WHO WE ARE
Kids Teaching Flood Resilience is (KTFR) is a non-profit, collective impact initiative directed by Dr. Merrie Koester of the University of SC Center for Science Education. The work seeks to position youth as resources of knowledge and resilience about what to Notice, KNOW, and DO in the event of extreme weather. We've built our model in Title 1 schools serving families living in low income, flood prone neighborhoods. We begin each new project by identifying pre-existing conditions of "Educational Vulnerability” – that is, the lack of awareness of or access to knowledge that can mitigate one’s risk of harm from a flood hazard. Take this 10 question Flood Resilience Literacy Questionnaire.
We ask, "Are we HURRICANE SMART or DUMB?" If the latter, we are risking our own lives and those of first responders, too! WE CAN AND MUST DO SOMETHING ABOUT THAT!
OUR SLOGAN: LEARN LIKE YOUR LIFE DEPENDED ON IT!
Are designed with input from City emergency management experts, cultural leaders, school officials, professional artists, volunteer STEM experts, and higher education researchers.
Produce evidence-based, persuasive, culturally responsive hazard mitigation programs/products whose goal is to mitigate harm from extreme weather before a disaster strikes.
Have included leaders from over 16 organizations, including National Weather Service meteorologists, the Charleston Resilience Network, and four different City government offices, have served as mentors and knowledge generators in the emerging project. Both the College of Charleston and the Citadel have served as higher education partners in this collective impact effort to GET HURRICANE SMART!
Have earned us recognition from NOAA as a Weather Ready Nation Ambassador program of
WHAT WE DO
We ASK: What opportunities for positioning youth as resources of STEM and preparedness knowledge can be developed in partnership with multiple stakeholders around a shared vision of mitigating hazard risks due to extreme weather events - especially flood hazard risks?
We IMPLEMENT: A PLACE & PROBLEM-BASED (PBL) approach to create culturally responsive hazard risk messaging grounded in knowledge students acquire about what to NOTICE, KNOW, and DO in the event of an extreme weather event like a hurricane in their local community.
We ANALYZE: How is this flooding (or potential hazard) affecting ME and my family? We ask what our families may already know about this problem and what their existing plans to mitigate harm to us may be.
We SEE that we need STEM knowledge to truly understand what’s behind all this flooding (or other hazard) and and why it’s getting worse.
We EXPECT that we’ll have to work hard.
WE KNOW that our work matters!