The University of Maine’s Integrative Graduate Education & Research Traineeship (IGERT) Focused on Adaptation to Abrupt Climate Change

By Misa Saros, A2C2 IGERT Program Coordinator, University of Maine
(This article appears in the December, 2012 issue of The ACUPCC Implementer)

The University of Maine has launched a new National Science Foundation sponsored Integrative Graduate Education and Research Traineeship (IGERT) – the first of its kind to focus explicitly on adaptation to abrupt climate change (A2C2).  The A2C2 IGERT is a partnership between the Climate Change Institute (CCI) and the School of Policy and International Affairs (SPIA) and is focused on the need to adapt environmental policies and management strategies to meet the social and ecological challenges caused by abrupt climate change events.  The program is funded by a five-year, $3 million award from the National Science Foundation, and will support the research of 24 Ph.D. students in Earth sciences, ecology, economics, anthropology and archaeology. Their research will focus on the effects of abrupt climate change on global security, ecosystem sustainability, and the integrity of economic, social, political and ideological systems.

Abrupt climate change (ACC) refers to the surprisingly rapid and dramatic shifts in regional and global climate that have occurred numerous times during Earth’s history, but which have only been well documented and appreciated by the scientific community over the past several decades.  Although the phenomenon of ACC is well established scientifically, is not widely understood by policy makers, planners, or the general public.  The A2C2 IGERT therefore features a novel training program that emphasizes equal participation by the natural and social sciences and fosters enhanced understanding of the dynamics of coupled natural and human systems in response to ACC.

The primary goal of the A2C2 IGERT is to train a new generation of scientists who possess the skills and attitudes needed to meaningfully address the environmental and social challenges of ACC.  In addition to conducting collaborative interdisciplinary research, A2C2 students will participate in policy and management internships with international groups, federal and state agencies, non-governmental organizations, and private corporations.  In so doing, they will become experts and leaders in their fields, understanding the dynamic relationship between the environment and the security of humans in response to ACC, says Dr. Jasmine Saros, associate director of UMaine’s Climate Change Institute and the principal investigator on the project. The program is also designed to train leaders and experts who will make significant professional contributions in facilitating a paradigm shift in the way that policy makers and managers conceptualize climate change, so that the threats and opportunities associated with rapid shifts in regional and global climate are explicitly acknowledged in societal planning.  In other words, we hope our students will ultimately persuade planners and managers to rethink their assumptions about how Earth’s climate has functioned in the past, and to reexamine their ideas about how this surprisingly temperamental system might respond to current and future levels of human influence and disruption.

The A2C2 IGERT also hopes to challenge the commonly held view that the past 11,000 years –during which human civilization arose – has been a period of remarkable climate stability.  In light of the best and most contemporary scientific evidence that we possess, this notion of global climate stability during the rise of civilization appears to be deeply flawed, since we now know that numerous ACC events occurred during this time.  Although these events were certainly milder than those that occurred in the more distant past, they were nonetheless quite dramatic by modern standards and were more than adequate to severely disrupt a variety of civilizations and ecosystems by way of extreme and prolonged drought, dramatic sea ice expansion, increased storminess, and increased frequency and magnitude of freezes. We also know that numerous societies failed catastrophically during these events.  We believe that the lessons learned from investigations into these events are of clear value to contemporary societies, since rising atmospheric concentrations of greenhouse gases will likely create the persistent, looming threat of abrupt and highly disruptive climate shifts in our future.

The good news, of course, is that although many societies collapsed during periods of abrupt climate change, many others found ways to flourish.  We should therefore resist the temptation to view ACC events in an apocalyptic light; although they present significant challenges to societal well-being, they also present a wide variety of opportunities for societies that can find ways to reduce vulnerability and increase resilience.

UMaine is very excited to have received this IGERT award, the third in our university’s history. The IGERT program is now the National Science Foundation’s flagship interdisciplinary graduate training program, and is well aligned with the ACUPCC’s goal of curricular transformation.  IGERT strives to catalyze a cultural change in graduate education by establishing innovative new models that transcend traditional disciplinary boundaries, by facilitating greater diversity in student participation and preparation, and by contributing to the development of a globally-engaged science and engineering workforce. Since its inception in 1998, the IGERT program has made 215 awards to over 100 leading universities in 41 states, the District of Columbia, and Puerto Rico. IGERT has provided funding for nearly 5,000 graduate students.

