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: 10 -12: 20 -12: 25 -12: 30 -12: 35 -12: 40 -12: 45 -12: 55 -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 makpinar@odu. edu
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
Engineering Technology CET 355. Sustainable Building Practices. 3 Credits. Course focus is sustainable design and construction practices for the built environment Prerequisites: Junior standing.
EET 370 T. 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 101 N or PHYS 111 N or PHYS 226 N or PHYS 231 N. Photo: National Renewable Energy Laboratory "Giant photovoltaic array" by U. S. Air Force photo/Airman 1 st Class Nadine Y. Barclay - NELLIS AIR FORCE BASE
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
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 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 Mc. Guire, Adapting to Sea Level Rise in the Coastal Zone, CRC Press, 2013
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 Monetary/Fiscal Policy Trade & Finance Investment Development Rent-Seeking Regulation 10 February 2015 MARI Networking Luncheon 30
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 31
Dissertations • Claudia Risner, ABD: Adaptation and learning among municipalities in C 40 network • Jen Schiff, ‘ 10: UN Integrated Water Resource Management (IWRM) 10 February 2015 MARI Networking Luncheon 32
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 33
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 rkashiri@odu. edu
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 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 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 rkashiri@odu. edu
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 Earth. Echo (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 Ph. D programs v. Formal Individual IDS Ph. D programs v. Content-based IDS programs v. Disciplinary IDS programs v. Problem/solution oriented IDS programs
Challenges for Students Can be Daunting
CHALLENGES WITH IDS PROGRAMS v. Conceptualizing focus v. Demonstrating demand v. Resources v. 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 v. In the past – informal v. Recent discussions focused on an IDS Ph. D program that would have an interdisciplinary core and the opportunity to have concentrations developed around the core v. Possible core: v. Communication between disciplines v. Foundations of problem solving v. Interdisciplinary research methods v. 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 Data visualization: two and three dimensions Understanding basic probability, logic Discover and measure feedback processes Social Reasoning Ethnographic research Evidenced-based modeling Stakeholder communications Use of geospatial data Spatial Representation, measurement of spatial interdependencies Reasoning 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
Opportunities Going Forward v. Interdisciplinary certificates as a foundation for degree programs v. Developing formal mechanisms to support and promote IDS graduate programs v. Developing an IDS Ph. D program that allows for various concentrations
Program-related actions v. 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? 1. Is there support for further development 2. 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 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 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 v. 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. Includes section on resource SCHEV’s approval process & needs requirements 2. Includes resource needs in 2. Creates program proposal annual operating/biennial development timetable budget requests from the 3. Ensures meetings between department/school for the program developers & the appropriate fiscal year following take place: Institutional Research, University Librarian, Distance Learning 1. Develops understanding 2. 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
Program-related actions v. 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 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 v. New & spin-off degree program proposals Program Proposal Development – Formal Documentation External Review 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
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