Developing a UW-Extension Climate Change Strategy · Developing a UW-Extension Climate Change...

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 climate-related 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.

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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)

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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.

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 self-identified climate-related program topics

Fig. 1 Survey response rate by program area

4H-YD

WGNHS

ANRE

FLPWNEP

CNRED

n =8

n = 92 n = 74

n = 86

n = 44

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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.

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

Fig. 2

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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.

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.

Most talk about the weather (n = 82)

About half as many (n = 42) talk about climate change

Table 2 Climate relevance of the present extension response

Fig. 3

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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

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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.

n =

Fig. 7 Responses organized by the type of information or training need the respondent described

Fig. 5 Climate/weather opportunities

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Fig. 8 Needs grouped by the educational topic or educator need

Fig. 9 The institutional response required to meet the educator’s needs

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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

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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

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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.

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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)

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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)

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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 If yes, please succinctly list 1-3 specific programs topics

since 2012. 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:

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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 If yes, please write a one sentence description of how

they'd be affected. 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

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

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.

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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)

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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


Affects production agriculturists, part of my client base. Camp Hay production, dusty farm conditions Helping Youth Understand how to care for their animals during a intense heat

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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

Affects production agriculturists, part of my client base. 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 Project outcomes for youth Would impact hiking trails & safety on hikes Would make doing outdoor activities (summer camps) in summer very difficult.


Affects production agriculturists, part of my client base. 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 Project outcomes for youth

Long periods of extreme cold

Ability to get to the program Affects production agriculturists, part of my client base. 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 Possibly fewer participants due to uncomfortable or dangerous conditions Project outcomes for youth School group cancellations (school closings) & moving activities indoors Schools close

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Youth and families are not willing to drive or participate in programs when weather makes it difficult.

Rising groundwater levels

Affects all citizens and consumers of water. Increases risk of flooding homes and fields Possibly fewer participants due to dangerous conditions


Ability to get to the program Ability to hold meetings Affects production agriculturists, part of my client base. 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 Possibly fewer participants due to uncomfortable or dangerous conditions Project outcomes for you Youth and families are not willing to drive or participate in programs when weather makes it difficult

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)

ANRE n=85 Drought periods in late summer

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

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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.

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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


Changing water levels affect wetlands 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 Forage, grain yield and quality 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. Information provided by MGVs would need to be adjusted to incorporate appropriate information. It affects how growers manage their gardens and increases the pressures of insects and pests that thrive in these conditions. 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 Management adjustments to preserve yield 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 gardeners in garden rental program how to adapt to new conditions 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.

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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 This would change famer's management practices 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 Changing water levels affect wetlands 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 Forage, grain yield and quality Increased measures to decrease erosion and loss of nutrients from cropland Information provided by MGVs would need to be adjusted to incorporate appropriate information. It affects how growers manage their gardens and increases the pressures of insects and pests that thrive in these conditions.

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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 Management adjustments to preserve yield 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 change famer's management practices 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. Changing water levels affect wetlands 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.

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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 Information provided by MGVs would need to be adjusted to incorporate appropriate information. Interferes with planting and harvest operations It affects how growers manage their gardens and increases the pressures of insects and pests that thrive in these conditions. Late planting, short season, increased disease pressure Limitation on when manure can be applied Long term trends or changes in habitat and species. Management adjustments to preserve yield 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. 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 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. This would change famer's management practices Yields

Long periods of extreme cold 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

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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 Information provided by MGVs would need to be adjusted to incorporate appropriate information. 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. 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 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. This would change famer's management practices Tree and shrub loss - landscapers, nursery growers and consumers Wellbeing of out-wintered livestock Winter kill of perennial crops, livestock losses. Yields

Rising groundwater levels Changes in crop production Changing water levels affect wetlands 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

