1. WHAT CONTRIBUTES TO THE BUILDING OF RESILIENT COMMUNITIES?: INTEGRATION OF KNOWLEDGE, RISK PERCEPTION, AND AWARENESS OF SOCIAL VULNERABILITY Pamela McMullin-Messier Department of Sociology Central Washington University InTeGrate – Teaching about Risk and Resilience Workshop – Thursday, May 5, 2014

2. Interdisciplinary Teaching of Geoscience and Social Science for a Sustainable Future Piloted an interdisciplinary undergraduate classroom module (planned for 2-3 weeks). This module provided students with an interactive mechanism to engage in place-based exploration of natural hazards, social vulnerabilities, and factors that shape perception of natural hazards and risk. We attempted to use a flipped classroom approach, where we prepared lectures and materials for viewing in advance and had students work in groups in class to collaborate and find solutions together. 2

3. Motivations for the Module Previous findings have indicated: (1) illustration of an increase in the students' interest and level of engagement with material on hazards; (2) demonstration of knowledge and interpretation of survey data collected within the student community. Students found that a lack of accurate knowledge of regional natural hazards corresponds to a low perception of risk associated with these hazards, even among those who had grown up or had lived within the region. Bridging this communication gap is critical in creating a culture of safety rather than moments of reaction. 3

4. Purpose of the Module The module allowed for students to integrate geoscience and social science methodologies to understand societal impacts that result from natural hazards. Within the module, students (within groups): (1) identify and apply credible geologic and social science datasets to identify and map hazards and social vulnerabilities within their region; http://epamap14.epa.gov/ejmap/ejmap.aspx?wherestr= ellensburg%2C%20wa http://epamap14.epa.gov/ejmap/ejmap.aspx?wherestr= ellensburg%2C%20wa (2) collect and evaluate survey data on the knowledge, risk perception and preparedness within their social networks; 4

5. Purpose of the Module (continued): (3) make recommendations to potential community stakeholders in order to mitigate for a prepared, resilient community. Have students develop hypotheses and analyze the data to assess: Hazard Knowledge Vulnerability/Risk Perception Level of Preparedness Students are to present their findings (with maps and survey results) to a potential audience of experts and/or local residents 5

6. What is Social Vulnerability and How Does It Intersect with Risk? Potential for damage or loss of a societal asset. Examples include the examination of societal conditions: Land use (e.g. building in flood or fire zones) Building stocks (e.g. pre-1950 housing susceptible to seismic shifts) Demographic patterns (age, gender, minority status, poverty status) Cultural context (Who is self reliant? Who needs more care or special assistance? Who is responsible for your safety?) Political forces (Democracy in action – who has power, who does not have a voice, and why?) Communication strategies (or lack thereof) and social relations (do you know your neighbors?) 6

7. Factors Which Shape Risk Perception Hazard knowledge from experience of previous events and/or information provided by different media The frequency and credibility of information received Sense of community – a stronger relationship to community may lead to higher individual confidence (self- efficacy) and more optimistic views concerning natural hazard risks 7

8. Goals and Objectives of the Module The goal of the module was that students gained insight into how our knowledge and perspectives of the world shape how we interact with it and how we promote and build resilient communities through understanding the relationship between human systems (built environment) and natural systems – and think collectively for solutions. A broader objective of this module was to promote an informed community and bridge the gap between the scientific and hazard mitigation communities through the education of undergraduate students. 8

9. The Bottom Line… We tend to ignore risks that are high hazard and low probability. We often don’t see ourselves as part of the problem. Classes like these create an opportunity for community awareness and also to build resilience strategies. Life is indeed risky sometimes, and it has material worries and uncertainties. Sometimes those worries and uncertainties become disastrous realities, as it leaves us unprepared or underprepared. Disasters not only affect individual people, but can also threaten the social fabric that links us one to another. It’s time to rethink the social contract…think globally, act locally. 9