Developing a UW-Extension Climate Change Strategy: Actionable

Transcription

Developing a UW-Extension Climate Change Strategy
Actionable Needs Assessment Survey Report
February 2015
Synopsis of 2014 Climate Needs Assessment Survey Results
The University of Wisconsin-Cooperative Extensions engages Wisconsin citizens,
business and government in a wide range of educational programs where weather and
climate are significant factors. Both educators and stakeholder/learners have climaterelated challenges and opportunities.
To meet and fulfill these, Extension educators say they need:
•
Professional competency in climate science, including a better understanding of
how changing climate and weather each are important to their
stakeholder/learners;
•
Information on historic, present and projected climate, and climate’s influence
on extreme weather;
•
Examples of the impact climate change has/will have on people, natural
resources, agriculture and the built environment;
•
Strategies, tools, case studies and educational programs that provide
opportunities for educating stakeholders/learners about minimizing climate risk;
•
Training and tools for communicating effectively on climate issues in a variety of
contexts.
UW-Cooperative Extension, Climate Change Needs Assessment Task Force
Bill Bland, UW-Soils
Laurie Boyce, FLP-WNEP
Sherrie Gruder, SHWEC
Justin Houghman, UWNC
Shiba Kar, UWSP-CLUE
Jenna Klink, ERC
George Kraft, UWSP
David Liebl, SHWEC
Karl Martin, CNRED
Diane Mayerfeld, CIAS
Jay Moynihan, Shawano County
Paul Ohlrogge, Iowa County
Patrick Robinson, ERC
Joanna Skluzacek, 4H-YD
Cathy Techtmann, NGLVC
Citation: Klink, Jenna; E. McKinney; D.S. Liebl, Developing a UW-Extension Climate Change Strategy - Actionable
Needs Assessment Survey Report, UW-Cooperative Extension, February 2015
Contents
The Climate Issue - A National Perspective .................................................................................... 1
The UW-Cooperative Extension Climate Change Task Force ......................................................... 2
Survey Respondents Profile ............................................................................................................ 2
Perceptions of Climate vs. Weather ............................................................................................... 3
Opportunities for Climate Change Outreach Education................................................................. 6
Educators’ Training and Resource Needs ....................................................................................... 7
Actionable Survey Outcomes .......................................................................................................... 9
References ...................................................................................................................................... 9
Appendices.................................................................................................................................... 10
The Climate Issue - A National Perspective
As we increase our understanding of Earth’s climate system, and the effect that human activity has upon
it, the role for Extension education is becoming clear. In a recent NIFA whitepaper1 , the following
challenges were highlighted:
• Climate dynamics are extremely complex, and predicted shifts in climate conditions are
associated with a great deal of uncertainty, particularly with respect to changes in precipitation
patterns, in the variability of weather patterns, and in the frequency of extreme events.
• While climate projections are important for anticipating and understanding the causes and
impacts of a changing climate at regional and national scales, those impacts are exceedingly
difficult to predict on scales that can provide meaningful knowledge and information to
stakeholders.
• It is difficulty to definitively decouple climate impacts that can be attributed to climate change
from other factors that traditionally impact agronomic operations and other stakeholders.
• Public perception of climate change can create resistance to climate change education.
Information needs to be presented in a manner that stakeholders can identify and accept more
easily.
The authors continue by identifying opportunities for Extension education that may help stakeholders
to mitigate the impact of, and human contribution to, climate change including:
• Increase awareness and knowledge in the public by providing evidence-based critical climate
change information.
• Use the economic, social, and environmental impacts of climate variability to illustrate the
societal challenges, thus increasing stakeholder acceptance.
• Help develop and provide decision support tools to decision makers.
• Develop appropriate outreach materials about climate-smart practices and provide them to
landowners, businesses, agencies, and other members of the public.
• Develop age-appropriate educational and outreach materials about climate change for youth
audiences.
• Raise awareness in youth and adults regarding the carbon, nitrogen, energy, and water footprint
of food, fiber, and fuel production.
• Promote reduced energy, nitrogen, carbon, and water footprints in agricultural production
systems, and increase management options for producers that sequester soil carbon.
• Facilitate producer decision-making to incorporate awareness of climate impacts on production
systems, labor, markets, and trade.
1
The UW-Cooperative Extension Climate Change Task Force
It is because of the need for increased awareness of climate impacts and the need to secure a
prosperous future, that UW-Cooperative Extension Climate Change Taskforce undertook an analysis of
needs and opportunities for outreach education related to climate change. This work is based on the
following assumptions:
• Wisconsin’s climate has been and will continue to change.
• Wisconsin’s communities (natural, agricultural, built and social) are dependent on and affected
by Wisconsin’ climate, manifested in most cases as weather.
• Cooperative Extension programs help citizens prepare for, manage and recover from Wisconsin
weather.
• Cooperative Extension programs must incorporate relevant information about Wisconsin’s
changing climate and weather to effectively serve our stakeholders.
• Educators may not have either a strategy or resources for a conversation with stakeholders
about how changing weather patterns affect them.
2014 Climate Needs Assessment - The Task Force chose to develop and deploy an actionable
stakeholder needs assessment of Extension educators. The survey instrument (see appendix) was
designed using information gleaned from the responses to two previous surveys 2,3, with the purpose of:
• Better understanding Extension stakeholder needs in areas where climate impacts and
Extension programs coincide.
• Obtaining information on county and campus-based outreach programs to support integration
of climate information into ongoing Extension programs.
• Identifying cases where new Extension initiatives supporting climate adaptation and mitigation
could be developed.
• Providing information to support decisions about the allocation of Extension resources to
climate-related programs.
Survey Respondents Profile
The survey was sent to all of UW-Cooperative Extension, with those having a direct outreach role asked
to complete the survey. Around 300 educators completed the survey, representing: 4-H and Youth
Development (4HYD); Agriculture and Natural Resource Extension (ANRE); Community, Natural
Resource and Economic Development (CNRED); Family Living (FLP); Wisconsin Geological and Natural
History Survey (WGNHS); Wisconsin Nutrition Educator Program(WNEP). The survey was administered
online between October 9 and 23, 2014 using Qualtrics. The Dillman method was followed to maximize
response rate (one initial send-out in addition to three reminders). A profile of the respondents shows:
• At least one respondent from every county in Wisconsin
• 58% of respondents are County Faculty or Staff
• 26% are integrated UW-Campus Faculty or Academic Staff
• 17% are Statewide Specialists (non-integrated)
2
Figure 1 illustrates the relative response rate by each programming area (normalized to the number of
educators in that program area) with the actual number of respondents noted.
4H-YD
n = 44
WGNHS
n =8
ANRE
n = 86
FLP
WNEP
CNRED
n = 92
n = 74
Fig. 1 Survey response rate by program area
Perceptions of Climate vs. Weather
The educators were provided with a list of programming topics for which climate change impacts,
adaptation or GHG mitigation might be relevant to the educational message, and asked to identify the
topic(s) for which they currently provide educational programs.
Table 1 Educators selfidentified climaterelated program topics
3
The educators were asked if they had heard from their stakeholders/leaners about changes in, or events
caused by, Wisconsin's weather. Half of the overall sample and over 60% of ANRE, WGNHS, and CNRED
respondents said yes. Figure 2. Shows the responses sorted by Cooperative Extension program area.
Fig. 2
Question #5 asked whether any of the following changing weather patterns would affect the educators
stakeholders/learners:
• Drought periods in late summer
• Increased duration and intensity of heat waves
• Increased numbers and intensity of heavy rain events/floods
• Increased precipitation in fall, winter and spring
• Long periods of extreme cold
• Rising groundwater levels
• Warm wet winters with more frequent ice storms
4
However, when asked to briefly describe how they or their stakeholders would be affected by changing
weather patterns, most of the 124 text responses were judged to be about the weather (n = 82), while
about half as many (n = 42) were about climate change. Figure 3 illustrates this challenge for climate
change outreach education, i.e. the immediacy in people’s minds of weather vs. climate impacts.
Most talk about the weather (n = 82)
About half as many (n = 42)
talk about climate change
Fig. 3
This challenge is also evident in the Extension educators’ programming. When asked to briefly describe
the educational programs they deliver under the broad topic headings in Table 1, educators provided
answers across a range where the programs were judged to be either: Climate as the primary topic or
climate is clearly relevant; or Climate is conceivably a component; or The program is clearly not climate
related. Table 2 illustrates how those categories are distributed across the programming topics
identified in Table 1.
Table 2 Climate
relevance of the
present extension
response
5
Topics with the most educators doing climate-specific programming include: water resource
management (n=16); agricultural production/local food systems (n=14); energy efficiency/bioenergy
(n=13) and; environmental education (n=10).
Opportunities for Climate Change Outreach Education
Seventy-percent of educators that had heard from their stakeholders about climate or weather impacts
are responding/programming on those topics, and a large majority (80%) of those that are not currently
responding to this stakeholder feedback do think it's appropriate for Extension to respond/program in
this area.
To furthered understand how educators view stakeholder climate risk, and the associated outreach
education opportunities, the short descriptions of risks and vulnerabilities (see appendix Q5) were
evaluated for relevance to climate change.
UW-Extension educators identified both more challenges (Fig. 4) and more opportunities (Fig.5) related
to climate impacts for their own outreach programs, than for their stakeholders. They also see weather
as the more immediate concern (Fig. 4), with an increased emphasis on climate for future outreach
opportunities (Fig.5). Appendix Q7a,b lists only the climate related topics, as represented in figures four
and five.
n=
Fig. 4 Climate/weather challenges
6
n=
Fig. 5 Climate/weather opportunities
Educators’ Training and Resource Needs
Survey question eight, “What research information, training, or other educational resources do you need
to include climate information when responding to your stakeholder’s needs?”, provided respondents
with an opportunity to describe in detail what resources would be helpful as they seek to address
climate change challenges and opportunities with their stakeholders.
These responses (see appendix Q8) have been grouped in three ways: Figure 7 shows the Q 8 responses
organized by the type of information or training need the respondent described; Figure 8 shows the
needs grouped by the educational topic or educator need; and Figure 9 is organized to illustrate the
institutional response required to meet the educator’s needs.
Fig. 7 Responses organized by the type of information or training need the respondent described
7
Fig. 8 Needs grouped by the educational topic or educator need
Fig. 9 The institutional response required to meet the educator’s needs
8
Actionable Survey Outcomes
The responses to this educator survey reveal that both adaptation to and mitigation of climate
change figure prominently in future Extension outreach. To build ongoing capacity to address this
issue, UW-Extension educators say they need institutional support for:
• Training to develop and maintain professional competency in climate change science;
• Information on historic, present and projected climate, and climate’s influence on extreme
weather;
• Examples of the impact climate change has/will have on people, natural resources,
agriculture and the built environment;
• Strategies, tools, case studies and educational programs that provide opportunities for
educating stakeholders/learners about minimizing climate risk;
• Better understanding of how changing climate and weather each are important to their
stakeholder/learners;
• Training and tools on how to communicate effectively on climate issues in a variety of
contexts.
References
1. Bowers ,Michael, N. Cavallaro, S. Ramaswamy, The National Institute of Food and Agriculture:
Addressing the agricultural impacts of and vulnerabilities to climate change, Journal Of Soil And Water
Conservation, Nov/Dec 2014—Vol. 69, No. 6
2. Liebl, David S. UW-Cooperative Extension WICCI Outreach Assessment, University of Wisconsin Extension, May 2009
3. Power, Rebecca, A. Newenhouse, J. Klink, P. Robinson, H. Schmitz, A. Baird, and L. Wolfson, A Climate
Adaptation Needs Assessment Based On Core Competencies, JCEP Galaxy Conference, Joint Council of
Extension Professionals, Sept 16-20, 2013 Pittsburgh, PA
9
Appendices
UW-Cooperative Extension, Actionable Climate Needs Assessment Survey, October 2014
Q5. Would any of the following changing weather patterns affect your outreach program stakeholders?.If yes, please write a one sentence description of how they'd be affected. Grouped by program area, and
alphabetized - DSL 11/1/14)
Q7a,b. What challenges and opportunities do educators anticipate for their stakeholders/learners?
Grouped by categories and filtered (only climate responses) – DSL 11/24/14
Q8. What research information, training, or other educational / resources do you need to include climate
information when responding to your stakeholder’s needs? Text responses grouped by categories - DSL
10/31/14
Q8. What research information, training, or other educational / resources do you need to include
climate information when responding to your stakeholder’s needs? Text responses compiled by unique
topic area- DSL 11/24/14
Q8. What research information, training, or other educational / resources do you need to include climate
information when responding to your stakeholder’s needs? Text responses grouped by institutional
response to educator - DSL 11/10/14
10
UW-Cooperative Extension –Actionable needs assessment for climate change outreach
October 2014
Survey Purpose
A. Obtain information on county and campus-based outreach programs to support
integration of climate information into ongoing Extension programs.
B. Better understand Extension stakeholder needs in areas where climate impacts and
Extension programs coincide.
C. Identify opportunities for developing new Extension initiatives supporting climate
adaptation and mitigation.
D. Provide information to support decisions about the allocation of Extension resources to
climate-related programs.
Survey Recipients
County faculty and specialists from: 4-HYD, ANRE, CNRED, FL, WGNHS.
Assumptions
1. Wisconsin’s recent climate has been and will continue to change, resulting in new risks
and opportunities for Extension stakeholders.
2. Wisconsin’s communities (natural, agricultural, built and social) are dependent on and
affected by Wisconsin’ climate, manifested in most cases as weather.
3. Cooperative Extension programs help citizens prepare for, manage and recover from
Wisconsin weather events.
4. Cooperative Extension culturally relevant and place-based programs must incorporate
relevant information about Wisconsin’s changing climate and weather to effectively serve
our stakeholders.
5. Educators may not have a strategy or resources for a conversation with stakeholders
about how changing weather patterns may affect those stakeholders.
1
Header
Please take this survey if you are employed by Cooperative Extension and have a direct
outreach role.
The purpose of the survey is to understand how climate and extreme weather fit into our
campus and county programming and how UWEX can better support you in communicating
about climate and extreme weather to your stakeholders.
Results will be used by the Cooperative Extension Climate Change Task Force, the Program
Leaders and Dean. The survey is being administered by the UW Environmental Resources
Center Evaluation Unit. Please contact Jenna Klink, Evaluation Specialist, at 608.225.6502 if
you have any questions or concerns.
We are asking for name at the end so that we can send you resources applicable to your
program topics and stakeholder needs. Your name will not be linked to your responses in any
reports; data will be reported in an aggregate manner.
Purpose of Q1-Q3: Demographic information to stratify survey results.
1. What is your program area within UW-Extension? Select all that apply.
 4-H and Youth Development
 Agriculture and Natural Resources
 Community, Natural Resources, and Economic Development
 Family Living
 Wisconsin Geological and Natural History Survey
 Wisconsin Nutrition Education Program
2. Are you county faculty or a specialist?
 County Faculty or Staff
 Statewide Specialist (non-integrated)
 Integrated Faculty or Academic Staff
3a. In what county do you work? You can select all that apply.(Drop-down list with every county
and options for Regional Office and Tribal Office)
2
3b. Which of these Centers or Programs do you work with? Select all that apply. (Note that
we're asking about your working relationships, not only who you're employed by.)
 Center for Community Economic Development
 Center for Dairy Profitability
 Center for Integrated Agricultural Systems
 Center for Land Use Education
 Center for Watershed Science & Education
 Central Wisconsin Groundwater Center
 Discovery Farms
 Environmental Resources Center
 Lake Superior National Estuarine Research Reserve System
 Local Government Center
 Northern Center for Community & Economic Development - UW-Superior
 Solid and Hazardous Waste Education Center
 Wisconsin Center for Environmental Education
 Wisconsin Lakes Program
 University Center for Cooperatives
 Upham Woods Nature Center
 Not Applicable
 Other (Text box)
3c. If you are an integrated faculty or academic staff, what is your campus and department?
(Text box)
3
Purpose of Q4: Q4 includes programming categories that we know overlap with climate change
in some way. The results will be used to follow up with resources specific to the educator’s
need and specific to the climate change effect associated with each category (note we are
not asking if someone programs in an area not related to climate change). Q4 also requires
thinking about how climate may be relevant to these programming topics, thus enriching
responses to subsequent questions.
4. Do your programs fall into any of these broad climate-related categories? Select all that
apply.
Yes
Ag production, local food
systems

