1 / 14

Workshop on Curriculum Development marineresearchnetwork/activities/

Workshop on Curriculum Development http://www.marineresearchnetwork.org/activities/. February 11-13, 2013 Corvallis, OR . Some context Goals of the workshop Opportunities and challenges Workshop activities.

trista
Download Presentation

Workshop on Curriculum Development marineresearchnetwork/activities/

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Workshop on Curriculum Developmenthttp://www.marineresearchnetwork.org/activities/ February 11-13, 2013 Corvallis, OR • Some context • Goals of the workshop • Opportunities and challenges • Workshop activities

  2. RCN-SEES: SUSTAINABILITY OF MARINE RENEWABLE RESOURCES IN SUBARCTICSYSTEMS UNDER INCUMBENT ENVIRONMENTAL VARIABILITY AND HUMANEXPLOITATION Steering committeeLorenzo Ciannelli, Oregon State UniversityMary Hunsicker, Oregon State University Marty Anderies, Arizona State UniversityKevin Bailey, NOAA Fisheries Ken Frank, Department of Fisheries and Oceans, CanadaColleen Webb, Colorado State University Network participantsPaulinus Chigbu, University of Maryland, Eastern ShoreCarmel Finley, Oregon State UniversitySelina Heppell, Oregon State University Students Allain Barnett, Arizona State UniversityClint Leach, Colorado State University Caren Barcelo, Oregon State University http://www.marineresearchnetwork.org/ Funding period: 2012-2015

  3. RCN objectives • Scientific activities • Sequential species depletion • Sequential spatial depletion • Sequential demographic depletion • Socio-ecological feedbacks • Educational activities • Research exchanges • Curriculum development • Summer academy • The scientific goal is that of integrating basic eco-evolutionary and socio-economic principles to address the consequences of current and alternative policy practices in large and commercially exploited marine ecosystems • The educational goal of our network is that of training research and management scientists in the interdisciplinary fields of ecology, oceanography, evolution, sociology and conservation. • Coordination • Annual meetings • International workshop • Bi-monthly phone conferences • Dissemination • Multi-authored review articles • Edited special issue • Web-site

  4. Workshop on curriculum development Goals • Develop curriculum for a graduate level summer course on how to integrate socio-ecological principles in management and conservation practices • Generate ideas for course implementation • Develop outline for a multi-authored educational forum article Benefit of participating • Stimulate ideas and links for your own research and educational activities • Be a co-author on an Educational Forum article • Get involved with course delivery

  5. Opportunities • In coming together we are breaking new grounds on curriculum development

  6. Opportunities • In coming together we are breaking new grounds on curriculum development • Sustainability of marine resources provide many opportunities for interdisciplinary education We pulla da net to make da mon to buya da bread to getta strength to pulla da net Lament of the Italian fisherman From: ‘Sailing for salmon – the early years of commercial fishing in Alaska’s Bristol Bay 1884-1951’

  7. Challenges in interdisciplinary education Haapasari et al (2012) conclude that: ‘interdisciplinarity is a learning process that takes place at three levels: between individuals, between disciplines and between types of knowledge’ • Knowledge: Breadth vs depth • Skills: Developing a common language and set of tools • Attitudes: Means and opportunities for long-lasting collaborations

  8. Challenges in interdisciplinary education Haapasari et al (2012) conclude that: ‘interdisciplinarity is a learning process that takes place at three levels: between individuals, between disciplines and between types of knowledge’ • Knowledge: Breadth vs depth • Skills: Developing a common language and set of tools • Attitudes: Means and opportunities for long-lasting collaborations Intradisciplinary curriculum

  9. Challenges in interdisciplinary education Haapasari et al (2012) conclude that: ‘interdisciplinarity is a learning process that takes place at three levels: between individuals, between disciplines and between types of knowledge’ • Knowledge: Breadth vs depth • Skills: Developing a common language and set of tools • Attitudes: Means and opportunities for long-lasting collaborations Intradisciplinary curriculum Interdisciplinary curriculum

  10. Course characteristics • Main objective • - To integrate socio-ecological principles in marine resource management and conservation • Learning outcome • Gain an understanding of topics and skills which are used in the study of coupled socio-ecological systems • - Establish a sense of community and collaboration among course attendees • Targeted audience • Graduate students in ecology, conservation biology, fisheries, biological oceanography, economy, sociology and history • Implementation • Summer academy, location TBD • Two weeks • Theoretical (knowledge) and applied (skills) modules • ‘Distance’ continued component

  11. Workshop activities • DAY 1, Monday, February 11th: Curriculum development • Morning: PLENARY • Group introduction • Lightning talks (1-2 slides, < 3 minutes) • -Crossing socio-ecological boundaries [Jim, Allain] • Early afternoon: PLENARY • - Synthesis and discussion of participant summaries [Mary] • - Who is the audience and what are the entry requirements? • - How do we make the course interdisciplinary, but not superficial? • - How can we help facilitate strong connections during and after the course? • Late afternoon: BREAKOUT GROUP ACTIVITIES [Lead: Julia, Selina] • - Topics and skills built around ‘Enduring understanding’ • Evening: Wine and cheese at Chez Ciannelli, • dinner at The Big River restaurant at 7:00 PM

  12. Workshop activities • DAY 2, Tuesday, February 12th: Implementation • Morning: PLENARY • Summary and discussion of Day 1 breakout groups [Julia, Selina] • Presentation and discussion of existing programs: how is our course unique? • IGERT and related programs [Anne] • Center for Ocean Solutions [Larry] • SESYNC [David] • How NOAA and DFO perceive implementation of EBM [Kevin / Ken] • Afternoon: BREAKOUT GROUP ACTIVITIES • Group I: Draft syllabus based on Day 1 discussions [Lead: Colleen] • Group II:Implementation [Lead: John] • Where and when should the course be held? • How can we attract students from various disciplines? • Admission process, cost and funding for the course • How can we get advisors to help contribute travel / course funding? • How many credits? How do we transfer credits? Course evaluation • Evening: Dinner at Del Alma restaurant at 7:30 PM

  13. Workshop activities DAY 3, Wednesday, February 13th: outline for journal article Morning: PLENARY 8:30-9:30 Summary of topics from Day 2 & discussion of any remaining items 9:30-10:30 Discussion of journal article and co-authorship 10:30-10:50 BREAK 10:20-12:00 Outline journal article 12:00 Depart

  14. http://www.marineresearchnetwork.org/activities/ http://www.youtube.com/watch?v=JPpFRVogJIg

More Related