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N. C. STATE UNIVERSITY GRADUATE CERTIFICATE PROGRAM FORM

COLLEGE/DEPARTMENT/PROGRAM NAME: DEPARTMENT/PROGRAM NAME: TYPE OF PROPOSAL: New: CERTIFICATE TITLE: Climate Adaptation Revision: Discontinuation: CIP DISCIPLINE#: 03.0104 CERTIFICATE TYPE: On-campus Distance On-campus & Distance PROPOSED OR CURRENT PROGRAM CODE: PROPOSED EFFECTIVE DATE: August 2015 APPROVED EFFECTIVE DATE: GRADUATE CATALOG DESCRIPTION PROJECTED ENROLLMENT On campus Yr 1 05 Yr 2 10 Yr 3 10 Yr 4 15 Distance Education Yr 1 05 Yr 2 15 Yr 3 25 Yr 4 35 PROGRAM DIRECTOR: Dr. Fredrick Semazzi Attachments:

1. Graduate Certificate Proposal 2. Statement on Other Departments Likely to be Affected and Summary of

Consultations with those Departments

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Proposal for Graduate Certificate in Climate Adaptation

Program Justification The Department of Marine, Earth & Atmospheric Sciences at North Carolina State University wishes to establish a Graduate Certificate Program (GCP) in Climate Adaptation.

NCSU has a 31 credit, three-semester Professional Science Master’s degree program in Climate Change and Society (CCS). The CCS PSM is designed to provide training in the application of climate information to improve the performance of climate sensitive sectors in North Carolina and the Southeast Region. Examples of climate sensitive sectors include but are not limited to: agriculture, water resources, coastal infrastructure, disaster management and energy production. The majority of potential applicants for the CCS PSM are working professionals who are unable to attend courses on-campus due to workplace demands. Many professionals, including some who have inquired about the program, cannot afford personal leave for an extended period and may have limited resources to enroll in the full CCS PSM degree program. Such applicants, however, already have significant informal exposure to the need for climate information through their work, and they wish to attain further expertise and formal credentials in climate adaptation. The certificate is being created to meet the needs of these potential applicants. Internationally based students who require expertise in climate adaptation are also potential applicants to the certificate program. The Graduate Certificate in Climate Adaptation is purposefully designed to complement the CCS PSM degree program. It is anticipated that certificate students seeking further professional growth in the area of climate adaptation may, during the course of instruction, choose to apply for the degree program. Program Objectives The Graduate Certificate in Climate Adaptation is a twelve credit program consisting of four, three credit courses. The objective of the program is two-fold:

1. Prepare mid-career professionals with highly specialized, accredited training in the emerging field of climate adaptation, as well as enabling recent graduates from a variety of disciplines and backgrounds to obtain the knowledge and credentials they need to launch a career in this field.

2. Fulfill new demands from organizations and employers that require staff specializing in this field.

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Graduate Catalog Description The Graduate Certificate in Climate Adaptation program at NC State University provides accredited, academic training in the emerging field of climate adaptation. The online, twelve credit program is designed to provide mid-career professionals and entry-level students with technological skills and specialization in climate adaptation. The certificate is a fully accredited credential and a potential path toward the Climate Adaptation degree program. Coursework includes Fundamentals of Climate Change Science, Climate Risk Analysis, Climate Communication and Introduction to Geographic Information Systems.

Admission Requirements Applicants must meet one of the 3 following requirements:

• Be a graduate of an accredited four-year college or university, and have a GPA of at least 3.0 on a 4-point scale in their last 60 credit hours of undergraduate study.

• Have a Master’s degree. • Be a degree student in good standing in a NC State University graduate

program. We recommend that students in a NC State University graduate program may apply after completing two of the courses required for the graduate certificate program with at least B grades. The graduate certificate program Director will manage the admissions process in consultation with the MEAS Director of Graduate Programs.

Provisional Admission Applicants who do not meet the graduate certificate program requirements for full admission may be admitted provisionally based on the quality of their letters of recommendation and other criteria at the discretion of the Certificate Program Director and MEAS Director of Graduate Programs. Students who are admitted provisionally must maintain a 3.0 GPA in order to obtain full admission into the certificate program.

Program of Study The graduate certificate requires a minimum of 12 hours, and includes the following courses: · MEA 517 Fundamentals of Climate Change Science · MEA 518 Climate Risk Analysis

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· MEA 519 Barriers to Climate Change Literacy · GIS 510 Introduction to Geographic Information Science Academic Performance

1. Award of a Graduate Certificate requires a minimum overall GPA of 3.0. 2. None of the required 12 hours may be taken for S/U or “credit only”. 3. No transfer credits from other institutions are allowed for the certificate. 4. All students must be registered through NC State University. 5. All Graduate Certificate requirements must be completed within the first four

(4) calendar years beginning with the date the students begins the course work for the certificate.

6. All Graduate Certificate students are expected to maintain continuous enrollment every semester (excluding summer sessions) until all course work is completed. Under unusual circumstances, a one-semester leave of absence will be granted if the student is unable to enroll in a course. Written approval from the certificate Director must be obtained before the beginning of the semester.

Application and Completion Processes 1. An application for acceptance into a certificate program is required for all

new applicants. The applicant must apply via the Graduate School application, found at http://www.ncsu.edu/grad/applygrad.htm.

2. Those applicants who are currently enrolled in an NC State graduate program need only provide the Graduate student Certificate Plan Data Entry form, found at http://www.ncsu.edu/grad/faculty-and-staff/docs/grad-cert-plan-data-entry.pdf.

3. New applications will be reviewed at the department/program level and new applicants will pay a $25 fee.

Each semester, students should consult the program web page or contact the Certificate Director to determine registration procedures, course availability and registration dates. When all certificate coursework is satisfactorily completed, the student files an application to graduate through the MyPack Portal. A student may obtain more than one graduate certificate in a different field. Each certificate must have at least nine (9) credit hours that are unique to it. Admission to other graduate programs Academic success might have a strong bearing on admission to other NCSU degree programs, but completion of the Climate Adaptation certificate program in no way

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http://www.ncsu.edu/grad/applygrad.htm

http://www.ncsu.edu/grad/faculty-and-staff/docs/grad-cert-plan-data-entry.pdf

http://www.ncsu.edu/grad/faculty-and-staff/docs/grad-cert-plan-data-entry.pdf

guarantees entry into a graduate degree program. Such admission is done through a separate application process. Responsibility for Administration and Resources This certificate program resides in the College of Sciences. It will be administered by the Director of Graduate Programs for the Department of Marine, Earth and Atmospheric Sciences in conjunction with the Certificate Director. The certificate program director will:

• Make all admission decisions to the certificate program in coordination with the MEAS Department Head and Director of Graduate Programs

• Notify the Dean of the Graduate School of the student's completion of certificate requirements.

• Update the program website and program listing as needed on University websites

• Coordinate the scheduling of courses • Oversee development of courses • Assess learning and programmatic outcomes • Function as liaison with academic departments/colleges

Existing resources will be used to support the administration of this program. Program or Policy Changes for this Certificate Changes in the graduate certificate and related policies will be determined by the faculty and channeled through the appropriate college committees. Changes will be reported to the Graduate School. Outcomes Assessment Plan Graduates of the certificate program should be able to undertake or provide critical support in climate risk decision making as well as the design and implementation of climate change adaptation instruments and strategies for the private sector, government and NGOs. Outcome Evidence Source When? Analyze and interpret the results from climate data and impacts.

Selected questions from Final Exams from all four courses.

Student At end of course semester

Demonstrate the skills to design adaptation strategies.

Selected questions from Final Exams from all four courses.

Student At end of course semester.

Apply the appropriate techniques in at least one specialized climate sensitive sector, such as agriculture, disaster resilience or coastal planning.

Presentation from Climate Risk Analysis capstone project.

Student At end of certificate program.

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Attachment 1: Support Provided by DELTA Towards the Development of the CCS Certificate Program Program Leader

Dr. Fredrick Semazzi [email protected] 919-515-1434

Introduction DELTA funded the development of DE versions for three Climate Change & Society Certificate courses (MEA 517, MEA 518 & MEA 519; course actions have been submitted and are under consideration for approval), a web-based marketing survey of the demand for the CCS Certificate, and development of a new website for the program. The funding was provided in 2 consecutive grants. The first grant (FY 2013-14; PI Fredrick Semazzi) was $49,192 and the second one (FY 2014-15; Fredrick Semazzi) was $122,091. The specific activities that were funded and accomplished under the DELTA grants are as follows:

1. Feasibility study and environmental analysis; Enrollment Planning; Marketing campaign; Strategic partnership development within the accredited online academic community.

2. CCS Program planning and curriculum development; Instructional design for the MEA 517 & MEA 518 courses; Video recording and production services; Technology training for instructional faculty.

3. Instructional design for the MEA 519 course; Video recording and production services; Technology training for instructional faculty.

4. Transfer of existing curriculum content to Moodle; implement online instructional computer adaptive testing in MEA 517 & MEA 518.

Main outcomes from DELTA funding

1. A positive recommendation to launch the certificate program from a report

on the research performed by the University Professional and Continuing Education Association Center for Research and Consulting (UPCEA) Company. The consultation was paid for by DELTA funding about the potential market for the on-line CCS certificate program. The UPCEA research included an economic analysis as well as interviews with key

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mailto:[email protected]

opinion leaders and experts. The research team collected and reviewed economic and demographic data from the Bureau of Labor Statistics (BLS) and Economic Modeling Specialists Intl (EMSI). The team interviewed twelve opinion leaders from industry, professional associations, higher education, and government. Those interviewed included senior management at various consulting firms, senior scientists and researchers, and association managers. An excerpt from the UPCEA recommendations follows: “… launch the online graduate certificate program in climate change and society targeting experienced workers in the environmental fields as well as city and regional planners and other business sustainability professionals. Several factors support this move. The competition is extremely low. The audience is geographically dispersed and employed full time. NCSU has a strong brand and competitive price point for in-state students where growth rates are even higher than the national average. The target audience is large and projected to grow at a high rate over the next decade and probably beyond…” The full 46-page UPCEA report is available upon request.

2. Submission of Course Action Forms for three courses (MEA 517, MEA 518 and MEA 519).

3. Submission of application for the approval of the CCS Certificate. 4. Development for the CCS Certificate program website.

An extended summary of the proposal that was submitted to and funded committed by DELTA is provided below.

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Attachment 2: Statement on Other Departments Likely to be Affected and Summary of Consultations with those Departments Some of the consultation summarized below reflects comments on the individual course actions for MEA 517, 518, and 519, and some are relevant to the certificate program overall. From Prof. Ross Meentemeyer, Chancellor's Faculty Excellence Program in Geospatial Analytics, Director, Center for Geospatial Analytics Department of Forestry and Environmental Resources; College of Natural Resources: geospatial.ncsu.edu “The GIS program will not be adversely affected by the Graduate Certificate in Climate Adaptation because the projected demand will not generate the need for any additional resources since the course is already being taught. Best wishes regarding the development of your new certificate. I look forward to seeing your students in our GIS classes.”

From Prof. Ranji Ranjithan, Director of Graduate Programs, CCEE Dept, NC State University Summary of Comments: Both courses are relevant to our students and could be considered as potential electives. CE 517 overlaps slightly the CE 786 Hydroclimatology course, but it provides additional material on the fundamentals of climate science. CE 772 Environmental Exposure and Risk Analysis course may have some overlap but not in apparently significant manner; however, there should be acknowledgment of CE 772 as an existing course. The proposed MEA 518 has a different domain focus and perhaps may have a different methodological focus. CE 772 deals with the risk assessment methodology and paradigm related to quantification of risks to human health and ecological systems from exposure to contaminants in the environment. CE 772 doesn't seem to have much overlap with MEA 518 based on the description. From Prof. Deanna Dannels (Associate Dean of Academic Affairs, CHASS):

“I have consulted with colleagues in the college and there are some concerns about duplication, specifically regarding the Climate Change Literacy and Messaging Strategies. In fact, I believe this consult came to the college prior to

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http://geospatial.ncsu.edu/

my time as Associate Dean because some of the people I consulted with were familiar with it. Indeed, based on the prior consult, the course has been retitled to exclude the term communication, but the "messaging strategies" seems to have been appended to this as a substitute (which my colleagues still find a bit challenging given the focus on messaging) and the content of the course wasn't changed to articulate the focus on the science, rather than the communication. To explain further, the explanation that is given for what differentiates this course from a current Climate Communication course seems is that "it provides students a coupled experience which includes theory related to the learning barriers to climate change and provides practical experience to better address these barriers among a variety of stakeholders." This seems very similar to what is done in the Climate Communication course. In addition, the CIM description states that "the epistemological, theoretical, and pedagogical perspectives for both courses are unique due to the foundational differences in the fields of science and communication." Most of the proposed course, though (three out of four modules) focuses on psychology and communication, so it is unclear how the courses is focused specifically on the scientific foundations, rather than the communicative or psychological foundations of learning barriers, stakeholder experience, etc. (which is what the COM course is set up to do)

In short-- as the course is written, there is duplication with our Climate Communication course which delves deeply into more of the communicative/social scientific issues related to climate change. Let me know if you have further questions about this-- I'm happy to talk (as is the department head of Communication, who I've consulted with on this particular course).

There does not seem to be significant issues that are arising for the other courses as they do not duplicate content/foundational material in courses such as Risk Communication, etc.” In response to consultation with Dean Dannels and Prof. Kenneth Zagacki, modifications to the content, and title, of MEA 519 have been made to amplify and clarify distinctions with offerings in CHASS. From Prof. Ken Zagacki, Communications: Deanna - I have reviewed the course action and as far as I can tell Karen has made all of my suggested changes. The one question I have concerns the Course Objectives/Goals statement, part of which reads: "To improve graduate students' knowledge and skills in understanding the barriers to climate literacy and in effectively communicating the associated uncertainty and variability through

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exposure to the literature and practical experience talking to and developing products for multiple stakeholder groups." So that this statement is consistent with the "student learning outcomes," I recommend it be revised to read, "To improve graduate students' knowledge and skills in understanding the barriers to climate literacy and in effectively addressing information challenges associated with the concepts of uncertainty and variability. Students will achieve this learning outcome through exposure to the literature and practical experience talking to and developing products for multiple stakeholder groups." Thanks, Ken Following this dialog, the final minor suggestion of Prof. Zagacki was made to the course action for MEA 519.

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University Professional and Continuing Education Association

Center for Research and Consulting

Environmental Scan for North Carolina State University:

Climate Change and Society Certificate

June 2014

Climate Change and Society June 2014

North Carolina State University

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I. Overview and Objective

North Carolina State University has requested a market needs assessment in an attempt to answer the following:

-‐ Would there be sufficient demand for the certificate program in Climate Change and Society?

-‐ What is the size of the potential market and is it growing? -‐ What is the size of the competition? -‐ How does the target market acquire the skills and education proposed in the

curriculum? -‐ Would the target market or employers value its delivery? -‐ Would learning this knowledge and skills make an employee significantly more valuable

to an organization and would employers value it? -‐ Can research assist in confirming the proposed program content, as well as identify

other needs?



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II. Methodology

To achieve the goals outlined in the objectives of the research, a multi-‐modal research project was conducted. The research included a secondary economic analysis as well as interviews with key opinion leaders and experts.

• The CRC research team collected and reviewed economic and demographic data from the Bureau of Labor Statistics (BLS) and Economic Modeling Specialists Intl (EMSI).

• The team interviewed twelve opinion leaders from industry, professional associations, higher education, and government. Those interviewed included senior management of various consulting firms, senior scientists and researchers, and association managers.



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III. Key Findings

Climate change specialists and generalists with climate change knowledge are projected to be occupations with high growth for at least the next decade.

Six specialist occupations were identified and include environmental scientists and specialists, climate change analysts, environmental restoration planners, natural sciences managers, environmental engineers, and economists. All but natural sciences managers’ jobs are projected to grow at a rate of about 16%, exceeding the national average. Growth rates in North Carolina are even higher at 22% to 27%.

Most environmental specialists are well compensated, making over $60,000 a year, with natural sciences managers making the most with an annual median of $123,718. Environmental scientists and specialists in North Carolina have a significantly lower salary averaging $36,338 a year.

Nationally, there are more environmental scientist and specialist jobs, but in North Carolina natural sciences managers are more prevalent.

These high-‐paying, high-‐growth jobs are often filled by individuals with graduate degrees, although for most a bachelor’s degree is the entry requirement. There are two groups of potential students within this audience. One group consists of those who completed a graduate degree but without any coursework in climate change; this is particularly true for those in the workforce for ten or more years. The other group includes all those with bachelor’s degrees who are working in or are trying to enter the profession. Given the expected growth in the field, a certificate should be a competitive advantage to employment and advancement with a tight labor pool.

Employment is highest in states with large populations, highly sensitive natural resources, and many policy makers. California, Texas, Massachusetts, Florida, Maryland, and Washington DC are all hot spots. North Carolina ranks fifth nationally in the number of environmental scientists and specialists employed. Details on all occupations and the industries in which they are employed are provided in Section VI.

In addition to specialist occupations, a few generalist occupations were identified as likely to benefit from the proposed certificate program. These include urban and regional planners, sustainability staff, business continuation planners, and some insurance professionals. Many working professionals with experience in these fields should benefit from a working knowledge of climate change science and practices for mitigation and adaption.



