Title,Recipient,Competition,"Fiscal Year","Award Number","Federal Funding","Principal Investigator",State,City,County,District,Lat/Long,"Grant Dates",Abstract,Partners "Increasing Sea-Level Rise Resilience in the Northern Gulf of Mexico","Program for Local Adaptation to Climate Effects: Sea-Level Rise (PLACE: SLR)","2020: ELG for Community Resilience to Extreme Weather Events and Environmental Hazards",2020,NA20SEC0080010,"$449,076","Eric Sparks",Mississippi,Biloxi,Harrison,MS04,"30.44197, -88.94366","2021-07-01T00:00:00 - 2024-09-30T00:00:00","Sea-level rise (SLR) will disproportionately affect the northern Gulf of Mexico (nGOM; coastal Mississippi, Alabama, and northwest Florida) due to a confluence of socioeconomic challenges (e.g., vulnerable industry, low per capita income, low level of educational attainment, etc.), higher than average rates of SLR, and low-lying topography. Resilience of nGOM social, economic, and cultural resources in the face of SLR requires an informed and engaged constituency and leadership that understands their risks, SLR adaptation options, and the civic processes required for action. Multiple formal and informal needs assessments have identified specific educational and informational gaps that act as barriers to SLR action in nGOM coastal communities. To address the SLR resilience barriers identified by nGOM stakeholders and decision-makers, the project team will implement a comprehensive and diverse education program that engages multiple sectors within coastal communities including youth, educators, municipal officials, concerned citizens, and non-participants (i.e., those who have not yet been engaged in dialogue around SLR resilience). The goal of the project is science and civics literate constituencies in the northern Gulf of Mexico that can actively support cultures, economies, and ecosystems that are resilient to SLR. This goal will be achieved by developing an inclusive SLR education program that spans ages, locations, and demographics. There are three categories of project activities targeting different community sectors: 1) educator workshops encouraging application of an existing SLR curriculum for high school students; 2) Community Connection Dialogues that connect community leaders working on SLR with engaged constituents to inform and empower future action; and 3) pop-in immersive SLR experiences at “every day” locations (e.g., baseball games, art walks) to reach those without the means/motivation to engage in SLR resilience. The SLR curriculum, Community Connection Dialogues, and Pop-Ins are three parts of a whole that work to bring community members at all levels of understanding and engagement into the conversation and direct them towards the next step in their pathway to SLR community resilience. This work is being led by Mississippi State University in partnership with the Mississippi-Alabama Sea Grant Consortium, Dauphin Island Sea Lab, Alabama School of Mathematics and Science, Gulf of Mexico Alliance, and the University of South Alabama. Collaborators from across the region will include the Mississippi State University Gulf Coast Community Design Studio, the five Gulf National Estuarine Research Reserves, Audubon Nature Institute, 350 Pensacola, League of Women Voters of Mobile, EEECHO, Ocean Springs Environmental Committee, UF/IFAS, Perdido & Pensacola Bays Estuary Program, Better Growth Mobile, Cities of Ocean Springs, MS and Pensacola, FL, Counties of Jackson, MS and Santa Rosa, FL, and the GoM Climate and Resilience Community of Practice.","Dauphin Island Sea Lab (DISL), National Estuarine Research Reserve (NERR) Rookery Bay, National Sea Grant College Program / Mississippi-Alabama Sea Grant Consortium, National Estuarine Research Reserve (NERR) Apalachicola, National Estuarine Research Reserve (NERR) Grand Bay, National Estuarine Research Reserve (NERR) Mission-Aransas, National Estuarine Research Reserve (NERR) Weeks Bay, 350 Pensacola, Better Growth Mobile, Inc., Education, Economics, Environmental, Climate and Health Organization (EEECHO), League of Women Voters (LWV) of Mobile, Gulf Coast Community Design Studio, Escambia County / Pensacola & Perdido Bays Estuary Program, University of Florida / IFAS / Extension Escambia County, Jackson County / Utility Authority, City of Ocean Springs, City of Pensacola, Santa Rosa County / Board of County Commissioners, Audubon Nature Institute, Friends of Rookery Bay, University of South Alabama, Alabama School of Math And Science, University of Florida / IFAS / Extension Santa Rosa County, University of Florida / IFAS / Extension Dixie County, University of Florida / IFAS / Extension Levy County, City of Mobile / Chief Resilience Officer, South Florida Water Management District" "Promoting Environmental Literacy through Teacher Professional Development Workshops and Climate Change Student Summits (C2S2)","University of Nebraska-Lincoln","2008/2009: ELG for Formal K-12 Education",2009,NA09SEC4690009,"$696,672","Frank Rack",Nebraska,Lincoln,Lancaster,NE01,"40.81605, -96.70093","2009-09-01T00:00:00 - 2013-12-30T23:00:00","This project will provide K-12 teacher professional development and focused student activities to promote environmental literacy using the essential principles of ocean and climate literacy. In partnerships with NOAA entities, school districts, and museums across the United States, we will provide: (1) high-energy face-to-face professional development workshops for teachers, facilitated by experienced educators; (2) ongoing support and interactions among teachers and students through an online collaborative website, or group-hub; and, (3) high-profile, focused events in which students interact with scientists and the public to share what they've learned, both locally and internationally. The primary goal of this project is to increase the environmental literacy of K-12 teachers and their students from school districts that are part of existing science museum networks. Each summer, we will work with 4 to 6 partner museums to invite 30 to 40 teachers from their local school districts to take part in a pair of workshops.","Museum of Science and Industry (MSI) Chicago, Technical Education Research Centers / TERC, Birch Aquarium at Scripps, California State University at San Marcos, Virginia Tech / College of Agriculture and Life Sciences, Grossmont College, Hardin Public Schools 17-H&1, Little Big Horn College, Oak Park Unified School District, Omaha's Henry Doorly Zoo and Aquarium, San Diego Unified School District, Anchorage School District (ASD), Bureau of Land Management (BLM) / Campbell Creek Science Center, Carteret County Public School System, Montana State University / Department of Land Resources and Environmental Sciences (LRES), North Carolina Maritime Museum, Northern Illinois University / Department of Geology and Environmental Geosciences, University of Alaska (UA-Anchorage)/ Department of Biological Sciences, University of Alaska Southeast (UAS), University of Alaska (UA-Fairbanks), University of California at Santa Barbara, University of Michigan / Museum of Natural History, University of Michigan / Museum of Natural History, University of North Carolina at Chapel Hill (UNC) / Institute of Marine Science, University of Washington (UW) / School of Aquatic and Fishery Sciences (SAFS), Virginia Tech / Biocomplexity Institute, University of Michigan / Department of Earth and Environmental Sciences"