERDP…………………………………..Strategic Environmental Research & Development Program
UNC-A……………………………………………………………….…University of North Carolina – Asheville
UNC-W…………………………………………………………….University of North Carolina – Wilmington
USACE…………………………………………………………………..United States Army Corps of Engineers
USACE ERDP……………………………USACE Engineering, Research & Development Command
US EPA………………………………………………….…United States Environmental Protection Agency
WMO………………………………………………………………………….World Meteorological Organization
21
References
1. Glossary. Environmental Protection Agency, n.d. Web. 28 Aug. 2013.
<http://www.epa.gov/climatechange/glossary.html>.
2. Intergovernmental Panel on Climate Change. n.d. Web 28 Aug. 2013.
http://www.ipcc.ch/publications_and_data/ar4/wg2/en/annexessglossary-a-d.html
3. North Carolina State University Marine, Earth and Atmospheric Sciences
Department. Web. 03 August, 2013. http://www.meas.ncsu.edu/01-about.html
4. North Carolina State University, “Vision and Mission of the Graduate School.” n.d.
Web 28 Aug. 2013. http://www.ncsu.edu/grad/about-grad/docs/GSvision.pdf
5. North Carolina State University “Three Year Strategic Plan: FY 13-14 to 15-16.” 04
April 2013. Web 28 Aug 2013. http://www.ncsu.edu/grad/about-
grad/docs/strategic-plan.pdf
6. University of North Carolina – Asheville, Master of Liberal Arts Certificate in
Climate Change and Society n.d. Web. 28 Aug. 2013. <mla.unca.edu/ccs>.
7. University of North Carolina, “Our Time Our Future: The UNC Compact with
North Carolina.” Strategic Directions 2013-2018.” 8 Feb. 2013. Web. 28 Aug.
2013.
http://www.northcarolina.edu/strategic_direction/STRATEGIC_DIRECTIONS_2013-
2018.pdf
8. North Carolina Interagency Leadership Team, “Climate Ready North Carolina:
Building a Resilient Future, 2012,” pps. 43, 44. n.d. Web. 30 Aug. 2013.
http://climateadaptationnc.nemac.org/Climate_Ready_North_Carolina_Building_a_
Resilient_Future.pdf
9. Higher Education Climate Adaptation Committee and Second Nature, Inc.
“Higher Education’s Role in Adapting to a Changing Climate.” American College
& University President’s Climate Commitment. N.p., 03 November, 2011. Web.
02 September, 2013.
http://www.presidentsclimatecommitment.org/files/documents/higher-ed-
adaptation.pdf
10. Environmental Business International. "Industry Report 4800: Climate Change
Adaptation Table of Contents." N.p., 27 July 2013. Web. 2 Sept. 2013.
<http://ebionline.org/uploads/docs/samples/R4800_TOC.pdf>. Report purchase
page here: http://ebionline.org/climate-change-industry-research-reports/50-
report-4800. Press release here: http://ebionline.org/updates/1840-new-report-
details-billion-dollar-markets-in-climate-change-adaptation-services
11. Novelli, Lynn R. “Climate Change Adaptation Industry to Double by 2020.” Civil
Engineering: The Magazine of the American Society of Civil Engineers. N.P., 30
July, 2013. Web. 27 August, 2013. http://www.c2es.org/docUploads/business-
resilience-report-07-2013-final.pdf
22
12. SustainableBusiness.com. "Adaptation Services: a Brand New Industry Thanks to
Climate Change." SustainableBusiness.com. N.p., 27 July 2013. Web. 28 Aug. 2013.
<http://www.sustainablebusiness.com/index.cfm/go/news.display/id/25016>.
13. King, Tom, and Jeff Sterba. "U.S Companies Need to Plan for Extreme Weather."
USA Today, 23 July 2-13. Web. 26 Aug. 2013.
<http://www.usatoday.com/story/opinion/2013/07/23/tom-king-and-jeff-sterba-
on-extreme-climate-change/2574849/>.
14. SERDP/ESTCP, “Defense Coastal/Estuarine Research Program,” n.d. Web. 30 Aug.
2013. http://www.serdp.org/Featured-Initiatives/Conservation/Defense-Coastal-
Estuarine-Research-Program
15. RTI International, Defense Coastal/Estuarine Research Program.
https://dcerp.rti.org/
16. Crawford, Meg, and Stephen Seidel. "Weathering the Storm: Building Business
Resilience to Climate Change." Policy Report, Center For Climate Energy And
Solutions, July 2-13. Web. 26 Aug. 2013.