Ag products and food
processing

Business climate
preparedness

Disaster/Emergency response
or preparedness

Energy efficiency, bioenergy

Environmental education

Food safety and supply

Horticulture

Municipal infrastructure and
land-use planning

Natural resource extraction or
management

Pest or invasive species
management

Public health

STEM

Tourism development

Water resource management

Other:

4
If yes, please succinctly list
1-3 specific programs topics
since 2012.
Purpose of Q5:
• Assess how well Extension educators understand how changing climate and weather
have an impact on their stakeholders and their outreach programs.
• Identify cases where climate change outreach opportunities have not been realized, or
overlap.
• Follow-up purposes (e.g. if many who program in Ag production select X effect in Q5, a
specialist can then develop training, specific data or other resources on that topic to
support their programs, allowing them to integrated climate change in a specific and
appropriate way).
5. Would any of the following changing weather patterns affect your outreach program
stakeholders/learners? Select all that apply.
Yes
Drought periods in late
summer

Increased duration and
intensity of heat waves

Increased numbers and
intensity of heavy rain
events/floods

Increased precipitation in fall,
winter and spring

Long periods of extreme cold

Rising groundwater levels

Warm wet winters with more
frequent ice storms

If yes, please write a one
sentence description of how
they'd be affected.
The plan for the one sentence description in Q5 is to group responses by program
area, county, and topic(s) selected in Q4 to see if everyone is on the same page,
not so much to do time intensive qualitative analysis / coding.
Purpose of Q6: Understand what Extension is hearing in the communities, if educators are
responding, and if not identify for follow-up regarding what it would take to motivate them to
respond/do work related to this stakeholder input.
6. Have you heard from your stakeholders/leaners about changes in, or events caused by,
Wisconsin's weather?
 Yes
 No
5
If Question 6 is “Yes”:
6a. What have they said? (Text box)
6b. Are you responding / programming on that topic?
 Yes
 No
If Question 6b is “Yes”
6c. Please briefly describe how you are responding. (Text box)
If Question 6b is “No”
6c. Would it be appropriate for Extension to respond / program in this area? (Explain)
 Yes; please explain your response. (Text box)
 No; please explain your response. (Text box)
Purpose of Q7: Hear from educators themselves rather than via stakeholders’ lens as asked
above.
7. What challenges and opportunities do you anticipate for your stakeholders/learners from
Wisconsin’s changing climate?
a. Challenges (Text box)
b. Opportunities (Text box)
8. What research information, training, or other educational resources do you need to
include climate information when responding to your stakeholders/leaners needs? (Text box)
9. What is your name? We need this so that we can send you appropriate resources and
follow-up. (This is an actionable needs assessment!) (Text box)
6
Q5. Would any of the following changing weather patterns affect your outreach program
stakeholders.-If yes, please write a one sentence description of how they'd be affected.
Grouped by program area, and alphabetized – DSL 11/1/14
Responses for all program areas.
4HYD n=45
Drought periods in late summer
Affects production agriculturists, part of my client base.
Crop production
Crops kids raise are affected
Effect plant growth
Effects exhibits/quality for fairs
Helping youth understand how to care for their animals during a drought.
Pasture and hay needs
WI river levels dropping affect our canoeing/barge programs
Increased duration and intensity of heat waves
Camp
Hay production, dusty farm conditions
Helping Youth Understand how to care for their animals during a intense heat
1
Increased costs of living
Need extra water stations & cooling stations for participants
Need for cooling indoors and protection from the heat outdoors
Possibly fewer participants due to uncomfortable conditions
Project outcomes for youth
Would make doing outdoor activities (summer camps) in summer very difficult.
Increased numbers and intensity of heavy rain events/floods
Camp
Effect soil and growth of plants
Helping Youth Understand how to care for their animals with flooding conditions.
Many low areas - affect homes, crops
Pasture, increase insect population and disease management
Possibly fewer participants due to uncomfortable or dangerous conditions
Would impact hiking trails & safety on hikes
Would make doing outdoor activities (summer camps) in summer very difficult.
Increased precipitation in fall, winter and spring
Community Youth Garden
Effect the compost/soil
Flooding, dangerous weather events, increased snow causes schools to close
Icy conditions for outside living quarters
Later put-in times for our docks to support water based programs each spring
Possibly fewer participants due to uncomfortable conditions
Ability to get to the program
Children might assist to the meetings
Community Youth Garden
Effect plant growth
Helping Youth Understand how to care for their animals during extreme cold conditions.
Increased costs of living
Increased feed needs
School group cancellations (school closings) & moving activities indoors
Schools close
2
Youth and families are not willing to drive or participate in programs when weather makes it
difficult.
Affects all citizens and consumers of water.
Increases risk of flooding homes and fields
Possibly fewer participants due to dangerous conditions
Warm wet winters with more frequent ice storms
Ability to get to the program
Ability to hold meetings
Helping Youth Understand how to care for their animals during these weather conditions.
Icy conditions for outside living quarters
It's much harder/less safe to ski/snowshoe/toboggan on ice. Snow is much better/safer
Project outcomes for you
Youth and families are not willing to drive or participate in programs when weather makes it difficult
(Grouped by program area, and alphabetized)
ANRE n=85
Adopting more drought resilient crops, adding more emergency crops, more cover crops
Affect farmers and landowners
Affects landscape trees and shrubs, tree production in nursery field, lawn damage, water stress on
vegetable crops and fruit crops affect gardeners
Agriculture is very dependent on the weather.
All checked topics effect plant selection for landscape, gardening, natural areas and native plants.
All items in this list would affect how crop residue management, tillage and erosion affect soil
conservation and water quality efforts.
All would change insect pests and pollinators phenology and abundances and fruit crop phenology
Both large and small-scale farmers would certainly be impacted by a late summer drought irrigation may be required - what if irrigation water isn't available?
Cattle management and feed storage and budget
Changing water levels affect wetlands
Crop and livestock stress.
Crop production
3
Crop water use/irrigation water use
Demand for information/analysis
Developing crop production practices to conserve water
Drought affects lawn water and species selection
Educational programming on drought stressed crops
Effective pest management and environmental considerations
Farmers lacking irrigation systems are adversely affected
Forage, grain yield and quality
Grazing management options for dry summers
Grazing related summer slump
Haylage production, corn yields and then price
Home and commercial vegetable production
Increase need for farmer education on stretching feed supplies
Increased dependence on irrigation systems for a short period.
Information provided by MGVs would need to be adjusted to incorporate appropriate information.
Insects are poikilothermic, or (cold-blooded)
Irrigation management programs would be initiated.
It affects how growers manage their gardens and increases the pressures of insects and pests that
thrive in these conditions.
It impacts crop yields and management decisions for harvest options
Lose access to irrigation
Loss of feed for livestock
Lower yields, could use manure t water for irrigation
Management adjustments to preserve yield
Need for additional irrigation
Need to educate master gardeners so they can share this information with others; educate
gardeners in garden rental program how to adapt to new conditions
Negative impacts on most farms, especially grazing livestock and on vegetable producers
Nutrient availability is dependent on soil moisture. Nitrogen not used by drought stressed crops is a
water quality concern.
Overwintering of woody plants, vegetable harvest
Pasture productivity
Potential for more erosion if vegetation is not sufficient
Programming to address challenges for farmers
Reduced cuttings of hay, dormant pastures, resulting in less feed and earlier feeding of hay reserves
to livestock
Reduced forage harvest
Require a need for drought tolerant plantings.
They affect yield and fruit/vegetable quality
They would experience crop losses and economic hardships.
They would need to adjust watering frequency.
This is normal, we already plan for this to occur.
4
This would change famer's management practices
This would impact crop production
Use/lack of uptake of nutrients supplied to growing crops
Would need to provide more information on disaster resources
Would provide info on drought strategy for production ag
Yields
Crop and livestock stress.
Crop production
Cropland drainage systems
Demand for information/analysis
Depressed milk production
Farmer education on managing heat stress in livestock
Food production, ornamental plant survival
Greater need for irrigation and cold storage
Heat stress management practices would be of great interest
Heat stressed livestock
Increased dependence on irrigation systems and cooling systems.
Increased heat would change structural cooling needs for livestock.
Livestock stress, reduced yields of many crops, stressful for farm labor
Livestock wellbeing issues on pasture
Lower Milk Production, Increase use of water for cooling cows
Modest climate change events can affect insect populations dramatically
More irrigation management training, requests for information on irrigation systems, information
on drip irrigation
More questions on dealing with heat stress to plants
Need to educate Master Gardeners so they can share this information with others; educate
Pest outbreaks could affect farmers/gardeners.
Physiological stress affect plants ability to take up nutrients. Soil microbial activity may be affected.
Possible livestock losses and economic hardships.
Potentially same impacts as drought
Reduced crop yields
Reproduction problems in dairy cows
Require a need for drought tolerant and heat tolerant plants.
5
Require more irrigation
Same
Same as above for all below
See above
Shorten the season on profitable cool season vegetable and fruit crops
Small vegetable farmers especially vulnerable
These changes may elicit changes in native plant & animal species potentially causing more
opportunistic invasives to dominate.
They would need to change plant care needs due to adapt to changing weather patterns.
This situation impacts livestock safety and production, and can influence crops depending on stage
of maturity
This would cause heat stress in cattle
Vegetable production and home landscape stress resulting in tree/plant death and disease and
insect pressures
Water runoff velocity in relation to soil management
Yields
Cattle and livestock pasture management would be affected.
Cause high value crop damage and loss
Change in manure storage and land application systems
Could affect gardens and lawns.
Crop damage
Cropland drainage systems and water quality
Educate Plan Commission workshops on practices that discourage flooding
Education on protecting soils reducing soil erosion
Emergency forage options for flood years
Erosion, prevented planting, wet soils.
Excess nutrient leaching
Farm fields flooded would cause inability to plant, spray, harvest, perhaps reduce growth/yields
Farmer education in soil erosion management
Feed supplies
Field and nutrient washouts, delayed harvest and planting, low emergence.
Flood related loss of infrastructure
Food production effects, choosing landscape plants that handle flooding
Increased measures to decrease erosion and loss of nutrients from cropland
6
Loss of fertilizer and manure nutrients to surface and ground water, as well as denitrification.
Loss of vegetable crops in gardeners field
Lots of flooding issues in the county
Local food production
More diseases in general with rain; plant stress with floods; food safety issues with flooding
More potential for nutrient loss
More question on controlled environment agriculture or protection of crop with high tunnels or
greenhouses
More soil erosion and damage to public infrastructure - roads/bridges culverts from ag fields
Need for info on drainage techniques would increase
Options for keeping livestock off of wet paddocks
Potential crop losses, economic hardships
Risk management
Risk of more soil erosion
Severe erosion and nutrient loading into waterways.
Small vegetable farmers especially vulnerable, rarely have insurance
Soil erosion, flooding, water quality
Synoptic weather is a large K-factor for insect populations
The loss of soil and nutrients
They would need to be aware of how the excessive rain may impact future plant growth.
This is both a public safety and soil conservation challenge, in addition to increasing costs to manage
through it and repair damages.
This would create higher need for conservation cropping practices.
This would impact crop production /feed quality
Would need to provide more resources on flooding
Yields
Changes planting dates for small scale farmers.
Conditions for application of manure and subsequent loss
Cropland drainage systems
Delayed planting and difficulty with fall harvest
Delayed planting and harvest would affect yields and drying and storage of grain.
Delayed planting and harvesting
Delayed planting, harvest and lower crop yields
Difficulty scheduling field work
Ditto
Drainage, leaching of fertilizer would increase
Erosion, crop stress.
7
Harder to spread manure impacting nutrient management decision, need for more cover crops on
highly erodible lands.
Increased potential for N loss from fall applied manure.
Increased soil erosion and decreased nitrogen use efficiency due to increased leaching losses
Interferes with planting and harvest operations
Late planting, short season, increased disease pressure
Limitation on when manure can be applied
Long term trends or changes in habitat and species.
More issues with high water table/drainage and more fungal disease potential
More potential for nutrient runoff or leaching
More question on controlled environment agriculture or protection of crop with high tunnels or
greenhouses
Need to be aware of plant response to excessive water.
Overwintering of landscape perennials
Perhaps less irrigation needed for local food production.
Planting and harvest delays
Potentially a good thing for farmers, potentially bad depending on other weather patterns
Problems getting into fields to plant and spread manure/fertilizer
The timely application of manure
This situation has caused planting and harvest challenges as well as safety concerns for both humans
and livestock. It has also added to the cost of doing business.
Yields
