MARI Networking Meeting: Education Needs and Contributions

1. Oluwakemi Izomo

2. 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 Networking and lunch 12:00-12:10 Carol Simpson, Provost: Welcome 12:10-12:20 Hans-Peter Plag: MARI's education needs and contributions 12:20-12:25 Muge Akpinar-Elci: Global Health Certificate 12:25-12:30 Zia Razzaq: Coastal Engineering courses in Civil and Environmental Engineering 12:30-12:35 Carol Considine: Engineering Technology courses 12:35-12:40 Glen Sussman: Political sciences courses 12:40-12:45 David Ernest: International Studies 12:45-12:55 Elizabeth Joyner: The Virginia Earth System Scholar course 12:55-13:05 Brian Payne: Interdisciplinary Science Degree 13:05-13:30 Discussion: Bringing it all together

3. Needs and Goals Courses Certificates Degrees Hans-Peter Plag February 10, 2015

4. 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

5. 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

6. 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

7. 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

8. Muge Akpinar-Elci: Global Health Certificate

9. Global Health Certification • Muge Akpinar, MD, MPH • Director and Associate Professor • Center for Global Health, • College of Health Sciences, ODU • makpinar@odu.edu

10. What is Global? GLOBAL HEALTH Refers to the scope of problems, not their location

11. 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

12. Outline of Global Health Certification

13. Zia Razzaq: Coastal Engineering courses in Civil and Environmental Engineering

16. Carol Considine: Engineering Technology courses

17. Batten College of Engineering • Sustainability Courses 18

18. 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.

19. 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

20. 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

21. 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, 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

22. Glen Sussman: Political sciences courses

23. Glen SussmanProfessor of Political Science/American Politics • Teaching the Politics of • Climate Change: • Undergraduate and Graduate Courses

24. 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

25. Graduate SeminarThe 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

26. 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 McGuire, Adapting to Sea Level Rise in the Coastal Zone, CRC Press, 2013

27. David Ernest: International Studies

28. International Studies andMitigation/Adaptation • MARI Networking Luncheon • David C. Earnest, Ph.D. • Associate Dean, Arts and Letters • Associate Professor, Political Science • & International Studies

29. Political Economy Monetary/Fiscal Policy Trade & Finance Investment Development Rent-Seeking Regulation Curriculum: Political Economy 10 February 2015 MARI Networking Luncheon

30. Informal Economy Unregulated Markets, Barter, Day Labor, Care Labor Climate Change Sea-level rise, ocean acidification, invasive species, biodiversity Resource Scarcity Energy, timber, fisheries, food Illicit Economy Money Laundering, Waste, Drugs, Human Trafficking Formal Economy Curriculum: Political Economy “Socio-ecological systems” “Coupled natural-human systems” 10 February 2015 MARI Networking Luncheon

31. 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

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

34. Virginia Earth Systems Science ScholarsVirginia Space Grant Consortium Presenter: Elizabeth Joyner For More Information: Rudo Kashiri, Education Programs Manager rkashiri@odu.edu

35. 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

36. 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

37. Curriculum Themes

38. Module Components • Reading content & Quizzes • Interactive links • Simulations • Videos • Data Analysis Activities • Technical Reports & Case Studies • Topic related forum discussions • Interactive asynchronous/synchronous group work

39. THANKS! Thank you Hans-Peter Plag, Michelle Covi, and Dick Zimmerman for your willingness to share your expertise!

40. Virginia Earth Systems Science ScholarsVirginia Space Grant Consortium Presenter: Elizabeth Joyner For More Information: Rudo Kashiri, Education Programs Manager rkashiri@odu.edu

41. 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!

42. Brian Payne: Interdisciplinary Science Degree

43. Building Interdisciplinary Graduate Programs at Old Dominion University

44. Types of Interdisciplinary PhD programs • Formal Individual IDS PhD programs • Content-based IDS programs • Disciplinary IDS programs • Problem/solution oriented IDS programs

45. Challenges for Students Can be Daunting

46. 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

47. 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

48. Learning Outcomes/Skills

49. 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

50. New & spin-off degree program proposals Vice Provost recommends to Provost whether comprehensive program proposal is approved for development Provost consults with Vice Provost, Dean, & President (if needed) to determine program viability Positive response received by department/school Concept begins(program developers) Vice Provost evaluates concept • Preliminary proposal written (description, rationale, course requirements) • Concept discussed with department/school • Is plan viable? • Is there support for further development • Are there adequate resources for implementation? • Develops understanding • 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 • If Provost determines viability is inadequate, the Vice Provost informs the developers, & the plan is abandoned or reformulated. • If Provost determines viability is strong, Vice Provost works with developers & coordinates formal proposal development for SCHEV. Program-related actions Program Proposal Development - Exploration