In all likelihood, climate change will be the most challenging environmental problem that societywill face in the new century. Despite growing scientific evidence that climate change is takingplace, skepticism still exists about whether it is actually occurring and, if it is, whether increasedgreenhouse gas emissions will have a significant adverse impact on the ecosystem. Unlessdivergent actor groups are able to establish a dialogue on these issues, meaningful discussionsabout the causes and effects of climate change will not take place, government action will not beforthcoming, and additional harm to the ecosystem will occur. This, in turn, will place animpediment in front of public and private efforts to promote sustainability, making it even thatmuch more difficult to reverse course and adopt needed changes to energy production andconsumption in the future. This paper contributes to the emerging scholarly discussion aroundthe dimensions of climate change communication by conducting a stakeholder-focused analysisconcerning climate change at the local level. The paper draws upon a theoretical frameworkdeveloped by Sabatier et al. (2005) to analyze stakeholder involvement in collaborativewatershed management, and applies the framework to climate change policymaking in American cities. A major goal of the study is to assess the value of this framework for analyzing the nature and extent of interactions between the major players involved in climate change mitigation andadaptation at the local level. Developing an effective stakeholder framework can help us to understand the multifaceted stakeholder dynamics around climate change communication at the municipal level and can be a critical contribution to theory and, subsequently, to policymaking by helping decision makers become aware and knowledgeable about their constraints and opportunities in addressing climate change within the urban context. Overall, research on climate change policymaking by cities is underdeveloped, and this paper adds to this literature.

Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English-language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of “model literacy” for the next generation of scientists, engineers, and problem-solvers.