Affects shrubs and tree health -cracking, mortality, falling limbs, etc.
Affects survival of perennial and over wintering annual crops. (e.g. Alfalfa and winter wheat)
Cattle and livestock mortality could be higher.
Changes the winter tolerant plants we can grow.
Cold stress management practices would be of great interest
Contending with the need for different livestock housing/protection along with more durable
feeding and water systems
Damage to landscape plants
Depends on damage to field, crop yields, and livestock health
Equipment failure, worker and livestock stress
Extreme cold could contribute to bee-hive die-off, harm to perennial crops
8
Farmer education on managing livestock under stress
Feed cost for livestock
Fish kills, ice shoves and other negative impacts to lakes and rivers.
Heard health, feed storage and management
Increase use of wood energy - concerns about particulate air emissions
Late planting dates, early frost affects crop development, animal stress.
Livestock stress
Lower rate of gains
Manure equipment and separation equipment will not work well in extreme cold.
May affect wetland plant species / growth
More questions on fruit plant hardiness during winter; how to manage winter injury
Need to be aware that some plants may not tolerate extended cold temperatures.
Only if reduced growing season
Overwintering of landscape perennials and woody plants
Potential winter kill of alfalfa
Programming on livestock management in cold weather
Reduce field crop season for production and reduce product demand amongst consumers
Reduced yields
Risk of crop loss due to hardiness
Same
Same as above
See above
This situation raises costs of caring for livestock due to increased feed, bedding and labor needs and
is a safety concern for both humans and livestock.
Tree and shrub loss - landscapers, nursery growers and consumers
Wellbeing of out-wintered livestock
Winter kill of perennial crops, livestock losses.
Yields
Changes in crop production
Cropland drainage systems and groundwater quality
Delayed planting and frequent flooding of fields and pastures.
Delayed planting and possible loss of arable crop land.
Increased incidence of low land flooding
Increased risk of groundwater contamination and some land would no longer be farmable
Increasingly wet fields with more pollution risk
9
More access to irrigation
More costly options for manure storage systems
Need to improve drainage to be able to crop land
Need to realize the impact an underground water source may affect established plantings.
Not sure, may allow increased irrigation? Poor drainage of low-lying fields?
Reduced ability to intensively row crop lower acres - more insurance claims, prevented plant acres.
Risk of leaching nutrients into groundwater increases
Selecting landscape plants that handle flooding
Some land may be put out of production
This may be a good thing as we look at the increasing need for irrigation to support crop production
Yields
Affects survival of perennial and over wintering annual crops. (e.g. Alfalfa and winter wheat)
Backup generator sizing information
Breaking dormancy in wheat and alfalfa with winter kill due to ice crusting and lack of snow cover
Conditions for application of manure and subsequent loss
Crop damage/winter kill, livestock health
Damage to landscape plants
Difficulty in attending winter meetings, getting the ilk struck in/out, harder to feed/manage livestock
Electrical outages, damage to perennial crops
Farm stead structures
Harm to large perennial crops, fruit trees
Hay land management. Hay quality.
Hoop-house damage
Increased potential of surface water degradation due to manure/nutrient runoff and winter kill of
perennial crops.
Livestock stress, possible increased insect & disease pressure on crops
Livestock stress.
More alfalfa/winter wheat loss
Need to adapt plant selection due to plant hardiness.
Overwintering of landscape perennials and woody plants
Perennial crop systems such as alfalfa would need to be addressed
Potential damage to high tunnel and greenhouse structures
Potential for nutrient loss could increase
Reliability of utilities and the survivability of alfalfa forage crops
10
Risk of increased pest levels on crops
Same
Same as above
See above
This situation can increase livestock health problems due to humidity and cold weather, and the ice
storms are a safety problem for livestock and humans for many reasons.
This would kill a great deal of high value putting greens
Wellbeing of out-wintered livestock
Would create higher pruning needs in perennial fruits.
Yields
CNRED n=72
All of these would impact my programming in many ways; too many to really list here.
Co-resources with ANRE
Could improve water quality?
Could limit outdoor recreation/tourism activities
Farmers would see limited production on non-irrigated acreage; lower lakes and loss of flow in
streams may impact ecosystems, devalue property, and deter tourists
Groundwater demands for drinking and irrigation
Impacts of groundwater quantities
Increased groundwater use/drawdown, dried lakes and streams
Increased stress on stream flows and lake levels
Increased water use for irrigation and potentially greater fluctuations in water table conditions
Lake levels will be lower; farmers will pump more; farm stands will be late or gone.
Lake/river water levels for fishing, boating uses
Local food systems; community economic vitality
Low or no flow in streams
Low water levels can adversely affect water habitats.
Makes vegetation restoration more difficult
Nature centers and related organizations would need to adjust their outdoor programming and land
management practices.
Need to create resilient and adaptive farm practices such as cover crops
New plant recommendations for residential rain gardens
Reduce ground water available for fish ponds and raceways
11
Shipping, river and harbor access and habitat restoration would be challenged.
These could lead to increased irrigation and associated impacts on groundwater levels and
availability.
Water table decline impacting pond levels and well withdrawal to support flow through systems
Would affect how we market decision support tools to farmers and their advisors
Adversely impact wetland and water resource populations.
Could limit outdoor recreation/tourism activities
Decreased air and water quality
Drives demand for beaches and water recreation
Emergency response issues
Excessive day time heat will postpone outdoor workshops.
Farmers, tourism potential
Feedstocks and loads
Habitat restoration work would be challenged.
Increased evaporation contributing to less soil moisture and less recharge
Lake levels will be lower; farmers will pump more; farm stands will be late or gone.
Local governments would need to assist community members
Outdoor activity may decrease, susceptible people may suffer heatstroke, and electricity use would
rise with increased demand for AC.
Pond temperatures increasing beyond the cultural needs of cool water fish
Public health/emergency preparedness - how to stay cool
Reduced groundwater levels
Resource for public health & EM
This would likely increase the length of the summer tourism season and have positive economic
impacts.
Warm water temperatures beyond safe limits for many species of fish
We do well water education, so there would likely be a need for more information on water
conservation, how often to sample, etc.
Camping visits would be reduced
Co-resources with ANRE, EM, local gov’t infrastructure
Could cause local flooding damaging to dikes or causing screens to clog or overflow
Could damage outdoor recreational infrastructure
Deal with infrastructure
Degrades surface water quality
12
Excessive wet periods or rain will postpone outdoor workshops.
Flood waterfront homes
Flooding and stormwater runoff pollution is increased.
Flooding of fish culture ponds
High, unsafe flows in streams
Higher runoff peaks
Increased nutrient delivery to surface, groundwater
Local communities experience damage to resident homes and infrastructure; no way to pay for
damage
Makes restoration projects more difficult
Managing runoff from such events.
More runoff and potentially recharge means more leaching of nutrients and greater erosion
potential
New runoff calculations
New training opportunities for how to respond to climate change
Property damage
Property owners would frequently incur damages and perhaps increased insurance premiums;
infrastructure would have increased damages.
See above + how to manage/design/mitigate heavy rain events
Stormwater infrastructure vulnerability and flooding
These changes could affect programs for water quality runoff/erosion, urban storm water, and
flooding, as well as planting and harvesting cycles for agricultural land management.
This would be bad for tourism.
Twin ports community would be impacted as in 2012 floods, with $$ damage to infrastructure, city
budgets, health and safety of populace and riparian land owners, business community, etc.
Washing out and drowning crops
Water quality of lakes go down because of increased run off and erosion; scare tourists away.
We do well water education, so there would be a need for more information on what to do if your
well is over-topped, how to maintain it, how often to sample, etc.
Could change the dynamics of ponds causing low production or poor spawning
Could improve snowmobile season
Cropping and livelihood patterns
Feedstocks and supply certainty
Fermentation Fest is an outdoor event that is severely hampered when raining
13
Fishing events will be delayed
Harder to get into fields for planting
High, unsafe flows in streams
Higher lake levels; fewer tourists.
Increase my risk of harm when driving to and from workshops and programs in adverse weather
conditions.
Increased nutrient delivery to surface water, groundwater
Infrastructure
Managing runoff from both urban and rural environments.
More runoff / wetter soils
More snow could be a good thing in the winter (from a tourism perspective) to a point, but more
precipitation in other seasons would be bad for tourism.
More snow would mean better snowmobile trails and increased economic impact to local
businesses
Perhaps an increase in groundwater recharge; people may be inconvenienced or miss days of work
with more snow storms, while plowing costs would increase.
Positive impacts on water table and availability of surface water
Resource with highway and EM
See above
Stormwater infrastructure vulnerability and flooding
Stormwater runoff pollution will be increased.
These are critical time for recharge and leaching of nutrients
These changes could affect programs for water quality runoff/erosion, urban storm water, and
flooding, as well as planting and harvesting cycles for agricultural land management.
Twin ports community would be impacted as in 2012 floods, with $$ damage to infrastructure, city
budgets, health and safety of populace and riparian land owners, business community, etc.
Depending on snowfall, could extend snowmobile season
Difficult to hold meetings when it is very cold.
Evaporative losses from lakes
Freeze out small lakes
Ground is frozen for longer periods and the growing seasons are impacted
conditions.
Increased ice on ponds could slow warm up in spring setting production back or lead to winter kill of
fish
14
Infrastructure and heating
Living attractiveness of area
Loads
Local business owners tied to natural resource amenity negatively affected; field research
challenged.
Longer periods of ice cover can impact populations and food supply for wildlife.
Natural gas use (or renewable alternatives?) Would likely rise with increased demand for heat.
People are less likely to go outside to get to a program site
Potential impact on fish spawning, delay of the production season
Resource with public health & EM
Road salt monitors might not be able to safely monitor
See above
This would be bad for winter tourism as it would inhibit outdoor recreation. It would also be bad for
the mental health of our citizens.
With snow, more tourist; without snow no tourists.
Flood homes/development
Flooding basements?
Groundwater access and quality...impacts on surface waters and wetlands
Groundwater flooding, similar to 2008 spring green
Higher lake levels; more tourists.
Higher lake levels?
Impact on private wells, mining, and community water supplies. Impact on wetlands.
Increase chance of flooding.
It may be difficult to control the water in some areas; several surface waters may see increased base
flow.
May influence nutrients entering the ground water?
More event runoff
More water usually a good thing for fish production
Positive impact
Problems with increased drinking water quality and quantity
Rising groundwater levels could affect current water user conflicts over groundwater, as well as
wetland habitats, increases in agricultural drainage tiles, and residential home damage.
This could negatively impact lakes...which are home to most of our high value residential real estate.
15
This would impact county and DNR property within our boundary, affect sedimentation and water
chemistry in our field data sites and research on dissolved oxygen changes in the estuary.
Vulnerability of municipal water and wastewater systems
We do well water education, so there would be a need for more information on what to do if your
well is over-topped, how to maintain it, how often to sample, etc.
Changes community economics in lake country
Community economic vitality
Disaster preparedness
Emergency response issues and education
Farmers
Fuel supply uncertainty
Ice storms could cause power outages which in turn could affect aeration and pumping
Impact snowmobile trail system positive or negative
Increase flooding and increase stress on wildlife.
conditions.
Increased chloride use for road deicing
Infrastructure issues
Loads
Lower lake levels and fewer tourists.
More nutrient movement on frozen ground
People would have more difficulty getting around.
Resource with EM and highway
Road salt monitors will be affected by having to monitor more
These could affect manure management and water quality challenges.
This would wreak havoc on tourism related to snowmobiling as well as the silent sports.
Tourism potential
Trees are stressed and dying
Twin ports community would be impacted with $$ damage to city budgets, health and safety of
populace and riparian land owners, business community, etc.
16
FLP n=55
Decrease in produce, increased produce prices
Difficulty in access to food & increase in electric bills
Family finances when income is down
Farmers markets, hunger and poverty prevention
Financial management for farm families
Home food production could decrease
Quality of produce for food preservation
The farmer's market located at the WIC office will more than likely, cease.
This impacts financial stability for farm families and cost of food and potentially availability of food
for all. Increased cost/demand for water
Weather affects crop production, may effect price of foods.
Would affect which foods are available to preserve
Ability to cope (elderly, disabled, children)
Additional focus on keeping food safe when packing for picnic or boating. Increased focus on
hydration and beverage choice
Elderly/disabled are at health risk. Other consumers may be impacted by increased energy costs.
Farmers markets, Hunger and Poverty Prevention
Financial education
Home food production could decrease
Low-resource families may experience more heat-related health problems
