ABSTRACT Milwaukee Public Museum has been presenting scientific concepts to audiences for 134 years. The exhibit methods have moved beyond specimen display and beyond the museum walls. Today, museums bring science to the public and scientific community through searchable collections databases, contextual websites, and social media. The “Silurian Reef” exhibit, with associated collections, website, and online database are examples of the ways science, public audiences, and museums interact and how these interactions have evolved over the past 130 years. The Schoonmaker Reef in Wauwatosa, Wisconsin, was the first fossil reef recognized in North America and attracted geologists such as James Hall (1811–1898), T.C. Chamberlin (1843–1928), and I.A. Lapham (1811–1875) to recognize its importance. Fossils from this locality and others in SE Wisconsin form the large Milwaukee Public Museum (MPM) collection. The MPM Silurian diorama, reconstructing one of these reef ecosystems, was created in 1985 as part of the “Third Planet” exhibit. This was one of the earliest museum exhibits to present plate tectonics and the evolution of life as one story. MPM’s Silurian collections were central to published research on the biodiversity and ecology of Silurian communities (Watkins, 1993). The collections, research, and exhibit were the foundation for an innovative website; The Virtual Silurian Reef (VSR) was developed in 1997. The VSR is an educational outreach website that explores the significance of Silurian reefs and concepts of evolution, plate tectonics, and biodiversity. More recently, MPM, in partnership with the Field Museum, digitized our Silurian collections and created a searchable online database housed on a redesigned VSR. The collections, website, and searchable database have given academic researchers better access to specimens in both MPM and Field Museum of Natural History (FMNH) in Chicago collections. A larger impact has been the broad audiences reached. The website and exhibit have been used in National Science Foundation–funded educational outreach, by educators, artists, and fossil-hunting kids. Images and text from the website and database are found on interpretive signs in local and state parks and on trails that overlook historic collecting localities. The fossil specimens have even been used to model bronze fossil play sculptures for a city park.

Abstract RED SEED stands for Risk Evaluation, Detection and Simulation during Effusive Eruption Disasters, and combines stakeholders from the remote sensing, modelling and response communities with experience in tracking volcanic effusive events. The group first met during a three day-long workshop held in Clermont Ferrand (France) between 28 and 30 May 2013. During each day, presentations were given reviewing the state of the art in terms of (a) volcano hot spot detection and parameterization, (b) operational satellite-based hot spot detection systems, (c) lava flow modelling and (d) response protocols during effusive crises. At the end of each presentation set, the four groups retreated to discuss and report on requirements for a truly integrated and operational response that satisfactorily combines remote sensors, modellers and responders during an effusive crisis. The results of collating the final reports, and follow-up discussions that have been on-going since the workshop, are given here. We can reduce our discussions to four main findings. (1) Hot spot detection tools are operational and capable of providing effusive eruption onset notice within 15 min. (2) Spectral radiance metrics can also be provided with high degrees of confidence. However, if we are to achieve a truly global system, more local receiving stations need to be installed with hot spot detection and data processing modules running on-site and in real time. (3) Models are operational, but need real-time input of reliable time-averaged discharge rate data and regular updates of digital elevation models if they are to be effective; the latter can be provided by the radar/photogrammetry community. (4) Information needs to be provided in an agreed and standard format following an ensemble approach and using models that have been validated and recognized as trustworthy by the responding authorities. All of this requires a sophisticated and centralized data collection, distribution and reporting hub that is based on a philosophy of joint ownership and mutual trust. While the next chapter carries out an exercise to explore the viability of the last point, the detailed recommendations behind these findings are detailed here.

Abstract Using two hypothetical effusive events in the Chaîne des Puys (Auvergne, France), we tested two geographical information systems (GISs) set up to allow loss assessment during an effusive crisis. The first was a local system that drew on all immediately available data for population, land use, communications, utility and building type. The second was an experimental add-on to the Global Disaster Alert and Coordination System (GDACS) global warning system maintained by the Joint Research Centre (JRC) that draws information from open-access global data. After defining lava-flow model source terms (vent location, effusion rate, lava chemistry, temperature, crystallinity and vesicularity), we ran all available lava-flow emplacement models to produce a projection for the likelihood of impact for all pixels within the GIS. Next, inundation maps and damage reports for impacted zones were produced, with those produced by both the local system and by GDACS being in good agreement. The exercise identified several shortcomings of the systems, but also indicated that the generation of a GDACS-type global response system for effusive crises that uses rapid-response model projections for lava inundation driven by real-time satellite hotspot detection – and open-access datasets – is within the current capabilities of the community.

