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Short course marine ecosystem sustainability

Short course marine ecosystem sustainability. Motivation. Social-ecological feedbacks. Holistic approach to management addresses biophysical and social complexities. Place-based approaches and participatory methods.

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Short course marine ecosystem sustainability

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  1. Short course marine ecosystem sustainability

  2. Motivation • Social-ecological feedbacks • Holistic approach to management addresses biophysical and social complexities • Place-based approaches and participatory methods • Scientists, managers, and policy makers need to work effectively across disciplines

  3. Challenges for sustainability science • Lack of clarity on the underlying conceptual issues – similar ideas expressed differently • Methodological differences between biophysical and social sciences can preclude communication • Lack of opportunity to meet and discuss issues • Separation among disciplines (some is good)

  4. Education can play key role • Train young scientists, managers, policy makers in cross-cutting disciplines • Exposure to different scientific and social cultures • Build connections with national and international peers • Interaction with resource users • Engage public in conservation and management issues

  5. 1. Cross-institution course • Short summer course with 2 modules: Topics and Skills • Different perspectives of resource sustainability • Cross-disciplinary group projects on issues related to marine resource sustainability • Continue working on projects at home institutions • Foster sustained, cross-disciplinary interactions

  6. 1. Cross-institution course • Develop course syllabus and implementation this week • Early career and established scientists from different disciplines contribute to course development and instruction • Working groups have mentor to provide guidance • Disseminate work through conferences, publications, etc.

  7. 2. Research exchanges • Cross-disciplinary training opportunities for graduate students and post-docs • Develop new skills, collaborations, mentoring relationships • Students bring skills to visiting institutions and return to home institutions with new tools and perspectives

  8. 3. Undergraduate course curricula • Course materials that integrate ecological and social science principles in marine conservation • Students of fisheries, ecology, oceanography, education, marine economics, and history of science • Online publications of coursematerials / syllabi Coos Bay Historical and Maritime Museum

  9. Honors College course • “Oregon’s Ocean” • History of Fishing and Fisheries Science in Oregon • How did we get here?Why has science moved in certain directions? Future? • Topical issues from Oregon that integrate history, politics, sociology and biology • Preparation for summer course, Global Learning course http://carmelfinley.wordpress.com/

  10. Global Learning Course • The World’s Fisheries: Controversies, Policies, History, and Ecology • Global perspective of the complexities of marine fisheries • Status and social, ecological, economic, and political factors • How our choices can affect the sustainability of coastal ecosystems and communities around the world http://carmelfinley.wordpress.com/

  11. Summaries from the group • Expose students to the existing skills and theoretical frameworks from different disciplines • Provide a foundation / framework that students can continue to build upon, point them to additional resources • Group problem-solving exercise that leads to publication or outreach product • Merge intra-disciplinary perspectives into something that is more than just a sum of the parts

  12. Topics and skills History Ecological principles Quant. & Theor. backgroundon management tools Management Sustainability summer course Marine policy / governance Human subjects research Decision making / trade offs TEK / LEK Transdisciplinary communication Stakeholder engagement

  13. Discussion points • What is our ‘sweeping’ statement? How do we tie together the perspectives of different disciplines? • Who is the audience? Entry requirements? • How can we help facilitate strong connections between students? • What is the mechanism for facilitating interaction and exchange among students across disciplines after the course ends?

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