May affect crops and will affect people in the northland as most do not have air conditioning.
Buildings that are flooded and related issues.
Disaster preparedness
Family displacement
Food safety
Food safety following floods and power outages
17
Impacts financial security of farm families and can impact financial security of
households/businesses without flood insurance. Damage to public infrastructure and environment.
Indoor air quality and safe food production
Loss of, and damage to, property
May increase food costs which would m ake eating healthy more difficult for low income families.
Paying for and planning for emergency savings
Potential damage to homes/vehicles- financial costs
Quality of produce for food preservation and consumption.
The farmers may have difficult with their crops, thus the farmer's market may cease.
Would affect which food area available to preserve
Change in food production
Effect on crop production will have availability and price of food
May affect participation in community programs.
Same as items above
Ability to cope (elderly, disabled, children)
Energy - financial education
Families in need of heat assistance (including immigrant families)
Financially- higher heating costs
Food security work with food pantries
Fuel cost impact on home budgets
Learners may be dealing with tighter financial budgets and may not participate in educational
opportunities as a result.
Low-resource families will struggle with heating costs
Many families have already been impacted by increased energy costs.
Open enrollment is during the winter months
Paying for and planning for increased expenses with heating bills
Physical activity inside
Resources for low income families
The programs will be cancelled or postponed.
Will affect participation in programming.
Negative effect on drinking water
18
Ability to access workshops
I work do financial coaching/budget counseling with families who may be impacted by these
weather patterns.
Loss of, and damage to, property
Participation rate will suffer in community programming.
Power outages and dangerous road conditions impact everyone.
The programs may be cancelled or postponed.
Transportation (elderly, disabled, children, out of county workers)
WGNHS n=8
All of these weather pattern will impact groundwater and how we speak about it.
Droughts, depending on where they occur, create demand for information regarding groundwater
resources (wells going dry, dropping stream flows and lake levels)
Farmers, crop growth
Impact on groundwater quality and availability
More communities seeking well field management
Some wells can go dry
Stress on surface water resources (trout streams, lakes)
Farmers, crop growth
Heat waves impact irrigation scheduling and are therefore connected to groundwater pumping and
related impacts
Increased groundwater pumping
Farmers, crop growth, drillers
Flooding can contaminate wells
Floods, depending on where they occur, create demand for information regarding groundwater
resources (flooding basements, rising stream flows and lake levels)
Groundwater flooding and groundwater quality
19
Possible well contamination
Change where & when I can do field work
Flooding can contaminate wells
High groundwater levels
Similar to above for flooding.
This increases recharge and is good news for much of the state.
Basement flooding, possible well contamination
Developments in marginal locations suffer mightily
Similarly to flooding events, which also often lead to rising groundwater levels, fluctuations in
groundwater levels (rising and falling) create strong demand by stakeholders (public, industry,
farmers, gov't agencies) for information about those events
There is a real possibility that water levels will fall due to increased evapotranspiration after an
initial increase from increased precipitation. A USGS study suggests that the increased ET will
eventually overcome the increased precipitation.
Farmers
Similar to those above dealing with fluctuations in groundwater levels
WNEP n=31
Access to healthy food
Affects availability/price of fresh produce at local farmers markets (voucher users)
Droughts are impacting community gardens and local sustainable harvesting
Impact on growing food
Increase in cost of food
Increased prices for food.
20
Less production or locally grown food
Affects availability/price of fresh produce at local farmer's markets (voucher users)
Food pantry patrons often have to wait outdoors to be served.
Food safety issues, increase in cost of food
Garden productivity will be affected
Hard for some to access healthy food
Increased potential for health problems.
People so not get out for classes
People/ children could get more food-borne illness
Same as above
Youth miss out on opportunities for physical activity when programs/activities are cancelled due to
heat.
Access to healthy food
Affects availability/price of fresh produce at area farmer's markets (voucher users)
Food safety issues, increase in cost of food
Participants do not attend classes in poor weather
Power outages influencing food storage
Produce in gardens will be affected
Whether garden produce is considered food-safe after flooding-- Dr. Barb Ingham's fact sheet
posted on local WNEP web page.
Everything is canceled, groups, schools, classes at churches when our groups meet for classes
Garden production
Heavy snow in winter minimizes travel for everyone.
Increase in cost of foods
Access to food
Clients may have less money for food and may have unreliable or no transportation in extreme cold
to come to nutrition classes.
Difficulty in traveling for food.
Hard for some to access healthy food
High heating costs often affect amount of money people have to spend on food.
If the weather is inclement, no one will attend.
21
Increased home heating costs
Participants do not attend classes in poor weather
People do not get out for classes
Youth miss opportunities for physical activity when recess is held indoors and/or kids can't get
outside to play during periods of extreme cold.
Flooding in homes.
Food Safety Issues
Ability to travel will be affected
Educators have decreased ability to travel in rural areas to do home visits & classes; clients may
have inability to travel to nutrition sessions due to unsafe conditions.
If school is cancelled due to ice storms, food insecure children miss opportunities for school meals as
well as academics and physical activity that take place during the school day.
Lack of electrical service tied to ice storms
Schools close and so programming is cancelled
22
Q7a,b What challenges and opportunities do educators anticipate for their
stakeholders/learners?
Grouped by categories and filtered. Filter: Climate trends (vs. weather e.g.) are not relevant to
the stakeholder/learner challenge or opportunity as identified by the educator. - DSL 10/30/1
[Filtered responses synthesized – DSL 11/24/14]
CHALLENGES
Challenges to agriculture n=22
Trends in weather conditions driven by climate change will pose significant challenges to agricultural
production:
• Lack of short season forages and feed crops;
• Developing cropping plans, strategic planning if delayed planting;
• Increased extreme weather means greater potential crop losses and damage;
• Demands for groundwater competing with ag irrigation;
• More difficult risk management;
• Changing crop selections and management practices for shifting growing seasons;
• Increased field flooding;
• Increased rate of spread of invasive plants;
• Changing farm practices to conserve soil resources and water;
• Extreme cold winters kill perennials;
• Adjusting production techniques to changing climate patterns;
• Changes in phenologic events of crops and insects;
• Changes in abundance, occurrence of new invasive species;
• Heat stress on dairy cows.
Challenges to individuals, businesses and communities n=11
• Municipalities will need to justify the costs associated with climate change adaptation
strategies;
• Supporting young people in understanding the impact of their individual and family choices
on our environment;
• Need for AC cooling as summers in the northland are getting warmer for longer periods;
• Increased frequency of severe weather events creates demand on infrastructure and public
services;
• Conflict among water users in areas where there is not enough water for all purposes.
Challenges to UW-Extension educators n=22
Educators recognize the challenge of communicating the issues of climate change, and that not
all stakeholders are willing to confront (and evaluate) the issue of climate change from nonpoliticized scientific perspective. Outreach education is also challenged by the difficulty in
understanding climate-related concepts, the long time scale of anticipated climate impacts, and
a lack of priority as compared to other social and economic issues.
• Many deny the validity of the scientific evidence, or are unlikely to come to a class because
they might be seen by their neighbors;
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The timescale of climate change is longer than stakeholder decision horizons;
Lack of a consistent message on climate change in Extension programs;
Regional variability and uncertainty of the exact impacts of climate change make it
challenging to provide consistent and accurate programming;
Lack of adaptation strategies for the changes that will occur;
Majority of lake stakeholders are not interested in climate change discussions, or it is a low
priority;
The lack of hands-on learning opportunities;
Understanding what adaptations are most valuable and how they will impact the individual.
Challenges to green industry n=2
• Need more drought and heat tolerant plants, and plants less susceptible to pests;
• A lot of the things people grow won't be able to be grown any longer, which will be
upsetting.
Challenges to natural resource management n=6
• How we manage habitat in a changing environment with unpredictable habitats;
• Lake level fluctuations affect riparian property owners and realtors, and can put them at
odds with farmers.
• Traditional recreational tourism may change, especially in winter.
• Plant palette changes, canopy loss, natural area damage, invasive species
• Greater difficulty in managing/restoring native vegetation due to extreme weather events.
OPPORTUNITIES
Opportunities for agriculture n=35
Educators recognize many opportunities for improving Wisconsin agriculture as the climate
continues to change:
• Producer desire to learn more about managing risks, and so revise assumptions on
performance and profitability to account for increased risk from climate change;
• Adopt more diverse cropping systems and focus on those that are more resilient and
weather-tolerant;
• Potential for warmer season annual crops if winters aren't too harsh(e.g. sweet potatoes)
• Dairy industry can use drought stressed crops and still produce a product.
• Bring more awareness to issues related to soil conservation, water quality and long-term
crop and environmental sustainability.
• Reduce impact on groundwater quality and availability
• Local food systems may become more reliable
Opportunities for individuals, businesses and communities n=12
• Link the State’s efforts to improve water quality with efforts to upgrade stormwater
infrastructure to meet anticipated larger future storms;
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More opportunity for intergovernmental cooperation, and use of green and environmental
planning;
Opportunities for tourism and recreational businesses (e.g. more snow);
Anticipating challenges may lead to opportunities to improve resilience and responsiveness
through planning around municipal infrastructure and emergency management;
Lower heating costs, and opportunities for energy conservation and/or alternate energy
sources;
Consumer action can make a difference in mitigating climate change ;
Potential longer growing seasons for community gardens.
Opportunities for UW-Extension educators n=52
Extension educators recognize a range of opportunities to engage stakeholders to understand the
issue of climate change and it impacts, and become empowered to use this knowledge to respond
through mitigation or adaptation:
• Translate the science behind climate change research into terms accessible to everyone;
• There are passionate stakeholders in the community who care about the issue and who
could be good partners, if pointed in the right direction;
• Use Social Marketing to encourage people to change habits to reduce the effects of climate
change;
• Address the potential impacts of climate change on groundwater resources and provide
strategies for mitigating those impacts;
• Greater emphasis with faith-based communities on environmental issues - especially water;
• Better integrate ANRE and CNRED on common outcomes, audiences and messages
supported by research;
• Business strategy and community resilience education;
• Information on proper storage of refrigerated and frozen foods in order to keep the food
safe for consumption during electrical outages;
• STEM programming is a real, actionable way to connect young people to relevant areas of
study and explore some of the consequences of the climate challenge;
• Work with Public Health and Emergency Government systems;
• Nature centers and related organizations can lead in educating the public and citizen science
data collection;
• Opportunities to educate about systems approaches to management - such as the
importance of soil health in agriculture or linkages between green space, stormwater
management, and public health;
• Chance to dispel myths and bring climate change to the forefront with a low-income
audience;
• Learn about “living green”;
• Climate risk management education;
• New partnerships with researchers and public health sector on climate impacts;
• Increase understanding of hydrologic cycle and impacts of land use on water quality and
reliance of economy on water;
• Better discussion around planning for the future of Ag., land use, and horticulture/local food
production.
3
Opportunities for the green industry n=7
• Educate public on better plant choices and new services green industry can offer including a
broader range of plant selection;
• Grow new varieties of fruit and perhaps even crops that currently don't survive here, such
as peach;
• How to adapt what we now grow to a changing climate.
Opportunities for natural resource management n=2
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Ability to alter habitat to improve plant communities;
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Being water rich when other regions of the country are experiencing severe shortages
will make Wisconsin an economically advantageous location for industries with high
water demand.
4
climate information when responding to your stakeholder’s needs? Text responses grouped by
categories - DSL 10/31/14 ( n=158)
Adaptation information and strategies (14)
• Need assistance with various methods for funding stormwater infrastructure.
• Alternate strategies, cover crops, new hybrids
• Projections for climate change, recommendations for farmers to account for climate change
• It depends on the program or information requested. I have addressed climate issues a a few
occasions as requested by farmer's groups. For example, what changes will need to be made to
soil management practices and what is the outlook for crop production.
• Specific strategies
• New field and garden crops that potentially could be grown here. Growing techniques such as
