Discussion leaders: Michael Calaban and Lynne Carter

Notes by Robin Wang and Matt Balazik

Useful Information Products: (What kind of information do we need to provide?)

• Broad definition of public/constituents.
• Distilled information, diverse products. Different materials for different public constituencies e.g. White House, Congress, etc.
• Technical
• Non-technical
• Describe why we do assessment.
• Tie to "real world" needs.
• Focus more on relevant and current extremes plus climate change.
• Be brief and entertaining.
• Short TV spots and advertising.
• At prime time: Fees
• Non-prime: Public service announcements may be free.
• Quality production (costs $)
• Required reporting – state regulations
• Pullout information from EPA reports.
• Emphasize issues for localities.
• Materials tailored for audiences. Put the main message in the package, and include references for the details/further information.
• What to communicate? What is the message?
• Common material as a presentation package.
• Fact sheet for specific audience. Executive summary (e.g., sector fact sheet) in lay language.

• Chance to inform farmers when they have winter meetings (non-busy time).
• Targeting Audiences – in current (targeted) publications. Reputable journals for technical reports.
• Presentations, flyers, pullout segment.
• TV/Radio/Internet.
• Civic league meetings, presentations, letters.
• Present study results to interested stakeholders. Assist them in follow-up proposals.
• Presentation package – slides, overheads, PowerPoint, downloadable, CD-ROM.
• Uniformity of resources.
• Short – regional specific reports, fact sheets with executive summary.
• Few bulleted points.
• Contend with uncertainties – what we know/don’t know.
• Uniformity of resources
• States’ Extension and Sea Grant offices (must keep current)
• Regional broadcasts – collaborate with meteorologists.
• Annual meetings
• Regional discussion
• Educational outreach
• Curriculum development: education packages for teachers’ use.
• Certification of teachers in climate change program.
• Link from websites – "for teachers", "for students"
• Add information to present efforts. E.g., Drivers’ education. Include "driving clean".
• Increase understanding of soil and water linkages with atmosphere.
• Coloring books, children’s magazines, poster contests.
• Special speaker in class.
• Good images and key ideas (fast paced, bullet text).
• Include historical record – show recent change in climate, "what ifs." Put future time in context. Such as 30 years from now is a span like 30 ago (rather than 2030).
• Long term perspective: climate change + other issues (e.g., analysis of land use trends with population increase) have many intersections. Use those as lead-ins for info dissemination.

• Direct contact with network gate keepers.
• Radio, TV, and web.
• Web links from popular sites such as USAToday.
• Link with national weather service pages/websites.
• Speakers bureau from MARA.
• Contact other regions and websites – links.
• Working with lawmakers: educate about need to change subsidies/incentives because of new knowledge (e.g., revamp FEMA flood insurance so it discourages rebuilding in harms way).
• Every state has an extension service agent. Cooperate with them.
• Regional broadcast meteorologist.
• Use collaboration and knowledge/suggestions from phone contacts.
• Contact Ann Fisher (fisherann@psu.edu) with publication/dates/contents.