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

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

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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 Managerrkashiri@odu.edu

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 Managerrkashiri@odu.edu

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\