irrigation and water management and tillage to make best use of resources. Conservation
practices that have long-term positive effects.
• The state needs to get the word out and emphasize the importance of updating community
comprehensive plans. If a community is open to updating their comp plan, then that is an
educational opportunity to bring climate change and adaption resources to them.
Unfortunately, I'm hearing that no one is really taking the lead on statewide education for comp
plan updates.
• Frankly, some audiences do not want to hear that climate change is occurring so I often do not
mention it in reports or presentations. I want to keep my audience. However, I do mention
how to deal with some of the likely impacts of climate change whenever I think they will be
occurring with regard to groundwater issues.
• Adaptation to climate change. Crops that may be better suited to shifting climate, etc.
• I need to know what options there are - longer season seeds, changes for what is grown in WI,
conversation of water and other resources, etc.
• Long term research addressing which management practices can stabilize their crop production
system
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small scale farmers: risk management / reduction strategies / 2) tourism: how to anticipate
challenges to infrastructure, anticipating challenging weather during festivals and events
Research documenting climate change and information to help crop farmers adapt cultural
practices to these changing climate conditions
Continued research and identification of future options of management practices to reduce
potential loss.
Climate and weather data (22)
• Local data of current climate impacts and projections.
• Anticipated climate models for the near and long-term future
• Current data on weather patterns and trends, where to get current accurate data on weather.
• Historical information related to climate change. Current trends in weather. Historical weather .
• Predictions for how climate will change in Wisconsin and estimated timeline
• Access to specialized climate analyses are needed to most effectively address specific issues
raised by stakeholders. These analyses take access to the observed - which get easier by the
year -- but also manipulation. A state climatologist specifically skilled at these manipulations and
subsequent interpretation would help.
• Could use maps of US and WI that shows how we are getting drier, hotter, as well as maps
showing movement of invasive species and pests up north from southern locations due to
climate change.
• Web based weather resources that might estimate leaching or denitrification potential at
specific locations. Specific weather data coupled with NRCS soils information.
• Better local weather data specifically temperature, precipitation timing and growing season data
for the county.
• It would be nice to have access to clear data on Wisconsin’s climate trends with a break down by
state, region, county and city. For example, having access to statistical climate analysis that
gives trends and a forecast based on past trends, "...research from 1980 - 2010 tells us that
dodge county has experienced drought conditions at least once every 5 years. Some early signs
can begin appearing in January. These signs include....." as a nutrition educator, it may be
helpful in the future to alert audiences to early signs of an undesirable growing season.
Therefore, audiences can decide if they would like to grow a small amount of produce for
themselves, or to prepare their food budgets for higher prices and less selection at local
farmer's markets; especially, for WIC and senior farmer's market voucher users. This can help
educate audiences on why prices of certain foods can be higher or lower than expected and
alternatives to those foods that are equally healthy. Maybe we'll plan a future topic "healthy,
low-cost, climate resistant meals"
• Historical and future water table impacts caused by climate change
• I wish I had a factsheet that showed a chart of precipitation from month to month in the last 510years. Also a chart on temperature. Phenologic information over the year's would be
interested too. This would help "prove" to clients that the weather/climate is variable and it's
not just a way to explain everything.
• I want models downscaled in a geographic sense, as much as good science allows. I have been
teaching this stuff since I got here, and I can take it from there, and my FLP and ANRE colleagues
in office and I work together to touch all the bases.
• The state-specific information on climate change impacts is key. WICCI has made a good start
on that, but continually adding to and updating that information is critical. / it might be helpful
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to design some kind of citizen science data-base for collecting information to get the public
involved in collecting data.
Access to short term predictions, long term predictions, severe weather alerts
More information about climate change and related extreme weather specific to Wisconsin.
Talking points and white papers that nature centers can review and distribute to the public.
Recent climate developments, projected climate expectations.
What are the measured data trends (i.e. Not-modeled).
Current weather patterns, projected weather patterns, etc.
At this time research showing what will happen specifically to the climate and hence, forests of
northern Wisconsin.
More groundwater monitoring wells and stream gaging stations in the state, and more stations
that measure precipitation, temperature, and other weather related items.
Information on what kind of changes we are looking at in years to come.
Information specific to climate and weather impacts (16)
• Updated plant lists and factsheets for shoreline stabilization and reducing runoff.
• Research information could accompany other printed materials.
• The WICCI report is currently meeting my needs when it comes to presenting climate change
data. I could use additional information on the best plants to use in rain gardens/bio-swales
that can tolerate longer wet periods. When it comes to woodland education, I think additional
research/ on the potential impacts on forest health would be welcome.
• Would benefit from concise research based materials to cite.
• More longer term research on strategies to raise soil organic matter in Wisconsin on variety of
different soil types/climates. Varietal research on water efficient and heat tolerant species on
lower quality soils.
• I am retiring, so I will not need any resources. However, agriculture colleagues would need on
what crops and forages grow best in drier or wetter conditions.
• I generally know where to find information about climate change. I am always looking for new
information about climate change and looking for grant opportunities so we can monitor and
evaluate what local governments are doing and if those changes are working.
• Impacts to plant and animal systems in response to climate change
• How cold climates effect plant growth in whether months.
• Timely information from our extension specialist is absolutely critical.
• The more localized/relevant directly to Wisconsin stakeholders the information the better. The
more credibility that can be attached to the information, the better.
• Not sure--maybe info on urban forestry
• More evidence based research on the probable effects of climate change on weather patterns
and how those patterns are affecting people particularly in Wisconsin
• Research information on nutrient quality of feeds, integrating these feeds into existing diet
recommendations, insect management and parasite resistance data
• Agricultural production and effect on food prices, meeting food demands (feeding 9 billion)
• Examples of the impacts being seen already on common components of our ecosystems.. .
.birds, fish, mammals, plants, frost dates, etc. Things people may not realize; or may be aware
of, but are not attributing to climate change.
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Interpreting climate change for stakeholders and educators (27)
• It might be beneficial to cross programming efforts to understand more clearly how food
security for individuals living in poverty are affected by climate change. I work in WNEP, so we
are restricted to serving limited resource audiences and rely on strong partnerships with other
non-profit agencies and cross programming efforts to reach our audience. Any connections you
might be able to make for us could be potentially useful in program development.
• More research on the psychology of climate change communication
• We currently do a great deal to support youth in spending time in and appreciating nature and
the outdoors. I believe there is likely a niche in which 4-H Youth Development can educate
young people about climate change issues and what is causing them. We could possibly even
support them in problem solving and promoting positive change on local level. Guidance would
be needed on what that might look like.
• I'm not sure at this time, although I currently look across the university spectrum (N Central
states) to find what I'm looking for. I typically do not seek climate-specific research, but rather
research that incorporates anticipated climate change related to water quality or whatever the
relevant topic I'm focused on.
• Downscaled climate projections based upon the best available science. / 2) Outreach materials
describing the potential impacts of climate change on specific issues of importance to Wisconsin
(e.g., maple syrup production, agriculture, water resources, fisheries, recreation, etc.)
• More social science tools so we can frame messages in such a way that everyone other than the
"choir" will hear the necessary information to make well educated choices about their
situations. We have solid science available to us. Changing behaviors and changing the way we
have always done things is a necessary tool when dealing with changing climate and more
extreme weather events. Example: stop mowing your lawn down to the water’s edge and
instead let it grow native or plant buffer or rain gardens (which will slow run-off, stop erosion
and ultimately eliminate excess nutrient loading into the water). This in effect will equate to
cleaner water and a healthier habitat. Healthy Watersheds, Healthy Lakes & Rivers will mean
Healthy People.
• Rather than give people programming, I think we should develop popular education processes
so that they can learn for themselves.
• The UWEX staff needs to meet twice a year to discuss climate change issues and environmental
actions that need to be researched, created and disseminated to our partners and audiences.
• How to talk about it appropriately, and how to incorporate it in everything. Talking points, ways
to alert folks of how this will matter.
• I think the forecasts, the big picture and real ways to change habits and patterns based on what
is happening in any given season for a community to maintain strong systems, even when
challenges happen. I am still exploring the Sauk County needs to know how best to offer a
program in food security. I can speculate that the items identified in #5 all impact the local food
community.
• How to anticipate changes/impacts.
• In a mostly conservative Republican county, climate change is considered to be an invention of
tree-hugging liberal scientists and not reality. This is what the party has said for years, so locally
this is reality. Unless a trusted conservative Republican provides proof that it is 100% fact and
not a theory that the climate is changing and people influence that change, any UW-Extension
education about climate change will be dismissed at best. In the worst case scenario, it will
confirm their belief that university is full of tree-hugging liberals funded by taxpayer dollars.
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Therefore, UW-Extension should be eliminated as a waste of taxpayer dollars. How do you get
past this mentality of the majority in the county and include climate information?
Anything that helps in decision- and policy-making related to local economic development and
community sustainability
Concrete information on ways to communicate with/ program with consumers and other
stakeholders about "what to expect" with climate change. I found the information in this report
to be very helpful http://www.wicci.wisc.edu/publications.php but I don't think this info is
widely understood by general public.
They will probably tell me that the climate has always been changing and there have always
been extreme weather events. I need materials to show them that it's only now that the climate
has begun to change.
Information that helps translate the science about climate change with the political tension that
opposes this science.
It would be nice to know more about the differences around the state - Superior and Milwaukee
might as well be on different planets! Advice for how statewide messages can be made relevant
in many different locations.
I think the Survey geologists should explain the connections (research) between geology and
climate change.
I tend to discuss the facts (drought, cold, etc.) Without bringing up climate change since many
stakeholders and clientele don't believe climate change exists or would rather debate the causes
of extreme weather events. I see my role as to build relationships in order to educate in my field
and a discussion on climate change would distract (and has distracted) from that role.
Overview of predicted climate change trends
Summary paper (for ag. Producers) that affirms the science community research.
I think that we have the tools in hand to be able to communicate with stakeholders. More
importantly, I think that we need to concentrate on HOW we talk to stakeholders about
ramifications of climate change. Some are still not willing to talk climate change, but they are
very willing to talk about the floods this year and the drought two years ago. Framing the
discussion appropriately for the audience is key.
I'm always interesting in non-polarizing ways to talk about climate change. Extreme weather is a
good approach.
Understanding how to frame as risk and uncertainty for individual audiences in terms that are
meaningful to them.
Mostly more on link between volatility and production systems
Any curriculum you can provide is welcome. Any training on 'couching' the climate change
content to be maximally accessible to a broad audience is sorely needed. Research on climate
change trends in Wisconsin as well as national/global trends is also needed.
Basic movable educational information on differences between climate and weather.
Mitigation and Sustainability (2)
• Risk management, mitigating climate change, sustainability over the long haul
• Mitigation
Program and educational resources
• Easy access to resources via technology.
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Updated plant bulletins that can be sent to interested stakeholders.
Would like to have more simple, short, answers for stakeholders. Something like "Extension
Responds...to climate change.
There are many resources available from other states but it would be nice to have UWExtension on the ones I hand out. I think more training on working with people in crisis.
Appropriately recycle instructions.
