ED41B-02
Flash Mob Science – Increasing Seismic Hazard Awareness and Preparedness in Oregon

Thursday, 17 December 2015: 08:15
310 (Moscone South)
Jeremy S Hoffman, Oregon State University, College of Earth, Ocean, and Atmospheric Sciences, Corvallis, OR, United States and Douglas S Lownsbery, Oregon State University, College of Education, Corvallis, OR, United States
Abstract:
Living in a region of imminent threat of a magnitude-9.0 (M­­­w ­9) earthquake is a daily reality for the millions of people predicted to be directly affected by a full rupture of the Cascadia Subduction Zone (CSZ), a fault line extending for hundreds of miles off the western coast of North America. Many coastal residents and visitors will also be affected by the tsunami caused by the rupture. How can the scientific community effectively communicate with those who are unaware of the threat and unprepared to respond? We are studying the effects of a novel approach to science outreach we have called Flash Mob Science.

You have probably seen examples of flash mobs staging dynamic musical and dance routines to unsuspecting audiences. Similarly, Flash Mob Science takes the challenging (and often avoided) topic of earthquake and tsunami awareness and preparedness to unsuspecting audiences. However, Flash Mob Science seeks to move beyond having an audience of observers by engaging others as participants who enact important roles in an unfolding drama. We simulate the effects of seismic and tsunami events (e.g., prolonged surface shaking, falling debris, repeated tsunami surges) and model best practices in response (e.g., “Drop, Cover, Hold On” and moving quickly to high ground). True to the general flash mob model, when the Cascadia event inevitably does occur, it will come suddenly, and everyone affected will unavoidably be involved as actors in a real-life drama of immense scale. We seek to embed the learning of basic understandings and practices for an actual Cascadia event in a very small-scale, memorable, and sometimes even humorous, dramatization.

 We present here the lessons we have learned in the background, planning, and implementation of Flash Mob Science. We highlight the successes, limitations, and preliminary results evaluating the effectiveness of this outreach in developing learners’ understandings and preparedness in an Oregon community affected by the CSZ.