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Limited direct competition was identified. Primary competitors include a classroom certificate offered by the University of North Carolina Asheville. This program is geographically close to NCSU and costs $352 per credit for residents. An online certificate is offered jointly by UC-‐Irvine, University of Washington, University of British Columbia, and Northwestern University. This is a 4-‐course certificate priced at $900 per course. NCSU in-‐state online education tuition is consistent with these fees. Out-‐of-‐state tuition is about double and could be a competitive disadvantage.

Master’s degree completion for all programs is delivered in a traditional classroom format.

Opinion leader interviews confirmed the perception that the field is in flux as it develops. There is still some disagreement regarding preferred terminology or the connotative meaning of it. Popular terms include climate science, impact, mitigation, adaptation, and resilience.

Those interviewed work in science, policy, higher education, or in a consulting or training capacity. Those in consulting and training are most familiar with the concepts and struggles surrounding risk assessment, a process of identifying potential hazards or vulnerabilities. It includes reviewing the impacts in terms of loss of lives and money, identifying ways to mitigate the risk or adapt to the change and evaluating the cost-‐benefit of those options and making a recommendation for implementation.

The process and tools for climate change-‐related risk analysis are not completely developed or standardized.

All experts saw a need for a more effective conduit between hard science and implementation. People who are fluent with climate science and can identify legitimate, significant and meaningful findings as well as what that actually means in terms of physical changes are needed. An ability to translate that information to the media and to business and policy makers is currently lacking.

Although a few experts were at first hesitant about the value of certificate program, all agreed by the end of the interview that it was a good idea for some audiences (although maybe not their organization). One caveat was that if students had not gained sufficient scientific methods and analysis foundation as undergrads, then a prerequisite course on that topic would be valuable.

Feedback regarding the proposed curriculum was excellent. Most comments were about the language used in the course titles. Some concerns were expressed over the goal of



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the GIS course and what could realistically be accomplished in a semester. One suggestion was to take a higher approach and include some other useful tools as well.

Three additional topics were recommended: resilience, monitoring and evaluation, and economic impacts. Otherwise, opinion leaders emphasized the importance of a practical approach.

The roles graduates are likely to fill are expected to be largely at consulting companies, as legislative aides, public relations personnel for research organizations, and in specific business roles such as sustainability and planning. Some experts suggested that many of the roles they expect to see in the future do not yet exist but will soon.

Perceived demand for the online graduate certificate was very high. Employer assistance in the form of tuition assistance should be high.

Perceived demand for a master’s degree was also perceived as high but targeted to a completely different audience. Experts felt that the audience for the master’s degree would be recent bachelor’s degree graduates who have not yet established a firm career path. Therefore, they felt there was an audience for classroom, hybrid, low-‐residency, and online programs.

The experts interviewed hold very strong memories of their classroom education and interactions and are suspicious of the quality of an online degree program. Most found the low-‐residency concept to be appealing by incorporating both the flexibility of online as well as some forced interaction during campus visits.

Many of the opinion leaders thought their organizations would be willing to partner with the program by guest lecturing, providing webinars, internship opportunities, etc.



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IV. Recommendations Launch the online graduate certificate program in climate change and society targeting

experienced workers in the environmental fields as well as city and regional planners and other business sustainability professionals. Several factors support this move. The competition is extremely low. The audience is geographically dispersed and employed full time. NCSU has a strong brand and competitive price point for in-‐state students where growth rates are even higher than the national average. The target audience is large and projected to grow at a high rate over the next decade and probably beyond.

The proposed curriculum overall is excellent. Discussion regarding the terminology used in the titles is worth consideration. The goal of the GIS course, and whether to address other relevant tools, is worth considering in finalizing the content of that course. Resilience should be addressed in one of the courses. Monitoring and evaluation, particularly with regard to economic impacts, should be considered as part of a course or perhaps an optional elective.

Consider the audience and curriculum and whether a fluent knowledge or course in science methodology and analysis should be required.

Further evaluation of the demand for an online or hybrid master’s degree is warranted before a recommendation can be made in that regard. This research suggests that the target audience for that program will have limited overlap with the certificate program.

Take advantage of the willingness of those in the climate change field to partner by providing content, learning experiences, and a feedback loop to ensure that the curriculum keeps pace with this developing field.



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V. Trends

• In the past, climate change has been seen as a next-‐generation problem that was full of skepticism. Now, climate change is seen as a major priority for many countries and is generally accepted based on scientific evidence and observation. The focus of climate change has been on mitigation or the attempt to turn the tide of rising greenhouse gasses. Although this is important work, there is a growing trend towards adaptation as the effects of climate change begin to be felt. This trend towards adaptation will have an impact on the economy, society, and education.

• It is well understood that climate change will have financial repercussions and most believe these to be negative effects. However, it has also been suggested that in order to help win the battle against climate change, the potential for profit needs to be shown. This can come from climate adaption research and from businesses adopting sustainable practices. Financial effects can also be seen in developing nations who often do not have the resources to deal with climate change. To help such nations, the United Nations Environmental Programme (UNEP) has a support program in place to help developing countries assess the risks posed and their economic implications, and in estimating the costs of adaptation to climate change impacts, including through economic analysis of adaptation options.

• The trend towards climate change adaptation will have effects on society. Local governments such as Boston and New York City have already set in place plans to help adapt to the effects of climate change such as rising sea levels. To better adapt to climate change, Boston has begun plans to assess current conditions and how infrastructures such as transportation, water resources, and power will be affected by rising sea levels and increased flooding. Plans have been enacted to flood proof structures and make changes in land use, design, site selection, and building standard plans. New York City has enacted plans to restore natural systems such as wetlands to deal with flooding and it is even exploring the idea of a flood defense barrier which could be closed to help protect the city against storm surges.

• Universities and colleges have focused on mitigation in their research and teachings. A report prepared by the Higher Education Climate Adaptation Committee, a group of experts and institutional leaders, states that universities have a critical role in preparing society to adapt to the impacts of climate disruption by providing research and education around adaptation strategies and science. Higher education institutions have only just begun to set an example by adapting campus operation and infrastructure by



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using cutting-‐edge technology to provide solutions to climate change effects. The report calls for colleges and universities to provide leadership in communicating anticipated local and regional climate changes and to articulate what these changes mean for regional residents, businesses, and governments. Universities need to reach beyond their campuses and work with communities.

• Recently, science education standards for K-‐12 were created for the first time and ten states have already accepted them. These standards include teaching climate change and the reasons for it. Teaching climate change science in the classroom has started to face some opposition from parents. According to a PBS interview, “Teachers Endure Balancing Act Over Climate Change Curriculum,” teachers are having to deal with parents who do not want climate change taught in the classroom because they do not believe in it. This resistance to teaching climate change is not limited to a few families. For instance, in 2012 Tennessee passed a law allowing teachers to question the “controversial” scientific theories of evolution and climate change. Bills were also introduced in Colorado and Arizona in 2013 allowing teachers to do the same. Even Wyoming’s governor tried to stop the Board of Education from adopting the Next Generation Science Standards because the standards teach evolution and climate change as fact. Kansas and Kentucky also faced opposition to the adoption of these science standards before they were eventually accepted.



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VI. Occupational Analysis

Secondary research has identified six occupations which are excellent indicators for the developing field of climate change professionals, many of whom would benefit from a graduate certificate in climate change and society. Using the designations provided by the U.S. Department of Labor, these occupations are environmental scientists and specialists (which include the more specific occupations climate change analysts and environmental restoration planners), natural sciences managers, environmental engineers, and economists. Research included a review of each occupation’s job description, annual mean wage by industry, industries employing the highest numbers of the occupation and also those with highest projected growth. Wage and employment were also reviewed by state.

Tables 1a and 1b below show the projected growth for 2013 to 2022, for the listed occupations, both nationally and for North Carolina. According to these numbers, growth for these occupations combined is greater than the national average of 11.7%. Natural sciences managers is the only occupation of the six expected to increase at a slower-‐than-‐average rate. Additionally, there is greater growth expected in North Carolina than nationwide, though in most cases the median salary is lower.

Table 1a: Projected Economic Growth, National1

Table 1b: Projected Economic Growth, North Carolina2

1 EMSI 2014.2 estimates 2 EMSI 2014.2 estimates

Employment 2013

Emplyment2022

Number Percent Median Salary

Environmental Scientists and Specialists, Including Health 86,823 100,706 13,883 15.8% $63,565Economists 16,938 19,549 2,611 16.3% $91,853Natural Sciences Managers 49,872 54,215 4,343 9.4% $115,731Environmental Engineers 52,130 60,632 8,502 16.0% $80,891 Total 205,763 235,102 29,339 14.3% -‐

Change 2013-‐2022

Employment 2013

Emplyment2022

Number Percent Median Salary

Environmental Scientists and Specialists, Including Health 1,160 1,405 245 21.1% $36,338Economists 237 301 64 27.0% $77,813Natural Sciences Managers 2,030 2,299 269 13.3% $123,718Environmental Engineers 1,247 1,524 277 22.2% $75,358 Total 4,674 5,529 855 18.3% -‐

Change 2013-‐2022



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Environmental Scientists and Specialists

Environmental scientists and specialists are responsible for conducting research or investigating for the purpose of identifying, abating, or eliminating sources of pollutants or hazards that affect either the environment or the health of the population. Using knowledge of various scientific disciplines, they may collect, synthesize, study, report, and recommend action based on data derived from measurements or observations of air, food, soil, water, and other sources. It is important for environmental scientists and specialists to be able to effectively communicate scientific or technical information to the public, organizations, or internal audiences through oral briefings, written documents, workshops, conferences, training sessions, or public hearings. Generally a four-‐year degree is required for entry level positions for this occupation with 70% holding a bachelor’s degree and 26% a master’s degree. Possible job titles include environmental analysts, environmental programs specialist, environmental protection specialist, environmental scientist, and research environmental scientist.

Listed below are two subset occupations of environmental scientists and specialists which would also benefit from a master’s certificate in climate change.

Climate Change Analysts: (19-‐2041.01) Research and analyze policy developments related to climate change. Make climate-‐related recommendations for actions such as legislation, awareness campaigns, or fundraising approaches. Some important tasks include analyzing and distilling climate-‐related research findings to inform legislators, regulatory agencies, or other stakeholders as well as making recommendations related to climate change or environmental management. Most of these positions require graduate school with 82% having a master’s degree and 11% with doctoral or professional degrees. It should be noted that employment numbers for climate change analysts are listed the same as environmental scientists and specialists by the Bureau of Labor Statistics. Possible job titles include principal scientist, research associate, senior climate advisor, senior policy analyst, and staff climate scientist.

Environmental Restoration Planners: (19-‐2041.2) Collaborate with field and biology staff to oversee the implementation of restoration projects and to develop new products. Process and synthesize complex scientific data into practical strategies for restoration, monitoring or management by creating habitat management or restoration plans and applying for restoration permits. The majority of these occupations require a graduate degree where 59% have a master’s degree and 41% have a bachelor’s degree. It should be noted that employment numbers for climate change analysts are listed the same as environmental scientists and specialists by the Bureau of Labor Statistics. Possible job



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titles include coastal and estuary specialist, river restoration director, environmental planning manager, and watershed coordinator project manager.

The highest mean salary for environmental scientists or specialists is in the petroleum and coal products manufacturing industry with an annual mean wage of $103,020 and the second highest is the oil and gas extraction industry with a mean wage of $97,840. The table below lists the top four industries with the highest annual mean wage.

Table 2: Annual Mean Wage by Industry3

Industry Employment Percent of Industry

Employment

Annual Mean Wage

Petroleum and Coal Products Manufacturing 180 0.44 $103,020 Oil and gas Extraction 1,030 0.54 $97,840 Federal Executive Branch (OES Designation) 5,580 0.28 $97,310 Resin, Synthetic Rubber, and Artificial Synthetic Fibers and Filaments Manufacturing 40 0.04 $95,030

The industry employing the greatest number of environmental scientists and specialists is the management, scientific, and technical consulting services industry with 20,060 jobs followed by state government with 19,880 jobs. Below, Table 3 lists the top five industries employing the most environmental scientists and specialists.

Table 3: Industries Employing the Most Environmental Scientists and Specialists4


Employment

Annual Mean Wage

Management, Scientific, and Technical Consulting Services 20,060 1.74 $74,640

State Government (OES Designation) 19,880 0.91 $59,280 Architectural, Engineering, and Related Services 12,340 0.92 $71,560 Waste Treatment and Disposal 640 0.67 $75,750 Other Pipeline Transportation 40 0.65 $90,670

The following table shows the industries with the highest projected growth from 2013 to 2022. The professional, scientific, and technical services industry will have the greatest increase in number of jobs by 2022 with an increase of 10,883, followed by local and state governments with 878 and 777 new jobs respectively.

3 US Bureau of Labor Statistics 4 US Bureau of Labor Statistics



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Table 4: Industries with the Highest Projected Growth for Environmental Scientists and Specialists5 Change 2013-‐2022

NAICS Industry Employment 2013

Employment 2022 Number Percent

541 Professional, Scientific, and Technical Services 37,570 48,453 10,883 29%

903 Local Government 12,051 12,929 878 7% 902 State Government 22,021 22,798 777 4% 622 Hospitals (Private) 1,435 1,690 255 18% 211 Oil and Gas Extraction 791 984 193 24%

813 Religious, Grant making, Civic, Professional, and Similar Organizations 1,080 1,272 192 18%

621 Ambulatory Health Care Services 245 413 168 69%

562 Waste Management and Remediation Services 1,681 1,814 133 8%

611 Educational Services (Private) 460 584 124 27% 561 Administrative and Support Services 462 576 114 25%

Map 1 shows the employment of environmental scientists and specialists by state. The states with the highest level of employment are California, Texas, and Florida. North Carolina ranks fifth with 3,970 jobs.

5 Economic Modeling Specialist Intl.



13

Map 1: Employment of Environmental Scientists and Specialist by State, May 20126

Table 5 below shows the states with the highest employment of environmental scientists and specialists. California has the highest level with 14,530 jobs. Texas and Florida also have high employment numbers of 5,940 and 5,060 jobs respectively. California has the highest mean wage with $83,210 and Florida the lowest with $55,070.

Table 5: Highest Employment by State7

State Employment Employment per Thousand Jobs

Annual Mean Wage

California 14,530 0.99 $83,210 Texas 5,940 0.54 $75,450 Florida 5,060 0.68 $55,070 Washington 4,010 1.42 $75,920 North Carolina 3,970 1 $60,760

Map 2 shows the salary of environmental scientists and specialists by state. The states with the highest annual mean wages are the District of Columbia, Virginia, Rhode Island, California, and Illinois.




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Map 2: Annual Mean Wage of Environmental Scientists and Specialists by State, May 20128

The following table shows the highest annual mean wages of environmental scientists and specialists by state. The District of Columbia has the highest annual mean wage at $109,770 and Virginia the second-‐highest at $84,120.

Table 6: Highest Annual Mean Wage by State9


Annual Mean Wage

District of Columbia 1,430 2.15 $109,770 Virginia 3,300 0.91 $84,120 Rhode Island 260 0.58 $83,680 California 14,530 0.99 $83,210 Illinois 1,820 0.32 $79,620




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Environmental Economists

Environmental economists are responsible for conducting economic analyses related to environmental protection and use of the natural environment, such as water, air, land and renewable energy resources. They evaluate and quantify benefits, costs, incentives, and impacts of alternative options using economic principles and statistical techniques, as well as conduct research on economic and environmental topics, such as alternative fuel use, public and private land use, soil conservation, air and water pollution control, and endangered species protection. The majority of positions are filled by people with a doctoral or professional degree (61%) while 32% have a master’s degree. Typical job titles include economist, environmental economist, and natural resource economist.

The table below lists information for general economists because more specific information was not available. The highest mean salary is in the legal services industry with $168,970; however, this is a very small portion of economists. It is much more likely that the highest mean salary for an environmental economist is in the petroleum and coal products manufacturing industry with an annual mean wage of $120,300. The Bureau of Labor Statistics lists the average mean salary for economists as $91,860 for 2012.



Employment

Annual Mean Wage

Legal Services 40 Less than 0.005 $168,970

Depository Credit Intermediation 130 0.01 $134,020 Securities and Commodity Contracts Intermediation and Brokerage 210 0.05 $129,220

Monetary Authorities-‐Central Bank 350 2.05 $123,490 Petroleum and Coal Products Manufacturing 30 0.03 $120,300

*Economic information was collected from the economist occupation due to a lack of more specific information.

The industries employing the greatest number of environmental economists are government and professional, scientific, and technical services.11 This is slightly different data than for all economists listed in Table 8. The top growing industries for environmental economists are dominated by the finance and government sectors. Table 8 lists the top five industries by employment for all economists for 2012-‐2022.

10 US Bureau of Labor Statistics 11 According to O*NET Online



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Table 8: Industries Employing the Most Economists12

Industry Employment Percent of Industry Employment

Annual Mean Wage

Federal Executive Branch 4,270 0.21 $111,370 Management, Scientific, and Technical Consulting Services 3,910 0.34 $105,130

State Government 1,950 0.09 $64,010 Scientific Research and Development Services 1,920 0.3 $104,270 Local Government 970 0.02 $75,620

Table 9 shows the industries expecting the highest growth rates for all economists for 2013-‐2022. The professional, scientific, and technical services industry will add the most jobs with 2,343 new positions projected. This far exceeds the 133 new jobs predicted for religious, grant making, civic, professional, and similar organizations which is the second fastest growing industry.

Table 9: Industries with the Highest Projected Growth for Economists13 Change 2013-‐2022 NAICS Industry Employment

2013 Employment

2022 Number Percent


813 Religious, Grant making, Civic, Professional, and Similar Organizations 853 986 133 16%

522 Credit Intermediation and Related Activities 270 371 101 37%

211 Oil and Gas Extraction 263 350 87 33% 611 Educational Services (Private) 121 204 83 69% 902 State Government 2,268 2,346 78 3% 903 Local Government 1,014 1,038 24 2%

523 Securities, Commodity Contracts, and Other Financial Investments and Related Activities

151 170 19 13%

561 Administrative and Support Services 50 64 14 28%

551 Management of Companies and Enterprises 271 283 12 4%

Map 3 shows the employment of economists by state. The states with the highest employment levels are the District of Columbia, California, Virginia, Massachusetts, and Texas.

12 US Bureau of Labor Statistics 13 Economic Modeling Specialist Intl.



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Map 3: Employment of Economists by State, May 201214

Table 10 shows the states with the highest employment of economists. The District of Columbia has the highest level with 4,890 jobs. California and Virginia are also high with 3,050 and 1,060 jobs respectively.


State Employment Employment per Thousand Jobs Annual Mean Wage

District of Columbia 4,890 7.34 $116,740 California 3,050 0.21 $97,850 Virginia 1,060 0.29 $120,150 Massachusetts 850 0.26 $95,210 Texas 840 0.08 $102,130

Map 4 shows the salary of economists by state. The states with the highest annual mean wages are Indiana, Ohio, Virginia, New York, and the District of Columbia.




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Map 4: Annual Mean Wage of Economists by State, May 201216

The following table shows the highest annual mean wages of economists in the top five paying states. Indiana has the highest annual mean wage at $198,120 and Ohio is second with $123,230.



Annual Mean Wage

Indiana N/A N/A $198,120 Ohio 130 0.03 $123,230 Virginia 1,060 0.29 $120,150 New York 640 0.07 $118,750 District of Columbia 4,890 7.34 $116,740




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Natural Sciences Managers

Natural sciences managers plan, direct, or coordinate activities in such fields as life sciences, physical sciences, mathematics, and statistics, and research and development in these fields. Tasks include planning or directing research, development, or production activities; preparing project proposals; and developing policies, standards, or procedures for the architectural, scientific, or technical work performed to ensure regulatory compliance. Although most of these occupations require master’s or doctorate degrees, 48% have a bachelor’s degree, 29% a doctoral degree, and 23% a master’s degree. Possible job titles include natural sciences manager, health sciences manager, natural resources planner, coastal management planner, and environmental manager.

According to EMSI, the average annual salary for natural sciences managers is $115,731. When examining average annual wages by industry, there is some variation. The highest mean salary is in the oil and gas extraction industry with an annual mean wage of $197,630 and the second highest is the insurance carriers industry with a mean wage of $183,740. The table below lists the top five industries with the highest annual mean wages.


Industry Employment Percent of Industry Employment

Annual Mean Wage

Oil and Gas Extraction 210 0.11 $197,630 Insurance Carriers 110 0.01 $183,740 Drugs and Druggist's Sundries Merchant Wholesalers 670 0.36 $182,800

Aerospace Product and Parts Manufacturing 30 0.01 $178,930 Medical Equipment and Supplies Manufacturing 310 0.1 $169,930

18 US Bureau of Labor Statistics



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The industry employing the greatest number of natural sciences managers is the scientific research and development services industry with 14,430 jobs followed by the federal executive branch with 10,010. Below, Table 13 lists the top five industries employing the most natural sciences managers.

Table 13: Industries Employing the Most Natural Sciences Managers19


Employment

Annual Mean Wage

Scientific Research and Development Services 14,430 2.28 $164,620 Federal Executive Branch 10,010 0.5 $112,510 Pharmaceutical and Medicine Manufacturing 5,060 1.82 $135,180 State Government 3,300 0.15 $76,030 Management of Companies and Enterprises 3,100 0.15 $155,740

The following table shows the industries with the highest projected growth from 2013 to 2022. The professional, scientific, and technical services industry will have the greatest increase with 3,406 new jobs by 2022. This is followed by increases in private educational services (478), and management of companies and enterprises with 226 projected new jobs.

Table 14: Industries with the Highest Projected Growth for Natural Sciences Managers20 Change 2013-‐2022




611 Educational Services (Private) 2,069 2,547 478 23% 551 Management of Companies and Enterprises 2,909 3,135 226 8% 621 Ambulatory Health Care Services 833 1,055 222 27% 902 State Government 4,540 4,741 201 4%

813 Religious, Grant making, Civic, Professional, and Similar Organizations 353 482 129 37%

622 Hospitals (Private) 581 684 103 18% 903 Local Government 1,579 1,680 101 6% 325 Chemical Manufacturing 5,677 5,706 29 1% 211 Oil and Gas Extraction 271 298 27 10%

Map 5 shows the employment of natural sciences managers by state. The states with the highest level are California, New Jersey, Massachusetts, Maryland and Indiana. 19 US Bureau of Labor Statistics 20 Economic Modeling Specialist Intl.



21

Map 5: Employment of Natural Sciences Managers by State, May 201221

The table below shows the states with the highest employment of natural sciences managers. California has the highest with 9,120 jobs. New Jersey and Massachusetts also have high employment numbers of 3,140 and 2,540 jobs respectively.



Annual Mean Wage

California 9,120 1 $164,340 New Jersey 3,140 0.82 $174,130 Massachusetts 2,540 0.78 $176,840 Maryland 2,430 0.96 $128,210 Indiana 2,090 0.73 $66,700




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Map 6 shows the salary of natural sciences managers by state. The states with the highest annual mean wages are Delaware, Massachusetts, New Jersey, Pennsylvania, and California.

Map 6: Annual Mean Wage of Natural Sciences Managers by State, May 201223

The following table shows the highest annual mean wages of natural sciences managers by state.



Annual Mean Wage

Delaware 650 1.58 $189,410 Massachusetts 2,540 0.78 $176,840 New Jersey 3,140 0.82 $174,130 Pennsylvania N/A N/A $166,840 California 9,120 0.62 $164,340




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Environmental Engineers

Environmental engineers use the principles of engineering, soil science, biology, and chemistry to develop solutions to environmental problems. They are involved in efforts to improve recycling, waste disposal, public health, and water and air pollution control. They also address global issues, such as unsafe drinking water, climate change, and environmental sustainability. Tasks also include preparation and review of environmental investigation reports, providing technical support for environmental remediation projects, monitoring the progress of environmental improvement programs and inspection of industrial and municipal facilities and programs. Most environmental engineering positions require a graduate degree (59%), although 41% have a bachelor’s degree. Possible job titles include air pollution control engineer, environmental analyst, environmental remediation specialist, global director air and climate change, and regulatory environmental compliance manager.

According to EMSI, the average annual salary for environmental engineers is $80,891 with a projected growth of 16% by 2022. The highest mean salary is in the oil and gas extraction industry with an annual mean wage of $132,970 and the second highest is the wholesale electronic markets and agents and brokers industry with a mean wage of $110,900. The table below lists the five industries with the highest annual mean wage.



Employment

Annual Mean Wage

Oil and Gas Extraction 450 0.24 $132,970

Wholesale Electronic Markets and Agents and Brokers

50 0.01 $110,900

Support Activities for Mining 100 0.02 $102,360 Management of Companies and Enterprises 1250 0.06 $98,850

Resin, Synthetic Rubber, and Artificial Synthetic Fibers and Filaments Manufacturing

110 0.12 $97,840

25 US Bureau of Labor Statistics



24

The industry employing the greatest number of environmental engineers is the architectural, engineering, and related services industry with 15,690 jobs followed by management, scientific, and technical consulting services with 11,180 jobs. Below, Table 18 lists the five industries employing the most environmental engineers.

Table 18: Industries Employing the Most Environmental Engineers26


Employment

Annual Mean Wage

Architectural, Engineering, and Related Services 15,690 1.18 $85,910

Management, Scientific, and Technical Consulting Services 11,180 0.97 $86,820 State Government 7,730 0.35 $73,340 Local Government 3,420 0.06 $78,180 Federal Executive Branch 3,420 0.17 $97,560

The following table shows the industries with the highest projected growth from 2013 to 2022. The professional, scientific, and technical services industry will have the greatest increase in jobs by 2022 with an increase of 7,455. This is followed by local government (215), and state government with 198 projected new jobs.

Table 19: Industries with the Highest Projected Growth for Environmental Engineers27

26 US Bureau of Labor Statistics 27 Economic Modeling Specialist Intl.

Change 2013-‐2022



541 Professional, Scientific, and Technical Services 28,670 36,125 7,455 26% 903 Local Government 3,335 3,550 215 6% 902 State Government 7,048 7,246 198 3% 562 Waste Management and Remediation Services 2,370 2,549 179 8% 211 Oil and Gas Extraction 628 785 157 25% 561 Administrative and Support Services 377 493 116 31% 551 Management of Companies and Enterprises 1,211 1,303 92 8% 212 Mining (except Oil and Gas) 347 411 64 18% 332 Fabricated Metal Product Manufacturing 133 184 51 38% 213 Support Activities for Mining 135 170 35 26%



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Map 7 shows the employment of environmental engineers by state. The states with the highest level of employment are California, New York, Massachusetts, Pennsylvania, and Texas.

Map 7: Employment of Environmental Engineers by State, May 201228

The table below shows the states with the highest employment of environmental engineers. California leads with 7,130 jobs. New York and Massachusetts also have high employment numbers of 3,220 and 3,170 jobs respectively.



Annual Mean Wage

California 7,130 0.48 $96,670 New York 3,220 0.37 $89,100 Massachusetts 3,170 0.97 $80,650 Pennsylvania 2,930 0.52 $86,150 Texas 2,900 0.27 $98,350

Map 8 shows the salary of natural sciences managers by state. The states with the highest annual mean wages are New Mexico, Texas, Alaska, District of Columbia, and California.




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Map 8: Annual Mean Wage of Environmental Engineers by State, May 201230

The following table shows the highest annual mean wages of natural sciences managers by state.



Annual Mean Wage

New Mexico 650 0.83 $105,180 Texas 2,900 0.27 $98,350 Alaska 350 1.09 $97,610 District of Columbia 340 0.51 $97,340 California 7,130 0.48 $96,670

In addition to these directly related degrees, a few other occupations were identified by the opinion leaders as prospects for the certificate program. These would include individuals in insurance, business sustainability staff, continuation planners, and urban and regional planners. 30 US Bureau of Labor Statistics 31 US Bureau of Labor Statistics



27

Of these, urban and regional planners are identified by the Department of Labor, averaging $63,000 to $71,000 annually. The occupation is expected to have little growth but represents 42,700 experienced individuals nationwide, many of whom may be interested in the certificate program. In all of these instances, the presumption is that these are established professionals who have had little or no climate science education.



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VII. Competitor Analysis

Although there are relatively few rival programs in the field of climate change, North Carolina State University does have a few national competitors offering graduate-‐level degrees, certificates, and professional programs in areas relating to climate change. Table 22 (next page) summarizes the program information for each of the eleven major competitors.

• Master’s degree programs cost between $15,912 for Millersville University (in-‐state residents) and $55,500 for Columbia University, and require between 30 and 42 credits for completion.

• Graduate certificates cost between $3,600 and $15,750 and require 12 to 19 credits for completion.

• The College of Energy, Environment, and Sustainability (CEES) in Delaware offers an online credit course in climate change for working professionals or graduate students. The course can be taken individually or as a part of a post-‐graduate diploma in Energy Technology, Economics, and Policy.

• The major competitors are (1) the certificate at the University of North Carolina Asheville and (2) the certificate offered jointly by UC Irvine, University of Washington, University of British Columbia, and Northwestern. The former is a local program at a well-‐known North Carolina institution and the latter is an online program offered by reputable schools.



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Table 22: Institutions Offering Certificates and Master’s Programs in Climate Change Institution Degree Title Credits Tuition Format

University of North Carolina Asheville

Certificate in Climate Change and Society 12 Credits

In-‐State: $352.05/Credit Out-‐of-‐State: $829.05 Classroom

University of Utah Climate Change Certificate 18-‐19 Credits

In-‐State: $5,954 Out-‐of-‐State: $21,043

Classroom

Offered Jointly by UC-‐Irvine, University of

Washington, University of British Columbia, and Northwestern University

Certificate in Decision Making for Climate Change

12 Credits $900 per Course Online

Columbia University Master of Arts Climate and Society

34 Credits $55,500 for Program Classroom

University of Idaho Professional Science

Masters in Climate Change 35 Credits In-‐State: $7,586

Out-‐of-‐State: $20,662 Classroom

Millersville University

Master of Science in Integrated Scientific Applications: Climate Science Applications

36 Credits In-‐State: $15,912

Out-‐of-‐State: $23,868 Classroom

Johns Hopkins University Master of Science in

Energy Policy and Climate 10

Courses $3,495/Course

Classroom, Some Online Courses

The George Washington University

Graduate Certificate in Climate Change

Management and Policy 18 Credits $15,750 for Program Classroom

College of Energy, Environment and Sustainability

Climate Change Policy in a Globalizing World Certificate Course

3 Credits $330 Online

Antioch University

Master of Science in Environmental Studies: Sustainable Development

and Climate Change concentration

42 Credits $935/Credit Classroom

University of Maine

Master of Science in Quaternary and Climate

Studies 30 Credits In-‐State: $418/Credit

Out-‐of-‐State: $1,310/Credit Classroom Master of Science in Earth

and Climate Sciences



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A brief profile of each competitor program follows:32

University of North Carolina Asheville: The Certificate in Climate Change and Society, available within the Master of Liberal Arts program, consists of four courses that will be offered in rotation over four semesters. This new certificate program will begin in Fall 2014. The program is described as a “graduate certificate for working professionals interested in the fields of climate and sustainability.” The program aims to provide students with the ability to not only understand climate-‐related research but to also translate and convey findings to the general public. In order to make the certificate more accessible and convenient for working professionals, all required courses are offered in the evenings and the program can be completed within two years.

University of Utah: The Department of Geography offers a Certificate in Climate Change requiring three core courses and three electives, the entirety of which can be completed in three semesters. This program provides students with the knowledge and understanding of climate change and its relevant political topics. Graduates of the program understand the fundamentals and background of global warming, climate change, and climate systems. They learn how climate change influences our lives, as well as the strategies for mitigation and adaption.

UC Irvine, Univ. of Washington, Univ. of BC, Northwestern Univ.: These four schools jointly offer a certificate in Decision Making for Climate Change. This program consists of four ten-‐week courses offered 100% online, each of which is delivered by one of the four collaborating universities. Students are expected to complete this program in 12 months. Students in this program can expect to gain an understanding of climate change, its effects, and how to create and implement a response plan concerning climate change issues.

Columbia University: The Masters of Arts in Climate and Society program is intended to be completed in 12 months. A student must complete five core courses, one social science elective course, four general elective courses, a seminar, and an internship. The curriculum has been tailored to empower students with a common set of skills and a working knowledge of climate dynamics on regional and global scales, statistical evaluation and decision making, and adaptation to climate variation. Students are encouraged to take elective courses in a wide variety of disciplines including carbon and energy, climate science, business & economics, and urban policy and development.

32 Information gathered from each institution’s respective website



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University of Idaho: The Professional Science Master’s in Climate Change program consists of 15 credits of science core courses, 12 credits in developing professional skills, 3 credits of science electives, a non-‐thesis research experience, and an internship with a local employer. This program educates students in climate science, including issues related to impact, mitigation, and adaptation. The degree is highly interdisciplinary and includes graduate courses in biogeography, watershed science, climatology, spatial analysis and modeling, energy systems, and global environmental change. Several courses related to the reduction of greenhouse gases are taken from joint programs in energy offered by UI Idaho Falls Center in conjunction with the Department of Energy Idaho National Laboratory and the Center for Advanced Energy Studies.

Millersville University: The Master of Science in Integrated Scientific Applications with the Climate Science Application specialization combines science with the business and professional skills. The curriculum for this program consists of six MSISA core courses, four courses dedicated to climate science, an internship, and a 3-‐credit practicum or research project. The MSISA core curriculum consists of courses in statistics, finance, management, GIS, and environmental policy. Students will graduate with the skills needed for careers as go-‐to science professionals in business, industry, commerce, and government.

Johns Hopkins University: The Krieger School of Arts and Sciences offers a Master of Science in Energy Policy and Climate. This program is intended to be taken part-‐time, and usually takes 2.5 years to complete. Four of the ten courses required for graduation are offered online to give students from outside the DC/Baltimore area some flexibility in completing their degree. In addition to the core curriculum, students are required to take a capstone project class and 5 related elective courses. This program addresses the challenges posed by climate change for human institutions and ecosystems. Students in this program establish a firm understanding of climate change science and its impact, as well as an expertise on energy law, policy making, and primary energy technologies.

The George Washington University: The College of Professional Studies offers a Graduate Certificate in Climate Change Management and Policy which can be completed concurrently as part of the Master of Professional Studies in Sustainable Urban Planning curriculum. The certificate program is intended to educate students on analyzing the necessity for and complexities of green buildings, green transportation, energy and natural resources technologies, hardware, and software approaches linked to climate change’s effects on quality of life issues. The program emphasizes adaptation and practical responses to climate change for urban planners.



