Coastal Resiliency Project: Screening and Scoping Exercise
This activity is part of the On the Cutting Edge Peer Reviewed Teaching Activities collection.
HideSummary
In this exercise, students will learn about the environmental review process and identify environmental impacts of a local coastal resiliency project (i.e. ecological, physical/chemical, sociological, economic, and other environmental effects) via supplemental readings and research.
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Learning Goals
Content/concepts goals
Using an local example of a coastal resiliency project proposal, students will read and learn about adaptation strategies. Through project-based learning, students learn about key steps of the environmental review process.They will identify and examine ecological, physical/chemical, sociological, economic, and other environmental effects via supplemental readings and research.
- Students will learn about key steps in the environmental review process
- Students will research key issues relevant to the proposed project.
- Identify conservation and resiliency adaptation strategies; identify co-benefits
- Appreciate the importance of quality and its assessment in the environmental review process
- Demonstrate an understanding of how to conduct quality assessment in an EIA context.
- Learn real world environmental science applications
- Answer questions and understand the importance of the environmental assessment, scoping and public participation in the environmental review process
- Learn about the scoping process to:
- Identify and explain environmental impacts and their appropriate assessment;
- Understand and explain impact assessment principles and methods, including the essential difference between magnitude and significance;
- Understand the wider context of environmental impact assessment, including links to coastal resiliency, and social, economic and environmental justice
Higher order thinking skills goals
- Synthesize and outline complex ideas & identify key concepts
- Formulation and development of new ideas and avenues for research
- Synthesize complex information by interpreting maps
- Elucidate the problems of data, examine and assess the level of certainty and differentiate the level of risk in impact analysis
Other skills goals
- Become an active participant in the environmental review process; communicate in a professional manner
- Basic research and analysis skills
- Group discussion skills
Context for Use
Type and level of course
This exercise is suitable for undergraduate students in an introductory level Environmental Science or Environmental Geography class. For example, this activity is being implemented in a course for non-majors entitled, Conservation and Humanity that combines lectures with various complementary learning activities and exercises.
Skills and concepts students should have mastered
Students should have acquired a basic understanding of the definition and practice of environmental science. Students should have knowledge of conservation practices, adaptation vs. mitigation strategies, natural and coastal hazards, ecosystem services, green infrastructure co-benefits.
Students should be able to work independently and in small groups. Students should have basic research skills, including use of appropriate internet search engines and Blackboard. Students may benefit from a general understanding of the purpose of the environmental review process.
How the activity is situated in the course
This is a two part assignment that is part of a sequence of exercises that are conducted throughout the course. Used to complement lecture material, concepts and highlight case studies.
Description and Teaching Materials
Coastal Resiliency Project: Screening and Scoping Exercise
Background:
Coastal communities like those along Staten Island, New York, are most at risk to impacts of sea level rise and coastal storm surge. Thereby, planning measures and adaptation strategies that advance resiliency in the built environment and protect natural systems are paramount.
In this exercise, you will learn about a local resiliency project that has intends to implement several adaptation actions measures and evaluate proposed approach and alternatives via an environmental assessment process. This report represents starting point for the draft Environmental Impact Statement.
Exercise Overview:
Using a local example, you will learn about key steps of the environmental review process, through project-based learning. An environmental review is the process of reviewing a project and its potential environmental impacts to determine whether it complies with the National Environmental Policy Act (NEPA) and related laws and authorities. This review process includes identifying both how the project can affect the built and natural environment and, visa versa.
The initial step in the environmental review process is determining who the responsible entity that is responsible for the scope and content of the review and making the finding. Once the scope of the project is known you can determine the appropriate level of environmental review. There are various levels of review, which involve the environmental assessment and, if necessary, the environmental impact statement.
Part I: Screening Assignment
Overview: Environmental assessments are prepared under the National Environmental Policy Act (NEPA) to determine whether a project requires an environmental impact statement or a finding of no significant impact.
A. Read the following article: http://stormrecovery.ny.gov/living-breakwaters-tottenville
B. For this local coastal resiliency proposal [provided by your instructor] compile a list that outlines: 1) project components and 2) any respective environmental impacts; this would include any ecological, physical/chemical, sociological, economic, and other environmental effects. environmental impacts of a local coastal resiliency project
C. Compile your list and base your answer to the question below on your knowledge of environmental science, natural hazards, ecosystem services, green infrastructure co-benefits, and readily available information from your class notes, the article or anything you know about the project.
Question 1.1: Using the list of likely impacts that you have compiled, decide which one of the following is appropriate:
1. A full Environmental Impact Assessment (EIA) is required (significant impacts likely)
2. Limited EIA should be done to identify and integrate suitable mitigation and management measures
3. No EIA likely to have minimal or no adverse environmental impacts
D. After completing Part I of the exercise, the class will discuss the classification of the likely impacts and benefits of the project.
Part 2: Scoping Study
Overview: An environmental impact statement (EIS) is a detailed written statement required by section 102(2)(C) of NEPA for a proposed major Federal action significantly affecting the quality of the human environment. The first step in preparing the EIS document is the public scoping process. In this exercise, you will learn more about the Living Breakwaters Project by reading the draft scope of work, which serves as an initial document to focus the EIS.
