InTeGrate Modules and Courses >Coastal Processes, Hazards and Society > Student Materials > Assessments > World Campus: Online Only > Identifying Stakeholders
InTeGrate's Earth-focused Modules and Courses for the Undergraduate Classroom
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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. Examples of stakeholders have been provided for you to match with the appropriate stakeholder type.

Next, consider the power and interest of each of the stakeholder examples you identified, and classify each of them into the role of Latent (high power, low interest), Promoter (high power, high interest), Apathetic (low power, low interest), or Defender (low power, high interest). Note that these categories are somewhat subjective, and the best match may not be immediately apparent based on the information given in Wikipedia alone. Just give it your best shot. You should consider why this particular stakeholder would likely have high or low interest and power in the sea level rise planning process.

Finally, for the vulnerable citizen stakeholder, write 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. Explain why this particular stakeholder would likely have high or low interest and power in the sea level rise planning process.

Enter your answers in the Module 12 Lab Assessment

Example of StakeholderStakeholder type (Government, Interest Group, Business, Scientific Expert, Vulnerable Citizens)Role (Latent, Promoter, Apathetic, or Defender)
19% of Population Living in Poverty

Reasons for choosing role

Huntington Ingalls Industries

Reasons for choosing role

Norfolk City Council

Reasons for choosing role

Virginia Institute of Marine Science

Reasons for choosing role

Norfolk Redevelopment and Housing Authority

Reasons for choosing role


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 »