General Energy state specialist to champion energy issues in extension, training in controlled
environment agriculture (hydroponics/ aquaponics),
Qualified speakers to discuss climate change.
Fact sheets or publications on specific topics that we can share with our stakeholders/learners
or direct them to
Greatest threats in urban areas and creative ways to be resilient and proactive to plan for
possible impacts. Talking points to stress the importance of including climate change advance
planning into watershed planning process and implementation plans. How to get agencies to
communicate so that they are working together rather than at cross-purposes without realizing
they are doing so. Creative ways to stress that proactive planning is a regional need and thus
multi-jurisdictional cooperation is essential. We also need to provide ideas on how that can
happen and which policies need to be altered to allow for such cooperation.
We need to have climate experts available to us to speak at conferences and collaborate with on
getting grant dollars.
Better mechanism to connect with resources within cooperative extension. The current
directory(ies) are insufficient to gain an understanding of what programming colleagues are
engaged.
More engaging STEM related exercises for exploring youth present environment
Good web sites with indication of climate change and ideas on how to deal with it.
Youth lesson plans, data
Capital market responses and attitudes regarding risk management practices and investments.
Solid information, and at a level we can teach to youth
Evidence-based fact sheets or websites / * Guidelines from WNEP for including climate
information in curricula (i.e. How does it relate to what we're already teaching? Is it in scope?) /
* Personal steps we can take to practice what we preach / * This unfortunately can be a
"controversial" topic - how can we skirt the controversy and deliver meaningful information?
Up to date, culturally relevant research based curriculum that will empower the learner with the
tools to be successful in behavior changes to ensure food security.
Fact sheets and a train the trainer
Good basic climate information that the general agricultural public can understand. / / the
bigger challenge is that no two years are the same and forecasts seem to be less accurate as
time moves forward and that frustrates the stakeholders.
Experts that would be trusted with rural residents.
Training and resources to help stakeholders understand climate change. / Resources for small
scale and organic producers to adapt production practices for changes in climate.
Continued incorporation of latest science into summaries and interactive maps related to
temperature and precipitation projections.
I would be interested in obtaining educational resources related to this topic.
Curriculum to incorporate into programs we already do - pesticide applicator training, cover
cropping, soil and water quality, etc.
Resources
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I don't know much about irrigation technology and it would be helpful if I could point people to
good for low-cost irrigation systems that would work on diversified farms.
Materials that fall within WNEP guidelines
Engaging and short (less than 30 min.) Lesson plans that can be done with youth on climate
change
Improved relationships with database management tools for pest modeling, more interaction
with Atmospheric and Oceanic Sciences
I haven't seen a need yet, in terms of people asking about it or saying that climate affects 4-H
projects. However, it is an important environmental education topic that youth should study
and understand. Resources needed include inquiry-based, hands-on activities that teach about
climate change and its effects on our local and global environments.
Age appropriate research information or lesson plans for working with and teaching youth.
Successful programming EFNEP to groups in winter months? Home visit safety in winter
months.
Support from UWEX administration for Extension taking a statewide leadership role in climate
change educational outreach / A strategic plan on how UWEX will address climate change
outreach that would address the role & integration of outreach through Extension program
areas / Updated WICCI climate research similar to the 2011 report / Creation of a UWEX Climate
Resource "Center" to focus resources & outreach & staff synergy. / Creation of a UWEX climate
change response website as a one-stop-repository of UWEX climate change, energy efficiency,
and other resources to reduce carbon emissions, and links to other non-Extension resources /
Downscaled information on climate impacts for WI counties or regions. / Customized factsheets
on climate impacts for specific WI economic sectors / Customized factsheets or other fingertip
resources giving practical ideas for reducing carbon emissions for various economic, community,
school, and family sectors
Information on and tools for identifying No Regrets options for climate change adaption at the
local level. / Potential impacts on people and businesses resulting from changes within the
insurance industry as they adapt their business models to climate change. / Tools for modeling
changes in cost of service provision as a result of climate change.
Statistics, trends analysis, Specialists who are available for workshop/ conference/ distance
education programs focused on the topic
Ready access to scientific literature, education/training opportunities to learn more about local
effects of climate change. Extension needs to be consistent in its stance/programming regarding
climate change, we don't want mixed messages reaching stakeholders.
Who is available to come out into the counties and what topics can they cover?
Storm water runoff impact models for ag. Watersheds on the dense till clay plain of the Superior
Basin. / / Pest prediction models that include climate change in the mix.
Training and professional development (11)
• Relatively new in my position, so not sure what I need to know quite yet or what's out there
already, but training on how agriculture producers can cope with changing climate would be
valuable.
• We need more extension ag agents with training and expertise in how climate change is
impacted farmers. We brought in a climatologist from the University of Minnesota for our
recent field day, because there was no one with comparable skills in our part of the state (west
central).
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I need to know more to see my role.
We need to get everyone up to speed which includes communicating science at many levels.
Since arriving at this position, I have not had enough time to adequately evaluate what research
information I am in need of. As the year progresses, I will continue to work with the other
Extension personnel in our office to pin-point the areas in our local community that need to be
addressed by our office and Extension research.
I would love to know more about what science says potential impacts are and what potential
mitigation strategies might be. I think the horses have left the barn; climate change is
happening. We need to think about how to live with and minimize the changes.
I would need training on how climate impacts family living educators.
I just started in this position, so I'm not ready to give detailed feedback at this point. I just need
any general to specific information to become better informed about the nuances and effects of
climate change.
A topic that I am not very knowledgeable about.
Not sure what is needed for the type of programming currently doing but will continue to think
of possible needs. In a more urban area there's a multitude of organizations dealing with safety
of vulnerable populations.
Education about climate change and preservation strategies
No present needs (14)
• This sentence is not clearly worded. I do not have a great need for information, training or
educational resources at this time. I have the WISLI(?) Publication on Wisconsin's Changing
Climate which more than meets my needs for responding to my stakeholders on climate and I
attended a workshop on climate change education and outreach put on by Bill Bland (Soils) and
Dave Liebl (Eng Prof Dvlp) that was very useful as well.
• None-- we are a source of such information to others in Extension and in the State.
• Doing fine so far,
• The reality is that climate change has had little if any impact on Wisconsin's logging industry.
• Not sure if I understand this one but think I’ve addressed it above.
• I develop my own resources. None
• We share all the research information and budgets were are developing as we do research on
the farms. We integrate other University BMPs and research information into our stakeholders
needs. We also try to reach out to the communities about the new information we are learning
and how it can improve the environmental and economic performance of our stakeholders and
learners needs.
• Have what I need from our Financial team
• I would tap into other educators who would be programming in this area in our county.....
• Our program (Natural Resource Educators) has had presentations from staff in Madison on
climate change, and I personally am always finding information from online sources and from
organizations like the Wisconsin Initiative on Climate Change Impacts (WICCI) that help me to
stay up to date. My office is on UW-Eau Claire's campus, and I often talk with Jim Boulter
(atmospheric chemist) on campus about climate change issues, as his office is next to mine.
• Have used the info from Dave Liebl
• The stakeholders I work with do not program in these areas.
• We share the LSNERR programmatic work, NOAA Great Lakes regional activities and information
and NERR System data, research, products and practices with stakeholders.
• Can't think of any
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Uncertain (14)
• In icy and snow conditions this decreases the amount of drug trafficking along the I-90/I-94
corridor, which is helpful to coalitions working to reduce risky behaviors of our youth. Cold
weather deters youth from going outside to smoke and/or moving far enough away from the
building to light a cigarette. Snow and cold keeps the beer and alcohol products cool for
gatherings without the use of electricity, however, poor judgment and over drinking occurs
leaving people frozen in the snow on their way home.
• Unknown
• I am not sure at this point.
• Haven't considered it yet.
• I am not sure. I have never directly addressed this issue, but have only worked 1.5 years with
Extension.
• I'm not sure 4-HYD is impacted to the degree that agriculture, horticulture or other areas might
be at this point. I don't know what information might be helpful.
• I need a training for my HCE clubs on Plastics and Household Safety.
• Uncertain
• Not sure at this point.
• not sure
• At this time I don't know.
• anything and everything .
• not sure
• Unsure of my role in this educational topic
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Q8.What research information, training, or other educational / resources do you
need to include climate information when responding to your stakeholder’s
needs? Text responses compiled by unique topic area- DSL 11/24/14
Agriculture
• Alternate production strategies, cover crops, new hybrids;
• Projections for climate change, recommendations for farmers to account for climate change;
• What changes will need to be made to soil management practices and what is the outlook for
crop production;
• What new field and garden crops that potentially could be grown here;
• Growing techniques such as irrigation and water management and tillage to make best use of
resources;
• Small scale farmers: risk management / reduction strategies;
• Web based weather resources that might estimate leaching or denitrification potential at
specific locations (i.e. specific weather data coupled with NRCS soils information);
• Maps showing movement of invasive species and pests from southern locations;
• Ability to alert audiences to early signs of an undesirable growing season;
• Research on strategies to raise soil organic matter on variety of different soil types/climates;
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Varietal research on water efficient and heat tolerant species on lower quality soils;
Insect management recommendations and parasite resistance data;
Agricultural production and effect on food prices, meeting food demands (feeding 9 billion);
More on the link between climate variability and production systems.
Business
• Tourism: how to anticipate challenges to infrastructure, anticipating challenging weather during
festivals and events.
Climate
• Local data of current climate impacts and projections;
• Predictions for how climate will change in Wisconsin and estimated timeline;
• Chart of precipitation from month to month in the last 5-10years, also a chart on temperature.
Groundwater Management
• How to deal with the impacts of climate change with regard to groundwater issues;
• More groundwater monitoring wells and stream gaging stations in the state;
• Historical and future water table impacts caused by climate change.
Mitigation and Sustainability
• Risk management, mitigating climate change, sustainability.
Municipalities and County Government
• Assistance with various methods for funding stormwater infrastructure;
• Get the word out and emphasize the importance of updating community comprehensive plans;
• Information on the best plants to use in rain gardens/bio-swales that can tolerate longer wet
periods;
• Information on urban forestry.
Natural Resources
• Phenologic information over the years;
• Research on what will happen to forests of northern Wisconsin;
• Updated plant lists and factsheets for shoreline stabilization;
• Examples of the impacts being seen already on common components of our ecosystems, e.g.
birds, fish, mammals, plants, frost dates, etc.
Human Dimension
• Understand more clearly how food security for individuals living in poverty are affected by
climate change;
• More research on the psychology of climate change communication;
• 4-H Youth Development can educate young people about climate change issues and what is
causing them, guidance would be needed on what that might look like;
• More social science tools so we can frame messages in such a way that everyone other than the
"choir" will hear the necessary information to make well educated choices about their
situations;
• How to change behaviors, and change the way we have always done things, is a necessary tool
when dealing with changing climate and more extreme weather events;
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Develop popular education processes so that people can learn for themselves;
How to anticipate changes/impacts;
Information that helps translate the science about climate change with the political tension that
opposes this science;
Understanding how to frame climate change as risk and uncertainty for individual audiences in
terms that are meaningful to them.
Program and educational resources
• Updated plant bulletins that can be sent to interested stakeholders;
• Simple, short answers for stakeholders, e.g. “Extension Responds to Climate Change”;
• General state energy specialist to champion energy issues in extension;
• Talking points to stress the importance of including climate change advance planning into
watershed planning process and implementation plans;
• We need to have climate experts available to us to speak at conferences, that would be trusted
by rural residents, and are able to collaborate on getting grant dollars;
• More STEM related exercises, youth lesson plans, data;;
• Capital market responses and attitudes regarding risk management practices and investments;
• Guidelines from WNEP/EFNEP for including climate information in curricula (i.e. How does it
relate to what we're already teaching?);
• Personal steps we can take to practice what we preach;
• Resources for small scale and organic producers to adapt production practices for changes in
climate;
• Curriculum to incorporate climate into programs we already provide;
• Sources of low-cost irrigation systems that would work on diversified farms;
• Inquiry-based, hands-on activities for youth that teach about climate change and its effects on
our local and global environments.
• Updated WICCI climate research similar to the 2011 report
• UWEX Climate Resource "Center" to focus resources & outreach & staff synergy, with a climate
change response website as a one-stop-repository of UWEX climate change, energy efficiency,
and other resources to reduce carbon emissions, and links to other non-Extension resources;
• Customized factsheets or other fingertip resources giving practical ideas for reducing carbon
emissions for various economic, community, school, and family sectors;
• Information on and tools for identifying “no regrets” options for climate change adaptation at
the local level;
• Potential impacts on people and businesses resulting from changes within the insurance
industry as they adapt their business models to climate change;
• Tools for modeling changes in cost of service provision as a result of climate change;
• Storm water runoff impact models for agriculture;
• Pest prediction models that include climate change in the mix;
• Summary paper for ag. producers that affirms the science community research;
Training and professional development
• Training on how agriculture producers can cope with changing climate;
• What science says potential impacts are and what potential mitigation strategies might be;
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Training on how climate impacts family living educators;
How to get past the denial mentality of the majority in the county and include climate
information;
How to support decision- and policy-making related to local economic development and
community sustainability;
Concrete information on ways to communicate with (program with) consumers and other
stakeholders about "what to expect" with climate change;
Advice for how statewide messages can be made relevant in many different locations.
We need to understand how to communicate effectively with stakeholders about ramifications
of climate change;
How to get agencies to communicate so that they are working together rather than at crosspurposes;
Creative ways to stress that proactive planning is a regional need and thus multi-jurisdictional
cooperation is essential;
Training on working with people in crisis;
Training in controlled environment agriculture (hydroponics/ aquaponics);
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UW-Extension Climate Change Needs Assessment - Responding to educator needs
climate information when responding to your stakeholder’s needs? Text responses grouped by
response to educator - DSL 11/10/14 (n=149)
Create new resources (12)
• Curriculum resources to incorporate into programs we already do - pesticide applicator training,
cover cropping, soil and water quality, etc.
• The state-specific information on climate change impacts is key. WICCI has made a good start
on that, but continually adding to and updating that information is critical. / It might be helpful
to design some kind of citizen science data-base for collecting information to get the public
involved in collecting data.
• Youth lesson plans, data
• Recent climate developments, projected climate expectations.
• Up to date, culturally relevant research based curriculum that will empower the learner with the
tools to be successful in behavior changes to ensure food security.
• It would be nice to know more about the differences around the state - Superior and Milwaukee
might as well be on different planets! Advice for how statewide messages can be made relevant
in many different locations.
• Summary paper (for ag. producers) that affirms the science community research.
• Engaging and short (less than 30 min.) lesson plans that can be done with youth on climate
change
• I haven't seen a need yet, in terms of people asking about it or saying that climate affects 4-H
projects. However, it is an important environmental education topic that youth should study
and understand. Resources needed include inquiry-based, hands-on activities that teach about
climate change and its effects on our local and global environments.
• Information on and tools for identifying No Regrets options for climate change adaption at the
local level. / Potential impacts on people and businesses resulting from changes within the
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insurance industry as they adapt their business models to climate change. / Tools for modeling
changes in cost of service provision as a result of climate change.
Web based weather resources that might estimate leaching or denitrification potential at
specific locations. Specific weather data coupled with NRCS soils information.
More information about climate change and related extreme weather specific to Wisconsin.
Talking points and white papers that nature centers can review and distribute to the public.
Create new resources or modify from other states (9)
• Would like to have more simple, short, answers for stakeholders. Something like "Extension
Responds...to climate change.
• There are many resources available from other states but it would be nice to have UWExtension on the ones I hand out. I think more training on working with people in crisis.
• Fact sheets or publications on specific topics that we can share with our stakeholders/learners
or direct them to
• I'm not sure at this time, although I currently look across the university spectrum (N Central
states) to find what I'm looking for. I typically do not seek climate-specific research, but rather
research that incorporates anticipated climate change related to water quality or whatever the
relevant topic I'm focused on.
• Downscaled climate projections based upon the best available science. / 2) Outreach materials
describing the potential impacts of climate change on specific issues of importance to Wisconsin
(e.g., maple syrup production, agriculture, water resources, fisheries, recreation, etc.)
• More engaging STEM related exercises for exploring youth present environment
• Capital market responses and attitudes regarding risk management practices and investments.
• Not sure--maybe info on urban forestry
• Basic movable educational information on differences between climate and weather.
Create new resources on climate change and community engagement (8)
• Concrete information on ways to communicate with/ program with consumers and other
stakeholders about "what to expect" with climate change. I found the information in this report
to be very helpful http://www.wicci.wisc.edu/publications.php but I don't think this info is
widely understood by general public.
• They will probably tell me that the climate has always been changing and there have always
been extreme weather events. I need materials to show them that it's only now that the climate
has begun to change.
• Information that helps translate the science about climate change with the political tension that
opposes this science.
• I tend to discuss the facts (drought, cold, etc.) without bringing up climate change since many
stakeholders and clientele don't believe climate change exists or would rather debate the causes
of extreme weather events. I see my role as to build relationships in order to educate in my field
and a discussion on climate change would distract (and has distracted) from that role.
• I think that we have the tools in hand to be able to communicate with stakeholders. More
importantly, I think that we need to concentrate on HOW we talk to stakeholders about
ramifications of climate change. Some are still not willing to talk climate change, but they are
very willing to talk about the floods this year and the drought two years ago. Framing the
discussion appropriately for the audience is key.
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I'm always interesting in non-polarizing ways to talk about climate change. Extreme weather is a
good approach.
Understanding how to frame as risk and uncertainty for individual audiences in terms that are
meaningful to them.
Any curriculum you can provide is welcome. Any training on 'couching' the climate change
content to be maximally accessible to a broad audience is sorely needed. Research on climate
change trends in Wisconsin as well as national/global trends is also needed.
Create new resources on climate change and community planning (3)
• Greatest threats in urban areas and creative ways to be resilient and proactive to plan for
possible impacts. Talking points to stress the importance of including climate change advance
planning into watershed planning process and implementation plans. How to get agencies to
communicate so that they are working together rather than at cross-purposes without realizing
they are doing so. Creative ways to stress that proactive planning is a regional need and thus
multi-jurisdictional cooperation is essential. We also need to provide ideas on how that can
happen and which policies need to be altered to allow for such cooperation.
• Anything that helps in decision- and policy-making related to local economic development and
community sustainability
• The state needs to get the word out and emphasize the importance of updating community
comprehensive plans. If a community is open to updating their comp plan, then that is an
educational opportunity to bring climate change and adaption resources to them.
Unfortunately, I'm hearing that no one is really taking the lead on statewide education for comp
plan updates.
Create or modify existing planting guides (2)
• Updated plant lists and factsheets for shoreline stabilization and reducing runoff.
• The WICCI report is currently meeting my needs when it comes to presenting climate change
data. I could use additional information on the best plants to use in rain gardens/bio-swales
that can tolerate longer wet periods. / / When it comes to woodland education, I think
additional research/information on the potential impacts on forest health would be welcome.
Refer to Academic Resources (16)
• Center for Climatic Research - Improved relationships with database management tools for pest
modeling, more interaction with Atmospheric and Oceanic Sciences
• Groundwater Center - I don't know much about irrigation technology and it would be helpful if I
could point people to good resources for low-cost irrigation systems that would work on
diversified farms.
• Life Sciences Communications- More social science tools so we can frame messages in such a
way that everyone other than the "choir" will hear the necessary information to make well
educated choices about their situations. We have solid science available to us. Changing
behaviors and changing the way we have always done things is a necessary tool when dealing
with changing climate and more extreme weather events. Example: stop mowing your lawn
down to the water’s edge and instead let it grow native or plant buffer or rain gardens (which
will slow run-off, stop erosion and ultimately eliminate excess nutrient loading into the water).
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This in effect will equate to cleaner water and a healthier habitat. Healthy Watersheds, Healthy
Lakes & Rivers will mean Healthy People.
Life Sciences Communications- More research on the psychology of climate change
communication
Life Sciences Communications - In a mostly conservative Republican county, climate change is
considered to be an invention of tree-hugging liberal scientists and not reality. This is what the
party has said for years, so locally this is reality. Unless a trusted conservative Republican
provides proof that it is 100% fact and not a theory that the climate is changing and people
influence that change, any UW-Extension education about climate change will be dismissed at
best. In the worst case scenario, it will confirm their belief that university is full of tree-hugging
liberals funded by taxpayer dollars. Therefore, UW-Extension should be eliminated as a waste
of taxpayer dollars. How do you get past this mentality of the majority in the county and include
climate information?
Forestry -The reality is that climate change has had little if any impact on Wisconsin's logging
industry.
Forestry - At this time research showing what will happen specifically to the climate and hence,
forests of Northern Wisconsin.
UW-Ex Program Leaders - Better mechanism to connect with resources within cooperative
extension. The current directory(ies) are insufficient to gain an understanding of what
programming colleagues are engaged.
UW-Ex Program Leaders - Support from UWEX administration for Extension taking a statewide
leadership role in climate change educational outreach / A strategic plan on how UWEX will
address climate change outreach that would address the role & integration of outreach through
Extension program areas / Updated WICCI climate research similar to the 2011 report / Creation
of a UWEX Climate Resource "Center" to focus resources & outreach & staff synergy. / Creation
of a UWEX climate change response website as a one-stop-repository of UWEX climate change,
energy efficiency, and other resources to reduce carbon emissions, and links to other nonExtension resources / Downscaled information on climate impacts for WI counties or regions. /
Customized factsheets on climate impacts for specific WI economic sectors / Customized
factsheets or other finger-tip resources giving practical ideas for reducing carbon emissions for
various economic, community, school, and family sectors
SHWEC - Appropriately recycle instructions.
SHWEC - I need a training for my HCE clubs on Plastics and Household Safety.
Soil Sciences - More longer term research on strategies to raise soil organic matter in Wisconsin
on variety of different soil types/climates. varietal research on water efficient and heat tolerant
species on lower quality soils.
Sustainability Team - Risk management, mitigating climate change, sustainability over the long
haul
WGNHS - Historical and future water table impacts caused by climate change
WGNHS - I think the Survey geologists should explain the connections (research) between
geology and climate change.
WGNHS - More groundwater monitoring wells and stream gaging stations in the state, and more
stations that measure precipitation, temperature, and other weather related items.
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Refer to WICCI (23)
• Local data of current climate impacts and projections.
• Anticipated climate models for the near and long-term future
• Current data on weather patterns and trends, where to get current accurate data on weather.