The second part of assignment requires you to review a supplemental reading and to conduct preliminary research via the internet to examine environmental, social and economic benefits and costs of the proposed actions, and alternatives. The EIS will identify a reasonable range of alternatives, discuss those that can be eliminated from further consideration because they do not meet the Proposed Actions' purpose and need, and identify those that will be further analyzed. This exercise can be conducted in small groups of 2-3 students.
A. Access the supplemental document, "Coastal and Social Resiliency Initiatives for Tottenville Shoreline, Staten Island, NY Environmental Impact Statement Draft Scope of Work" online at: http://stormrecovery.ny.gov/sites/default/files/uploads/coastal_and_social_resiliency_initiatives_-_tottenville_draft_scope.pdf
B. Using this document, answer the following questions:
1. Who is the responsible entity for the environmental review process?
2. Before an EIS is drafted, what step must be done?
3. From the document you read, which components will constitute the draft Environmental Impact Statement (DEIS)? (Answer this question by making an outline of what will be included in the DEIS)
A. In the final part of this exercise you will become part of the environmental review process by drafting a written public comment. Using Blackboard, you will write and submit a journal entry that addresses one of the following in ~3 paragraphs:
1. Identify if the proposed actions are sufficient; explain the deficiencies and strengths of the scope as it relates to coastal resiliency and Staten Island.
2. Identify any additional significant environmental issues that are of concern that not addressed in the proposed actions.
3. Identify and explain any deficiencies in the proposed actions; make a case stating the need for further analysis, development and consideration of one of the alternative actions.
4. Outline how you would go about carrying out an environmental baseline study for one of the components of the scope of work developed for public comment and review (Identify an issue of local concern that the EIS should address in greater detail or in a different way. For example, the assessment of environmental justice for the Proposed Actions will involve five basic steps; re-examine the proposed methodology and suggest a means for how you would improve upon it.
Required Materials:
- Part 1:
This activity is adapted from: http://eia.unu.edu/
The United Nations University, RMIT University, and the United Nations Environment Programme (UNEP) open educational resource on Environmental Impact Assessment (EIA).
Background:
Coastal communities like those along Staten Island, New York, are most at risk to impacts of sea level rise and coastal storm surge. Thereby, planning measures and adaptation strategies that advance resiliency in the built environment and protect natural systems are paramount.
In this exercise, you will learn about a local resiliency project that has intends to implement several adaptation actions measures and evaluate proposed approach and alternatives via an environmental assessment process. This report represents starting point for the draft Environmental Impact Statement.
Exercise Overview:
Using a local example, you will learn about key steps of the environmental review process, through project-based learning. An environmental review is the process of reviewing a project and its potential environmental impacts to determine whether it complies with the National Environmental Policy Act (NEPA) and related laws and authorities. This review process includes identifying both how the project can affect the built and natural environment and, visa versa.
The initial step in the environmental review process is determining who the responsible entity that is responsible for the scope and content of the review and making the finding. Once the scope of the project is known you can determine the appropriate level of environmental review. There are various levels of review, which involve the environmental assessment and, if necessary, the environmental impact statement.
Part I: Screening Assignment
Overview: Environmental assessments are prepared under the National Environmental Policy Act (NEPA) to determine whether a project requires an environmental impact statement or a finding of no significant impact.
A. Read the following article: http://stormrecovery.ny.gov/living-breakwaters-tottenville
B. For this local coastal resiliency proposal [provided by your instructor] compile a list that outlines: 1) project components and 2) any respective environmental impacts; this would include any ecological, physical/chemical, sociological, economic, and other environmental effects. environmental impacts of a local coastal resiliency project
C. Compile your list and base your answer to the question below on your knowledge of environmental science, natural hazards, ecosystem services, green infrastructure co-benefits, and readily available information from your class notes, the article or anything you know about the project.
Question 1.1: Using the list of likely impacts that you have compiled, decide which one of the following is appropriate:
1. A full Environmental Impact Assessment (EIA) is required (significant impacts likely)
2. Limited EIA should be done to identify and integrate suitable mitigation and management measures
3. No EIA likely to have minimal or no adverse environmental impacts
D. After completing Part I of the exercise, the class will discuss the classification of the likely impacts and benefits of the project.
Part 2: Scoping Study
Overview: An environmental impact statement (EIS) is a detailed written statement required by section 102(2)(C) of NEPA for a proposed major Federal action significantly affecting the quality of the human environment. The first step in preparing the EIS document is the public scoping process. In this exercise, you will learn more about the Living Breakwaters Project by reading the draft scope of work, which serves as an initial document to focus the EIS.
The second part of assignment requires you to review a supplemental reading and to conduct preliminary research via the internet to examine environmental, social and economic benefits and costs of the proposed actions, and alternatives. The EIS will identify a reasonable range of alternatives, discuss those that can be eliminated from further consideration because they do not meet the Proposed Actions' purpose and need, and identify those that will be further analyzed. This exercise can be conducted in small groups of 2-3 students.
