Transcript powerpoint - Mitigation and Adaptation Research Institute (MARI)

Oluwakemi Izomo
MARI Networking Meeting
February 10, 2015
11:30/12:00 PM to 1:30 PM
Learning Commons in Perry Library, Room 1310
Draft Agenda
11:30-12:00
12:00-12:10
12:10-12:20
12:20-12:25
12:25-12:30
12:30-12:35
12:35-12:40
12:40-12:45
12:45-12:55
12:55-13:05
13:05-13:30
Networking and lunch
Carol Simpson, Provost: Welcome
Hans-Peter Plag: MARI's education needs and contributions
Muge Akpinar-Elci: Global Health Certificate
Zia Razzaq: Coastal Engineering courses in Civil and Environmental Engineering
Carol Considine: Engineering Technology courses
Glen Sussman: Political sciences courses
David Ernest: International Studies
Elizabeth Joyner: The Virginia Earth System Scholar course
Brian Payne: Interdisciplinary Science Degree
Discussion: Bringing it all together
Needs and Goals
Courses
Certificates
Degrees
Hans-Peter Plag
February 10, 2015
Needs:
•problem-motivated and solution-focused research
•inherently multi-disciplinary
•comprehensive understanding of complex systems
Goals:
•educate a work force able to address complexity
•enable cross-disciplinary collaboration
•enable co-design of research agenda, co-creation of knowledge, and cousage of knowledge (open knowledge)
•develop adaptive leadership and community resilience thinking
Active courses:
•Introduction to Adaptation Science
•Reflections on the role of Science in Society
To be developed:
•Community Resilience (several courses)
•Complex Systems (coupled socio-economic and environmental systems)
•Service Learning Courses
Graduate Certificates:
•Community Disaster Resilience
•Adaptation-related certificate
Leadership Certificates:
•Adaptive Leadership Certificate
Issues:
•Community Resilience and Adaptive Leadership are new concepts
•Certificates have to be based mainly on new courses
Interdisciplinary Science (Brian Payne); several concentrations:
•Community resilience (under consideration)
•Adaptation science (should be considered)
Issues:
•Community Resilience and Adaption Science are new/emerging fields
•Degree concentrations have to be based mainly on new courses
Muge Akpinar-Elci: Global Health Certificate
Global Health Certification
Muge Akpinar, MD, MPH
Director and Associate Professor
Center for Global Health,
College of Health Sciences, ODU
[email protected]
What is Global?
GLOBAL HEALTH
Refers to the scope of problems, not their location
Global Health Certification Program
(Graduate level)
•Competency based (ASPPH)
•Distance learning
•One year
•15 credits *
–3 core courses (3 credits each)
–2 elective courses (2 credits each)
–Either an 112-hour practicum or research paper (2 credits).
* Transfer of credits: Maximum of 6 credit hours
Outline of Global Health Certification
Zia Razzaq: Coastal Engineering courses in Civil and Environmental Engineering
Carol Considine: Engineering Technology courses
Batten College of
Engineering
Sustainability Courses
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19
Engineering Technology
CET 355. Sustainable Building
Practices. 3 Credits.
Course focus is sustainable design
and construction practices for the
built environment
Prerequisites: Junior standing.
20
EET 370T. Energy and the
Environment. 3 Credits.
Course focus is existing and new
energy production methods,
including alternative energy and
their human, social, environmental
and economic impacts.
Prerequisite: PHYS 101N or PHYS
111N or PHYS 226N or PHYS 231N.
Photo: National Renewable Energy Laboratory
"Giant photovoltaic array" by U.S. Air Force photo/Airman 1st Class Nadine Y.
Barclay - NELLIS AIR FORCE BASE
21
Civil and Environmental Engineering
CEE 458/558. Sustainable Development. 3
Credits.
Overview of social, economical, and
technical environmental aspects of efforts
to achieve sustainable development.
Includes principles of zero emissions,
pollution prevention and design for the
environment.
Prerequisite: junior standing or permission
of instructor.
https://www.iru.org/en_policy_development
22
Mechanical and Aerospace Engineering
MAE 413/513. Energy Conversion. 3
Credits.
Introduction of relevant kinetic theory,
solid state, and thermodynamic
principles; includes thermoelectric,
photovoltaic, thermionic, magnetohydrodynamic devices, fuel cell,
isotopic, and solar power generators.
Prerequisite: MAE 312.
MAE 416/516. Introduction to Solar
Energy Engineering. 3 Credits.
Basic solar radiation processes,
engineering analysis of solar
collectors, energy storage methods,
system design and simulation,
applications to heating, cooling,
and power generation.
Prerequisite: MAE 315.v
Glen Sussman: Political sciences courses
Glen Sussman
Professor of Political Science/
American Politics
Teaching the Politics of
Climate Change:
Undergraduate and Graduate Courses
Undergraduate Course:
Climate Politics in the United States
The
upper-level, undergraduate Climate Politics course begins with an introduction to
the issue and an examination of the science of climate change
The course then focuses on how different institutions in the U.S. political system have
responded to the issue and why.
