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Scenario Planning for Climate Resilience
Margaret Robertson, ASLA
Lane Community College
Eugene, Oregon
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Lane Community College
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• Southern Willamette Valley
• Past: timber, farming
Present: education, services,
manufacturing
Future: ?
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Climate
Change
3
T r b l n
a h a e d
u u e c e
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Climate Action Plan
4
Greenhouse Gas
Inventory
US
DO
E/E
ER
E
-- done
-- in progress
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Planning for Uncertainty
You are here
?
Today
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Now, how can we include everyone?
• Critical mass = 15-20% of group
cultural change
Library of Congress
“None of us is
as smart as all
of us”
Popular slogan from
suggestion boxes of 1940s
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Scenarios
• Plausible what-if stories
• Fictional but based on data
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Scenario planning
Identify
driving
forces
Sort
critical
forces
Create
plausible
scenarios
Work
backward –
strategies
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1.Brainstorm and identify driving forces
• Society
• Technology
• Environment
• Economics
• Politics
Categories (STEEP):
= Triple Bottom Line:
Environment, Economics, Equity,
+ political and technology factors
Lane Community College
Preliminary exercise
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2.Rank the driving forces
• Factors with greatest impact
• Factors with greatest uncertainty
IPCC
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3.Group and cluster the driving forces
• Along a spectrum
• Or opposite ends of axes
Drivers
Clustering –
Drivers and values
Scenarios
Ma
ine
Dep
t. o
f T
ran
sp
ort
atio
n
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4.Create plausible stories about the future
• 4-6 scenarios
• Give them vivid, memorable names
Names:
descriptive,
vivid,
memorable
UN Millennium
Ecosystem
Assessment
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Valley Futures Project, 2005
Developed by citizens
• Write detailed stories
• Describe in as much
detail as possible
California Central Valley
scenarios
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6.Rehearse the future
• Prepare for instability
• Work towards the future we most desire
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7. Select indicators
• Small details – indicators of each scenario
• Prepare for each possible future
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Goals
Resilient master plan
• Right people
• At the right times
Whole campus engaged
Energized population
Stakeholder ownership
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Outcomes: