Using report cards to enhance environmental intelligence€¦ · Intelligence is derived from a...
Transcript of Using report cards to enhance environmental intelligence€¦ · Intelligence is derived from a...
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Using report cards to enhance environmental intelligence
Bill Dennison20 May 2019
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1. The ability to acquire and apply environmental knowledge.
2. The collection of information of environmental value.
Environment is derived from a French word ‘environ’ (surrounding)
Intelligence is derived from a Latin word intelligere (to comprehend or perceive)
3. The ability to perceive your surroundings.
What is environmental intelligence?
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Observation revolution: Sensors rapidly expanding
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Observation revolution: Sensors rapidly expanding
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Capacity for data analysis increasing
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Synthesis and visualization techniques emerging
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Communicating good science effectively in a timely manner
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Environmental intelligence pyramid
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Report cards create environmental intelligence
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Began producing report cards in Australia
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Report cards expanded throughout Australia
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Chesapeake Bay: Data rich but synthesis poor
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• In 2005, there were 101 indicators; mixed ‘state’ and ‘response’ indicators
• No hierarchy or combined indices; No stories
• Conflicting stories: “Happy Talk” vs. “Doom and Gloom” about perceived progress
Chesapeake Bay Program indicators
Chesapeake Bay Program indicators as they
appeared on the website
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Initial Chesapeake Bay report card produced in 2006
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Report card website createdwww.ecoreportcard.org
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Chesapeake Bay report card generates media attention
Report card media reach2016
Associated Press 24 MCNN 29 MPrint/on-line media 40 MBroadcast media 31 M
TOTAL 124 M
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Citizen scientists conducting regional environmental monitoring
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Introducing resilience in 2014 report card
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Distinguishing condition from resilience
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Several basic steps are involved in producing report
cards
Create
conceptual
framework
Choose
indicators
Define
thresholds
Calculate
scorecard
Communicate
results
Step 1 Step 2 Step 3 Step 4 Step 5
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Step 1: Create conceptual framework
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Step 2: Choose indicatorsthat convey meaningful ecological information and can
be measured reliably
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Step 3: Define thresholdsand reporting regions to establish environmental
benchmarks and spatial details
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Step 4: Calculate scorecardfor dissemination to decision-makers, resource
managers, and interested public
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Step 5: Communicate resultseffectively through mass media with supporting material
in technical or web-based venues
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Report cards vs. integrated assessments
Report cards
Annual (tactical)
Grades (based on indices)
< 12
Data, maps, observations
Geographic reporting regions
Integrated assessment
Multiple years (strategic)
Recommendations (data gaps, management priorities)
Dozens
Data, maps, observations & references
Habitats, functional areas
Repeat
Frequency
Major Product
# Indicators
Supporting
Materials
Reporting
Units
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Integrated assessment: Wetlands habitat
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Integrated assessment: Wetlands habitat
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Integrated assessment: Wetlands habitat
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Integrated assessment: Forest habitat
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Assessing cultural resources as well as natural resources
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IAN efforts began to become more globalized
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IAN began to teach globally
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Incorporating cultural resources in report cards
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Surveyed report card practitioners
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Published Practitioner’s Guide
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Tools, blogs, publications: www.umces.edu/ian
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New first step: Stakeholder mapping
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Original 5 steps converted to 3 steps
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New fifth step: Raise the grade
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IAN developed a theory of change
Internal External
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IAN report cards are based on theory of change
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