<http://www.c2es.org/docUploads/business-resilience-report-07-2013-final.pdf>.
17. Walker, Susan. Personal communication, 19 Aug. 2013.
18. University of Maine, IGERT – Adaptation to Abrupt Climate Change PhD program. n.d.
Web. 24 Aug. 2013. http://a2c2igert.umaine.edu/
Photo and Image Credits:
North Carolina Department of Transportation
North Carolina State University
US EPA
Global Framework for Climate Services
23
Appendix 1. Curriculum: Core Course Descriptions
MEA 593-001 Fundamentals in Climate Science introduces the concepts and
language of climate change. This course prepares students with core knowledge
in climate systems, components and controls. It covers Atmospheric and
Oceanographic Global Climate Models (AGCMs and OGCMS) and discusses
natural and anthropogenic climate variability. The four primary IPCC emissions
scenarios, Global Framework and Assessment Report Key Findings are also
reviewed. At the end of this course, students should be able to speak
competently on a professional level both inside and outside of the science
community using commonly used terms and acronyms.
MEA 593-002 Climate Risk Analysis provides practical, hands-on experience in
analyzing climate risks and developing adaptation strategies in climate sensitive
sectors. The specific content will rely heavily on case studies in health, hydrology
and energy transportation sectors. The course will be team taught by faculty
instructors in climate science, GIS, engineering, communications, economics and
other disciplines.
COM 529 Communications Campaigns prepares students to design, implement,
monitor and evaluate a successful communication campaign grounded in sound
theoretical approaches. Students conduct focus groups for audience research
and professionally present a campaign plan to a real client in a health, public
relations or political organization. The course emphasizes theoretical and hands-
on practical skills to developing successful communication campaigns.
ST 511, Experimental Statistics for Biological Sciences provides introductory,
basic concepts of statistical models and use of samples. The course is intended
to give students a background in the methods of statistical analysis and methods
for summarizing and describing data. ST 511 will provide Climate Change &
Society PSM students an understanding of statistics as a component of global
climate modeling.
GIS 510, Introduction to Geographic Information Sciences provides an
overview of operations and functions of geographic information systems (GIS).
Students develop expertise in spatial reasoning, problem definition, and skilled
application of GIS software through lectures, readings, and extensive hands on
experiences. GIS 510 will provide Climate Change & Society PSM students with
fundamental mapping skills essential to on the ground climate planning activities.
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Appendix 2. Program Evaluation: Objectives, Outcomes & Data Sources
OBJECTIVE 1: To prepare students to be able to incorporate global climate change
implications in developing policy, assessing risk or drafting strategic plans in corporate,
government or NGOs.
Expected Outcomes for Objective 1:
1) Students should be able to articulate basic climate science principles,
relevant climate change data and the implications of climate change in
their career areas.
2) Students should be able to develop scientifically based documents on
potential climate change impacts, risks and mitigation strategies.
OBJECTIVE 2: To provide a successful graduate program with national and
international visibility that provides expertise to local, state, federal and international
institutions.
Expected Outcomes for Objective 2
1) The program should influence policy through the participation of
graduates in local, state and federal government agencies, private sector
corporations and NGOs.
2) The program should attract, recruit, retain, and position high quality
students for employment in academia, government, and industry who
address global climate change in policy and planning.
3) The program should graduate full time students in a timely manner.
DATA SOURCES
Item A: Tracking of Students
1) Database of students enrolled, their backgrounds and career objectives
2) Record of student progress, time to degree and GPA
3) Portfolio from final projects
Item B: Final Project
1) Evaluate background knowledge in climate science
2) Evaluate assessment of climate-change related problem
3) Evaluate synthesis of data and conclusions
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4) Evaluate written ability to transmit knowledge
5) Evaluate Oral Presentation as scientific talk
Item C Tracking Graduates
1) Database of initial and current employment by graduates
2) Surveys of graduates at 1, 3 and 5 years after graduation for
recommendations on degree content.
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Climate Change & Society
Professional Science Master’s Program
2800 Faucette Drive, Campus Box 8208
http://climate-psm.meas.ncsu.edu/
919-515-1434