Interdisciplinary Development in Energy Studies at UiO: Challenges, Solutions, and Initiatives

1. Utvikling av et tverrfaglig studietilbud innen satsingen UiO:Energi Studiekomite- og forskningskomitemøte om tverrfaglighet Anders Elverhøi

2. Innehold • Kort om UiO Energi • Eksempler fra tre amerikanske universiteter • Kort om utfordringer for tverrfaglig utdanning • Hva er allerede utført, UiO og nasjonalt (PhD nivå • Mulige løsninger ved UiO – master • Konklusjon Ny Powerpoint mal 2011

3. Funksjonen til UiO:Energi • Virke katalytisk og strategisk • Legge til rette for kvalitet og fornyelse • Sikre utvikling av disiplinrettede kurs (hovedansvar enhetene) og samtidig fremme mer helhetlig forståelse av energi- og klimaspørsmål • Ha et særlig ansvar for å fremme tverrfaglige og tverrfakultære tiltak innen forskerutdanning og undervisning av strategisk betydning

4. Prinsipper for utvikling av tverrfaglig studieprogram innen energi og klima • Forskningsbasert utdanning, utnytte UiOs forskningskompetanse • Produsere kandidater som er relevante for næringsliv, offentlig forvaltning med mer (utdanningen må utvikles i samarbeid med eksterne aktører) • Tverrfaglig profil som bygger på grunnkompetanse innen et disiplinært felt

5. Utfordringer for tverrfaglig utdanning* • Colleges and universities must provide incentives and help eliminate disincentives to interdepartmental collaborations. • The disincentives: • when allocation of teaching credit and and organization of the physical facilities are under departmental control. • Colleges and universities cannot expect excellent teaching unless they actively support faculty development. • Administrators need to recognize the time and effort required by encouraging faculty to take advantage of campus resources *Transforming Undergraduate Education for Future Research Biologists

6. Utfordringer for tverrfaglig utdanning* • Decreasing barriers and increasing communication between departments will require mechanisms that facilitate faculty teaching out-of-department courses. • Increasing the recognition and rewards for faculty who teach outside of their department • Departments and colleges must find new ways to make resources available ---and reward their efforts. • Again, departmental structures must evolve to meet these new needs. • An interdisciplinary approach to teaching, faculty must consider both content and pedagogy • A major constraint on increasing interdisciplinary education is the physical layout of the teaching facilities *Transforming Undergraduate Education for Future Research Biologists

7. The University of Texas at Austin Energy Institute • The program aspires to: • critical understandings and analytical tools in the energy field • application of theoretical and conceptual tools of analysis and research on energy • Provide opportunities for participation in practical applications in energy • Foster research and dialogue among graduate students and faculty • Give students an opportunity to gain and document knowledge of energy topics that may be useful in their career paths

8. The University of Texas at Austin Energy Institute • Educational Opportunities in Energy, Graduate Portfolio Program in Energy Studies (GPPES) • A cooperative effort among 11 colleges and schools on the UT Austin campus • An interdisciplinary approach to study and research by integrating existing resources into a single program. • Course study with practical experience for students who may pursue professional careers in energy • Four thematically related courses for twelve credit hours, preferably from courses unique to their own area of study. • Complete a research project and present their results at a professional meeting or an on-campus event • Initial enrollment in the Graduate Portfolio Program in Energy Studies 15 students; 20 new students are expected to be added each semester until a limit of 100 students is reached.

9. DUKE University • The Duke University Energy Initiative is focused on: • Educating future leaders, researching to find solutions, and engaging with business and policy decision makers to address three major energy challenges: • Meeting growing energy demand to support a competitive and prosperous economy; • Reducing the environmental footprint of energy • Addressing energy security concerns.

10. DUKE UniversityEnergy Education Programs Undergraduate Programs • The goal of the Certificate is to develop innovative thinkers and leaders who understand the energy system as a whole and the important interconnections among policy, markets, technology and the environment. • Core Courses (both required): • Energy and the EnvironmentIntroduction to Environmental Engineering and Science • Three elective courses (one from each area) • Markets and PolicyEnvironmentEnergy Technology

11. Duke University - Master • The EE program aims to provide students with the skills and knowledge necessary to effectively address energy and environmental challenges. • Over the course of the program, students will gain: • A broad perspective on the current energy system and future alternatives. • A fundamental understanding of science & technology as it relates to energy and environment. • Background in the economics, policy, and business of energy. • First-hand exposure to the energy sector and energy leaders. • Critical skills in data analysis and modeling. • Experience with communication, facilitation, project management, and teamwork.

12. MIT:Energy Studies (Minor) • Produce multi-dimensional graduates with both subject-specific knowledge and integrative understanding across a variety of energy issues. • Energy education across all the schools, all the departments, and all the programs that MIT offers. • Provide single-discipline, multi-disciplinary, and interdisciplinary perspectives on energy. • Offer a variety of hands-on subjects and opportunities to engage in the complex reality of energy. • The heart is a core of foundational subjects in the domains of energy science, technology and social science.

13. MIT Energy InitativeGuidelines for energy minor science core courses • We expect that any have been exposed: • to the basic scientific principles underlying all components of the energy landscape, • understanding of the physical laws governing and limiting energy processes, • exposure to the science of energy that they could, for example, work as a staff member assisting a politician on energy issues • have the background needed to place any energy issue into a scientific context • have some initial knowledge to use as a starting point for investigating any particular question.

