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Communicating Wicked Environmental Problems

Communicating Wicked Environmental Problems. Inter-university Distributed Course Spring 2014. Learning Objectives. Improve understanding of wicked environmental problems and the necessity of communication and participatory approaches to solve them

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Communicating Wicked Environmental Problems

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  1. Communicating Wicked Environmental Problems Inter-university Distributed Course Spring 2014

  2. Learning Objectives • Improve understanding of wicked environmental problems and the necessity of communication and participatory approaches to solve them • Improve oral and written communication skills • Prepare doctoral students to be educators

  3. Course Activities • Online and class-wide discussion of readings related to ASEPs and communicating wicked environmental problems • As a member of a team, creation of an activity related to ASEPs.

  4. Tentative Weekly Discussion Topics • Course introduction and pre-assessment (Judith Perlinger) • Communicating wicked problems (?) • Educating younger generations and the public through interactive data analysis activities (Joan Chadde) • ASEP sources and environmental “processing” (Shiliang Wu) • Biogeochemical cycles (Noel Urban) • ASEP reservoirs in the terrestrial environment (Daniel Obrist) • Human-natural systems as complex adaptive systems (Hugh Gorman) • Global change (Noelle E. Selin) • Social adaptation to wicked environmental problems (?) • Human well-being and the environment (Nancy Langston) • Measuring, monitoring, and predicting progress toward sustainable chemical management (Juanita Urban-Rich) • ASEPs governance and the role of science (Henrik Selin) • Participatory approaches to solving wicked environmental problems (Emma Norman) • Sustainable chemical management (?) • Activity presentations and post-assessment

  5. Activity Development • Teams • Potentially involve middle school and high school teachers as mentors • Select topic from list or propose • Design communication mode (e.g., NPS Visitor Science Communication, social media, science museum programs, TED-talks, science-in-action photos) Faculty Mentors Expertise Application Sustainability Expertise PhD Student Mentors Implementation UG & MS Student Mentors Teaching Methods

  6. Logistics • Post course materials on MTU e-learning website made accessible to Non-MTU participating institutions • Conduct weekly meetings using videoteleconferencing or web-based technology (Adobe Connect) • Faculty select and summarize weekly reading(s) individually or in consultation with others • Teams work ad hoc on activity development; team members can be from different inter-universities

  7. Registration • Registration for 1 credit at student’s university at university’s tuition rate through arrangement of participating faculty member (UN5100 at MTU) • Auditing is acceptable, with permission; participation in weekly discussions is expected.

  8. Assessment • Course grade determined by: • Participation in weekly on-line and virtual group discussion of readings • Participation in activity creation • Report on activity • Presentation of activity • Online pre/post assessment • Focus group discussion with Education Assessor Chris Anderson

  9. Action Items for Faculty • By Dec. 15, confirm willingness to identify readings and provide summary of readings on the suggested topic • ASAP, to help customize the course, complete survey at: https://docs.google.com/a/mtu.edu/forms/d/18cOSQyjaJutUdQ2IDbmLGOQj0FXGLYJI67YAnN9px7U/viewform

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