Next, employing the idea of “laboratories of democracy,” we discuss the role of the 50
states and how they have responded to climate change and the extent to which they have
joined together in collaborative efforts to address the issue
Finally, we turn our attention to a case study of sea level rise focusing on the science of
sea level rise and adaptation options
Graduate Seminar
The Politics of Climate Change:
Comparative Perspectives
The
seminar begins with a discussion of the science of climate change and the impact
of climate change and a warming planet
Next, the seminar takes a comparative perspective and assesses how the U.S. and
selected countries have responded to climate change.
Global politics is then our focus as we examine the problems challenging
representatives at annual global climate change conferences
Finally, we turn our attention to mitigation and adaptation strategies with a focus on sea
level rise
Selected Resources
Dessler and Edward Parson, The Science and Politics of Climate Change,
Cambridge University Press, 2010
Kathryn Harrison and Lisa Sundstrom, eds., Global Commons, Domestic Decisions:
The Comparative Politics of Climate Change, MIT Press, 2010
Glen Sussman and Byron W. Daynes, U.S. Politics and Climate Change: Science
Confronts Policy, Lynne Rienner Publishers, 2013
Chad McGuire, Adapting to Sea Level Rise in the Coastal Zone, CRC Press, 2013
Andrew
David Ernest: International Studies
International Studies and
Mitigation/Adaptation
MARI Networking Luncheon
David C. Earnest, Ph.D.
Associate Dean, Arts and Letters
Associate Professor, Political Science
& International Studies
Curriculum: Political Economy
Political Economy
Monetary/Fiscal Policy
Trade & Finance
Investment
Development
Rent-Seeking
Regulation
10 February 2015
MARI Networking Luncheon
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Curriculum: Political Economy
Informal
Economy
Illicit Economy
Unregulated Markets,
Barter,
Day Labor,
Care Labor
Money Laundering,
Waste, Drugs,
Human Trafficking
Formal
Economy
Climate
Change
Resource
Scarcity
Energy, timber,
fisheries, food
Sea-level rise,
ocean acidification,
invasive species,
biodiversity
“Socio-ecological systems”
“Coupled natural-human systems”
10 February 2015
MARI Networking Luncheon
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Dissertations
•Claudia Risner, ABD: Adaptation and learning among
municipalities in C40 network
•Jen Schiff, ‘10: UN Integrated Water Resource
Management (IWRM)
10 February 2015
MARI Networking Luncheon
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Modeling & Simulation
•Game Theory: Collective action problems
–“Stag Hunt”
•Agent-Based Modeling
–Coupled Human-Natural Systems
•Geographic Information Science
–“SES Observatories”
•VMASC & Social Science Research Center
–Hampton Roads Surveys
10 February 2015
MARI Networking Luncheon
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Elizabeth Joyner: The Virginia Earth System Scholar course
Virginia Earth Systems Science Scholars
Virginia Space Grant Consortium
Presenter: Elizabeth Joyner
For More Information:
Rudo Kashiri,
Education Programs Manager
[email protected]
Overview
Asynchronous
online course (in development) featuring earth systems missions supported
by NASA Langley Research Center’s Earth Systems Science Pathfinder Program
Goal: Promote exploration of STEM concepts using
a Earth Systems Science theme
Based on experience and success with the
Virginia Aerospace Science and Technology Scholars
and
Virginia Space Coast Scholars
Elements
• Competitive
• Course
• Free
program for high school juniors
will also be open to Community College students
of cost to high school students
• Online course (3 college credits)
• Summer Academy at NASA Langley Research Center (2-3 college
credits), pending funding
Curriculum Themes
Module Components
1.Reading content & Quizzes
2.Interactive links
•
•
Simulations
Videos
3.Data Analysis Activities
4.Technical Reports & Case Studies
5.Topic related forum discussions
6.Interactive asynchronous/synchronous group work
Thank you Hans-Peter Plag, Michelle Covi, and Dick Zimmerman for your willingness to share
your expertise!
THANKS!
Virginia Earth Systems Science Scholars
Virginia Space Grant Consortium
Presenter: Elizabeth Joyner
For More Information:
Rudo Kashiri,
Education Programs Manager
[email protected]
Recently Submitted Proposal NOAA’s BWET RFP
• Meaningful Watershed Educational Experiences for the Eastern Shore School
Divisions + Norfolk Public Schools over three years
• Service Learning/Citizen Science Model with EarthEcho (Philippe Cousteau,
Jr.), UVA’s Virginia Coast Reserve Long-Term Ecological Research, and others
• Should hear about funding in April 2015
Thank you, Ben Hamlington for assisting us with this proposal!
Brian Payne: Interdisciplinary Science Degree
Building Interdisciplinary Graduate Programs at Old
Dominion University
Types of Interdisciplinary PhD programs
Formal Individual IDS PhD programs
Content-based IDS programs
Disciplinary IDS programs
Problem/solution oriented IDS programs
Challenges for Students Can be Daunting
CHALLENGES WITH IDS PROGRAMS
Conceptualizing focus
Demonstrating demand
Resources
Discipline politics
Scientists tend to resist interdisciplinary inquiries into their own territory. In many
instances, such parochialism is founded on the fear that intrusion from other
disciplines would compete unfairly for limited financial resources and thus diminish
their own opportunity for research.-Hannes Alfvén, Swedish Astrophysicist
ODUs Efforts
In the past – informal
Recent discussions focused on an IDS PhD program that would have an
interdisciplinary core and the opportunity to have concentrations developed
around the core
Possible core:
Communication between disciplines
Foundations of problem solving
Interdisciplinary research methods
Interdisciplinary problem solving
Learning Outcomes/Skills
Learning
Outcome
Emergent
Reasoning
Employment Skills & Workplace Competencies
Temporal
Reasoning
Use of time-series data
Recognition, measurement and analysis of delays and feedbacks
Scale Reasoning
Identifying and interpreting relationships between agent-level and system-level data
Logic of scalar inference
Critical Thinking
Use of multi-scalar data
Team Reasoning
Communication
Collaboration
Leadership
Program Assessment
Workflow Management
Science communication and advocacy for the public
Data visualization: two and three dimensions
Understanding basic probability, logic
Discover and measure feedback processes
Social Reasoning Ethnographic research
Evidenced-based modeling
Stakeholder communications
Spatial Reasoning Use of geospatial data
Representation, measurement of spatial interdependencies
Opportunities Going Forward
Interdisciplinary certificates as a foundation for degree programs
Developing formal mechanisms to support and promote IDS graduate programs
Developing an IDS PhD program that allows for various concentrations
Program-related actions
New & spin-off degree program proposals
Program Proposal Development - Exploration
Concept begins
(program developers)
Positive response
received by
department/school
1. Preliminary proposal written
(description, rationale, course
requirements)
2. Concept discussed with
department/school
• Is plan viable?
• Is there support for further
development
• Are there adequate resources for
implementation?
Vice Provost
evaluates concept
Vice Provost
recommends to Provost
whether comprehensive
program proposal is
approved for
development
1. Develops understanding
2. Determines its fit within the scope of
the University’s mission, goals, &
strategic plan
• Defines its unique characteristics
• Identifies similar programs at other VA
institutions
• Explores alternative ways of
implementing curriculum
• Tests concept in terms of
student/employer demand & resource
implications
Provost consults with
Vice Provost, Dean,
& President (if
needed) to
determine program
viability
1. If Provost determines viability is
inadequate, the Vice Provost informs
the developers, & the plan is
abandoned or reformulated.
2. If Provost determines viability is
strong, Vice Provost works with
developers & coordinates formal
proposal development for SCHEV.
Program-related actions
New & spin-off degree program proposals
Program Proposal Development – Formal Documentation
Prepares for draft
proposal
Program developers
draft proposal
according to SCHEV
format guidelines &
requirements
If satisfied with draft
proposal, Vice
Provost provides copy
to Provost for review
Internal Review
External Review
1. Briefs program developers on 1.
SCHEV’s approval process &
requirements
2.
2. Creates program proposal
development timetable
• Ensures meetings between
program developers & the
following take place:
Institutional Research, University
Librarian, Distance Learning
Includes section on resource
needs
Includes resource needs in
annual operating/biennial
budget requests from the
department/school for the
appropriate fiscal year
1. Develops understanding
2. Determines its fit within the scope
of the University’s mission, goals, &
strategic plan
• Defines its unique characteristics
• Identifies similar programs at other
VA institutions
• Explores alternative ways of
implementing curriculum
• Tests concept in terms of
student/employer demand &
resource implications
Program-related actions
New & spin-off degree program proposals
Program Proposal Development – Formal Documentation
Internal Review
Faculty of
originating
department
Department /
School chair
Department
curriculum
committee
Provost
Dean
Provost’s
Council &
senior
Academic
Affairs staff
Provost
President
Chair of the
Faculty
Senate
Faculty
Senate review
committee
Academic &
Research
Advancement
Committee of
the Board of
Visitors
Full Faculty
Senate
Vice Provost
prepares final
program
proposal to
SCHEV
Program-related actions
New & spin-off degree program proposals
Program Proposal Development – Formal Documentation
External Review
SCHEV
SCHEV reviews
&
communicates
with Vice
Provost /
Provost
SACSCOC
SCHEV notifies
other state
institution
about new
program
proposal
President or
SACSCOC
Liaison notifies
SACSCOC
President about
new degree
program
SCHEV
Academic
Affairs
Committee
reviews &
meets with
program
developers,
dean, & Vice
SACSCOC
Provost
receive
copies
of SCHEV
documentation
along with
notification
letter
SCHEV
formally
SCHEV
notifies ODU,
Academic
& Provost
Affairs
forwards
Committee
notification to
recommends
Vice Provost,
to full SCHEV
dean, chair, &
board
program
SACSCOC
If required, developers
SACSCOC
reviews
determines
whether a
prospectus is
necessary
program
developers (&
Vice Provost)
prepare
prospectus
program
materials &
prospectus &
notifies the
University
Next MARI Networking Meeting: March 5, 2015
Mujde Erten-Unal et al: Design Project and Service Learning
Urban Land Institute and MARI: Resilient Region Reality Check
More time for networking\
Hans-Peter Plag
February 10, 2015