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College of Energy, Environment, and Sustainability: The Climate Change Policy in a Globalizing World Certificate course is a 12-‐week course designed for working professionals or graduate students. The workload is an estimated 3 hours per week. Though offered in an online format, the curriculum includes live streaming lectures, allowing for more interaction with the instructor. The course can be taken individually or as a part of a post-‐graduate diploma in Energy Technology, Economics, and Policy. The certificate course focuses on the socioeconomic and political impact of climate change and developing strategies for resolving conflicts arising from this. Students are encouraged to discuss and debate controversial environmental issues related to energy, global economic development, and political policy. In addition to understanding the policy debates, graduates of the program will know how to predict and measure climate change.

Antioch University: The Master of Science in Environmental Studies with a concentration in Sustainable Development and Climate Change requires the completion of 42 credits, including four core courses, seven concentration and elective courses, two internships, and a final capstone project. The capstone options include a thesis, master’s project, or a Collaborative Service Initiative, which is an external research, evaluation, and/or consultation project. The degree can be completed in 20 months, with classes meeting once per week plus 3 to 5 weekends per semester for five semesters. The program aims to create individuals who are successful scientists, critical thinkers, leaders, conservationists, and visionaries in the field of environmental sustainability and climate change. Students who complete the degree are able to identify, understand, evaluate, assess, and create solutions for issues surrounding environmental studies, including ethics, sustainability, and social justice. As such, data collection and analysis is an integral part of the program. Graduates are also able to effectively communicate scientific information and lead team projects.

University of Maine: There are two competing programs at this university. The Master of Science in Quaternary and Climate Studies is offered in the Climate Change Institute (CCI), an “interdisciplinary research unit organized to conduct research and graduate education focused on variability of Earth’s climate, ecosystems, and other environmental systems, and on the interactions between humans and the natural world.” The Master of Science in Earth and Climate Sciences is offered in the school of the same name, but also has ties to the Climate Change Institute. Both two-‐year, full-‐time degree programs require the completion of 30 credits, including 24 credits of coursework and 6 credits of thesis research. The latter program can be awarded through the CCI program as well by taking certain electives. The CCI boasts a student-‐to-‐faculty ratio of less than 1 and state-‐of-‐the art research laboratories. Interdisciplinary in nature, the programs explore such topics as climate change, climatology,



33

archaeology, anthropology, quaternary geology, glaciology, ecology, history, marine geology, atmosphere/ocean interactions, climate system modeling, and meteorology.



34

VIII. Opinion Leader Research

Risk Assessment Associated with Climate Change as Related to Opinion Leader’s Work

• From a federal government perspective, much risk assessment is conducted through a national security lens. Specific analyses can include risk related to domestic preparedness, military capabilities, state fragility and resiliency. Various agencies also contract consultants to evaluate the costs and benefits of various mitigation options.

• For communities and organizations, it begins by identifying potential vulnerabilities related to extreme weather events. Then those vulnerabilities are prioritized by potential impacts. The last step is to identify ways to reduce vulnerability and increase resilience.

• Research scientists focus on identifying, measuring, and trying to predict climate change and potential impacts. They do not directly work with risk analysis but rather provide much of the input data for those who do.

• State, regional, or city task forces seem to have less formalized strategies but aim to identify likely threats for their specific environment and determine mitigation and adaptation strategies to propose for implementation. Areas of risks evaluated may include those posed to the natural environment, drinking water, and the built environment.

. . . We look at not just financial impact but also social and cultural impact and then try and help the communities figure out their next steps, strategies or actions to reduce those vulnerabilities and increase resilience.

-‐Managing Director

One of the things we’re finding is that there is no good common way to assess vulnerability. It’s clearly a local effort. There [are] some things you can look at on a national or regional scale but for institutions, for businesses, it is a detailed and local effort. What we’re finding is that there is a real need for a common set of factors that we all look at, that we find a common set of measurements for how we are changing and how the progress is going and some way to describe what a resilient institution would look like that has practical implications. . .

-‐ President, Consulting Firm



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• One leader pointed out that while the final goal is resilience, the problem is that there is not yet a clear definition or understanding of what that is.

• Trying to project the direction and magnitude of change is a problem area most of these organizations face in attempting to assess risk. It seems for many the problem may be in identifying this information as it relates to the local area.

• Some professional associations and planning councils are working to build tools and training to support those trying to access risk imposed by climate change at the local level.

• Emergency management at all levels of government is attempting to get planners to incorporation mitigation practices in new and established development. They are also responsible for disaster recovery from major weather events influenced by climate change. A key part of their plan is to identify stakeholders, areas of responsibility, and communication and coordination plans before the emergency event.

• Some organizations help to identify the impact of climate change on long-‐term infrastructure, such as dams or major bridges, especially in developing countries.



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Importance of Educating Staff in the Field of Climate Change & Impact of Staff at Opinion Leader’s Organization

• The primary role of multiple organizations represented by the experts interviewed is to educate client staff on climate change and related impacts.

• One consulting firm executive said their company likes to recruit people who already have a good foundation in climate change. It will also allocate resources to train those who do not have a background in climate change.

• Additionally, multiple consulting firms indicated that internal training is useful. Some plan specific short courses. Others incorporate small chunks of informal training on the climate change science and assessment into large staff meetings.

Perceived Demand for Proposed Program

• All of the opinion leaders felt like there would be demand for the program. Several were impressed by the cutting edge nature of the program and commented that much of the prospective audience is not even yet aware they are going to need this information.

• Scientists pointed out that they do not have a need for someone with these credentials within their organizations. They employ primarily Ph.D. level climate science experts so this program would not be sufficient for their needs. However, they do see a need for individuals with these skills working as consultants or government staff.

• Consultants indicated that the proposed graduate certificate program would be useful for generalists or entry-‐level personnel. However, they did not feel that it would be sufficient for someone focusing on climate change consulting, particularly project leads.

• A couple experts expressed concern that four courses would not be sufficient for students to get a grasp of climate science research, adaptation, and mitigation. One questioned the prerequisites of the target audience, pointing out that those with

. . . it’s kind of a necessary skill set or otherwise you don’t really have a project to work on.

-‐Research Fellow



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hard science and/or statistics background may be better prepared to apply the information learned compared to someone with a liberal arts background.

• The applicability of this information for various types of planners was mentioned. One opinion leader suggested that business continuation planners and sustainability staff would benefit from a basic level of information. Another felt that regional and city planners need more awareness in this area.

. . . particularly from a practical perspective of the business who have to have a business continuation plan, whether the interruption comes from climate, which it definitely will, or from other sources. There is a real need to understand the nature of resilience to have a background in adaptation. My guess is that there would be a lot of corporations who would love to send their sustainability staff into such a certificate program.

-‐President, consulting firm I think the challenge is that I’m not sure if 4 courses are enough but it’s better than zero so it’s a start. . . This is what I look for in an ideal hire. Yes, somebody who understands the science of climate change. They know what a global climate model is, a general circulation model is. They understand something about how the climate changes. They understand something about the impacts. But also I think if you’re going to be doing adaptation that you understand something about the decision making in either the private or public sectors or ideally both. And that part is harder. I see less emphasis on that. It’s all the science and very little on the “What do you do with this stuff? How do you make decisions with this? Is it even relevant?” A lot of people just dismiss it because they say “Well, I know it’s changing but I don’t know what to do” and it becomes overwhelming and so they just step away from it because there aren’t obvious solutions.

-‐ Principal, consulting firm

Hallelujah! Yes. . . I absolutely think that in the real world field of planning that set of skills and that knowledge is going to be increasingly valuable. All you need to do is look at some of the jurisdictions that have been dealing with recent events like Sandy. New York City has been doing exactly that kind of thing, that kind of analysis, on its plans and New York State. I think that would be highly valued in many communities these days to find someone like that. . .

-‐ Manager, professional association



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Most Important for Students and Professionals to Learn Regarding Climate Change

• It is important to look for a “sweet spot” incorporating mitigation and adaptation. Understanding the economic aspects is key. A practical, value-‐added approach is valued in industry and government.

• Needed is the ability to identify the biggest areas of concern for geography, industry, etc. and then what are the potential solutions and how to put together a team of experts to address the issue.

• The basic understanding of scientific method and statistics is of primary concern, especially to scientists. They are concerned that only significant and meaningful research findings are used for planning. Also an understanding of the real physical change resulting from climate changes.

• Good communications skills and understanding of the decision-‐making process are viewed as important aspects of disseminating and implementing climate science findings.

So I might see a trend of half a degree but if the temperature sensor that I’m using is only accurate to within one degree then that’s not a meaningful measurement. So you see a lot of disinformation these days within the media of people who don’t understand both the strengths and the limits of measurement that are being made.

-‐ Oceanographer, government . . . the decision side, which I think doesn’t get enough attention. How this information is used? How do people make decisions? And that might be an area more almost basic research.

-‐ Principal, consulting firm

. . . a lot of climate scientists are very focused on what they in particular are studying and I think being able to relate that to people’s daily lives to give it some sort of practical meaning is something where there is still a lot of room for improvement on that.

-‐ Senior Science Writer, think tank



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Perceived Usefulness of Subject Areas

Overall, the proposed curriculum was well received. There were some questions regarding prerequisite scientific knowledge or coursework.