To learn more about the A2C2 IGERT at UMaine, please visit our program website or contact Misa Saros, A2C2 IGERT Program Coordinator, at misa.saros@umit.maine.edu.  General inquiries can also be sent to a2c2igert@umit.maine.edu.

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It’s Happening: Being prepared for climate change

Over the past year at Second Nature I’ve been coordinating the “Higher Education Adaptation Committee” – a group of college and university administrators, climate scientists, sustainability professionals and educators exploring higher education’s role and responsibility in ensuring that society is prepared to weather the storms of climate change.

On Monday at the Smart and Sustainable Campuses Conference at the University of Maryland, I co-facilitated a session on this topic with David Caruso, President of Antioch University New England (who serves on the Adaptation Committee).

It proved to be a timely event.  On the day of the session, temperatures in New Hampshire reached the 90s (in April!). It’s been a warm spring all over the northeastern US.  And it was a warm winter – not really a winter at all in many places. Here, the mild weather doesn’t feel all that bad.  But if you understand the implications of climate disruption, it’s pretty horrifying.

I won’t run through the usual list of climate impacts – but here are just a few of recent headlines:

• Drought Expands Throughout US
• Drought, Flooding And ‘Multiple, Combined Outbreaks’ Of Pests Threaten To Reduce Asian Agricultural Output 50%
• Hansen et al.: “Extreme Heat Waves… in Texas and Oklahoma in 2011 and Moscow in 2010 Were ‘Caused’ by Global Warming”
• Is Climate Change Bringing the Arctic to Europe? 
• Arctic Warming Favors Extreme, Prolonged Weather Events

The following video does a great job of explaining how increases in the global average temperatures (global warming) drives all kinds of complex climactic changes – what’s become known as “global weirding”:

On May 5, 2012, the global network of concerned citizens under the 350.org banner will be “connecting the dots” between these impacts of climate change and what they represent in terms of economic damage, ecological destruction and human suffering.

To minimize this damage, we need to continue to create better ways of doing things.  We need to eliminate our greenhouse gas emissions and land-use changes that are driving climate change.

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Higher Education’s Role in Adapting to Climate Disruption

Second Nature recently convened the Higher Education Climate Adaptation Committee, composed of ACUPCC presidents and other experts in higher education and adaptation.  The Committee will evaluate the role of higher education in ensuring that society is equipped to manage the unavoidable impacts of climate disruption – such as rising sea levels, more frequent extreme weather events, prolonged droughts, more flooding, etc.

Pedestrians scurry on Library Mall as inches of torrential rain deluge the UW-Madison campus, causing nearby streets and walkways to flood. Photo: Jeff Miller

The Adaptation Committee will develop a white paper, to be released later this year, that looks at how colleges and universities are adapting their own physical plant, and in what ways they are incorporating adaptation into their education, research, and community engagement activities.

We have completed a (very) preliminary scan of current climate adaptation initiatives, and are looking for more examples — particularly of actual projects or plans for the campus physical plant upgrades that are in direct response to new or expected impacts driven by climate change. Also, if your institution has courses, research initiatives, or community engagement projects focused on climate adaptation we would love to know about them as well.  Please share any examples you are involved with or know about in the comments and/or send to Georges Dyer at gdyer@secondnature.org. 

Here are a few examples we’ve been able to find so far:

• North Carolina State University: NCSU Water Restriction/Drought Action Plan (pdf) — In response to severe droughts, NCSU has set up high efficiency washing machines, low-flow showerheads & toilets, and installed water catchment systems across campus.

• University of Hawai’i at Manoa: (1) Center for Island Climate Adaptation and Policy — The Center is involved in planning & infrastructure projects that address adaption and hazard mitigation strategies for the University and Island communities. (2) Adapting to Sea Level Rise and Coastal Erosion — To address coastal hazards and shore evolution, Dr. Chip Fletcher has been working with different Hawaiian counties to “modify coastal construction setback lines.”

• University of Puerto Rico at Humacao: Stormwater Management Program (pdf) — To reduce potential pollutant discharges, the program is establishing a construction site storm runoff control system as well as a post-construction storm water management system.

• University of Southern California: The Urban Ocean Program (Sea Grant) — Amongst a variety of initiatives, the program hosts Coastal Hazard Planning and Sustainable Coastal Planning programs which increase resiliency to lower human, development, and natural vulnerability.

 

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