A. Access the supplemental document, "Coastal and Social Resiliency Initiatives for Tottenville Shoreline, Staten Island, NY Environmental Impact Statement Draft Scope of Work" online at: http://stormrecovery.ny.gov/sites/default/files/uploads/coastal_and_social_resiliency_initiatives_-_tottenville_draft_scope.pdf
B. Using this document, answer the following questions:
1. Who is the responsible entity for the environmental review process?
2. Before an EIS is drafted, what step must be done?
3. From the document you read, which components will constitute the draft Environmental Impact Statement (DEIS)? (Answer this question by making an outline of what will be included in the DEIS)
A. In the final part of this exercise you will become part of the environmental review process by drafting a written public comment. Using Blackboard, you will write and submit a journal entry that addresses one of the following in ~3 paragraphs:
1. Identify if the proposed actions are sufficient; explain the deficiencies and strengths of the scope as it relates to coastal resiliency and Staten Island.
2. Identify any additional significant environmental issues that are of concern that not addressed in the proposed actions.
3. Identify and explain any deficiencies in the proposed actions; make a case stating the need for further analysis, development and consideration of one of the alternative actions.
4. Outline how you would go about carrying out an environmental baseline study for one of the components of the scope of work developed for public comment and review (Identify an issue of local concern that the EIS should address in greater detail or in a different way. For example, the assessment of environmental justice for the Proposed Actions will involve five basic steps; re-examine the proposed methodology and suggest a means for how you would improve upon it.
Required Materials:
- Part 1:
- Project Description Handout or Internet access for article: http://stormrecovery.ny.gov/living-breakwaters-tottenville
- Coastal and Social Resiliency Initiatives for Tottenville Shoreline, Staten Island, NY Environmental Impact Statement Draft Scope of Work
- Internet access
This activity is adapted from: http://eia.unu.edu/
The United Nations University, RMIT University, and the United Nations Environment Programme (UNEP) open educational resource on Environmental Impact Assessment (EIA).
- Coastal Resiliency Project: Screening and Scoping Exercise (Microsoft Word 2007 (.docx) 184kB May21 15)
- Appendix I Powerpoint Slides: Instructor Resource Tables (PowerPoint 2007 (.pptx) 43kB May21 15)
Teaching Notes and Tips
Instructor preparation notes:
- This activity can be easily updated. In order to do so, instructor should identify a current, local or regional project that is relevant to course material.
- It is helpful to present an overview presentation to provide students with an introduction to the environmental review process. For more advanced students, include reference to international, national, and respective State legislation (if desired); explain why scoping and public participation is important.
Assessment
Consider using supporting materials:
Appendix I: Instructor Powerpoint Slides for Discussion
Appendix I: Instructor Powerpoint Slides for Discussion
References and Resources
References:
1. Part I Document:Living Breakwaters (Overview of local coastal resiliency project) accessible at: http://stormrecovery.ny.gov/living-breakwaters-tottenville
2. Appendix I Table adapted from:
World Bank (1993) Environmental Screening. Environmental Assessment Sourcebook Update No. 7, Environment Department, World Bank, Washington D.C.
Used in part I to identify project components and impacts. Use for assessment and discussion of part I
3. Part II Document:Coastal and Social Resiliency Initiatives for Tottenville Shoreline, Staten Island, NY Environmental Impact Statement Draft Scope of Work accessible at:
http://stormrecovery.ny.gov/sites/default/files/uploads/coastal_and_social_resiliency_initiatives_-_tottenville_draft_scope.pdf
4. EIA Course Module
This exercise is adapted from the Environmental Impact Assessment Open Educational Resource, accessible at: http://eia.unu.edu/course/index.html%3Fpage_id=173.html
The United Nations University, RMIT University, and the United Nations Environment Programme (UNEP) jointly developed this open educational resource on Environmental Impact Assessment (EIA). This resource is based on the course materials of UNEPs Environmental Impact Assessment Training Resources Manual, 2nd Edition (2002).
1. Part I Document:Living Breakwaters (Overview of local coastal resiliency project) accessible at: http://stormrecovery.ny.gov/living-breakwaters-tottenville
2. Appendix I Table adapted from:
World Bank (1993) Environmental Screening. Environmental Assessment Sourcebook Update No. 7, Environment Department, World Bank, Washington D.C.
Used in part I to identify project components and impacts. Use for assessment and discussion of part I
3. Part II Document:Coastal and Social Resiliency Initiatives for Tottenville Shoreline, Staten Island, NY Environmental Impact Statement Draft Scope of Work accessible at:
http://stormrecovery.ny.gov/sites/default/files/uploads/coastal_and_social_resiliency_initiatives_-_tottenville_draft_scope.pdf
4. EIA Course Module
This exercise is adapted from the Environmental Impact Assessment Open Educational Resource, accessible at: http://eia.unu.edu/course/index.html%3Fpage_id=173.html
The United Nations University, RMIT University, and the United Nations Environment Programme (UNEP) jointly developed this open educational resource on Environmental Impact Assessment (EIA). This resource is based on the course materials of UNEPs Environmental Impact Assessment Training Resources Manual, 2nd Edition (2002).