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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 This would change famer's management practices 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 Changing water levels affect wetlands 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. Information provided by MGVs would need to be adjusted to incorporate appropriate information. It affects how growers manage their gardens and increases the pressures of insects and pests that thrive in these conditions. Livestock stress, possible increased insect & disease pressure on crops Livestock stress. Management adjustments to preserve yield 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

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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 change famer's management practices 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 Drought periods in late summer

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

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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 food systems; community economic vitality Local governments would need to assist community members Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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. Would affect how we market decision support tools to farmers and their advisors


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

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Excessive wet periods or rain will postpone outdoor workshops. Farmers, tourism potential 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 Local food systems; community economic vitality Makes restoration projects more difficult Managing runoff from such events. More runoff and potentially recharge means more leaching of nutrients and greater erosion potential Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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. Would affect how we market decision support tools to farmers and their advisors


Could change the dynamics of ponds causing low production or poor spawning Could improve snowmobile season Cropping and livelihood patterns Farmers, tourism potential Feedstocks and supply certainty Fermentation Fest is an outdoor event that is severely hampered when raining

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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 Local food systems; community economic vitality 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 Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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. Would affect how we market decision support tools to farmers and their advisors


Depending on snowfall, could extend snowmobile season Difficult to hold meetings when it is very cold. Evaporative losses from lakes Farmers, tourism potential Freeze out small lakes Ground is frozen for longer periods and the growing seasons are impacted Increase my risk of harm when driving to and from workshops and programs in adverse weather conditions. Increased ice on ponds could slow warm up in spring setting production back or lead to winter kill of fish

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Infrastructure and heating Living attractiveness of area Loads Local business owners tied to natural resource amenity negatively affected; field research challenged. Local food systems; community economic vitality 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. Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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. Local food systems; community economic vitality May influence nutrients entering the ground water? More event runoff More water usually a good thing for fish production Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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.

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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. Increase my risk of harm when driving to and from workshops and programs in adverse weather conditions. Increased chloride use for road deicing Infrastructure issues Loads Lower lake levels and fewer tourists. More nutrient movement on frozen ground Nature centers and related organizations would need to adjust their outdoor programming and land management practices. 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.

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FLP n=55 Drought periods in late summer

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 Difficulty in access to food & increase in electric bills 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. Would affect which foods are available to preserve


Buildings that are flooded and related issues. Difficulty in access to food & increase in electric bills Disaster preparedness Family displacement Farmers markets, Hunger and Poverty Prevention Food safety Food safety following floods and power outages

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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 Farmers markets, Hunger and Poverty Prevention May affect participation in community programs. Same as items above Would affect which foods are available to preserve


Ability to cope (elderly, disabled, children) Energy - financial education Families in need of heat assistance (including immigrant families) Farmers markets, Hunger and Poverty Prevention 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.


Farmers markets, Hunger and Poverty Prevention Negative effect on drinking water

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Warm wet winters with more frequent ice storms Ability to access workshops Difficulty in access to food & increase in electric bills Farmers markets, Hunger and Poverty Prevention 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)

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)

WGNHS n=8 Drought periods in late summer

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 Impact on groundwater quality and availability

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Possible well contamination Increased precipitation in fall, winter and spring

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.

Long periods of extreme cold Change where & when I can do field work Rising groundwater levels

Basement flooding, possible well contamination Developments in marginal locations suffer mightily Impact on groundwater quality and availability 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.


Change where & when I can do field work Farmers Similar to those above dealing with fluctuations in groundwater levels

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)

WNEP n=31 Drought periods in late summer

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.

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Less production or locally grown food Increased duration and intensity of heat waves

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 Impact on growing 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 Impact on growing 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. Impact on growing food 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.

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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

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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 non-politicized 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.

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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

• Ability to alter habitat to improve plant communities; • 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.

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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 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 5-

10years. 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 UW-

Extension 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;

2

• 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 cross-

purposes; • 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 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 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 UW-Extension 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 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 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 5-10years. 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 · Developing a UW-Extension Climate Change...

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