Abstract Lava ingress into a vulnerable population will be difficult to control, so that evacuation will be necessary for communities in the path of the active lava, followed by post-event population, infrastructural, societal and community replacement and/or relocation. There is a pressing need to set up a response chain that bridges scientists and responders during an effusive crisis to allow near-real-time delivery of globally standard ‘products’ for a timely and adequate humanitarian response. In this chain, the scientific research groups investigating lava remote-sensing and modelling need to provide products that are both useful to, and trusted by, the crisis response community. Requirements for these products include (a) formats that can be immediately integrated into a crisis management procedure, and (b) in an agreed and stable standard. A review of current capability reveals that we are at a point where the community can provide such a response, as is the aim of the RED SEED (Risk Evaluation, Detection and Simulation during Effusive Eruption Disasters) working group. This book is the first production of this group and is intended not only as a directory of current capabilities and operational service providers, but also as a statement of intent and need, while providing a simulation designed to demonstrate how a truly pan-disciplinary response to an effusive crisis could work.

ABSTRACT LiveSci in the Valley of the Last Dinosaurs ( http://lastdinos.livesci.org/ ) was a website and social media presence that provided the global online community with unprecedented access to the exciting paleontological research happening in the remote badlands of North Dakota and Montana in the summer of 2016. A collaborative team of researchers, students, and citizen scientists from around the world excavated some of the last dinosaurs that ever walked the Earth, mapped the K/Pg boundary in high resolution, and uncovered fossils that show us how life recovered after the extinction of the dinosaurs. To engage the public in the ongoing process of scientific discovery, dedicated project staff and participating researchers posted videos, photos, blog entries, and social media content nearly every day during the seven-week field season. Researchers and science educators from the Howard Hughes Medical Institute and Denver Museum of Nature & Science, along with collaborators from Brooklyn College, the Smithsonian National Museum of Natural History, Yale Peabody Museum, the Royal Ontario Museum, and the Marmarth Research Foundation, were joined by young scientists and citizen scientist volunteers of all ages. The production team consisted of high school and college interns, public science outreach professionals, and research scientists. To expand the reach of the project, a bilingual intern maintained a parallel Spanish website. Hundreds of thousands of online viewers watched, contributed, and shared these authentic experiences with their communities during the live portion of the project, and many more continue to access the archived website and social media content. This project exemplifies how social media and real-time interaction with scientists have the potential to connect the public to science as it unfolds, removing myths and stereotypes about how science happens and who scientists are. Initiatives such as this one help to create citizens who are more connected to the process of science and who can use that understanding in their lives through more informed decision making.

Abstract Risk misperception often ineffectively drives us to choose recovery over prevention; the latter being usually conceived with actions aimed at mitigation of infrastructure vulnerability. Although it is fundamental to implant the culture of prevention and therefore have an impact on risk mitigation and community disaster resilience, long-term programmes encompassing knowledge, innovation and education are often underestimated. If education involves children, we more efficiently spread the culture of risk reduction through a chain reaction dissemination mechanism and prompt behaviours that are better imprinted on the mind, reinforce awareness of hazard response, and foster citizens who tomorrow might be part of the process of making crucial decisions on prevention strategies. For the past 10 years, our learn-by-playing, hands-on, emotional-driven, curiosity-driven approach activities have involved more than 20 000 students and teachers living in areas prone to natural hazards. In addition to requests and appreciation from the public, questionnaires handed out to teachers and students have proved that our approach to prevention best practice is successful. Questionnaires filled in by children and their families encouraged us to promote the strong potential for dissemination in the local environment. We are engaged in on-going research on risk reduction oriented science outreach activities to implement models focused on geoscience education and to give citizens tools to affect the process of risk reduction decision-making.

Over the past 50 years, geoscience education has evolved in a number of important ways in terms of what we teach, whom we teach, and how we teach. What we teach has changed focus from traditional geology to the geosciences more broadly defined, including the significant impact of Earth processes on a burgeoning world population and the impacts of that population on the Earth. The importance of the geosciences to decisions critical to our human future is incorporated into courses, textbooks, and curricula. Although preparation of a professional geologic workforce is still an important focus of geoscience education, geoscience literacy to enable all citizens to make informed decisions related to geoscience topics has become an important goal underpinned by national policy documents. What remains a challenge is that we still fail to reach the vast majority of future citizens with geoscience education at the high school and college levels. How we teach has also changed. Although great teaching and strategies for effective teaching are not new, what has developed over the past 50 years is the cognitive science and pedagogical research that validates best practice and supports broad reform in geoscience education. The past 15 years have seen a widespread rise at the undergraduate level in interest in effective teaching, along with increased use of active learning strategies, research-based best practices, real-world data, and authentic assessment. Changes in how undergraduate geoscience is taught have been critically catalyzed by development of a community of practice and supported by advances in technology.