• Historical information related to climate change. Current trends in weather. Historical weather
data.
• Predictions for how climate will change in Wisconsin and estimated timeline
• Access to specialized climate analyses are needed to most effectively address specific issues
raised by stakeholders. These analyses take access to the observed data - which get easier by
the year -- but also manipulation. A state climatologist specifically skilled at these manipulations
and subsequent interpretation would help.
• Could use maps of US and WI that shows how we are getting drier, hotter, as well as maps
showing movement of invasive species and pests up north from southern locations due to
climate change.
• Qualified speakers to discuss climate change.
• We need to have climate experts available to us to speak at conferences and collaborate with on
getting grant dollars.
• I want models downscaled in a geographic sense, as much as good science allows. I have been
teaching this stuff since I got here, and I can take it from there, and my FLE and ANRE colleagues
in office and I work together to touch all the bases.
• What are the measured data trends (i.e. not-modeled).
• Solid information, and at a level we can teach to youth
• Current weather patterns, projected weather patterns, etc.
• Experts that would be trusted with rural residents.
• Overview of predicted climate change trends
• Continued incorporation of latest science into summaries and interactive maps related to
temperature and precipitation projections.
• The more localized/relevant directly to Wisconsin stakeholders the information the better. The
more credibility that can be attached to the information, the better.
• More evidence based research on the probable effects of climate change on weather patterns
and how those patterns are affecting people particularly in Wisconsin
• Statistics, trends analysis, Specialists who are available for workshop/ conference/ distance
education programs focused on the topic
• Ready access to scientific literature, education/training opportunities to learn more about local
effects of climate change. Extension needs to be consistent in its stance/programming regarding
climate change, we don't want mixed messages reaching stakeholders.
• Who is available to come out into the counties and what topics can they cover?
• Examples of the impacts being seen already on common components of our ecosystems.. .
.birds, fish, mammals, plants, frost dates, etc. Things people may not realize; or may be aware
of, but are not attributing to climate change.
• Information on what kind of changes we are looking at in years to come.
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Training on Agricultural Adaptation (19)
• Relatively new in my position, so not sure what I need to know quite yet or what's out there
already, but training on how agriculture producers can cope with changing climate would be
valuable.
• We need more extension ag agents with training and expertise in how climate change is
impacted farmers. We brought in a climatologist from the University of Minnesota for our
recent field day, because there was no one with comparable skills in our part of the state (west
central).
• Alternate strategies, cover crops, new hybrids
• It would be nice to have access to clear data on Wisconsin's climate trends with a break down by
state, region, county and city. For example, having access to statistical climate analysis that
gives trends and a forecast based on past trends, "...research from 1980 - 2010 tells us that
Dodge County has experienced drought conditions at least once every 5 years. Some early signs
can begin appearing in January. These signs include....." As a Nutrition Educator, it may be
helpful in the future to alert audiences to early signs of an undesirable growing season.
Therefore, audiences can decide if they would like to grow a small amount of produce for
themselves, or to prepare their food budgets for higher prices and less selection at local
farmer's markets; especially, for WIC and Senior farmer's market voucher users. This can help
educate audiences on why prices of certain foods can be higher or lower than expected and
alternatives to those foods that are equally healthy. Maybe we'll plan a future topic "healthy,
low-cost, climate resistant meals"
• Projections for climate change, recommendations for farmers to account for climate change
• I am retiring, so I will not need any resources. However, agriculture colleagues would need
information on what crops and forages grow best in drier or wetter conditions.
• It depends on the program or information requested. I have addressed climate issues a a few
occasions as requested by farmer's groups. For example, what changes will need to be made to
soil management practices and what is the outlook for crop production.
• New field and garden crops that potentially could be grown here. Growing techniques such as
irrigation and water management and tillage to make best use of resources. Conservation
practices that have long-term positive effects.
• Good basic climate information that the general agricultural public can understand. The bigger
challenge is that no two years are the same and forecasts seem to be less accurate as time
moves forward and that frustrates the stakeholders.
• Adaptation to climate change. crops that may be better suited to shifting climate, etc.
• I need to know what options there are - longer season seeds, changes for what is grown in WI,
conversation of water and other resources, etc.
• Long term research addressing which management practices can stabilize their crop production
system
• Training and resources to help stakeholders understand climate change. / Resources for small
scale and organic producers to adapt production practices for changes in climate.
• impacts to plant and animal systems in response to climate change
• How cold climates effect plant growth in whether months.
• research documenting climate change and information to help crop farmers adapt cultural
practices to these changing climate conditions
• Continued research and identification of future options of management practices to reduce
potential loss.
• Mostly more on link between volatility and production systems
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Storm water runoff impact models for ag. watersheds on the dense till clay plain of the Superior
Basin. / / Pest prediction models that include climate change in the mix.
Training on Climate Change (20)
• I need to know more to see my role.
• It might be beneficial to cross programming efforts to understand more clearly how food
security for individuals living in poverty are affected by climate change. I work in WNEP, so we
are restricted to serving limited resource audiences and rely on strong partnerships with other
non profit agencies and cross programming efforts to reach our audience. Any connections you
might be able to make for us could be potentially useful in program development.
• We currently do a great deal to support youth in spending time in and appreciating nature and
the outdoors. I believe there is likely a niche in which 4-H Youth Development can educate
young people about climate change issues and what is causing them. We could possibly even
support them in problem solving and promoting positive change on local level. Guidance would
be needed on what that might look like.
• I wish I had a factsheet that showed a chart of precipitation from month to month in the last 510years. Also a chart on temperature. Phenologic information over the year's would be
interested too. This would help "prove" to clients that the weather/climate IS variable and it's
not just a way to explain everything.
• The UWEX staff needs to meet twice a year to discuss climate change issues and environmental
actions that need to be researched, created and disseminated to our partners and audiences.
• How to talk about it appropriately, and how to incorporate it in everything. Talking points, ways
to alert folks of how this will matter.
• I think the forecasts, the big picture and real ways to change habits and patterns based on what
is happening in any given season for a community to maintain strong systems, even when
challenges happen. I am still exploring the Sauk County needs to know how best to offer a
program in food security. I can speculate that the items identified in #5 all impact the local food
community.
• How to anticipate changes/impacts.
• We need to get everyone up to speed which includes communicating science at many levels.
• Evidence-based fact sheets or websites / * Guidelines from WNEP for including climate
information in curricula (i.e. how does it relate to what we're already teaching? is it in scope?) /
* Personal steps we can take to practice what we preach / * This unfortunately can be a
"controversial" topic - how can we skirt the controversy and deliver meaningful information?
• Fact sheets and a train the trainer
• Small scale farmers: risk management / reduction strategies / 2) tourism: how to anticipate
challenges to infrastructure, anticipating challenging weather during festivals and events
• I would love to know more about what science says potential impacts are and what potential
mitigation strategies might be. I think the horses have left the barn; climate change is
happening. We need to think about how to live with and minimize the changes.
• I would be interested in obtaining educational resources related to this topic.
• I would need training on how climate impacts family living educators.
• I just started in this position, so I'm not ready to give detailed feedback at this point. I just need
any general to specific information to become better informed about the nuances and effects of
climate change.
• A topic that I am not very knowledgeable about.
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Agricultural production and effect on food prices, meeting food demands (feeding 9 billion)
Education about climate change and preservation strategies
Easy access to resources via technology.
Non-specific Responses (37)
• Access to short term predictions, long term predictions, severe weather alerts
• Age appropriate research information or lesson plans for working with and teaching youth.
• anything and everything .
• At this time I don't know.
• Better local weather data specifically temperature, precipitation timing and growing season data
for the county.
• Can't think of any
• Doing fine so far,
• Frankly, some audiences do not want to hear that climate change is occurring so I often do not
mention it in reports or presentations. I want to keep my audience. However, I do mention
how to deal with some of the likely impacts of climate change whenever I think they will be
occurring with regard to groundwater issues.
• General Energy state specialist to champion energy issues in extension, training in controlled
environment agriculture (hydroponics/ aquaponics),
• Good web sites with indication of climate change and ideas on how to deal with it.
• have already spoken with David Liebl on this topic. Need assistance with various methods for
funding stormwater infrastructure.
• Have used the info from Dave Liebl
• Have what I need from our Financial team
• Haven't considered it yet.
• I am not sure at this point.
• I am not sure. I have never directly addressed this issue, but have only worked 1.5 years with
Extension.
• I develop my own resources.
• I generally know where to find information about climate change. I am always looking for new
information about climate change and looking for grant opportunities so we can monitor and
evaluate what local governments are doing and if those changes are working.
• I would tap into other educators who would be programming in this area in our county.....
• I'm not sure 4-HYD is impacted to the degree that agriculture, horticulture or other areas might
be at this point. I don't know what information might be helpful.
• In icy and snow conditions this decreases the amount of drug trafficking along the I-90/I-94
corridor, which is helpful to coalitions working to reduce risky behaviors of our youth. Cold
weather deters youth from going outside to smoke and/or moving far enough away from the
building to light a cigarette. Snow and cold keeps the beer and alcohol products cool for
gatherings without the use of electricity, however, poor judgment and over drinking occurs
leaving people frozen in the snow on their way home.
• Materials that fall within WNEP guidelines
• Not sure what is needed for the type of programming currently doing but will continue to think
of possible needs. In a more urban area there's a multitude of organizations dealing with safety
of vulnerable populations.
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Our program (Natural Resource Educators) has had presentations from staff in Madison on
climate change, and I personally am always finding information from online sources and from
organizations like the Wisconsin Initiative on Climate Change Impacts (WICCI) that help me to
stay up to date. My office is on UW-Eau Claire's campus, and I often talk with Jim Boulter
(atmospheric chemist) on campus about climate change issues, as his office is next to mine.
Rather than give people programming, I think we should develop popular education processes
so that they can learn for themselves.
Research information could accompany other printed materials.
research information on nutrient quality of feeds, integrating these feeds into existing diet
recommendations, insect management and parasite resistance data
Since arriving at this position, I have not had enough time to adequately evaluate what research
information I am in need of. As the year progresses, I will continue to work with the other
Extension personnel in our office to pin-point the areas in our local community that need to be
addressed by our office and Extension research.
Successful programming EFNEP to groups in winter months? Home visit safety in winter
months.
The stakeholders I work with do not program in these areas.
This sentence is not clearly worded. I do not have a great need for information, training or
educational resources at this time. I have the WISLI(?) publication on Wisconsin's Changing
Climate which more than meets my needs for responding to my stakeholders on climate and I
attended a workshop on climate change education and outreach put on by Bill Bland (Soils) and
Dave Liebl (Eng Prof Dvlp) that was very useful as well.
Timely information from our extension specialist is absolutely critical.
Unsure of my role in this educational topic
Updated plant bulletins that can be sent to interested stakeholders.
We share all the research information and budgets were are developing as we do research on
the farms. We integrate other University BMPs and research information into our stakeholders
needs. We also try to reach out to the communities about the new information we are learning
and how it can improve the environmental and economic performance of our stakeholders and
learners needs.
We share the LSNERR programmatic work, NOAA Great Lakes regional activities and information
and NERR System data, research, products and practices with stakeholders.
Would benefit from concise research based materials to cite.
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Developing a UW-Extension Climate Change Strategy: Actionable

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