Oluwakemi Izomo MARI Networking Meeting February 10, 2015 11:30/12:00 PM to 1:30 PM Learning Commons...
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Transcript of Oluwakemi Izomo MARI Networking Meeting February 10, 2015 11:30/12:00 PM to 1:30 PM Learning Commons...
Oluwakemi Izomo
MARI Networking MeetingFebruary 10, 2015
11:30/12:00 PM to 1:30 PM
Learning Commons in Perry Library, Room 1310
Draft Agenda
11:30-12:00 Networking and lunch12:00-12:10 Carol Simpson, Provost: Welcome12:10-12:20 Hans-Peter Plag: MARI's education needs and contributions12:20-12:25 Muge Akpinar-Elci: Global Health Certificate12:25-12:30 Zia Razzaq: Coastal Engineering courses in Civil and Environmental Engineering12:30-12:35 Carol Considine: Engineering Technology courses12:35-12:40 Glen Sussman: Political sciences courses12:40-12:45 David Ernest: International Studies12:45-12:55 Elizabeth Joyner: The Virginia Earth System Scholar course12:55-13:05 Brian Payne: Interdisciplinary Science Degree13:05-13:30 Discussion: Bringing it all together
Hans-Peter PlagFebruary 10, 2015
Needs and Goals
Degrees
CoursesCertificates
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 co-usage of knowledge (open knowledge)•develop adaptive leadership and community resilience thinking
Active courses:•Introduction to Adaptation Science•Reflections on the role of Science in SocietyTo 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, MPHDirector and Associate Professor
Center for Global Health,
College of Health Sciences, ODU
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
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Batten College of Engineering
Sustainability Courses
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Engineering TechnologyCET 355. Sustainable Building Practices. 3 Credits.Course focus is sustainable design and construction practices for the built environmentPrerequisites: Junior standing.
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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
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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
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Mechanical and Aerospace EngineeringMAE 413/513. Energy Conversion. 3 Credits.Introduction of relevant kinetic theory, solid state, and thermodynamic principles; includes thermoelectric, photovoltaic, thermionic, magneto-hydrodynamic 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 SussmanGlen SussmanProfessor of Political Science/Professor of Political Science/
American PoliticsAmerican Politics
Teaching the Politics of Climate Change:
Undergraduate and Graduate Courses
Undergraduate Course:Undergraduate Course:Climate Politics in the United StatesClimate 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 SeminarGraduate SeminarThe Politics of Climate Change:The Politics of Climate Change:
Comparative PerspectivesComparative 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 ResourcesSelected Resources
Andrew 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
David Ernest: International Studies
International Studies andMitigation/Adaptation
MARI Networking Luncheon
David C. Earnest, Ph.D.Associate Dean, Arts and Letters
Associate Professor, Political Science & International Studies
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10 February 2015 MARI Networking Luncheon
Curriculum: Political Economy
Political Economy
Monetary/Fiscal PolicyTrade & Finance
InvestmentDevelopmentRent-Seeking
Regulation
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10 February 2015 MARI Networking Luncheon
Curriculum: Political Economy
FormalEconomy
“Socio-ecological systems”“Coupled natural-human systems”
Informal Economy
Unregulated Markets, Barter, Day Labor,Care Labor
Illicit Economy
Money Laundering, Waste, Drugs,
Human Trafficking
ResourceScarcity
Energy, timber,fisheries, food
ClimateChange
Sea-level rise,ocean acidification,
invasive species,biodiversity
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10 February 2015 MARI Networking Luncheon
Dissertations
•Claudia Risner, ABD: Adaptation and learning among municipalities in C40 network•Jen Schiff, ‘10: UN Integrated Water Resource Management (IWRM)
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10 February 2015 MARI Networking Luncheon
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
Elizabeth Joyner: The Virginia Earth System Scholar course
Presenter: Elizabeth Joyner
For More Information: Rudo Kashiri,
Education Programs [email protected]
Virginia Earth Systems Science ScholarsVirginia Earth Systems Science ScholarsVirginia Space Grant Consortium
OverviewOverviewAsynchronous 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
ElementsElements
•Competitive program for high school juniors• Course will also be open to Community College students• Free 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 ThemesCurriculum Themes
Module ComponentsModule Components
1.Reading content & Quizzes2.Interactive links • Simulations • Videos
3.Data Analysis Activities4.Technical Reports & Case Studies5.Topic related forum discussions6.Interactive asynchronous/synchronous group work
THANKS!
Thank you Hans-Peter Plag, Michelle Covi, and Dick Zimmerman for your willingness to share your expertise!
