Impacts of Climate Change in the Arctic: New Study

A new study in Science (Eric Post, et al., Ecological Dynamics Across the Arctic Associated with Recent Changes, 325 Science 1355-1358 (2009) could be a very good potential reading for students on the impacts of climate change, as it emphasizes the fact that climate change is already occurring, discusses some of the impacts that I feel are under-emphasized, including phenological impacts and biogeochemical changes, and provides a portent of anticipated impacts in other parts of the world, including the impacts of shifts in species’ distribution. The article may be a bit technical for some students, but it’s a great way to get them to grapple with the scientific aspects of this issue, including extremely complex ecological dynamics potentially associated with climate change, many of which might not be immediately obvious to them.

Among the most important take-aways from the article:

  • Arctic warming rates now exceed the century-scale warming that occurred during the Pleistocene-Holocene transition, a period which witnessed widespread shifts in vegetation and faunal extinctions across the Arctic;
  • During the past two or three decades seasonal minimal sea ice extent throughout the Arctic has declined by 45,000 square kilometers annually, an area the size of New Jersey;
  • Among the serious impacts already manifesting themselves from rapid climate change in the region include the following:
    • Unusually early spring rain in the Canadian Arctic had led to melting, collapse and washout of birth lairs of ringed seals, imperiling newborn pups;
    • Polar bears are experience rapid declines in birth rates and survival due to loss of sea ice habitat;
    • Enhanced lake stratification associated with warming has changed the migration pattern of some fish species and increased likelihood of species inhabiting fish-less lakes, altering lake ecosystems;
    • Changes in plant growing seasons have resulted in a trophic mismatch with caribou, threatening survival of calves.
  • The future threats posed by climate change in the region include:
    • Shifts in species composition could affect land-atmosphere greenhouse gas balances, creating feedbacks that we currently only poor understand;
    • Shifts in species may profoundly alter simple Arctic ecosystems; this appears already to be occurring in terms of species of geometric moths and the decline of Arctic fox with northward expansion of th rnage of red foxes
    • Projected warming of as much as 6C in the fjords of northeast Greenland could substantially change the dynamics of species dependent on aquatic productivity;
    • Given the relative simplicity of the Arctic ecosystem, and consequent limited functional redundancy, losses of individual species may have very immediate consequences for ecosystem processes

CAMEL Program for U.S. Climate Change Teaching

The National Council for Science and the Environment (NCSE) has been awarded a three-year grant of $1,666,820 by the National Science Foundation (DUE-0950396) to create a nationwide cyber-enabled learning community for solutions to climate change to be known as CAMEL (Climate, Adaptation, and Mitigation e-Learning). CAMEL will engage experts in science, policy and decision-making, education, and assessment in the production of a virtual toolbox of curricular resources designed for teaching climate change causes, consequences, and solutions.

The project was developed by the Council of Environmental Deans and Directors <http://www.ncseonline.org/CEDD>  (CEDD), which is managed by NCSE.  The lead investigators on the project are David Hassenzahl (U. Nevada, Las Vegas), Arnold Bloom (U. California, Davis), Barry Benedict (U. Texas at El Paso), CEDD President Stephanie Pfirman (Barnard College, Columbia University), Jean MacGregor (The Evergreen State College), Andy Jorgensen (U. Toledo) and CEDD Executive Secretary David E. Blockstein (NCSE). Dr. Jorgensen took the lead in preparing the proposal as a Senior Fellow with NCSE during a recently completed sabbatical.

CAMEL’s objectives are to:

*        Assist faculty at institutions of higher education across the United States as they create, improve, test, and share resources for teaching students not only how to diagnose climate change problems, but also to identify and effect solutions;

*        Ensure that materials developed and shared are founded on the best available scientific information and follow the most appropriate educational practices;

*        Build a community of researchers, educators, and students engaged in teaching about climate change causes, consequences, and solutions;

*        Develop cyberinfrastructure that will support and promote the creation of materials and community; and

*        Evaluate the determinants of successful community building using cybermedia.

CAMEL will involve leaders in climate and solutions research and in curriculum and faculty development to integrate up-to-date content with state-of-the-art educational practice. The community and resultant content will range from general education to upper division courses for students in a variety of majors. The resources that are created will encourage faculty to learn from one another how best to involve students in a range of learning activities, including research. Furthermore, as expert contributors and the faculty learning community develop content and curricular resources, they will become available (in the NSCE online Encyclopedia of the Earth <http://www.eoearth.org/>  and at Cyber-ShARE <http://www.cybershare.utep.edu/> , an NSF CREST-funded Center of Excellence at the University of Texas at El Paso for sharing cyber-resources to advance research and education) for a nationwide and international community of faculty members to adapt, use, and evaluate. The ultimate goal of the project is to provide the opportunity for every college student to become educated about climate change: its causes, consequences, and solutions, and the personal, professional, and societal options for meeting the major challenges posed by this urgent problem.

The NSF grant follows a smaller grant from NASA, Creation and Dissemination of an Interdisciplinary Undergraduate General Education Course on Climate Change. Under this grant, faculty at more than 20 NCSE University Affiliates will (a) develop a virtual tool chest of curricular modules and resources on how to teach about climate change using the latest NASA Earth observation data, Earth system models, and visualization tools and (b) use them in introductory courses over the next two years.

The CAMEL project will commence in October. Presentations on CAMEL will take place during the upcoming meeting of the Association for Environmental Studies and Sciences <http://aess.info/>  (AESS) in Madison, WI from October 8-11, as well as at the meetings of CEDD in Washington, DC on January 23, 2010 and at the National Center for Atmospheric Research in Boulder, CO from July 6-8, 2010.

Once the project gets underway, we will be seeking educators to contribute existing curricular resources, develop new resources, and incorporate them into teaching.  Please contact Heidi Fuchs at HFuchs@NCSEonline.org to participate.

More information on CAMEL, including a PowerPoint presentation by lead PI David Hassenzahl and a video thereof, can be found at the CEDD website <http://www.ncseonline.org/CEDD/cms.cfm?id=2348> .

Heidi Fuchs

Program Coordinator, Council of Environmental Deans and Directors (CEDD) & Council of Energy Research and Education Leaders (CEREL) National Council for Science and the Environment

1101 17th Street NW, Suite 250

Washington, DC 20036

202-530-5810 x222 / fax: 202-628-4311

www.ncseonline.org