Experiential Learning Processes Informing Climate Change Decision Support

• Published in: Weather, climate, and society Vol. 11; no. 3; pp. 681 - 694
• Main Authors: Kalafatis, Scott E., Neosh, Jasmine, Libarkin, Julie C., Whyte, Kyle Powys, Caldwell, Chris
• Format: Journal Article
• Language: English
• Published: Boston American Meteorological Society 01.07.2019
• Subjects: Adaptation; Climate change; Climate effects; Climate science; Collaboration; Decision making; Decision support systems; Decisions; Education; Environmental policy; Experiential learning; Knowledge; Learning; Minority & ethnic groups; Native peoples; Policy making; Reflection; Scientists; Traditions; Tribes and tribal systems; United States > US
• ISSN: 1948-8327; 1948-8335
• DOI: 10.1175/WCAS-D-19-0002.1

Climate scientists are increasingly called upon to collaborate with policy makers to develop climate science–informed policy decisions. However, there are concerns that existing professional and cultural boundaries will remain persistent barriers to fulfilling the potential promise of these collaborations. The perception that scientists will be learning by doing while pursuing these efforts does little to assuage these concerns because more research is needed into how scientists actually learn to collaborate more effectively. Using interviews with 18 individuals identified by their peers as particularly successful participants in collaborations between Native American Tribes and climate science organizations, this paper offers suggested practices and examines learning processes underlying the development of these suggestions. The development of the list of suggested practices highlights the extent to which having the right attitude, taking the right actions, and cultivating the right processes are intertwined factors associated with success in these collaborations. Analysis of the learning processes underlying interviewees’ suggestions for suggested practices offered five sources of information that frequently led interviewees to reflect on their experiences and gain new knowledge from them. Despite these common trends, each interviewee described a reflection system that they had cultivated to continually monitor and enhance their work in collaborations that was personalized and distinctive from those the other interviewees used. Increased attention to these tailored reflection systems offers a path forward for understanding how experiential learning can most effectively enhance climate change decision support.