InTeGrate Modules and Courses >Coastal Processes, Hazards and Society > Student Materials > Assessments > University Park: Blended > Identifying stakeholders
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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These student materials complement the Coastal Processes, Hazards and Society Instructor Materials. If you would like your students to have access to the student materials, we suggest you either point them at the Student Version which omits the framing pages with information designed for faculty (and this box). Or you can download these pages in several formats that you can include in your course website or local Learning Managment System. Learn more about using, modifying, and sharing InTeGrate teaching materials.
Initial Publication Date: December 8, 2016

Identifying stakeholders

As described earlier in this module, Wikipedia can be an excellent resource for identifying stakeholders in a place you do not know well. Read the Wikipedia article for Norfolk, Virginia, paying particular attention to any sections related to demographics, economy, government, education, and infrastructure.

Based on your review of the Wikipedia article for Norfolk, identify one example of a stakeholder for each of the following stakeholder types: Governments, Interest Groups, Businesses, Scientific Experts, and Citizens. Note that for the Citizen stakeholder type, you should choose an example that you think could be highly vulnerable to sea level rise and related hazards.

Next, consider the power and interest of each of the stakeholder examples you identified, and classify each of them into the role of Latent, Promoter, Apathetic, or Defender. In the line below the example and role, write a one- or two-sentence explanation for why you chose that role. You should explain why you think your chosen role is appropriate, including a discussion of why the stakeholder would likely have high or low interest and power in the sea level rise planning process.

Finally, for the vulnerable citizen stakeholder, write an additional one or two sentences explaining why this citizen stakeholder may have high vulnerability. Your answer should include a discussion of the citizen stakeholder's exposure to sea level rise, as well as that person's likely sensitivity and adaptive capacity. Add your answers to your worksheet.

Stakeholder typeExample of stakeholder typeRole (Latent, Promoter, Apathetic, or Defender)
Governments

Reasons for choosing role
(1-2 sentences)

Interest Groups

Reasons for choosing role
(1-2 sentences)

Businesses

Reasons for choosing role
(1-2 sentences)

Scientific Experts

Reasons for choosing role
(1-2 sentences)

Vulnerable Citizens

Reasons for choosing role
(1-2 sentences)

Reasons for choosing role
(1-2 sentences)


These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »