Tech-Enhanced Environmental Education for Climate Resilience: A GIS and Drone-Based Youth Program in Norfolk, Virginia
Abstract/Description/Artist Statement
The Hampton Roads region of Virginia faces increasing climate-related threats, including flooding and marine debris accumulation. An estimated 99.6% of downtown Norfolk properties will risk flooding within the next 30 years. While infrastructure interventions such as the Norfolk Sea Wall project aim to address these threats, they lack community engagement and fail to provide adequate environmental education. This study aims to evaluate the effectiveness of a Geographic Information Systems (GIS)-integrated STEM camp in enhancing high school students’ environmental awareness, self-efficacy, and intentions to advocate for climate change. The one-week program will engage 20–30 students from the Tidewater region in hands-on training using a Surface Autonomous Vessel (Blue Boat) and a handheld sonar device to collect bathymetric data and GIS software to map marine debris and mitigate pollution and flooding hazards. A pre- and post-survey design will measure changes in environmental knowledge, STEM interest, and perceived ability to impact local climate issues. The study hypothesizes that participants will exhibit significant gains in environmental awareness, with increased self-efficacy associated with stronger intentions to advocate for climate change. Conclusions from this study will enhance climate resilience efforts and inspire youth to shape local policy recommendations in vulnerable coastal communities.
Faculty Advisor/Mentor
Dr Thomas Allen, Dr Wie Yusuf
Faculty Advisor/Mentor Email
tallen@odu.edu, jyusuf@odu.edu,
Faculty Advisor/Mentor Department
Political Science & Geography, School of Public Service
College/School Affiliation
Batten College of Engineering & Technology
Student Level Group
Undergraduate
Presentation Type
Oral Presentation
Tech-Enhanced Environmental Education for Climate Resilience: A GIS and Drone-Based Youth Program in Norfolk, Virginia
The Hampton Roads region of Virginia faces increasing climate-related threats, including flooding and marine debris accumulation. An estimated 99.6% of downtown Norfolk properties will risk flooding within the next 30 years. While infrastructure interventions such as the Norfolk Sea Wall project aim to address these threats, they lack community engagement and fail to provide adequate environmental education. This study aims to evaluate the effectiveness of a Geographic Information Systems (GIS)-integrated STEM camp in enhancing high school students’ environmental awareness, self-efficacy, and intentions to advocate for climate change. The one-week program will engage 20–30 students from the Tidewater region in hands-on training using a Surface Autonomous Vessel (Blue Boat) and a handheld sonar device to collect bathymetric data and GIS software to map marine debris and mitigate pollution and flooding hazards. A pre- and post-survey design will measure changes in environmental knowledge, STEM interest, and perceived ability to impact local climate issues. The study hypothesizes that participants will exhibit significant gains in environmental awareness, with increased self-efficacy associated with stronger intentions to advocate for climate change. Conclusions from this study will enhance climate resilience efforts and inspire youth to shape local policy recommendations in vulnerable coastal communities.