Presenter: Elizabeth Joyner
For More Information: Rudo Kashiri,
Education Programs [email protected]
Virginia Earth Systems Science ScholarsVirginia Earth Systems Science ScholarsVirginia Space Grant Consortium
Recently Submitted Proposal NOAA’s B-WET 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
Formal Individual IDS PhD programs
Content-based IDS programs
Disciplinary IDS programs
Problem/solution oriented IDS programs
Types of Interdisciplinary PhD programs
Challenges for Students Can be Daunting
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
CHALLENGES WITH IDS PROGRAMS
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 disciplinesFoundations of problem solvingInterdisciplinary research methodsInterdisciplinary problem solving
ODUs Efforts
Learning Outcomes/SkillsLearning Outcome
Employment Skills & Workplace Competencies
Emergent Reasoning
Data visualization: two and three dimensionsUnderstanding basic probability, logicDiscover and measure feedback processes
Social Reasoning
Ethnographic researchEvidenced-based modelingStakeholder communications
Spatial Reasoning
Use of geospatial dataRepresentation, measurement of spatial interdependencies
Temporal Reasoning
Use of time-series dataRecognition, measurement and analysis of delays and feedbacks
Scale Reasoning
Identifying and interpreting relationships between agent-level and system-level dataLogic of scalar inferenceCritical ThinkingUse of multi-scalar data
Team Reasoning
CommunicationCollaborationLeadershipProgram AssessmentWorkflow ManagementScience communication and advocacy for the public
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
Opportunities Going Forward
Program-related actionsNew & spin-off degree program proposals
Concept begins(program
developers)
Vice Provost evaluates concept
Provost consults with Vice Provost, Dean, & President
(if needed) to determine
program viability
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?
Positive response received by department/school
1. Develops understanding2. Determines its fit within the scope
of the University’s mission, goals, & strategic plan
3. Defines its unique characteristics4. Identifies similar programs at
other VA institutions5. Explores alternative ways of
implementing curriculum6. Tests concept in terms of
student/employer demand & resource implications
Vice Provost recommends to Provost whether comprehensive program proposal is approved for development
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 Proposal Development - Exploration
Program-related actionsNew & spin-off degree program proposals
Program Proposal Development – Formal Documentation
Prepares for draft proposal
If satisfied with draft proposal, Vice Provost
provides copy to Provost for review
Internal Review
1. Briefs program developers on SCHEV’s approval process & requirements
2. Creates program proposal development timetable
3. Ensures meetings between program developers & the following take place: Institutional Research, University Librarian, Distance Learning
1. Develops understanding2. Determines its fit within the
scope of the University’s mission, goals, & strategic plan
3. Defines its unique characteristics
4. Identifies similar programs at other VA institutions
5. Explores alternative ways of implementing curriculum
6. Tests concept in terms of student/employer demand & resource implications
External Review
Program developers draft
proposal according to SCHEV format
guidelines & requirements
1. Includes section on resource needs
2. Includes resource needs in annual operating/biennial budget requests from the department/school for the appropriate fiscal year
Program-related actionsNew & spin-off degree program proposals
Program Proposal Development – Formal Documentation
Internal Review
Faculty of originating department
Department / School
chair
Department curriculum committee
Dean ProvostChair of the
Faculty Senate
Faculty Senate review
committee
Full Faculty Senate
Provost
Provost’s Council &
senior Academic
Affairs staff
President
Academic & Research
Advancement Committee of the Board of
Visitors
Vice Provost prepares final
program proposal to
SCHEV
Program-related actionsNew & spin-off degree program proposals
Program Proposal Development – Formal Documentation
External Review
SCHEV reviews &
communicates with Vice
Provost / Provost
SCHEV notifies other
state institution about new program proposal
SCHEV Academic
Affairs Committee reviews & meets with
program developers, dean, & Vice
Provost
SCHEV Academic
Affairs Committee
recommends to full SCHEV
board
SCHEV formally
notifies ODU, & Provost forwards
notification to Vice Provost,
dean, chair, & program developers
President or SACSCOC
Liaison notifies
SACSCOC President about new
degree program
SACSCOC receive
copies of SCHEV
documentation along with notification
letter
SACSCOC determines whether a
prospectus is necessary
If required, program
developers (& Vice Provost)
prepare prospectus
SACSCOC reviews program
materials & prospectus & notifies the University
SCHEV
SACSCOC
Hans-Peter PlagFebruary 10, 2015
Next MARI Networking Meeting: March 5, 2015 Mujde Erten-Unal et al: Design Project and Service LearningUrban Land Institute and MARI: Resilient Region Reality CheckMore time for networking\