Course specific comments are below.

FUNDAMENTALS OF CLIMATE SICENCE

• Most feel strongly this is an essential introductory course.

• Do not get distracted with international policy and practice.

CLIMATE RISK ANALYSIS

• Recommendations to change “analysis” to “management” or “assessment” in course title. Risk management is the terminology most frequently used by government. Also “analysis” implies a stronger quantitative methodology than is typically possible with data points available at this time.

• Another expert recommends replacing the “risk” with “vulnerability.”

• A few feel that understanding the language of risk assessment is important in connecting with business and insurance.

ADAPTATION POLICIES

• One opinion leader suggested that the subject be broadened to adaptation “strategies” as opposed to policy, and others suggested “practices” to better reflect what is actually happening.

CLIMATE COMMUNICATIONS

• Feel ability to communicate between scientific and industry/government is essential.

GIS (geographic information systems)

• There was a general consensus that GIS is an excellent tool for studying climate change. If the goal is to understand capabilities and interpretation, that would be useful. Question ability to effectively learn to use the tool in one semester.

• Some experts noted there are additional useful tools, such as infographics.

Just as an educator I would say watch your bandwidth, figure out who you want, target your audience, don’t try to spin it to everybody and there ought to be a readiness level of knowledge on the people who come into the program so they can truly take advantage of pushing the edges. . .

-‐Principal, consulting firm So, yes, every one of those five things you mentioned is fundamental and I wouldn’t throw out any of them.

-‐Research Scientist, university



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Other Topics Not Included

• Resilience should be added, perhaps in relation to mitigation.

• Monitoring and evaluation – the ability to demonstrate success of practices implemented.

• Basic scientific method and analysis skills, perhaps as a prerequisite.

• For practitioners, the content is good; just make certain the approach is practical.

• An area of specialization would be beneficial for someone’s career.

• Understanding economic impacts

• Climate change mitigation

How an Employee with These Skills Would be Used in Expert’s Current Organization

• Consulting companies felt they would fit right in. A certificate holder would be a good team member, but probably would not be appointed a project lead or manager without more experience.

• Scientific research organizations do not see a fit for a certificate holder within their structure.

• Suggestions that in a corporate setting, a certificate would be useful in the business continuity planning department.

• Journalists would like to have one person like this within research institutions as a contact point to help them ensure their interpretations are correct.

• Suggestion that a certificate holder would be make a good conduit between science and policy as a legislative aide.

• At this summary level, would be excellent continuing education for experienced regional and city planners. These topics were not addressed when they went through school.

Well, I frankly think that I would find that extremely valuable. I am always in need of some people who can really help contribute knowledgeably to some of the projects we undertake. . . . in the past we have been in the position of educating somebody from scratch but if I had somebody who walked in with those skills right from the get go that would be a Godsend. -‐Manager, professional association



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Job Titles of Prospective Students Who Would Benefit From Program

• Environmental Specialist

• Analyst, Policy Analyst, Senior Analyst

• Consultant, Specialist

• Manager

• Senior Associate

• Urban Planner, Comprehensive Planner

• Public Health Official

• Storm Water Manager, Water Utility Manager, other public works

• Emergency Manager

• Natural Resource Specialist

• Resilience Services

• Operations manager

• Risk Manager

• Not senior management or executives, but high potential mid-‐level employees

If a Current Employee Were Interested in this Program, Would Your Company Provide a Few Days for A Start-‐of Semester Campus Visit

• Five responded “yes,” their organization does this sort of thing regularly.

• Two said “probably yes” but would need to see the value in the time and the program.

• Three were unsure and that a superior would have to okay it. Two said they would encourage it, if resources were available. The other individual felt like it would be a barrier to approval.

The titles tend to be fairly generic. My official title is senior global practice specialist, which tells you nothing. -‐Senior Specialist, international development firm-‐Senior Specialist, international development firm



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Attractiveness of Distance Education or Online Programs

• Eight leaders prefer an online program and the flexibility that it allows would be preferred, at least by the organization.

• Only one individual would prefer a classroom format but wouldn’t rule out an online program.

Perceived Interest in Fully Online, Hybrid, or Low-‐Residency Master’s Degree

• All feedback was positive regarding demand for a master’s degree. However, they do not see it superseding the need of a certificate and several point out that it would be attractive to different audiences.

• General consensus is that hybrid programs would be most attractive. Responses suggested that what respondents really meant was low-‐residency. They referenced limited time out of the office and traveling for a week or two per semester.

• A few mentioned that due to the limited number of programs, there is a market for all.

• They like the flexibility of online and acknowledge that it is beneficial for employees and that overall education is shifting in that direction. However, they like the idea of traditional classroom time and express concerns over the quality of interaction with the instructor and other students.

• Quality of the program would be primary decision point. The ability to specialize would be

I would rather have it right here. It’s just easier and they have more contact with the professors. . . But a distance [program], if it’s a good solid program I wouldn’t rule it out.

-‐Principal, consulting firm

My general sense is that a hybrid program has the most mutual value to employers as well as the individual. Why do you say the hybrid or low residency would be (best)? Less time off the job. Many young people or people, as they are building their careers, would love to be able to stay in the chain of command, in their positions, with their corporations, with their businesses, with their employers and not have to take out a year and come back as a stranger. So I think it provides a good mix of convenience to the individual but also value to the employer because as they are learning they are staying on the job.

-‐President, consulting firm



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valued.

Other Institutions Offering Similar or Perceived to be Better Programs

• Master’s degrees at Columbia University & George Washington University

• Penn State Sustainability Degrees, interdisciplinary programs at Stanford and Princeton. (None are advertised as online and Princeton is a Ph.D. program.)

• Most are unaware of a direct competitor. Some point out there are a number of environmental science or applicable climate science master’s degrees (i.e., atmospheric science) available across the country. Some of these programs include:

o Yale School of Forestry

o University of Washington

o School of Marine and Environmental Education

o University of Michigan at Ann Arbor

• The following schools are reported to be “looking at” similar programs: University of Arizona (or Arizona State, unsure) and Florida International University.

• Not a single opinion leader was aware of a certificate program

. . .this depends on the nature of the certificate, but if you’re looking at a certificate that it aimed at people with only a bachelor’s degree then I’d say it’s probably not all that useful. But if you’re looking at a certificate for people who already have a bachelor’s degree, plus a significant amount of work experience and then, in the course of their job, realize that they need some more training but they can’t commit to a full master’s yet, or people who already have a master’s but it’s in something else and want to get a little more detail, then I think yes. I think those two things both have value but the level of the certificate is key here. I think the certificate I would aim at professionals and the master’s degree I would aim at people in their 20’s who have just finished their bachelor’s degrees and have worked for a couple of years and then decide they need to get a master’s. -‐Senior Specialist, international development firm



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Support for Tuition Reimbursement, Time Off, and/or Paid Internships

• Strong support was found for tuition reimbursement; only two experts said that would not be an option.

• Only a couple would be willing to give work time and they preferred part-‐time enrollment.

• Two of twelve were positive about paid internships.

Potential for Partnering with the Climate Change & Society Program

• Four respondents indicated they would be willing to partner but did not specify how. Some needed to think about it more.

• One said no, although would like to, the organization was very small with limited resources and already committed to outreach projects stretching its resources.

• Another said the organization would, but not that particular office.

• Several indicated that if their local college or university had a program, they would favor it over NCSU.

• Guest lecturing was by far the most volunteered contribution. A few were open to internships or research projects. Conducting a webinar was also offered.

I would say internships. That would be the way that we would do it. We’re not a teaching institution. We would not consider ourselves a lab where we would actually teach people but my particular research group has had a number of summer interns over the years. So these interns come in, they are interested in, say, the effect of the ocean on hurricanes. Now that’s something that we’re interested in so the person within the lab who receives these applications from young people who want to have a summer internship of 6 or 8 weeks and that person says “Oh, I’m interested in hurricanes” and so forth. So they will call us and say “Hey, we have this young person from Puerto Rico who has a bachelor’s degree and she wants to study hurricanes. Would you be interested?” We would say “Yes.” A couple of us will team up to be her mentors. -‐Research Scientist, university



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Other Suggestions

• Make sure to offer tracks with current and future job and functional responsibilities – keep it practical.

• Some sort of field work, such as an internship, would complement online classes.

• At all levels of government we need “brokers” between the scientists and policy makers. Not sure if the jobs currently exist.

• There are some people in the insurance industry who might benefit from these classes.

• Building partnerships with potential employers is an excellent idea.

• Be conscious of the fact that this is a developing field and that the curriculum should be evaluated and possibly modified as the field matures.

Documents

N. C. STATE UNIVERSITY GRADUATE CERTIFICATE PROGRAM FORM › grad › about-grad › board › docs › climate... · submitted and are under consideration for approval), a web-based