14. MIT: Energy Minor • Energy Studies Minor Science Core Requirement • Outline of key science ideas and energy applications • Thermodynamics and second law • Quantum physics • Entropy • Nuclear physics: nuclear decay, fission, fusion • Planck radiation law • Atmospheric science • Chemical conversions • Biological systems

15. Erfaringer fra USA • Tverrfaglig energi perspektiv gjennom • Kurs på tvers av fakulteter (obligatoriske kjerne kurs) • Hovedsakelig på lavere grad • Tverrfaglig temaoppgaver • Duke, internt • Austin, på tvers av fakulteter • MIT, diverse former for interfakultær aktivitet • Tverrfaglige master oppgaver • Opptak • Sertifisering per fakultet • Duke • Eget opptak • Austin og MIT Ny Powerpoint mal 2011

16. PhD-UiO • Videreutvikle • MILENs forskerskole og • NorRen, The Norwegian Research School of Renewable Energy • Utvikle tverrfaglige forskningsprosjekter innen bærekraftige energisystemer i samarbeid med instituttsekroren, næringliv og samfunnet for øvrig med team av PhD kandidater innen sentrale problemstillinger

17. Videreutvikle

18. About NorRen • The Norwegian Research School in Renewable Energy (NorRen) is an organization for PhD candidates within renewable energy • Covers with this most of the renewable energy activities at university and research level in Norway • Course portfolio • Cataloguing relevant courses related to renewable energy offered at Norwegian universities • Mobility • Enhancing mobility for inter-institutional studies at the involved partner universities • Summer school • Organizing an annual summer school for PhD candidates and young researchers

19. Summer school 2012 • The topic of the 2012 summer school was “Implementation of Renewable Energy Technologies” and was visited by more than 70 PhD candidates • Interdisciplinary seminar, with a broad thematic approach to the field of renewable energy • Focus on network building and understanding across disciplines

20. Hvordan sikre tverrfaglighet: master O K O K O K O K E E Obligatoriske kurs ? Master E E E E E E E Bachelor E E E Obligatoriske kurs ? MN SV JUS HF

21. Hvordan sikre tverrfaglighet: master Eget opptakk, formål: sikre en faglig identitet O K O K O K O K Tverrfaglig kurs med prosjektarbeid/oppgave 10poeng ? E E Master E E E E E E E Bachelor E E E MN SV JUS HF

22. Hvordan sikre tverrfaglighet: master Hvordan bruke kurs fra andre fakulteter – ”heisekurs” O K O K O K O K E E Master E E E E E E E Bachelor E E E MN SV JUS HF

23. Hvordan sikre tverrfaglighet: master Hvordan bruke kurs fra andre fakulteter – ”heisekurs” O K O K O K O K E E Master E E E E E E E Bachelor E E E MN SV JUS HF

24. Hvordan sikre tverrfaglighet: Bachelor • Hvordan sikre • Faglig dybde innen sin egen disiplin • Hvordan sikre en tverrfaglig dimensjon • Merk, norsk ”undergraduate”, kun tre år, i USA er ”undergraduate” 4 år • Spørsmål: vil vi kunne gi: • BS program med energi innen sin egen disiplin • BS energiprogram med tversgående prosjektoppgave? E E E E Tverrfaglig kurs med prosjektarbeid/oppgave 10poeng ? Bachelor E E E E MN SV JUS HF Ny Powerpoint mal 2011

25. Sentrale spørsmål • Tverrfaglighet lavere grad • Kurs • Felesoppgave på tvers • Tverrfaglighet master • Kurs • Fellsoppgave på tvers • Seminarserie, obligatorisk

26. Tilnærminger • Utvikle felles prosessforståelse og terminologi • Diskusjonsbasert undervisnings og vurderingsformer • Samfunnsrelevant oppgaveløsing • Eksperter i team (prosjektbasert undervisning hvor ulike disipliner og fagområder er representert) • Heiseemner?

27. Master • Utvikle nye emner og/eller spisse eksisterende emner innen relevante studieprogram • Utvikle ett obligatorisk tverrfaglig emne basert på forelesninger fra forskere på alle fakultet • Utvikle tverrfaglige masteroppgaver • Utvikle eget studieprogram i ‘bærekraftige energisystemer’

28. 10 vt energiteknologier MN • 10 vt energi regulering JUS • 10 vt energifinans ØI • 10 vt bærekraftige energisystemer Bachelor Statsvitenskap • Utvikle nye emner og/eller spisse eksisterende emner innen relevante disipliner som til sammen kan inngå i en ‘energy minor’, dvs i en 40-gruppe • Utvikle minst ett tverrfaglig emne, for eksempel ‘bærekraftige energisystemer’ • Utvikle eget studieprogram i ‘bærekraftige energisystemer’

29. Konklusjon • Utforme målformulering • Hvordan sikre det tverrfaglige aspektet • Gjennom kurs • Revisjon av eksiterende • Nye kurs • Temaoppgaver, gruppe eller individuelt • Eget opptak? • Hovedforankring på et fakultet • Eget lærerteam som ivaretar det tverrfaglige aspektet